National Public Hearing Consultation PDF

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.
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).
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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.
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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.
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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 Participate in continuing education and
their specific field of practice. professional development in the
specific field of practice.
b) Effectively communicate orally and Demonstrate effective oral and written
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in writing using both the communication using both English and
English/Filipino language. Filipino languages.
Exhibit adequate technical writing and
oral communication abilities.
Work effectively as a member of multi-
disciplinary and multi-cultural teams.
Display good judgment of people,
actions and ideas and communicate
c) Work effectively in multi-disciplinary
them efficiently.
and multi-cultural teams.
Demonstrate effective leadership,
coordination and decision-making
skills.
Demonstrate productive project
management skills.
Articulate the contribution of one‟s
profession to society and nation
building.
d) Demonstrate professional, social, Articulate the responsibilities of a
and ethical responsibility, especially Filipino citizen in relation to the rest of
in practicing intellectual property the world.
rights. Demonstrate respect for intellectual
property rights.
Explain professional knowledge and
ethical responsibilities.
e) Preserve and promote Filipino
historical and cultural heritage based Integrate historical and cultural
on RA 7722. heritage into the professional practice.
f) Demonstrate broad and coherent

knowledge and understanding in the Discuss extensively and articulate
core areas of the physical and information in the core areas of
natural sciences and mathematics. science and mathematics.
Employ problem-solving skills using

g) Apply critical and problem solving the scientific method.
skills using the scientific method. Demonstrate critical thinking skills in
solving problems.
Apply scientific reasoning.
h) Interpret scientific data and reflect Recognize the importance of relevant
scientific data.
on relevant scientific and ethical
Summarize information using
issues. reflection on important scientific and
ethical issues.
i) Carry out basic mathematical and Perform appropriate suitable
statistical computations and use mathematical and statistical
appropriate technologies in the computations in data analysis.
analysis of data. Utilize appropriate technologies and
frameworks in data analysis.
j) Communicate information, ideas Demonstrate technical writing and
problems and solutions both, orally public speaking abilities.
and in writing, to other scientists, Disseminate information, ideas,
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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
Apply scientific advancements in ways
that are meaningful to other
k) Connect science and math to the
disciplines.
other disciplines.
Propose solutions to environmental
problems based on interdisciplinary
knowledge.
Practice responsible laboratory and
field practices that follow widely tested
and accepted techniques and
l) Design and perform techniques and procedures.
Demonstrate precision in making
procedures following safe and
observations and in distinguishing
responsible laboratory or field differences between samples and
practices. events.
Employ appropriate and correct
experimental design.
Follow national standards and national
laws.
Discern significant inputs from other
m) Accepts and critically evaluates
disciplines.
input from others.
Critically evaluate data and
information.
n) Appreciate the limitations and
implications of science in everyday Acknowledge scientific facts as part of
life. everyday life.
Adhere to data integrity.

Report results and data as honestly as
possible.
Explain key concepts and theories in
biology and ecology, qualitative and
quantitative chemical analysis, energy
and thermodynamics, earth science,
p) Demonstrate broad and coherent mathematics and statistics in an
knowledge and understanding in integrated manner
the core areas of environmental Identify the key components and
science 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 Propose a viable environmental
effectively pertaining to sound management and/or implementation
environmental protection, plan in an understandable written and
conservation, utilization and oral form.
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management
r) Demonstrate ability to contribute to Participate in the local stewardship of

the protection and management of natural resources
the environment
s) Analyze local environmental issues Articulate at least one local

and problems in the regional and environmental problem within the
global context regional and global context
t) apply appropriate knowledge and

innovation related to the Integrate in the professional practice
environment 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 15
Chemistry 15
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Earth Science 8
Mathematics 12 (6)
Physics 5
c. Environmental Science with Environmental 26 (6)
Monitoring (lec/lab) as a required course
d. Environmental Studies/Environmental 12
Management
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
Core courses (24 units)

1. Understanding the Self (Nature of identity) 3 units
2. Readings in Philippine History 3 units
3. Mathematics in the Modern World (application of 3 units
mathematics in daily life)
4. Purposive Communication (Writing, speaking and 3 units
presenting to different audiences)
5. Art Appreciation 3 units
6. Science, Technology and Society
7. Ethics 3 units
9
8. The Contemporary World (Globalization and its 3 units
.
impact on individuals, communities and nations) 3 units
2
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Elective courses (9 units)
1. Mathematics, Science and Technology (e.g. 3 units
Environmental Science)
2. Arts and Humanities (e.g. Great Books) 3 units
3. Social Sciences and Philosophy (e.g. 3 units
Entrepreneurship)
Rizal course (3 units)
4. Life and Works of Rizal 3 Units
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, 15 Units
Physical, Biochemistry and Analytical Chemistry
Earth science: Geology, Marine Science, 8 Units
Geography, and Meteorology
Mathematics: Algebra, Trigonometry, Calculus, 12 Units
Statistics and Applied Mathematics
Physics: Mechanics, Electricity and Magnetism, 5 Units
Thermodynamics, Material Science, and
Instrumentation
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
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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.
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Table 5. Sample program of study and recommended sequence of courses
.
Year Course (First Units Year Course (Second Units
Semester) Semester)
1 General Chemistry I 3 (2) 1 General Chemistry II 3 (2)
GE Math 1 3 GE Math 2 3
*GE course 1 3 *GE course 4 3
PE I (2) PE II (2)
NSTP I (3) NSTP II (3)
Total 15 (2) Total 15 (2)

