Competencies have been dissected into Noun, Noun Complexity, Verb and Verb Complexity for easy sorting. These may not be lifted directly from the Curriculum Guides (CG). Some have been simplified. For example: the competency starting with “Perform addition” was simplified to start with “Add”.
Competencies are not in its actual order, however, competency Codes have been retained as is. For the scope and sequence, refer to the Curriculum Guides (CG).
Tips on how to use the Curriculum Competencies Database:
- Think of keywords relevant to your topic or content. Search the keywords one at a time.
- Search using keywords in English and Filipino.
- Use the Search to filter according to different fields. (e.g. subject, grade level, code).
Grade 11 Curriculum Competencies
A database which serves as a search facility for Grade 11 competencies.
Code | Grade Level | Verb | Verb Complexity | Noun | Noun Complexity | Subject |
---|---|---|---|---|---|---|
ABM_AOM11-IIa-b-26 | 11 | Adopts | effective rewards system | ABM | ||
ABM_FABM11-IIIg-j-27 | 11 | Analyzes | using the rules of debit and credit | common business transactions | ABM | |
ABM_PM11-IIf-21 | 11 | Analyzes | the company’s situation, markets, and environment (the marketing audit and SWOT analysis) | ABM | ||
ABM_PM11-Ie-i-10 | 11 | Analyzes | the elements of macro- and micro-environment and their influence on marketing planning | ABM | ||
ABM_BM11PAD-IIi-10 | 11 | Analyzes and interprets | data presented in a graph/table | ABM | ||
ABM_BM11PAD-IIh-5 | 11 | Analyzes and interprets | using measures of central tendency and variability and tests of significant differences | the data presented in the table | ABM | |
ABM_AOM11-Ie-g-13 | 11 | Applies | appropriate planning techniques and tools | ABM | ||
ABM_AOM11-IIf-h-37 | 11 | Applies | management control in accounting concepts and techniques | ABM | ||
ABM_AOM11-IIf-h-37 | 11 | Applies | management control in marketing concepts and techniques | ABM | ||
ABM_AOM11-Ih-j-17 | 11 | Applies | in solving business cases. | organization theories | ABM | |
ABM_AOM11-IIc-e-31 | 11 | Appreciates | the role of communication in directing people within the organization | ABM | ||
ABM_AOM11-IIj-42 | 11 | Appreciates | the role of small-family business in an improving economic status | ABM | ||
ABM_FABM11-IIId-e-20 | 11 | Cites | examples of each type of account | ABM | ||
ABM_BM11PAD-IIg-2 | 11 | Compares | the forms (textual, tabular and graphical) of data presentation | ABM | ||
ABM_AOM11-Ie-g-11 | 11 | Compares and contrasts | the different types of plans | ABM | ||
ABM_FABM11-IIIb-13 | 11 | Compares and contrasts | according to activities | the types of business | ABM | |
ABM_BM11RP-Ie-1 | 11 | Compares and differentiates | ratio and rate | ABM | ||
ABM_FABM11-IVa-d -34 | 11 | Completes | the accounting cycle | ABM | ||
ABM_FABM11-IVe-j -40 | 11 | Completes | the accounting cycle of a merchandising business | ABM | ||
ABM_BM11BS-IIa-12 | 11 | Computes | commissions on cash basis and commission on instalment basis | ABM | ||
ABM_BM11SW-IId-2 | 11 | Computes | gross and net earnings | ABM | ||
ABM_BM11SW- IIe -9 | 11 | Computes | overtime pay | ABM | ||
ABM_PM11-Ic-d-5 | 11 | Defines | “relationship marketing” | ABM | ||
ABM_PM11-IIa-e-16 | 11 | Defines | a product | ABM | ||
ABM_FABM11-IIIa-1 | 11 | Defines | accounting | ABM | ||
ABM_BM11SW-IIc-1 | 11 | Defines | benefits | ABM | ||
ABM_BM11BS-Ij-8 | 11 | Defines | breakeven | ABM | ||
ABM_BM11SW-IIe-5 | 11 | Defines | each of the benefits given to wage earners | ABM | ||
ABM_FABM11-IIIa-7 | 11 | Defines | external users | ABM | ||
ABM_BM11SW-IIc-1 | 11 | Defines | income | ABM | ||
ABM_FABM11-IIIa-8 | 11 | Defines | internal users | ABM | ||
ABM_PM11-Ie-i-11 | 11 | Defines | marketing research and its importance to a business enterprise | ABM | ||
ABM_BM11SW-IIc-1 | 11 | Defines | salary | ABM | ||
ABM_BM11SW-IIc-1 | 11 | Defines | wage | ABM | ||
ABM_PM11-IIa-e-19 | 11 | Defines and identifies | to create awareness and persuade the target market to buy the product or patronize the service | relevant promotional tools, namely, advertising, sales promotion, personal selling, public relations, and direct marketing | ABM | |
ABM_PM11-Ia-b-1 | 11 | Defines and understands | marketing | ABM | ||
ABM_BM11BS-Ih-4 | 11 | Describes | how gross margins is used in sales | ABM | ||
ABM_AOM11-Ie-g-12 | 11 | Describes | planning at different levels in the firm | ABM | ||
ABM_PM11-Ie-i-12 | 11 | Describes | the consumer and business markets | ABM | ||
ABM_BM11PAD-IIi-6 | 11 | Describes | the different kinds of graphs for data presentation | ABM | ||
ABM_BM11PAD-IIi-7 | 11 | Describes | the essential parts of a graph | ABM | ||
ABM_AOM11-IIf-h-35 | 11 | Describes | the link between planning and controlling | ABM | ||
ABM_AOM11-Ic-d-6 | 11 | Describes | the local and international business environment of a firm | ABM | ||
ABM_FABM11-IIIa-2 | 11 | Describes | the nature of accounting | ABM | ||
ABM_FABM11-IIIg-j-25 | 11 | Describes | the nature of business transactions | ABM | ||
ABM_FABM11-IVe-j -35 | 11 | Describes | the nature of transactions in a merchandising business | ABM | ||
ABM_FABM11-IVa-d-29 | 11 | Describes | the nature of transactions in a service business | ABM | ||
ABM_PM11-Ia-b-2 | 11 | Describes | the traditional approaches to marketing | ABM | ||
ABM_FABM11-IIIa-10 | 11 | Describes | the type of information needed by each group of users | ABM | ||
ABM_AOM11-Ih-j-19 | 11 | Differentiates | formal from informal organization | ABM | ||
ABM_BM11SW-IId-3 | 11 | Differentiates | gross from net earnings | ABM | ||
ABM_AOM11-IIc-e-28 | 11 | Differentiates | leading from managing | ABM | ||
ABM_BM11BS-Ig-1 | 11 | Differentiates | mark-on, mark-down and mark-up | ABM | ||
ABM_BM11BS-Ih-3 | 11 | Differentiates | mark-up from margins | ABM | ||
ABM_BM11BS-Ii-6 | 11 | Differentiates | profit from loss | ABM | ||
ABM_AOM11-IIc-e-30 | 11 | Differentiates | styles of leadership | ABM | ||
ABM_FABM11-IIIa-5 | 11 | Differentiates | the branches of accounting | ABM | ||
ABM_PM11-Ie-i-13 | 11 | Differentiates | the buying behavior and decision making of individual/household customer versus the business (organizational) customer | ABM | ||
ABM_FABM11-IIIb-11 | 11 | Differentiates | the forms of business organization | ABM | ||
ABM_PM11-IIa-e-16 | 11 | Differentiates | the product, services and experiences | ABM | ||
ABM_AOM11-Ic-d-9 | 11 | Differentiates | the various forms of business organizations | ABM | ||
ABM_AOM11-IIa-b-25 | 11 | Differentiates | various employee movements | ABM | ||
ABM_AOM11-Ic-d-8 | 11 | Discusses | the different phases of economic development | ABM | ||
ABM_FABM11-IIId-e-19 | 11 | Discusses | the five major accounts | ABM | ||
ABM_PM11-IIa-e-18 | 11 | Discusses | the functions of distribution channels | ABM | ||
ABM_PM11-Ia-b-3 | 11 | Discusses | the goals of marketing | ABM | ||
ABM_AOM11-IIa-b-24 | 11 | Discusses | the importance of employee relations | ABM | ||
ABM_AOM11-Ia-b-1 | 11 | Discusses | the meaning and functions of management | ABM | ||
ABM_AOM11-IIf-h-34 | 11 | Discusses | the nature of controlling | ABM | ||
ABM_AOM11-IIc-e-27 | 11 | Discusses | the nature of directing | ABM | ||