= 17 = 17
2 Analytical Chemistry 3 (2) 2 Cell and Molecular Bio 3 (2)
Calculus 3 Statistics 2 (1)
PE III (2) GE Information Technology 2 (1)
PE IV (2)

= 17 = 20
3 Developmental Bio or 3 (2) 3 Ecology 3 (2)
Evolutionary Bio Earth Science 3 (2)
Mechanics and 3 (2) GE Science 2 3
Thermodynamics Environmental Studies/
Environmental Science 2 (1) Management courses I 3
course I 3 Environmental
GE Science 1 Studies/Management
courses II 3

= 16 = 19
4 Environmental Science 4 Environmental Monitoring 3 (2)
course II 3 Environmental Science
Environmental Science course IV 3
course III 3 Environmental Science 3
Environmental course V 3
Studies/Environment The EIA System (3)
al Management III 3 Thesis II/Special Project or
Environmental OJT
Studies/Environment
al Management IV 3
Thesis I/Special Project
or OJT (3)

= 15 = 17
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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
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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.
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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.
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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
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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.
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 17 of 56
ANNEX A. CURRICULUM MAPPING - BS ENVIRONMENTAL SCIENCE
RELATIONSHIP OF COURSES TO PROGRAM OUTCOME

COURSES
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
L P P P P P P P P P P P L P L P P P P
Environmental Monitoring
G. Environmental
Studies/Environmental L P P P P P P P P P P P L P L P P P P
Management
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 18 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 19 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 Common

Teaching Strategies Assessment/Evaluation
1-2 Lecture Classes Written Examination
I. Basic Defining Characteristics of Life
II. Origin and History of Life
3-4 III. Genetics Lecture Classes Written Examination

A. Mendelian and non-Mendelian Genetics Exercises
B. Central Dogma of Molecular Biology
5 IV. Darwinian Evolution Lecture Classes Written Examination
Exercises
6 V. Overview of the Domains of Life Lecture Classes Written Examination
Exercises
Reports
7-8 VI. Cell Structure Lecture Classes Written Examination

A. Viruses Group Presentations
B. Eubacteria
C. Archaea
D. Eukarya
1. "Protista"
2. Plantae
3. Fungi
Page 20 of 56
4. Animalia
9-11 VII. Cell Function Lecture Classes Written Examination
A. Basic Physico-chemical Functions
B. Cellular Division
C. Cellular Metabolism (Respiration,
Photosynthesis)
12-14 VIII. Tissue Form and Function Lecture Classes Written Examination
A. Differentiation
B. Plantae
C. Animalia
15-16 IX. Developmental Biology Lecture Classes Written Examination

A. Fertilization Exercises
B. Embryology Group Reporting
C. Organogenesis
D. Laboratory Course Outline
Common Common
Week Topic/s
I. Basic Microscopy
A. Use of microscopes Laboratory Reports
1-2 B. Preparing wet and dry mounts Laboratory Exercises Practical Examination
C. Measurements
II. Origin and History of Life (from Macromolecules to Protocells)
III. Genetics Laboratory Reports

3-4 A. Mendelian and non-Mendelian Genetics Laboratory Exercises Practical Examination
B. Central Dogma of Molecular Biology
Laboratory Reports
5 IV. Darwinian Evolution Laboratory Exercises
Practical Examination
Page 21 of 56
Common Common
Week Topic/s
Laboratory Reports
6 V. Overview of the Domains of Life Laboratory Exercises Practical Examination
VI. Cell Structure

A. Viruses
B. Eubacteria
C. Archaea Laboratory Reports
7-9 D. Eukarya Laboratory Exercises Practical Examination
1. "Protista"
2. Plantae
3. Fungi
4. Animalia
VII. Cell Function
A. Basic Physico-chemical Functions Laboratory Reports
10-12 B. Cellular Division Laboratory Exercises Practical Examination
C. Cellular Metabolism (Respiration, Photosynthesis)
VIII. Tissue Form and Function

Laboratory Reports
A. Plantae
13-15 Laboratory Exercises Practical Examination
B. Animalia
IX. Developmental Biology

Laboratory Reports
D. Fertilization
16 Laboratory Exercises Practical Examination
E. Embryology
F. Organogenesis
Page 22 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.
Page 23 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 24 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)
Common Common
Week Topic/s
1-6 I. Organ System Form and Function Lecture Classes Written Examination
A. Plantae Exercises Reports
B. Fungi Group Reports
C. Animalia
1. Protostomia
2. Deuterostomia
7-12 II. Biodiversity and Phylogeny Lecture Classes Written Examination
A. Viruses Exercises Reports
B. Eubacteria Group Reports
C. Archaea
D. Eukarya
1. "Protista"
2. Plantae
3. Fungi
4. Animalia
13-15 III. Ecology Lecture Classes Written Examination
A. Individual (Behavioral) Exercises Reports
B. Population Group Reports
C. Community
D. Ecosystems
16 IV. The Role of Humans in Global Ecology Lecture Classes Written Examination
Exercises
Page 25 of 56
Group Reports
D. Laboratory Course Outline

1 I. Basic Dissection Techniques Laboratory Exercises Laboratory Reports
II. Animal Ethics Practical Examination
2-7 III. Organ System Form and Function Laboratory Exercises Laboratory Reports
A. Plantae Practical Examination
B. Fungi
C. Animalia
1. Protostomia
2. Deuterostomia
8-13 IV. Biodiversity and Phylogeny Laboratory Exercises Laboratory Reports
A. Viruses Practical Examination
B. Eubacteria
C. Archaea
D. Eukarya
1. "Protista"
2. Plantae
3. Fungi
4. Animalia
14-15 V. Ecological Techniques (Quantitative and Laboratory Exercises Laboratory Reports
Qualitative) Practical Examination
A. Laboratory
B. Field
16 VI. The Role of Humans in Global Ecology Laboratory Exercises Laboratory Reports
Practical Examination
Page 26 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.
Page 27 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 28 of 56
     
develop the writing skill of the students in writing scientific
    
papers.
C. Course Outline
Common Common
Weeks Topic/s
1-2 Introductions Lecture demonstration and Class Quizzes
A. Definitions discussion
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
3 Natural Selection and Speciation Lecture demonstration, Film Quizzes and Film review
A. Phylogenetics viewing, and Class discussion
B. The Fossil Record
C. Extinction: Causes and Patterns
4-5 Behavioral Ecology Lecture demonstration, Film Quizzes and Film review
A. Group Selection viewing, and Class discussion
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 Lecture demonstration, Film Quizzes, Written report (Scientific
A. Physiological Ecology viewing, Case method, and Class paper), and Film review
Page 29 of 56
Common Common
Weeks Topic/s
B. Abiotic Factors discussion
C. Population Growth
D. Mutualism and Commensalism
E. Competition
F. Predation
G. Hervivory and Parasitism
H. Causes of Population Change
9-11 Community Ecology Lecture demonstration, Film Quizzes, Written report (Scientific
A. Species Diversity and Community Stability viewing, Case method, and Class paper), and Film review
1. Island Biogeography discussion
B. Community Change
C. Ecosystems (Main types of Communities)
12-15 Applied Ecology Lecture demonstration, Film Quizzes, Group report, and Film
A. The Effects of Humans viewing, Group reporting and review
B. Human Population Growth Class discussion
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
16 Introduction to Exotic Species, Epilogue Lecture demonstration, Film Quizzes and Film review
viewing, and Class discussion
Page 30 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 31 of 56
GENERAL ECOLOGY (LABORATORY)
A. Course Details
COURSE NAME General Ecology (Laboratory)
COURSE General Ecology laboratory is 2-unit introductory course on the biology of the ecosystems. It consists of 6 laboratory
DESCRIPTION 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 2 units
(Lec/Lab)
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 32 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 Common

1-5 Assessment of the Aquatic Demonstration, Visualization, Practical Examination and
Environments and Laboratory Activity Written Report
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
Page 33 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 Demonstration, Visualization, Practical Examination and

Environment and Laboratory Activity Written Report
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 34 of 56
11-13 Field Study Fieldwork Practical Exam and Scientific
Paper
14-15 Biodiversity Studies Fieldwork and Laboratory Practical Examination and

Activity Written Report
16 Tolerance to Environmental Factors Demonstration, Visualization, Practical Examination and

and Laboratory Activity Written Report
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 35 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 36 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 Lectures (Blackboard/ On-line and Written Examinations
A. The atomic theory Powerpoint presentation) (includes short quizzes)
B. Atomic structure Concept maps Homeworks (Individual/Group)
C. The periodic table/periodicity of properties Group discussion Essays/Reports
D. Electronic structure End-chapter problem sets
E. Bonding theories Recitation
F. Physical and chemical properties of substances Problem solving
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
2 Mole Concept and the Laws of Chemical

Combination
A. Mass relationships during chemical reactions
Page 37 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 38 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 39 of 56
C. Course Outline