ABM_AOM11-Ih-j-15 | 11 | Discusses | the nature of organizations | ABM | ||
ABM_AOM11-Ie-g-10 | 11 | Discusses | the nature of planning | ABM | ||
ABM_AOM11-IIa-b-20 | 11 | Discusses | the nature of staffing | ABM | ||
ABM_PM11-IIa-e-18 | 11 | Discusses | the nature of supply chain management | ABM | ||
ABM_PM11-IIa-e-18 | 11 | Discusses | the structure of distribution channels | ABM | ||
ABM_PM11-Ie-i-9 | 11 | Distinguishes | in terms of objectives and processes | between strategic and marketing planning | ABM | |
ABM_AOM11-IIf-h-36 | 11 | Distinguishes | control methods and systems | ABM | ||
ABM_BM11SW-IIe-6 | 11 | Distinguishes | taxable from nontaxable benefits | ABM | ||
ABM_AOM11-Ih-j-16 | 11 | Distinguishes | the various types of organization structures | ABM | ||
ABM_BM11PAD-IIi-9 | 11 | Draws | to present the data | the graph/table | ABM | |
ABM_BM11PAD-IIh-4 | 11 | Draws | to present the data | the table | ABM | |
ABM_BM11SW-IIe-4 | 11 | Enumerates | the benefits of a wage earner | ABM | ||
ABM_BM11SW- IIe-7 | 11 | Enumerates | the standard deductions with the corresponding computation | ABM | ||
ABM_AOM11-IIj-40 | 11 | Explains | how to start a small-family business. | ABM | ||
ABM_PM11-IIf-20 | 11 | Explains | relationship between market analysis, planning, implementation, and control | ABM | ||
ABM_FABM11-IIIa-3 | 11 | Explains | the functions of accounting in business | ABM | ||
ABM_AOM11-Ia-b-3 | 11 | Explains | the functions, roles and skills of a manager | ABM | ||
ABM_FABM11-IIIa-6 | 11 | Explains | the kind/type of services rendered in each of these branches | ABM | ||
ABM_AOM11-IIc-e-32 | 11 | Explains | the management of change and diversity in the workplace | ABM | ||
ABM_AOM11-IIi-39 | 11 | Explains | the nature and role in the firm of the following functional areas of management: a. Human Resource Management, b. Marketing Management, c. Operations Management, d. Financial Management, e. Material and Procurement Management, f. Office Management, g. Inf | ABM | ||
ABM_AOM11-Ic-d-7 | 11 | Explains | the role of business in relation to the economy | ABM | ||
ABM_PM11-IIf-23 | 11 | Explains | the significance of the marketing mix to motivate the potential market to buy the product or service (the marketing plan) | ABM | ||
ABM_AOM11-IIa-b-21 | 11 | Explains | the steps in the recruitment and selection process | ABM | ||
ABM_PM11-Ic-d-6 | 11 | Explains | the value of customers | ABM | ||
ABM_FABM11-IIIb-c-15 | 11 | Explains | the varied accounting concepts and principles | ABM | ||
ABM_AOM11-Ia-b-2 | 11 | Explains | the various types of management theories | ABM | ||
ABM_BM11FO-Ia-2 | 11 | Expresses | in decimals and percent forms and vice versa | fractions | ABM | |
ABM_AOM11-Ie-g-14 | 11 | Formulates | from several alternatives | a decision | ABM | |
ABM_BM11PAD-IIi-8 | 11 | Gives | a set of business data | ABM | ||
ABM_BM11RP-Ie-3 | 11 | Gives | examples for each kind of proportion | ABM | ||
ABM_FABM11-IIIg-j-25 | 11 | Gives | examples of business transactions | ABM | ||
ABM_FABM11-IIIa-7 | 11 | Gives | examples of external users | ABM | ||
ABM_FABM11-IIIa-8 | 11 | Gives | examples of internal users | ABM | ||
ABM_BM11FO-Ic-4 | 11 | Gives | to illustrate fractions, decimals, and percent | real-life situations | ABM | |
ABM_PM11-IIf-22 | 11 | Identifies | target market and positioning | ABM | ||
ABM_FABM11-IIIb-12 | 11 | Identifies | the advantages and disadvantages of each form | ABM | ||
ABM_FABM11-IIIb-14 | 11 | Identifies | the advantages, disadvantages and business requirements of each type | ABM | ||
ABM_AOM11-IIj-41 | 11 | Identifies | the business legal forms and requirements | ABM | ||
ABM_AOM11-Ih-j-18 | 11 | Identifies | the different elements of delegation | ABM | ||
ABM_BM11RP-Ie-3 | 11 | Identifies | the different kinds of proportion | ABM | ||
ABM_AOM11-IIc-e-29 | 11 | Identifies | the different theories of motivation | ABM | ||
ABM_FABM11-IIIg-j-26 | 11 | Identifies | the different types of business documents | ABM | ||
ABM_BM11PAD-IIg-3 | 11 | Identifies | the essential parts of a table | ABM | ||
ABM_BM11PAD-IIi-8 | 11 | Identifies | the graphs to be used | ABM | ||
ABM_AOM11-IIa-b-23 | 11 | Identifies | the policy guidelines on compensation /wages and performance evaluation/appraisal | ABM | ||
ABM_PM11-Ie-i-11 | 11 | Identifies | the steps in marketing research | ABM | ||
ABM_FABM11-IIIa-9 | 11 | Identifies | the type of decisions made by each group of users | ABM | ||
ABM_FABM11-IIIf-22 | 11 | Identifies | the uses of the two books of accounts | ABM | ||
ABM_BM11SW- IIe -8 | 11 | Identifies | the variables needed in the computation of overtime | ABM | ||
ABM_AOM11-Ic-d-4 | 11 | Identifies | various forces/elements of the firm’s environment | ABM | ||
ABM_PM11-Ic-d-7 | 11 | Identifies and describes | “relationship development strategies” | ABM | ||
ABM_PM11-IIa-e-17 | 11 | Identifies and describes | the factors to consider when setting prices and new product pricing and its general pricing approaches | ABM | ||
ABM_PM11-Ia-b-4 | 11 | Identifies and explains | contemporary marketing approaches | ABM | ||
ABM_PM11-Ie-i-14 | 11 | Identifies and segments | for a product or service | market | ABM | |
ABM_BM11FO-Ib-3 | 11 | Illustrates | how decimals and fractions can be written in terms of percent | ABM | ||
ABM_BM11BS-Ij-10 | 11 | Illustrates | how interest is computed | specifically as applied to mortgage, amortization, and on services/utilities and on deposits and loans | ABM | |
ABM_BM11BS-Ih-2 | 11 | Illustrates | how mark-on, mark-down, and mark-up are obtained | ABM | ||
ABM_BM11BS-Ii-7 | 11 | Illustrates | how profit is obtained and how to avoid loss in a given transaction | ABM | ||
ABM_BM11BS-Ih-5 | 11 | Illustrates | how to compute single trade discounts and discount series | ABM | ||
ABM_BM11BS-Ij-8 | 11 | Illustrates | how to determine breakeven point | ABM | ||
ABM_BM11BS-IIa-13 | 11 | Illustrates | how to obtain down payment , gross balance, and current increased balance | ABM | ||
ABM_PM11-Ic-d-8 | 11 | Illustrates | successful customer service strategy in the Philippine business enterprise | ABM | ||
ABM_FABM11-IIIb-c-17 | 11 | Illustrates | the accounting equation | ABM | ||
ABM_BM11BS-IIa-11 | 11 | Illustrates | the different types of commissions | ABM | ||
ABM_FABM11-IIIf-23 | 11 | Illustrates | the format of a general and special journal | ABM | ||
ABM_FABM11-IIIf-24 | 11 | Illustrates | the format of a general and subsidiary ledger | ABM | ||
ABM_PM11-IIg-j-24 | 11 | Integrates | by preparing a marketing plan | the marketing concepts and techniques learned | ABM | |
ABM_FABM11-IIIa-4 | 11 | Narrates | the history/origin of accounting | ABM | ||
ABM_BM11FO-Ia-1 | 11 | Performs | fundamental operations on fractions and decimals | ABM | ||
ABM_FABM11-IIIb-c-18 | 11 | Performs | involving simple cases; with the use of accounting equation | operations | ABM | |
ABM_FABM11-IVa-d -31 | 11 | Posts | in the ledger | transactions | ABM | |
ABM_FABM11-IVe-j -37 | 11 | Posts | in the general and subsidiary ledgers | transactions | ABM | |
ABM_AOM11-IIf-h-38 | 11 | Prepares | a budget plan | ABM | ||
ABM_FABM11-IIId-e-21 | 11 | Prepares | a Chart of Accounts | ABM | ||
ABM_FABM11-IVa-d -32 | 11 | Prepares | a trial balance | ABM | ||
ABM_FABM11-IVe-j -38 | 11 | Prepares | a trial balance | ABM | ||
ABM_FABM11-IVa-d -33 | 11 | Prepares | adjusting entries | ABM | ||
ABM_FABM11-IVe-j -39 | 11 | Prepares | adjusting entries | ABM | ||
ABM_FABM11-IVe-j -41 | 11 | Prepares | the Statement of Cost of Goods Sold and Gross Profit | ABM | ||
ABM_PM11-IIg-j-25 | 11 | Presents | orally and in writing | a mini-marketing plan | ABM | |
ABM_BM11SW- IIf -13 | 11 | Presents | graphical representation of the details or particulars of the salary | ABM | ||
ABM_AOM11-IIa-b-22 | 11 | Recognizes | the different training programs | ABM | ||
ABM_AOM11-IIc-e-33 | 11 | Recognizes | the interrelationship of Filipino from foreign cultures | ABM | ||
ABM_FABM11-IVe-j-36 | 11 | Records | in the general and special journals | transactions of a merchandising business | ABM | |
ABM_FABM11-IVa-d -30 | 11 | Records | in the general journal | transactions of a service business | ABM | |
ABM_PM11-Ie-i-15 | 11 | Selects | the appropriate target market segment and its positioning | ABM | ||
ABM_BM11PAD-IIg-1 | 11 | Shows | samples of business data | ABM | ||
ABM_FABM11-IIIb-c-16 | 11 | Solves | exercises on accounting principles as applied in various cases | ABM | ||
ABM_BM11BS-Ij-9 | 11 | Solves | problems involving buying and selling products | ABM | ||
ABM_BM11RP-If-4 | 11 | Solves | problems involving direct, inverse, and partitive proportion | ABM | ||
ABM_BM11FO-Id-5 | 11 | Solves | problems involving fractions , decimals, and percent | ABM | ||
ABM_BM11BS-IIb-14 | 11 | Solves | problems involving interests and commissions | ABM | ||
ABM_FABM11-IIIg-j-28 | 11 | Solves | simple problems and exercises in the analyses of business transaction | ABM | ||
ABM_AOM11-Ic-d-5 | 11 | Summarizes | using the PEST and SWOT analyses | these forces | ABM | |
ABM_BM11SW- IIf -10 | 11 | Uses | in the computation of salary and overtime pay | E-spread sheet | ABM | |
ABM_BM11PAD-IIj-11 | 11 | Uses | to compute and present graphical representation of business data | software (i.e., MS Excel, SPSS) programs | ABM | |
ABM_BM11RP-Ie-2 | 11 | Writes | proportions illustrating real-life situations | ABM | ||
AD_CIP11-IVg-6 | 11 | Analyzes | the characteristics of classical and Filipino contemporary dance | Arts-Design | ||
AD_CIP11-IVa-d-10 | 11 | Conducts | using appropriate hand and arm gestures | pieces in duple meter | Arts-Design | |
AD_CIP11-IVa-d-10 | 11 | Conducts | using appropriate hand and arm gestures | pieces in quadruple meter | Arts-Design | |
AD_CIP11-IVa-d-10 | 11 | Conducts | using appropriate hand and arm gestures | pieces in triple meter | Arts-Design | |
AD_CIP11-IIIf-g-6 | 11 | Creates | using the different elements of arts and principles of composition | group skits that are evolved from personal stories | Arts-Design | |
AD_CIP11-IVh-7 | 11 | Dances | with a partner; to build teamwork and to interact with the opposite sex through dance | Arts-Design | ||
AD_CIP11-IIIb-2 | 11 | Demonstrates | willingness to share personal capacities , skills, and stories with the group | Arts-Design | ||
AD_CIP11-IIIc-3 | 11 | Discusses | the different elements of artistic expression as applied in a theater performance | Arts-Design | ||
AD_CIP11-IIId-4 | 11 | Discusses | the different principles of artistic organization as applied in a theater performance | Arts-Design | ||
AD_CIP11-IIIa-1 | 11 | Discusses | the varieties, categories and elements of various performing arts practices | Arts-Design | ||
AD_CIP11-IIIj-8 | 11 | Examines | using the principles of composition and qualities of performance | the merits of the skit performances | Arts-Design | |
AD_CIP11-IVf-2 | 11 | Executes | basic stance, forms, positions and contextual meaning of the dance | Arts-Design | ||
AD_CIP11-IIIe-5 | 11 | Explains | the value of life stories as valuable sources of theater performances | Arts-Design | ||
AD_CIP11-IVg-5 | 11 | Identifies | the composers who contributed to the dance form | Arts-Design | ||
AD_CIP11-IVe-1 | 11 | Identifies | the historical background, the traditional dress and music of the dance | Arts-Design | ||
AD_CIP11-IVg-4 | 11 | Identifies | with a visiting artist; through execution | the steps and movements of the dance | Arts-Design | |
AD_CIP11-IVa-d-11 | 11 | Indicates | clearly; in conducting | attacks and releases | Arts-Design | |
AD_CIP11-IVa-d-6 | 11 | Interprets | in performing instrumental pieces | appropriate phrasing, articulation and dynamics | Arts-Design | |
AD_CIP11-Iva-d-9 | 11 | Interprets and applies | in singing | dynamic and tempo marks | Arts-Design | |
AD_CIP11-IVa-2 | 11 | Notates | simple melodies in duple meter | Arts-Design | ||
AD_CIP11-IVa-2 | 11 | Notates | simple melodies in major keys | Arts-Design | ||
AD_CIP11-IVa-2 | 11 | Notates | simple melodies in quadruple meter | Arts-Design | ||
AD_CIP11-IVa-2 | 11 | Notates | simple melodies in triple meter | Arts-Design | ||
AD_CIP11-IIIh-i-7 | 11 | Notes | the important qualities of a good performance | Arts-Design | ||
AD_CIP11-IIIh-i-7 | 11 | Performs | in front of an audience | short skits | Arts-Design | |
AD_CIP11-IVa-d-4 | 11 | Plays | with correct rhythm, good intonation, and a good ensemble | Arts-Design | ||
AD_CIP11-IVi-8 | 11 | Prepares | based on his/her research work | a lecture-demonstration on dances supported by a paper and audio-visual aids | Arts-Design | |
AD_CIP11-IVj-3 | 11 | Presents | either individually or as a group | a report on findings on the skills, resources, and work opportunities available in performing arts-related industries | Arts-Design | |
AD_CIP11-IVa-1 | 11 | Reads | melodies in major keys | Arts-Design | ||
AD_CIP11-IVa-1 | 11 | Reads | melodies in minor keys | Arts-Design | ||
AD_CIP11-IVa-1 | 11 | Reads | melodies in simple meters | Arts-Design | ||
AD_CIP11-IVa-3 | 11 | Recognizes | visually and aurally | melodic intervals | Arts-Design | |
AD_CIP11-IVi-9 | 11 | Refines | through regular rehearsals | the whole presentation | Arts-Design | |
AD_CIP11-IVj-1 | 11 | Researches | on the situation of performing arts-related industries in their immediate locality and in the nation and global setting | Arts-Design | ||
AD_CIP11-IVg-3 | 11 | Researches | the life of the choreographer and his or her specific dance style and its history | Arts-Design | ||
AD_CIP11-IVa-d-7 | 11 | Sings | simple 2-part choral arrangements | Arts-Design | ||
AD_CIP11-IVa-d-7 | 11 | Sings | simple 3-part choral arrangements | Arts-Design | ||
AD_CIP11-IVj-2 | 11 | Understands | the skills , resources, and opportunities in performing arts-related industries | Arts-Design | ||
AD_CIP11-IVa-d-5 | 11 | Uses | in playing simple pieces | appropriate position and fingering | Arts-Design | |
AD_CIP11-Iva-d-8 | 11 | Uses | proper enunciation and vocal techniques such as breathing and control | Arts-Design | ||
TVL_MEW111MRWD-IVi-j-3 | 11 | Discusses | engine room alarm system | EngWatch1 | ||
TVL_MEW111RFPEW-IIIc-f-2 | 11 | Discusses | engine-room watchkeeping procedures | EngWatch1 | ||
TVL_MEW111MRWD-IVa-d-1 | 11 | Discusses | the effect of oil pollution on marine life | EngWatch1 | ||
TVL_MEW111RFPEW-IIIc-f-2 | 11 | Discusses | the factors to consider in watchkeeping | EngWatch1 | ||