1 Exercise on the scientific method: observing Lectures (Blackboard/ On-line and Written Examinations
and data gathering, data analysis and Powerpoint presentation) (includes short quizzes)
interpretation, making conclusions. Concept maps Homeworks (Individual/Group)
Group discussion Essays/Reports
End-chapter problem sets
Recitation
Problem solving
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 40 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 41 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 42 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
Common Common
Week Topic/s
1 Introduction
Lectures (Blackboard/ On-line and Written Examinations
A. Classification of types of analysis
Powerpoint presentation) (includes short quizzes)
B. Role and importance of analytical chemistry in Concept maps Homeworks (Individual/Group)
various aspects of life Group discussion Essays/Reports
Recitation
Problem solving
2 Steps in a typical quantitative analysis Lectures (Blackboard/ On-line and Written Examinations
Powerpoint presentation) (includes short quizzes)
A. Emphasis on sampling protocol
Concept maps Homeworks (Individual/Group)
B. Sample preparation Group discussion Essays/Reports
C. Wet chemistry methods End-chapter problem sets
Recitation
D. Statistical evaluation of data Problem solving
3 Review of concepts of stoichiometry Lectures (Blackboard/ On-line and Written Examinations
A. Mole concept Powerpoint presentation) (includes short quizzes)
B. Concentrations Concept maps Homeworks (Individual/Group)
C. Dilution Group discussion Essays/Reports
D. Aliquots End-chapter problem sets
Recitation
Problem solving
Page 43 of 56
Common Common
Week Topic/s
4 Review of concepts of equilibria Lectures (Blackboard/ On-line and Written Examinations
A. Types of equilibrium constants Powerpoint presentation) (includes short quizzes)
B. Ionic equilibria Concept maps Homeworks (Individual/Group)
C. Activity and activity coefficient Group discussion Essays/Reports
Recitation
Problem solving
5 Gravimetric analysis Lectures (Blackboard/ On-line and Written Examinations
A. General steps in gravimetric analysis; Powerpoint presentation) (includes short quizzes)
a. Types of precipitates Concept maps Homeworks (Individual/Group)
b. Solubility products Group discussion Essays/Reports
c. Factors affecting solubility of End-chapter problem sets
precipitates Recitation
d. von Weimarn ratio Problem solving
e. Co-precipitation problems
f. Minimization of co-precipitation
problems
g. Gravimetric calculations and
applications
6 Volumetric analysis Lectures (Blackboard/ On-line and Written Examinations
A. Acid-base titration Powerpoint presentation) (includes short quizzes)
B. Buffers Concept maps Homeworks (Individual/Group)
C. Acid-base indicators Group discussion Essays/Reports
D. Titration curves End-chapter problem sets
E. Precipitation titration methods Recitation
F. Complexometric and redox titrations Problem solving
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 44 of 56
Common Common
Week Topic/s
1. Potentiometric methods (general principles Powerpoint presentation) (includes short quizzes)
and applications) Concept maps Homeworks (Individual/Group)
2. Quantitation methods in direct potentiometry Group discussion Essays/Reports
3. Potentiometric titration methods End-chapter problem sets
4. Applications Recitation
Problem solving
B. Visible Spectroscopy
a. General principle
b. Beer‟s Law
c. Instrumentation
d. Qualitative applications
e. Quantitative applications
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 45 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 46 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
Common Common
Week Topic/s
1 Calibration Pre – & Post -Laboratory Lectures Lab. Notebook, lab report, Written
Practical Examination, practical exam, End-
Expt questions
2 Statistical Treatment of Data Pre – & Post -Laboratory Lectures Lab. Notebook, lab report, Written
Computer exercise Examination, practical exam
(computer exercise)
3 Sampling Pre – & Post -Laboratory Lectures Lab. Notebook, lab report, Written
Practical Examination, practical exam,
4 Gravimetric Analysis Pre – & Post -Laboratory Lectures Lab. Notebook, lab report, Written
Practical Examination, analysis of unknown
5 Acid-Base Titration Pre – & Post -Laboratory Lectures Lab. Notebook, lab report, Written
Page 47 of 56
Common Common
Week Topic/s
6 Complexometric Titration Pre – & Post -Laboratory Lectures Lab. Notebook, lab report, Written
7 Redox Titration Pre – & Post -Laboratory Lectures Lab. Notebook, lab report, Written
8 Chromatography Pre – & Post -Laboratory Lectures Lab. Notebook, lab report, Written
Practical Examination,
9 Absorption Spectophotometry Pre – & Post -Laboratory Lectures Lab. Notebook, lab report, Written
10 Potentiometry Pre – & Post -Laboratory Lectures Lab. Notebook, lab report, Written
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 48 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 49 of 56
understand the basic knowledge and skills in Earth Science.                    
C. Course Outline

1 A habitable planet Lectures, exercises, case studies
A. Planet Earth and its neighbors
B. Rocks and minerals
2 Internal processes that shape the Earth Lectures, exercises, case studies
A. Plate tectonics
B. Magmatism
C. Isostasy and orogeny
3 Earth‟s processes Lectures, exercises, case studies
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 Lectures, exercises, case studies
A. Groundwater
Page 50 of 56
B. Surface water
C. Mineral resources
D. Energy resources
5 The Earth and human activity Lectures, exercises, projects
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
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 51 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 52 of 56
C. Course Outline
Topic/s Common Common

1 Introduction Lectures, exercises, case Class recitations, class
studies/field studies presentations and discussions,
A. Sustainable Development
quizzes and exams
B. Environmental Impact Assessment
2 Concepts and Principles of EIA Lectures, exercises, case Class recitations, class
A. Approaches and methodologies
quizzes and exams
B. The practice of EIA in the Philippines, in multi-
lateral agencies and in other countries
3 The Philippine EIS system Lectures, exercises, case Class recitations, class
A. Historical background
quizzes and exams
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 53 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 54 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 Common

Class recitations, class
l Introduction, Definitions Lectures presentations and discussions,
quizzes and exams
2 Concepts and Principles Lectures presentations and discussions,
quizzes and exams
Contaminants/Pollutants
3 Lectures, exercises, case studies presentations and discussions,
Parameters, description, significance, quizzes and exams
Page 55 of 56
measurements/
Sampling, measurements
Analysis
Monitoring strategies & techniques
Air Class recitations, class
4 Water Lectures, exercises, case studies presentations and discussions,
Substrates/soil/sediment quizzes and exams
Ecological/ habitats
Assessment & Environmental quality criteria &
5 Lectures, exercises, case studies presentations and discussions,
standard
quizzes and exams
Synthesis
6 Lectures, exercises, projects presentations and discussions,
quizzes and exams
A. References
Page 56 of 56
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.
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 2 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 3 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 4 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 5 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 6 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)*
162
Total
(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 3
World
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 7 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 8 of 70
Table 4. List of Core Geology courses.
COURSE UNITS
Computer Application in Geology 3
Field Geology 6
Geochemistry 3
Geology of the Philippines and Southeast Asia 3
Geology, Mining, Energy and Environmental 3
Laws, Policies and Ethics
Geomorphology 3
Geophysics 3
Mineralogy 5
Paleontology 3
Petrology 5
Principles of Geology 3
Resources Geology 3
Seminar in Geology 3
Stratigraphy and Historical Geology 4
Geohazards 3
Optical Mineralogy 4
Micropaleontology 4
Structural Geology and Tectonics 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 9 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 10 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