TVL_MEW111MRWD-IVa-d-1 | 11 | Discusses | the principles governing operation of oily water separator | EngWatch1 | ||
TVL_MEW111MRWD-IVa-d-1 | 11 | Discusses | the principles of sewage treatment plant operation | EngWatch1 | ||
NONE | 11 | Discusses | the relevance of the course | EngWatch1 | ||
TVL_MEW111MRWD-IVa-d-1 | 11 | Explains | basic environmental protection procedures | EngWatch1 | ||
TVL_MEW111MRWD-IVa-d-1 | 11 | Explains | precautions to prevent pollution within the framework of existing international and local regulations | EngWatch1 | ||
TVL_MEW111RFPEW-IIIc-f-2 | 11 | Explains | safety manual contents for the engine room | EngWatch1 | ||
TVL_MEW111MRWD-IVi-j-3 | 11 | Explains | the function of engine room alarm system | EngWatch1 | ||
TVL_EW111MRWD-IVe-h-2 | 11 | Explains | the importance of internal communications (IC) and it’s use for the orderly performance of both emergency and routine shipboard functions | EngWatch1 | ||
TVL_MEW111RFPEW-IIIg-j-3 | 11 | Explains | the importance of safety working practices in engine-room operations | EngWatch1 | ||
TVL_EW111MRWD-IVe-h-2 | 11 | Explains | the use of appropriate internal communication system | EngWatch1 | ||
TVL_MEW111RFPEW-IIIg-j-3 | 11 | Identifies | safe working practices related to engine-room operations | EngWatch1 | ||
NONE | 11 | Identifies | the career opportunities related to the course | EngWatch1 | ||
TVL_MEW111MRWD-IVa-d-1 | 11 | Identifies | the MARPOL provisions related to engine watchkeeping | EngWatch1 | ||
TVL_MEW111RFPEW-IIIa-b-1 | 11 | Identifies | the terms used in machinery spaces and names of machinery and equipment | EngWatch1 | ||
TVL_EW111MRWD-IVe-h-2 | 11 | Identifies | the types of shipboard communication used in the engine room spaces | EngWatch1 | ||
TVL_MEW111MRWD-IVi-j-3 | 11 | Identifies | the various engine room alarm system | EngWatch1 | ||
NONE | 11 | Observes | procedure, specifications and manuals of instructions | EngWatch1 | ||
F11PT – Ic – 86 | 11 | Nabibigyang-kahulugan | ang mga komunikatibong gamit ng wika sa lipunan (Ayon kay M. A. K. Halliday) | Filipino | ||
F11PT – IVcd – 89 | 11 | Nabibigyang-kahulugan | ang mga konseptong kaugnay ng pananaliksik (Halimbawa: balangkas konseptwal, balangkas teoretikal, datos empirikal, atbp.) | Filipino | ||
F11PT – IIe – 87 | 11 | Nabibigyang-kahulugan | ang mga salitang ginamit sa talakayan | Filipino | ||
F11WG – IIh – 89 | 11 | Nagagamit | upang mapag-ugnay-ugnay ang mga ideya sa isang sulatin | ang angkop na mga salita at pangungusap | Filipino | |
F11WG – IIIc – 90 | 11 | Nagagamit | sa pagsulat ng sariling halimbawang teksto | ang cohesive device | Filipino | |
F11EP – Ic – 30 | 11 | Nagagamit | sa pag-unawa sa mga konseptong pangwika | ang kaalaman sa modernong teknolohiya (facebook, google, at iba pa) | Filipino | |
F11PU – IIIfg – 90 | 11 | Nagagamit | sa reaksyong papel na isinulat | ang mabisang paraan ng pagpapahayag | a. Kalinawan | Filipino |
F11PU – IIIfg – 90 | 11 | Nagagamit | sa reaksyong papel na isinulat | ang mabisang paraan ng pagpapahayag | b. Kaugnayan | Filipino |
F11PU – IIIfg – 90 | 11 | Nagagamit | sa reaksyong papel na isinulat | ang mabisang paraan ng pagpapahayag | c. Bisa | Filipino |
F11WG – Ie – 85 | 11 | Nagagamit | sa pagpapaliwanag at pagbibigay halimbawa sa mga gamit ng wika sa lipunan | ang mga cohesive device | Filipino | |
F11WG –IVgh - 92 | 11 | Nagagamit | sa pagsulat ng isang pananaliksik | ang mga katwirang lohikal at ugnayan ng mga ideya | Filipino | |
F11WG- IIf – 88 | 11 | Nahihinuha | batay sa paggamit ng mga salita at paraan ng pagsasalita | ang layunin ng isang kausap | Filipino | |
F11PS – IIIb – 91 | 11 | Naibabahagi | ang katangian at kalikasan ng iba’t ibang tekstong binasa | Filipino | ||
F11PU – IIg – 88 | 11 | Naiisa-isa | ang mga hakbang sa pagbuo ng isang makabuluhang pananaliksik | Filipino | ||
F11PU – IVef – 91 | 11 | Naiisa-isa | batay sa layunin, gamit, metodo, at etika ng pananaliksik | ang mga paraan at tamang proseso ng pagsulat ng isang pananaliksik sa Filipino | Filipino | |
F11PS – Id – 87 | 11 | Naipaliliwanag | nang pasalita | ang gamit ng wika sa lipunan sa pamamagitan ng mga pagbibigay halimbawa | Filipino | |
F11PS – IIIf – 92 | 11 | Naipaliliwanag | ang mga kaisipang nakapaloob sa tekstong binasa | Filipino | ||
F11PS – IIb – 89 | 11 | Naipapaliwanag | nang pasalita | ang iba’t ibang dahilan, anyo, at pamaraan ng paggamit ng wika sa iba’t ibang sitwasyon | Filipino | |
F11PD – IIb – 88 | 11 | Naisasaalang-alang | ang mga lingguwistiko at kultural na pagkakaiba-iba sa lipunang Pilipino sa mga pelikula at dulang napanood | Filipino | ||
F11PB – IIId – 99 | 11 | Naiuugnay | ang mga kaisipang nakapaloob sa binasang teksto sa sarili, pamilya, komunidad, bansa, at daigdig | Filipino | ||
F11PN – Ia – 86 | 11 | Naiuugnay | ang mga konseptong pangwika sa mga napakinggang sitwasyong pangkomunikasyon sa radyo, talumpati, at mga panayam | Filipino | ||
F11PD – Ib – 86 | 11 | Naiuugnay | ang mga konseptong pangwika sa mga napanood na sitwasyong pangkomunikasyon sa telebisyon (Halimbawa: Tonight with Arnold Clavio, State of the Nation, Mareng Winnie,Word of the Lourd (http://lourddeveyra.blogspot.com)) | Filipino | ||
F11PS – Ib – 86 | 11 | Naiuugnay | ang mga konseptong pangwika sa sariling kaalaman, pananaw, at mga karanasan | Filipino | ||
F11EP – IVij - 38 | 11 | Nakabubuo | ng isang maikling pananaliksik | na napapanahon ang paksa | Filipino | |
F11EP – IIf – 34 | 11 | Nakabubuo | ng mga kritikal na sanaysay | ukol sa iba’t ibang paraan ng paggamit ng wika ng iba’t ibang grupong sosyal at kultural sa Pilipinas | Filipino | |
F11EP - Iij – 32 | 11 | Nakagagawa | batay sa isang panayam tungkol sa aspektong kultural o lingguwistiko ng napiling komunidad | ng isang sanaysay | Filipino | |
F11EP – IId – 33 | 11 | Nakagagawa | gamit ang social media sa pagsusuri at pagsulat ng mga tekstong nagpapakita ng iba’t ibang sitwasyon ng paggamit sa wika | ng pag-aaral | Filipino | |
F11EP – IIId – 36 | 11 | Nakakukuha | upang mapaunlad ang sariling tekstong isinulat | ng angkop na datos | Filipino | |
F11PN – If – 87 | 11 | Nakapagbibigay | ng opinyon o pananaw kaugnay sa mga napakinggang pagtalakay sa wikang pambansa | Filipino | ||
F11EP – Ie – 31 | 11 | Nakapagsasaliksik | ng mga halimbawang sitwasyon na nagpapakita ng gamit ng wika sa lipunan | Filipino | ||
F11PU – IIIb – 89 | 11 | Nakasusulat | ng ilang halimbawa ng iba’t ibang uri ng teksto | Filipino | ||
F11EP – IIij – 35 | 11 | Nakasusulat | ng isang panimulang pananaliksik | sa mga penomenang kultural at panlipunan sa bansa | Filipino | |
F11EP – IIIj - 37 | 11 | Nakasusulat | batay sa binasang teksto at ayon sa katangian at kabuluhan nito sa: a. Sarili; b. Pamilya; c. Komunidad | ng mga reaksyong papel | Bansa | Filipino |
F11EP – IIIj - 37 | 11 | Nakasusulat | batay sa binasang teksto at ayon sa katangian at kabuluhan nito sa: a. Sarili; b. Pamilya; c. Komunidad | ng mga reaksyong papel | Daigdig | Filipino |
F11PU – IIc – 87 | 11 | Nakasusulat | ng mga teksto | na nagpapakita ng mga kalagayang pangwika sa kulturang Pilipino | Filipino | |
F11PU – Ig – 86 | 11 | Nakasusulat | ng sanaysay | na tumatalunton sa isang partikular na yugto ng kasaysayan ng Wikang Pambansa | Filipino | |
F11PS –IIe – 90 | 11 | Napipili | batay sa kausap, pinag-uusapan, lugar, panahon, layunin, at grupong kinabibilangan | ang angkop na mga salita at paraan ng paggamit nito sa mga usapan o talakayan | Filipino | |
F11PB – IVab – 100 | 11 | Nasusuri | batay sa layunin, gamit, metodo, at etika sa pananaliksik | ang ilang halimbawang pananaliksik sa Filipino | Filipino | |
F11PB – IIg – 97 | 11 | Nasusuri | ang ilang pananaliksik | na pumapaksa sa wika at kulturang Pilipino | Filipino | |
F11PD – IIb – 88 | 11 | Nasusuri | ang mga lingguwistiko at kultural na pagkakaiba-iba sa lipunang Pilipino | sa mga pelikula at dulang napanood | Filipino | |
F11PB – If – 95 | 11 | Nasusuri | ang mga pananaw ng iba’t ibang awtor | sa isinulat na kasaysayan ng wika | Filipino | |
F11WG – Ih – 86 | 11 | Natitiyak | ang mga sanhi at bunga ng mga pangyayaring may kaugnayan sa pag-unlad ng Wikang Pambansa | Filipino | ||
F11PD – Id – 87 | 11 | Natutukoy | sa pamamagitan ng napanood na palabas sa telebisyon at pelikula (Halimbawa: Be Careful with My Heart, Got to Believe, Ekstra, On The Job, Word of the Lourd(http://lourddeveyra.blogspot.com)) | ang iba’t ibang gamit ng wika sa lipunan | Filipino | |
F11PN – IIa – 88 | 11 | Natutukoy | mula sa mga panayam at balita sa radyo at telebisyon | ang iba’t ibang paggamit ng wika sa mga napakinggang pahayag | Filipino | |
F11PB – IIa – 96 | 11 | Natutukoy | mula sa mga blog, social media posts at iba pa | ang iba’t ibang paggamit ng wika sa nabasang pahayag | Filipino | |
F11WG – IIc – 87 | 11 | Natutukoy | sa pamamagitan ng pagtatala ng mga terminong ginamit sa mga larangang ito | ang iba’t ibang register at barayti ng wika na ginagamit sa iba’t ibang sitwasyon (Halimbawa: Medisina, Abogasya, Media, Social Media, Enhinyerya, Negosyo, at iba pa) | Filipino | |
F11PT – IIIa – 88 | 11 | Natutukoy | ang kahulugan at katangian ng mahahalagang salitang ginamit sa iba’t ibang uri ng tekstong binasa | Filipino | ||
F11PN – IId – 89 | 11 | Natutukoy | ayon sa konteksto ng paksang napakinggan sa mga balita sa radyo at telebisyon | ang mga angkop na salita, pangungusap | Filipino | |
F11PT – Ia – 85 | 11 | Natutukoy | ang mga kahulugan at kabuluhan ng mga konseptong pangwika | Filipino | ||
F11PS – Ig – 88 | 11 | Natutukoy | ang mga pinagdaanang pangyayari/kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa | Filipino | ||
F11PB – IIIa – 98 | 11 | Natutukoy | ang paksang tinalakay sa iba’t ibang tekstong binasa | Filipino | ||
PEH11FH-IIk-t-9 | 11 | Analyzes | to monitor and/or adjust participation or effort | physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs | Health-PE | |
PEH11FH-Ik-t-9 | 11 | Analyzes | to monitor and/or adjust participation or effort | physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs | Health-PE | |
PEH11FH-Ia-t-12 | 11 | Demonstrates | in the use of facilities and equipment | proper etiquette and safety | Health-PE | |
PEH11FH-IIa-t-12 | 11 | Demonstrates | in the use of facilities and equipment | proper etiquette and safety | Health-PE | |
PEH11FH-IIf-5 | 11 | Describes | the role of physical activity assessments in managing one’s stress | Health-PE | ||
PEH11FH-Ie-4 | 11 | Differentiates | types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or sports events) | Health-PE | ||
PEH11FH-IIe-4 | 11 | Differentiates | types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or sports events) | Health-PE | ||
PEH11FH-IIa-18 | 11 | Discusses | the nature of the different sports activities | Health-PE | ||
PEH11FH-IIk-t-15 | 11 | Displays | in sports activities | initiative, responsibility, and leadership | Health-PE | |
PEH11FH-Ik-t-15 | 11 | Displays | in fitness activities | initiative, responsibility, and leadership | Health-PE | |
PEH11FH-Ia-1 | 11 | Distinguishes | aerobic from bone-strengthening activities | Health-PE | ||
PEH11FH-Ia-t-8 | 11 | Engages in | for at least 60 minutes most days of the week; in a variety of settings in and out of school | moderate to vigorous physical activities (MVPAs) | Health-PE | |
PEH11FH-IIa-t-8 | 11 | Engages in | for at least 60 minutes most days of the week; in a variety of settings in and out of school | moderate to vigorous physical activities (MVPAs) | Health-PE | |
PEH11FH-Ib-c-2 | 11 | Explains | how to optimize the energy systems for safe and improved performance | Health-PE | ||
PEH11FH-IIb-c-2 | 11 | Explains | how to optimize the energy systems for safe and improved performance | Health-PE | ||
PEH11FH-IId-t-14 | 11 | Explains | the value of optimizing one’s health through participation in physical activity assessment | Health-PE | ||
PEH11FH-IIi-j-11 | 11 | Identifies | in case of an injury or emergency | school and community resources | Health-PE | |
PEH11FH-Ii-j-11 | 11 | Identifies | in case of an injury or emergency | school and community resources | Health-PE | |
PEH11FH-IId-3 | 11 | Illustrates | the relationship of health behaviors (eating habits, sleep and stress management) to health risks factors | Health-PE | ||
PEH11FH-IId-3 | 11 | Illustrates | the relationship of health behaviors (eating habits, sleep and stress management) to physical activity assessment performance | Health-PE | ||
PEH11FH-IIk-t-10 | 11 | Observes | to avoid dehydration, overexertion, hypo- and hyperthermia; during MVPA participation | personal safety protocol | Health-PE | |
PEH11FH-Ik-t-10 | 11 | Observes | to avoid dehydration, overexertion, hypo- and hyperthermia; during MVPA participation | personal safety protocol | Health-PE | |
PEH11FH-Io-t-17 | 11 | Organizes | for a target health issue or concern | fitness event | Health-PE | |
PEH11FH-IIo-t-17 | 11 | Organizes | for a target health issue or concern | sports event | Health-PE | |
PEH11FH-Ik-o-13 | 11 | Participates | in an organized event that addresses health/fitness issues and concerns | Health-PE | ||
PEH11FH-IIk-o-13 | 11 | Participates | in an organized event that addresses health/sports issues and concerns | Health-PE | ||
PEH11FH-Ip-q-16 | 11 | Realizes | one’s potential for health-and-fitness-related career opportunities | Health-PE | ||
PEH11FH-IIp-q-16 | 11 | Recognizes | one’s potential for health-and-sports related career opportunities | Health-PE | ||
PEH11FH-If-5 | 11 | Recognizes | the role of physical activity assessments in managing one’s stress | Health-PE | ||
PEH11FH-Id-t-14 | 11 | Recognizes | the value of optimizing one’s health through participation in physical activity assessments | Health-PE | ||
PEH11FH-Id-3 | 11 | Relates | health behaviors (eating habits, sleep and stress management) to health risks factors | Health-PE | ||
PEH11FH-Id-3 | 11 | Relates | health behaviors (eating habits, sleep and stress management) to physical activity assessment performance | Health-PE | ||
PEH11FH-Ig-i-6 | 11 | Self-assesses | barriers to physical activity assessment participation | Health-PE | ||
PEH11FH-IIg-i-6 | 11 | Self-assesses | barriers to physical activity assessment participation | Health-PE | ||
PEH11FH-Ig-i-6 | 11 | Self-assesses | health-related fitness (HRF) status | Health-PE | ||
PEH11FH-IIg-i-6 | 11 | Self-assesses | health-related fitness (HRF) status | Health-PE | ||