Courses Units Course Units
Year Year
(First Semester) Lec Lab (Second Semester) Lec Lab
1 Principles of 3 1 Mineralogy 3 2
Geology Calculus 1 3
GE course 1 3 GE course 4 3
Principles of PE 2 (2)
Biology 3 NSTP 2 (3)
PE 1
NSTP 1 (2)
(3)
20 - 20 2
Total Total
20 22

Year Year
2 Petrology 3 2 2 Optical Mineralogy 3 1
Calculus 2 3 Engineering
Analytical Drawing 2
Chemistry 3 2 Elementary
GE course 7 3 Statistics 3
GE course 8 3 Physics 1 3 1
PE 3 (2) (Mechanics &
Dynamics)
GE course 9 3
PE 4 (2)
17 4 16 2
Total Total
21 18

Year Year
3 Stratigraphy & 3 1 3 Geophysics 2 1
Historical Structural Geology 3 1
Geology & Tectonics
Computer 2 1 Geomorpology 2 1
Applications in Paleontology 3
Geology Geology Elective I 3
Geochemistry 3 GE course 11 3
Plane Surveying 2
Physics 2 3 1
(Electricity &
Magnetism)
GE course 10 3
16 3 Total 16 3
Total
19 19
Page 11 of 70
SUMMER Field Geology 6

Year Year (Second
(First Semester) Lec Lab Lec Lab
Semester)
Geology of the
3
1 Phils & SE Asia
Seminar in
3
Resource Geology 3 Geology
3
Micropaleontology 3 Geology, Mining &
Non-Geology 3 Environmental
4 Elective I Laws, Energy
Geology Elective II 3 Policies & Ethics
3
GeologY Elective III 3 Geohazards
3
GE course 12 3 Non-Geology
Elective II
3
Geo-Elective IV
(3)
Thesis (optional)
18 1 18
Total Total (21)*
19
162
GRAND TOTAL
(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 12 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 13 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 14 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 15 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 16 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 17 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 18 of 70
ANNEX A1. CURRICULUM MAPPING - BS GEOLOGY

COURSES
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 19 of 70
COURSES
- 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 L P O O P P L L L L L L P P L P P P O P P P
Southeast Asia
Geology, Mining and Environmental L P O P P P P P P P P O P P P L P P P P P P
Laws, Energy Policies and Ethics
Geomorphology L P L O O P P P P P P O L P P P P L L L L P
Page 20 of 70
COURSES
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 21 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 a b c d e f g h i j k l m n o p q r s t u v

able to:
Learn how computers may be use to aid in P O O O O L L L P O L L O O L P P P P O O L
geologic interpretations.
Use computers for geostatistics, GIS and remote O O O O O P P P P P P P O O L P P P P P O P
sensing.
Page 22 of 70
C. Course Outline
Common Common
Week Topic/s
1 Overview of computer systems and Laboratory/Computer Recitation
component Exercises Quizzes
A. Overview Lectures Long Exams
a. Spreadsheet data format Discussions Final Exam
b. Use of built-in equations Laboratory Reports
c. Data presentation using graphs
B. Basic Programming
a. Visual Basic in Excel
b. MATLAB
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 23 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 24 of 70

able to:
acquire the basic skills necessary for conducting P L L P P O O L P O L P P O O O O L L L
a field mapping project.
utilize the Brunton compass, read topographic & L L L P O O O L P O L L P O O O O L L L
geologic maps and construct topographic
profiles and geologic cross sections and writing
geologic history based on map & field
observations.
produce related figures such as location maps L L P P O O O L P O L L P O O O O L L L
and stratigraphic column.
learn the various geological field methods and L L L P O O O L P O L L P O O O O L L L
instrumentations.
describe, compile and interpret maps of rock L L L P O O O L P O L L P O O O O L L L
formations and structures from outcrops,
subsurface and remotely sensed data.
study in the field a wide variety of rocks, L L L P O O O L P O L L P O O O O L L L
structures and field relations among geologic
structures.
comprehend the analysis of samples, L L L P O P P L L O P L P O O O O L L L
interpretation of geological data .
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 25 of 70
C. Course Outline

1 Identification of field / study area Lectures Field Reports (written
2 Identification of problems and Discussions and oral)
purpose Fieldwork Recitation
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
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 26 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.

b. Mineralogy
c. Petrology
d. Chemistry
Co-Requisite
Page 27 of 70

able to:
expose students to the various chemical L L O P O P P P L P P P O O P L P L O O O O
techniques and methods in solving geological
problems as well as interpreting geological
situations.
understand better the importance of L L O P O P P P L P P O O O P P P O P O O O
thermodynamics and kinetics in geological
processes.
further understand chemical bonding, solution L P O P O P P P P P P P O O P L P L P L L P
equilibria, chemical weathering, pH-Eh diagrams
and their relevance to base metal deposits.
C. Course Outline