PEH11FH-Ig-i-6 | 11 | Self-assesses | one’s diet | Health-PE | ||
PEH11FH-IIg-i-6 | 11 | Self-assesses | one’s diet | Health-PE | ||
PEH11FH-IIi-j-7 | 11 | Sets | based on training principles; to achieve and/or maintain HRF | FITT goals | Health-PE | |
PEH11FH-Ii-j-7 | 11 | Sets | based on training principles; to achieve and/or maintain health-related fitness (HRF) | Frequency Intensity Time Type (FITT) goals | Health-PE | |
HUMSS_DIS11-IVd-9 | 11 | Analyzes | significance of data | HSS | ||
HUMSS_DIS11-IIIg-2 | 11 | Analyzes | in terms of class conflict | social inequalities | HSS | |
HUMSS_DIS11-IIIi-5 | 11 | Analyzes | in terms of Id, Ego, and Superego | the psychodynamics of the person’s personality | HSS | |
HUMSS_DIS11-IIIh-3 | 11 | Appraises | the meanings that people attach to everyday forms of interaction in order to explain social behavior | HSS | ||
HUMSS_DIS11- IIIb-d-3 | 11 | Compares and contrasts | the various Social Science disciplines and their fields, main areas of inquiry, and methods | HSS | ||
HUMSS_DIS11-IVg-5 | 11 | Critiques | using Filipino perspectives | dominant approaches | HSS | |
HUMSS_DIS11- IIIa-1 | 11 | Defines | Social Sciences as the study of society | HSS | ||
HUMSS_DIS11-IVh-6 | 11 | Determines | how Social Science can be used to address social concerns | HSS | ||
HUMSS_DIS11 -IIIe-f-1 | 11 | Determines | manifest and latent functions and dysfunctions of sociocultural phenomena | HSS | ||
HUMSS-DIS11-IVc-8 | 11 | Determines | the relationship between gender ideology and gender inequality | HSS | ||
HUMSS_DIS11- IIIa-2 | 11 | Distinguishes | Social and Natural Sciences and Humanities | HSS | ||
HUMSS_DIS11-IVd-10 | 11 | Distinguishes | the ways by which human-environment interactions shape cultural and natural landscapes | HSS | ||
HUMSS_DIS11-IVf-3 | 11 | Evaluates | using the core values of Sikolohiyang Pilipino | the person’s personality | HSS | |
HUMSS_DIS11-IVb-7 | 11 | Examines | the constitutive nature of informal and formal institutions and their actors and how it constrains social behaviour | HSS | ||
HUMSS_DIS11-IVe-1 | 11 | Examines | the social ideas of Filipino thinkers starting from Isabelo de los Reyes , Jose Rizal, and other Filipino intellectuals | HSS | ||
HUMSS_DIS11-IVd-10 | 11 | Explains | through the analysis of spatial distributions and spatial processes | environmental and social issues | HSS | |
HUMSS_DIS11-IVg-4 | 11 | Explains | the significance of using a particular language for discourse | HSS | ||
HUMSS_DIS11-IVi-j-8 | 11 | Generates | using at least two approaches from the Social Sciences | an analysis of a social phenomenon | HSS | |
HUMSS_CNF11/12-Ia-1 | 11 | Identifies | dominant literary conventions of a particular genre | HSS | ||
HUMSS_DIS11-IVd-10 | 11 | Interprets | to understand landscape changes and an individual’s sense of place | thematic and mental maps | HSS | |
HUMSS_DIS11-IVa-6 | 11 | Predicts | based on scarcity | the social consequences of decision making | HSS | |
HUMSS_DIS11-IVh-7 | 11 | Recognizes | multidisciplinarity and/or interdisciplinarity as an approach to looking at society | HSS | ||
HUMSS_CNF11/12-Ib-d-7 | 11 | Revises | using any of the literary conventions of a genre (e.g. plot for narrative piece) | the draft of a short piece | HSS | |
HUMSS_CNF11/12-Ig-j-14 | 11 | Revises | using multiple elements conventionally identified with the literary genres | the draft of a short piece | HSS | |
HUMSS_DIS11- IIId-4 | 11 | Traces | the historical foundations and social contexts that led to the development of each discipline | HSS | ||
HUMSS_DIS11-IVe-2 | 11 | Values | the role of interpersonal relations in Philippine culture | HSS | ||
PMMC11ESDTIi-IId-1 | 11 | Defines | the following terminologies: Forward; Midship; Aft; Port; Starboard; Abeam; Port quarter; Starboard quarter | MarCar | ||
PMMC11ESDTIi-IId-1 | 11 | Describes | the different parts of the ship | MarCar | ||
PMMC11DDTS-Id-h-1 | 11 | Describes | the different types of ships | MarCar | ||
PMMC11DDTS-Id-h-1 | 11 | Differentiates | the category of ships according to the type of cargo carried | MarCar | ||
PMMC11ESTS-IIj-2 | 11 | Differentiates | the liner from tramping services | MarCar | ||
PMMC11EIMS-Ib-c-1 | 11 | Discusses | national maritime legislations: CHED Memorandum Order 20 Series of 2015; Republic Act 10635; Presidential Decree 474 | MarCar | ||
PMMC11ASCM-Ia-1 | 11 | Discusses | other job opportunities in the merchant marine profession: Ship building and repair; Ship operations and management; Port operations and management; Ship surveying and inspection; Offshore industry; Maritime education and training; Philippine Navy; Philip | MarCar | ||
PMMC11ASCM-Ia-1 | 11 | Discusses | prospects in a shipping career | MarCar | ||
PMMC11ASCM-Ia-1 | 11 | Discusses | the BIMCO / ICS Manpower Report 2015: Baltic and International Maritime Council (BIMCO); Philippines as the leading supplier of seafarers | MarCar | ||
PMMC11ESTS-IIj-1 | 11 | Discusses | the charter party agreement: Purpose; Limitation | MarCar | ||
PMMC11ASOW-IIe-i-1 | 11 | Discusses | the desirable and undesirable practices in rendering duties and responsibilities | MarCar | ||
PMMC11ASOW-IIe-i-1 | 11 | Discusses | the individual crew and watchkeeping duties and responsibilities | MarCar | ||
PMMC11EIMS-Ib-c-1 | 11 | Discusses | the International Maritime Standards | MarCar | ||
PMMC11ASOW-IIe-i-1 | 11 | Discusses | the job position in terms of salary, incentives, and scope of work | MarCar | ||
PMMC11EIMS-Ib-c-1 | 11 | Discusses | the overview of maritime-related conventions and their functions: Safety of Life at Sea (SOLAS) 1974; Standard of Training, Certification, and Watchkeeping (STCW) 1978 as amended; Maritime Pollution (MARPOL 73/78); Maritime Labor Convention (MLC) 2006; In | MarCar | ||
PMMC11ESDTIi-IId-1 | 11 | Discusses | the ship’s nomenclature: Hull; Keel; Bow; Stern; Deck (e.g., compass deck, main deck, boat deck, and others); Bulkheads; Accommodation; Bridge; Cofferdams; Cargo hold/tank; Engine room spaces; Steering gear room; Rudder; Propeller | MarCar | ||
PMMC11ESDTIi-IId-1 | 11 | Discusses | the ship's dimensions: Length overall (LOA); Forward perpendicular; Aft perpendicular; Length between perpendicular (LBP); Amidships; Extreme breadth; Summer loadline; Freeboard; Draft; Depth | MarCar | ||
PMMC11ASOW-IIe-i-1 | 11 | Discusses | the staffing pattern of ship’s organization based on job positions | MarCar | ||
PMMC11ASCM-Ia-1 | 11 | Explains | the benefits in a shipping career: High wages; Tax exemption; Expense free (travel, accommodation, and food); Meet people of different cultures; Learn different languages | MarCar | ||
PMMC11ASOW-IIe-i-1 | 11 | Explains | the ship’s organization by department: Deck department; Engine department; Steward department | MarCar | ||
PMMC11DDTS-Id-h-1 | 11 | Identifies | the different types of ships | MarCar | ||
PMMC11ESTS-IIj-2 | 11 | Identifies | the two trading services of a ship | MarCar | ||
PMTE11ECTM-IV-b-f-1 | 11 | Defines | a marine diesel engine/electric engine/steam turbine | MarTraEng | ||
PMTE11DBEW-IV-j-1 | 11 | Defines | engine watchkeeping | MarTraEng | ||
PMTE11ESC-III-j-1 | 11 | Differentiates | the two shipboard communication | MarTraEng | ||
PMTE11ECTM-IV-b-f-3 | 11 | Discusses | air compressor as part of ancillary system | MarTraEng | ||
PMTE11DTPS-IV-a-1 | 11 | Discusses | basic marine mechanical propulsion | MarTraEng | ||
PMTE11EBSH-III-f-g-1 | 11 | Discusses | basic ship handling | MarTraEng | ||
PMTE11ECTM-IV-b-f-2 | 11 | Discusses | boiler as part of ancillary system | MarTraEng | ||
PMTE11ECTM-IV-b-f-6 | 11 | Discusses | fresh-water generator as part of ancillary system | MarTraEng | ||
PMTE11ECEP-IV-g-i-1 | 11 | Discusses | generator as source of electricity generation on board | MarTraEng | ||
PMTE11EBSH-III-f-g-1 | 11 | Discusses | how ship handling is being performed by ship personnel | MarTraEng | ||
PMTE11EMN-III-a-c-2 | 11 | Discusses | importance of passage planning | MarTraEng | ||
PMTE11ECTM-IV-b-f-7 | 11 | Discusses | Oily-water separator as part of ancillary system | MarTraEng | ||
PMTE11ECTM-IV-b-f-5 | 11 | Discusses | pumps as part of ancillary system | MarTraEng | ||
PMTE11ESC-III-j-1 | 11 | Discusses | shipboard communication | MarTraEng | ||
PMTE11ECTM-IV-b-f-4 | 11 | Discusses | steering gear as part of ancillary system | MarTraEng | ||
PMTE11EMN-III-a-c-1 | 11 | Discusses | that a ship navigates the vast ocean using: Terrestrial, Celestial, Electronic | MarTraEng | ||
PMTE11IMTE-III-a-2 | 11 | Discusses | the career opportunities | MarTraEng | ||
PMTE11ECTM-IV-b-f-1 | 11 | Discusses | the Common Marine Propulsion on Board | MarTraEng | ||
PMTE11EBSH-III-f-g-1 | 11 | Discusses | the different factors affecting ship handling | MarTraEng | ||
PMTE11IMTE-III-a-2 | 11 | Discusses | the duties and responsibilities of a Marine Deck Officer | MarTraEng | ||
PMTE11IMTE-III-a-2 | 11 | Discusses | the duties and responsibilities of a Marine Engineer | MarTraEng | ||
PMTE11DTPS-IV-a-2 | 11 | Discusses | the electrical power supply system | MarTraEng | ||
PMTE11ECTM-IV-b-f-1 | 11 | Discusses | the importance of correct starting procedure, monitoring, and stopping procedure in operating main and auxiliary machinery | MarTraEng | ||
PMTE11EMN-III-a-c-2 | 11 | Discusses | the importance of passage planning to arrive at the desired destination | MarTraEng | ||
PMTE11ECTM-IV-b-f-1 | 11 | Discusses | the importance of planned-maintenance system | MarTraEng | ||
PMTE11IMTE-III-a-2 | 11 | Discusses | the relevance of the course | MarTraEng | ||
PMTE11EBMM-III-d-e-1 | 11 | Discusses | weather and climate | MarTraEng | ||
PMTE11EBMM-III-d-e-1 | 11 | Explains | basic marine meteorology | MarTraEng | ||
PMTE11ESO-III-h-i-1 | 11 | Explains | basic ship operation | MarTraEng | ||
PMTE11ECEP-IV-g-i-2 | 11 | Explains | distribution board | MarTraEng | ||
PMTE11ECEP-IV-g-i-3 | 11 | Explains | fluorescent lamp installation | MarTraEng | ||
PMTE11EBMM-III-d-e-1 | 11 | Explains | how ships avoid storms | MarTraEng | ||
PMTE11EBMM-III-d-e-1 | 11 | Explains | how storms develop | MarTraEng | ||
PMTE11ECEP-IV-g-i-2 | 11 | Explains | the basic power distribution system on ships | MarTraEng | ||
PMTE11DTPS-IV-a-1 | 11 | Explains | the basic propulsion system on board and its function | MarTraEng | ||
PMTE11IMTE-III-a-2 | 11 | Explains | the duties and responsibilities of a Marine Deck Officer and Marine Engineer | MarTraEng | ||
PMTE11ECEP-IV-g-i-2 | 11 | Explains | the function of a transformer | MarTraEng | ||
PMTE11ECEP-IV-g-i-2 | 11 | Explains | the function of bus bars | MarTraEng | ||
PMTE11ECEP-IV-g-i-2 | 11 | Explains | the function of circuit breakers | MarTraEng | ||
PMTE11ECEP-IV-g-i-2 | 11 | Explains | the function of main and emergency switch boards | MarTraEng | ||
PMTE11ECEP-IV-g-i-1 | 11 | Explains | the functions of a generator | MarTraEng | ||
PMTE11ESC-III-j-1 | 11 | Explains | the importance of close-loop communication | MarTraEng | ||
PMTE11ESO-III-h-i-1 | 11 | Explains | the importance of maintaining ship stability at all times | MarTraEng | ||
PMTE11ECTM-IV-b-f-1 | 11 | Explains | the importance of marine diesel engine/electric engine/steam turbine | MarTraEng | ||
PMTE11DBEW-IV-j-1 | 11 | Explains | the importance of watchkeeping | MarTraEng | ||
PMTE11DTPS-IV-a-2 | 11 | Explains | the power supply and its function on board | MarTraEng | ||
PMTE11ECEP-IV-g-i-3 | 11 | Explains | the power-supply consumers/loads on board | MarTraEng | ||
PMTE11ECEP-IV-g-i-3 | 11 | Explains | theories of motors | MarTraEng | ||
PMTE11ECEP-IV-g-i-3 | 11 | Explains | types of motors | MarTraEng | ||
PMTE11ESO-III-h-i-1 | 11 | Explains | why it is necessary to carry ballast if the ship has no cargo on board | MarTraEng | ||
PMTE11ESO-III-h-i-1 | 11 | Explains | why ship de-ballast when cargo has been loaded on board | MarTraEng | ||
PMTE11ECEP-IV-g-i-2 | 11 | Identifies | main and emergency switch boards | MarTraEng | ||
PMTE11DTPS-IV-a-1 | 11 | Identifies | the basic mechanical installation comprising the propulsion system on board | MarTraEng | ||
PMTE11DTPS-IV-a-2 | 11 | Identifies | the basic power distribution of ships | MarTraEng | ||
PMTE11ECTM-IV-b-f-6 | 11 | Identifies | the different types of fresh-water generator | MarTraEng | ||
PMTE11ECTM-IV-b-f-7 | 11 | Identifies | the different types of oily-water separator | MarTraEng | ||
PMTE11ECTM-IV-b-f-5 | 11 | Identifies | the different types of pumps | MarTraEng | ||
PMTE11ECEP-IV-g-i-2 | 11 | Identifies | the main circuit breakers | MarTraEng | ||
PMTE11ECTM-IV-b-f-3 | 11 | Identifies | the types of air compressor | MarTraEng | ||
PMTE11ECTM-IV-b-f-2 | 11 | Identifies | the types of boiler | MarTraEng | ||
PMTE11ECEP-IV-g-i-1 | 11 | Identifies | the types of generator as to voltage produced | MarTraEng | ||
PMTE11ECTM-IV-b-f-4 | 11 | Identifies | the types of steering gear | MarTraEng | ||
PMTE11IMTE-III-a-1 | 11 | Introduces | marine transportation and engineering as a profession | MarTraEng | ||
PMTE11DBEW-IV-j-1 | 11 | Performs | Watchkeeping | MarTraEng | ||
PMTE11IMTE-III-a-1 | 11 | Receives | Introduction to Basic Marine Transportation and Engineering | MarTraEng | ||
PMTE11ECTM-IV-b-f-7 | 11 | States | the function of a fresh oily-water separator | MarTraEng | ||
PMTE11ECTM-IV-b-f-6 | 11 | States | the function of a fresh-water generator | MarTraEng | ||
PMTE11ECTM-IV-b-f-3 | 11 | States | the function of air compressor | MarTraEng | ||
PMTE11ECTM-IV-b-f-2 | 11 | States | the function of boiler equipment | MarTraEng | ||
PMTE11ECTM-IV-b-f-1 | 11 | States | the function of marine diesel engine/ electric engine/steam turbine | MarTraEng | ||
PMTE11ECTM-IV-b-f-5 | 11 | States | the function of pumps | MarTraEng | ||
PMTE11ECTM-IV-b-f-4 | 11 | States | the function of steering gear | MarTraEng | ||
PMTE11DTPS-IV-a-2 | 11 | States | the importance of power supply on board | MarTraEng | ||
PMTE11DTPS-IV-a-1 | 11 | States | the importance of propulsion system on board | MarTraEng | ||
M11GM-IIe-4 | 11 | Analyzes | the different market indices for bonds. | Math | ||
M11GM-IIe-4 | 11 | Analyzes | the different market indices for stocks | Math | ||
M11GM-IId-2 | 11 | Calculates | the fair market value of a cash flow stream that includes an annuity | Math | ||
M11GM-IId-3 | 11 | Calculates | the period of deferral of a deferred annuity | Math | ||
M11GM-IId-3 | 11 | Calculates | the present value of a deferred annuity | Math | ||