1 The earth as a chemical system Discussions Recitations
2 Chemical behavior of the elements Lectures Quizzes
3 Acids, Bases and Salts Laboratory Exercises Long Exams
4 Thermodynamics and Kinetics
Fieldwork Laboratory Reports
5 Oxidation – reduction reaction
Final Exam
6 Radioactive and Stable isotopes
7 Chemical weathering
8 Geothermometry and Geobarometry
9 Global geothemical cycles
Page 28 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 29 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

able to:
better understand and appreciate the geology of the L L L L P O L L L P L L P L L L L L L O L P
Philippines and Southeast Asia with the
reconstruction of the geodynamic evolution of the
region.
Page 30 of 70
C. Course Outline

1 Review of Tectonic principles Lectures Recitations
Discussions Quizzes
2 Regional geodynamic Setting Fieldwork Long Exams
Field Reports
3 Geology of the Philippines Final Exam
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 31 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 32 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.

b. Mineralogy
c. Petrology
d. Stratigraphy and Historical Geology
e. Structural Geology & Tectonics
Co-Requisite
Page 33 of 70
At the end of this course, the students should a b c d e f g h i j k l m n o p q r s t u v

be able to:
better understand the basic foundations in how L O O O O P P P P O O O O O O L P P P P O P
landforms evolve through geological time.
use physics, chemistry and calculus in O O O O O L L P O O P O O O O O O O O O O O
exploring the behavior of the earth‟s surface
systems.
study the topographic maps, geologic maps, P P L O O P P P P P P O L P P P P L L L L P
aerial photographs and satellite image where
most of the geomorphic features and systems
are best presented.
C. Course Outline

1 Introduction to the basic concepts of Lectures Recitations
Geomorphology Discussions Quizzes
2 Physical properties of rock, soil and Laboratory Exercises Long Exams
water
Fieldwork Field Reports
3 Structural landforms and Geomorphic
systems Laboratory Reports
4 Weathering processes and sediment Final Exam
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 34 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 35 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 36 of 70

able to:
be aware of the political, economic and social L L O P O P P P L P P P O O P L L L P O O O
policy considerations that shape legal regimes
and regulatory practice in the practice of the
geology profession.
apply environmental law concepts and principles L L O P O P P P L P P O O O P P L O P O O O
through a service project.
develop analytical skills and a solid doctrinal L P O P O P P P P P P P O O P L L O P O O O
footing in environmental law.
discuss environmental law topics and gain L L O P O P P P L P P P O O P L L L P O O O
experience in forming legal arguments.
examine different statutory models that define L L O P O P P P L P P O O O P P L O P O O O
environmental standards and examine different
strategies to apply environmental standards.
be equip with skills, in collaboration with major L P O P O P P P P P P P O O P L L O P O O O
companies, needed to respond to the pressures
affecting the industry sector.
develop knowledge of the legal and policy L L O P O P P P L P P P O O P L L L O O O O
framework of the industry as well upgrading their
skills.
C. Course Outline

1 The principal topics to be covered Lectures Recitations
under Mining Laws and Ethics Discussions Quizzes
A. Policy consideration – sustainable Mine Visit Long Exams
development in resource extractive
Page 37 of 70
industries, foreign ownership of Final Exam
natural resources, state ownership Field Report
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
2 The principal topics to be covered
Page 38 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 39 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 40 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.

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

able to:
understand the physical properties of the Planet L O O O O P P P L P P P O O P L P L O O O O
Earth and its materials and to the quantitative
methods of observation and inference on the
physical properties of the Planet earth and its
Page 41 of 70

able to:
materials.
develop better understanding and assessment of L O O O O P P P L P P O O O P P P P O O O O
certain problems and determine the appropriate
quantitative geophysical method to be applied to
solve the problem.
understand the basic principles of geophysics, L P O O O P P P P P P P O O P L P L P L L P
geophysical methods, instrumentation and field
procedures.
C. Course Outline

1 Introduction to geophysics Lectures Recitations
2 The Earth as a planet Discussions Quizzes
3 The Earth and its internal structure Laboratory Exercises Long Exams
4 Elastic theory: Stress and Strain Fieldwork Fieldwork Report (oral and
5 Seismic waves and wave written)
propagation
Final Exam
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 42 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 43 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 44 of 70

able to:
understand what minerals are and the L P P O P P P P L P P P O O P L P P O O O O
information they have to offer.
use various resources to obtain information on L P P O P P P P L P P O O O P P L P O O O O
minerals as well as experiences and skills in
gathering and interpreting the information.
identify common minerals, understand the L P P O P P P P P P P P O O P L P L O O O O
relationships between crystals structures and
determine the chemical composition and physical
properties of minerals.
appreciate the role of minerals and their socio- L P P O P P P P L P P P O O P L O O O O O O
economic values.
familiarize to the various equipment and L P P O P P P P L P P O O O P P L P O O O O
techniques used in the identification of minerals.
utilize basic tools in the study (identification & L P P O P P P P P P P P O O P L O L O O O O
analysis) of minerals which is the petrographic
microscope.
familiarize with the various skills and techniques L P P O P P P P P P P P O O P L O L O O O O
in the use of the microscope and in the
identification of minerals.
C. Course Outline

1 Crystallography / crystal symmetry Lectures Recitations
Laboratory Exercises Quizzes
2 Physical properties of minerals Laboratory Reports
Long Exams
3 Mineral composition / crystal
Page 45 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 46 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.
Page 47 of 70
b. Mineralogy
c. Petrology
d. Stratigraphy and Historical Geology
e. Structural Geology and Tectonics
f. Geomorphology
Co-Requisite

able to:
know the characteristics of the major groups of L P L O O P P P O O O P P O P P P P O O O O
fossil organisms.
understand the evolutionary & ecological L P P O O P P P O O O P P O P P P P O O O O
principles that shaped ancient life.
better understand the geological significance of L P L O O P P P O O O P P O P P P P O O O O
fossils.
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 L P P O O P P P O O O P P O P P P P O O O O

class level without references.
C. Course Outline

1 Fossils: their preservation, uses and Lectures Recitations
significance Laboratory Exercises Quizzes
Fieldtrip Laboratory Reports
2 Taxonomy: classification and Long Exams
nomenclatures
Final Exam
Page 48 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 49 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 50 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 51 of 70

able to:
interpret the physical and chemical properties of L P P O P P P P L P P P O O P L L P O O O O
minerals would be align to studies of petrogenic
or rock forming processes.
familiarize with the use of phase diagrams in L P P O P P P P L P P O O O P P L P O O O O
explaining how equilibrium or stable mineral
assemblages change under different conditions.
relate their interpretations generated from L P P O P P P P P P P P O O P L L P P O O O
petrogenesis to plate tectonics and to present
geological setup of the area.
identify rocks not only from hand specimen but L P P O P P P P L P P P O O P L P L P O O O
also from thin sections under the microscope.
C. Course Outline

1 Igneous petrology Lectures Recitations
A. Magmatic processes, tectonic Laboratory Exercises Quizzes
environments and igneous rocks Laboratory Reports
2 Metamorphic petrology Long Exams
A. Metamorphism and metamorphic
Final Exam
rocks
3 Sedimentary petrology
A. Sedimentation (textures and
structures) and sedimentary rocks
4 Phase diagrams and the Phase Rule
Page 52 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 53 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

able to:
describe & discuss how certain important geologic L L L O O L L L L L L L L L O L L L L O O O
processes work and the features left by these
processes.
apply his or her knowledge of these features and L P L O O L L L L L L L L L O L L L L O O O
processes to solve & analyze certain practical
problems.
discuss contemporary theories on the evolution of L P L O O L L L L L L L L L O L L L L O O O
the earth‟s features such as continents or ocean
basins.
develop skills in understanding how rocks & L P L O O L L L L L L L L L O L L L L O O
minerals form and what they tell about processes
and geological environments.
Page 54 of 70
C. Course Outline

1 The Planet Earth Lectures Recitations
Discussions Quizzes
2 Plate Tectonics Laboratory Exercises Long Exams
Fieldtrip Laboratory Reports
3 Minerals Final Exam
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 55 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 56 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

able to:
identify the earth resources that are the bases of L P P O P P P P L P P P O O P P O P O O O O
present and future human survival.
understand how these resources formed in L P P O P P P P L P P O O O P P O P O O O O
geologic terms, which is the basis for the
discovery of new resource deposits, the
estimation to reserves and the planning of
resources use, and
understand the environmental consequences of L P P O P P P P P P P P O O P L P P O O O O
the extraction, utilization and disposal of
resources.
Page 57 of 70
develop skills in formation assimilation and L P P O P P P P L P P P O O P L P O O O O O
interpretation, graphic presentation of information
(e.g posters) and professional work suck as core
logging.
C. Course Outline

1 Introduction to the Earth Lectures Recitations
Discussions Quizzes
2 Rocks and minerals Laboratory Exercises Long Exams
Fieldwork/trip Laboratory Reports
3 Plate tectonics Final Exams
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 58 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 59 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

able to:
understand, along with the instructor, the current L L L L L P P P P P P P P P P P P P P P L L
state of knowledge in Geology, the existing
problems/ controversies, and the possible future
research directions.
Page 60 of 70

able to:
lead presentation, discussion and debate, using L O L P L P L L L L L L L L L P P P O O L P
power point, which involves guest lectures and
occasional instructor lectures.
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 / Lectures Reporting
students preferred topics Presentations by Students Long Quizzes
Computers
LCD projectors
Internet access
B. References
To be arranged depending on selected topics.

Journal articles
Page 61 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.

b. Mineralogy
c. Petrology
d. Structural Geology and Tectonics
e. Geomorphology
f. Paleontology
Co-Requisite
Page 62 of 70
At the end of this course, the students should be a b c d e f g h i J k l m n o p q r s t u v

able to:
develop the competence of recognizing the P L L L P P P P P L L P L L L P P P P L L
lithology of different stratified rocks.
analyze the impact of sedimentary and tectonic L L L L P P P P P L L P L L L P O O O O L L
environments in producing their unique and
diagnostic features.
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 L L L L P P P P P L L P L L L O O O O O L L

which governs the rules in the classification of
stratigraphic units.
understand the local, regional and global evolution L L L L P P P P P L L P L L L O O O O O L L
of the earth through the recognizable span of
geologic time.
appreciate the significance and importance of L L L L P P P P P L L P L L L O O O O O L L
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 P L L L P P P P P L L P L L L O O O O O L L
investigation in understanding in historical events
and processes through geological time.
trace the history of earth‟s life, atmosphere, L L L P P P P P P L L P L L L O O O O O L L
continents, and ocean basins.
Page 63 of 70
C. Course Outline

1 Introduction to Stratigraphy and Lectures Recitations
Historical Geology Discussions Quizzes
2 Principles of Stratigraphy Laboratory Exercises Long Exams
3 Stratigraphic data
Fieldwork Field Report
A. Data Base (Sources of Stratigraphic
Final Exam
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 64 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 65 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 66 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 67 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).

b. Mineralogy
c. Petrology
d. Physics
e. Engineering Drawing
f. Elementary Surveying
Co-Requisite

able to:
define and characterize the internal structure of L L L L L P O O O P P L L L P O O O O O P L
the Earth and understand the processes
controlling its evolution.
explain the basic concepts of the Theory of Plate L L L L L P O O O P P L L L O O O O O O P L
Tectonics.
understand the concepts of stress, strain and L L L L L P O O O P P L L L O O O O O O P L
their effects, manifestations and consequences
Page 68 of 70

able to:
define and characterize primary geologic L L L L L P O O O P P L L L O O O O O O P L
structures and explain the processes by which
they form.
define and characterize secondary geologic L L L L L P O O O P P L L L O O O O O O P L
structures and explain the processes by which
they form.
identify and characterize regions in terms of their L L L L L P O O O P P L L L O O O O O O P L
tectonic regimes, namely: convergent, divergent,
transpressional and transtensional.
understand the active tectonic features of the L L L L L P O O O P P L L L O O O O O O P L
Philippines, including subduction zones, collision
zones, transpressional zones and transtensional
zones.
understand the inactive tectonic features of the L L P L P P O O O P P L L L O O O O O O P L
Philippines and the tectonic history of the
archipelago and its neighboring areas.
C. Course Outline

1 The Dynamic Earth: A Review of the Earth‟s
Internal Structure and Plate Tectonics Lectures Recitation
2 Discussions Quizzes
Mechanics of Deformation
Laboratory Exercises Long Exams
3 Primary Structures
4 Secondary Structures Fieldwork Fieldwork Report (Oral)
5 Tectonic Regimes Fieldwork Report (Written)
6 Philippine Active Tectonics Final Exam
7 Philippine Inactive Tectonics and Tectonic History
8 Synthesis
Page 69 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.
Page 70 of 70

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CHED MEMORANDUM ORDER (CMO)

SUBJECT: POLICIES, STANDARDS AND GUIDELINES (PSG) FOR THE

Based on the Guidelines for the Implementation of CMO No. 46, s,

These PSGs are based on the existing 10-year basic education

Section 2 Government Authority-CHED

All higher education institutions (HEIs) offering the Bachelor of

Using a learner-centered/outcomes-based approach CHED also

Based on the curriculum and the means of its delivery, CHED

The HEIs can use the CHED Implementation Handbook for

Section 5 Program Description

5.1 Degree Name

The degree program described herein shall be called Bachelor of

Environmental Science covers a broad scale of environmental

5.3 Program Goals

To produce graduates equipped with multidisciplinary and integrated

5.4 Specific Professions/careers/occupations or trades for BS

Graduates of BS ES program can be employed at the entry-level of

5.5 Allied Fields

The Bachelor of Science in Environmental Science, being a

Environmental studies is a field of inquiry that examines the

On the other hand, environmental management is a field of study that

Internationalization is essential for the development of Environmental

Section 6 Program Outcomes

The minimum standards for the Bachelor of Science in Environmental

6.1 Common to all baccalaureate programs in all types of institutions

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

6.2 Common to the Science and Mathematics Disciplines

f) Demonstrate broad and coherent knowledge and understanding in

p) demonstrate broad and coherent knowledge and understanding in

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,

For universities: To participate in the generation of new knowledge or

Based on their mandates, State Universities and Colleges must

Section 7 Sample Performance Indicators

Performance indicators (PIs) assist in the evaluation of student

Graduates of the BS Environmental Science program are expected to

Table 1. Program Outcomes for a BS Environmental Science graduate with

Program Outcomes Performance Indicators

f) Demonstrate broad and coherent

Employ problem-solving skills using

Adhere to data integrity.

r) Demonstrate ability to contribute to Participate in the local stewardship of

s) Analyze local environmental issues Articulate at least one local

t) apply appropriate knowledge and

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

Section 8 Curriculum Description

Although the BS Environmental Science curriculum uses a

The curriculum is divided into six sections: a) General

The components of the BS Environmental Science curriculum

Table 2. Components of the BS ES curriculum and their

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

Section 9 Curriculum Components

9.1 General Education (36 Units)

The GE is based on CHED Memorandum Order No. 20 series of

Core courses (24 units)

9.2 Core Science Courses (55 Units)

The Core Science (CS) component has a minimum of forty-six (46)

Table 4. Core Science Areas

9.3 Environmental Science/Environmental Monitoring (26 Units)

There is a wide range of courses that can be offered under the

9.4 Environmental Studies/Environmental Management (12 Units)