M11GM-IIa-b-1 | 11 | Computes | for interest, maturity value, future value and present value in simple interest and compound interest environment | Math | ||
M11GM-IIe-3 | 11 | Describes | the different markets for stocks and bonds | Math | ||
M11GM-IIh-1 | 11 | Determines | the truth values of propositions | Math | ||
M11GM-If-4 | 11 | Determines | the intercepts, zeroes and asymptotes of an exponential function | Math | ||
M11GM-Ii-4 | 11 | Determines | the intercepts, zeroes and asymptotes of logarithmic functions | Math | ||
M11GM-Ic-1 | 11 | Determines | the intercepts, zeroes and asymptotes of rational functions | Math | ||
M11GM-Id-2 | 11 | Determines | the inverse of a one-to-one function | Math | ||
M11GM-IIi-2 | 11 | Determines | the validity of categorical syllogisms | Math | ||
M11GM-IIf-2 | 11 | Distinguishes | between business and consumer loans | Math | ||
M11GM-IIa-2 | 11 | Distinguishes | between simple and compound interests | Math | ||
M11GM-IIg-3 | 11 | Distinguishes | between simple and compound propositions | Math | ||
M11GM-IIc-2 | 11 | Distinguishes | between simple and general annuities | Math | ||
M11GM-IIe-2 | 11 | Distinguishes | between stocks and bonds | Math | ||
M11GM-Ie-4 | 11 | Distinguishes | exponential equation, exponential function and exponential inequality | Math | ||
M11GM-Ih-2 | 11 | Distinguishes | logarithmic equation, logarithmic function and logarithmic inequality | Math | ||
M11GM-Ib-2 | 11 | Distinguishes | rational equation, rational function and rational inequality | Math | ||
M11GM-IIi-3 | 11 | Establishes | using logical propositions, syllogisms, and fallacies | the validity and falsity of real-life arguments | Math | |
M11GM-Ia-2 | 11 | Evaluates | a function | Math | ||
M11GM-IIc-d-1 | 11 | Finds | the present value of both simple annuities and general annuities | Math | ||
M11GM-Ii-3 | 11 | Finds | the domain and range of a logarithmic function | Math | ||
M11GM-Ib-5 | 11 | Finds | the domain and range of a rational function | Math | ||
M11GM-If-3 | 11 | Finds | the domain and range of an exponential function | Math | ||
M11GM-Id-4 | 11 | Finds | the domain and range of an inverse function | Math | ||
M11GM-IIc-d-1 | 11 | Finds | the future value of both simple annuities and general annuities | Math | ||
M11GM-Ig-1 | 11 | Graphs | exponential functions | Math | ||
M11GM-Ie-1 | 11 | Graphs | inverse functions. | Math | ||
M11GM-Ij-1 | 11 | Graphs | logarithmic functions | Math | ||
M11GM-Ic-2 | 11 | Graphs | rational functions | Math | ||
M11GM-IIg-1 | 11 | Illustrates | a proposition | Math | ||
M11GM-IIe-1 | 11 | Illustrates | bonds and stocks | Math | ||
M11GM-IIf-1 | 11 | Illustrates | business and consumer loans | Math | ||
M11GM-IIi-1 | 11 | Illustrates | different types of fallacies and tautologies | Math | ||
M11GM-IIa-1 | 11 | Illustrates | simple and compound interests | Math | ||
M11GM-IIc-1 | 11 | Illustrates | simple and general annuities | Math | ||
M11GM-IIh-2 | 11 | Illustrates | the different forms of conditional propositions | Math | ||
M11GM-IIj-1 | 11 | Illustrates | the different methods of proof (direct and indirect) and disproof (indirect and by counterexample) | Math | ||
M11GM-Ih-3 | 11 | Illustrates | the laws of logarithms | Math | ||
M11GM-IIe-5 | 11 | Interprets | the theory of efficient markets | Math | ||
M11GM-IIj-2 | 11 | Justifies | using the different methods of proof and disproof | mathematical and real-life statements | Math | |
M11GM-Ia-3 | 11 | Performs | addition, subtraction, multiplication, division, and composition of functions | Math | ||
M11GM-IIg-4 | 11 | Performs | the different types of operations on propositions | Math | ||
M11GM-Ii-2 | 11 | Represents | through its table of values, graph, and equation | a logarithmic function | Math | |
M11GM-Ib-4 | 11 | Represents | through its table of values, graph, and equation | a rational function | Math | |
M11GM-Ia-1 | 11 | Represents | using functions, including piece-wise functions | situations | real-life | Math |
M11GM-Ib-1 | 11 | Represents | using rational functions | situations | real-life | Math |
M11GM-Id-1 | 11 | Represents | using one-to-one functions | situations | real-life | Math |
M11GM-Ie-3 | 11 | Represents | using exponential functions | situations | real-life | Math |
M11GM-Ih-1 | 11 | Represents | using logarithmic functions | situations | real-life | Math |
M11GM-If-2 | 11 | Represents | through its table of values, graph, and equation | an exponential function | Math | |
M11GM-Id-3 | 11 | Represents | through its table of values, graph, and equation | an inverse function | Math | |
M11GM-Ie-f-1 | 11 | Solves | exponential equations and inequalities | Math | ||
M11GM-Ih-i-1 | 11 | Solves | logarithmic equations and inequalities | Math | ||
M11GM-IIf-3 | 11 | Solves | problems involving business and consumer loans (amortization, mortgage). | Math | ||
M11GM-Ig-2 | 11 | Solves | problems involving exponential functions, equations and inequalities | Math | ||
M11GM-Ia-4 | 11 | Solves | problems involving functions | Math | ||
M11GM-Ie-2 | 11 | Solves | problems involving inverse functions | Math | ||
M11GM-Ij-2 | 11 | Solves | problems involving logarithmic functions, equations and inequalities | Math | ||
M11GM-Ic-3 | 11 | Solves | problems involving rational functions, equations and inequalities | Math | ||
M11SP-IIIe-f-1 | 11 | Solves | problems involving sampling distributions of the sample mean | Math | ||
M11GM-IIb-2 | 11 | Solves | problems involving simple and compound interests | Math | ||
M11GM-Ib-3 | 11 | Solves | rational equations and inequalities | Math | ||
M11GM-IIg-2 | 11 | Symbolizes | propositions | Math | ||
TVL_MNW111SSHO-Ia-c-1 | 11 | Boxes | the compass | NavWatch1 | ||
TVL_MNW111SSHO-IIa-c-4 | 11 | Changes over | from automatic pilot to hand steering and vice versa | NavWatch1 | ||
TVL_MNW111SSHO-Id-g-2 | 11 | Defines | helm orders | NavWatch1 | ||
TVL_MNW111SSHO-Id-g-2 | 11 | Demonstrates | the manner of giving/responding to correct orders/commands | NavWatch1 | ||
TVL_MNW111SSHO-IIa-c-4 | 11 | Demonstrates | the procedures in steering gear | NavWatch1 | ||
TVL_MNW111SSHO-Ia-c-1 | 11 | Describes | compass and its parts | NavWatch1 | ||
TVL_MNW111SSHO-Ih-j-3 | 11 | Describes | the behavior of the ship in still and calm waters and in rough seas | NavWatch1 | ||
TVL_MNW111SSHO-Ih-j-3 | 11 | Describes | the cause and effect of resistance in a narrow channel or in a restricted area | NavWatch1 | ||
TVL_MNW111SSHO-IIa-c-4 | 11 | Describes | the functions of automatic pilot | NavWatch1 | ||
TVL_MNW111SSHO-Ia-c-1 | 11 | Determines | the limitations of the compass | NavWatch1 | ||
TVL_MNW111SSHO-IIa-c-4 | 11 | Determines | the ship steering system | NavWatch1 | ||
TVL_MNW111SSHO-IIa-c-4 | 11 | Differentiates | automatic steering from manual steering and vice versa | NavWatch1 | ||
TVL_MNW111SSHO-Ia-c-1 | 11 | Differentiates | the various types of compasses | NavWatch1 | ||
NONE | 11 | Discusses | the relevance of the course in relation to Rating Forming Part of Navigational Watch as a career | NavWatch1 | ||
TVL_MNW111SSHO-Ih-j-3 | 11 | Distinguishes | external forces affecting ship movement while steering | NavWatch1 | ||
TVL_MNW111SSHO-IIg-j-6 | 11 | Executes | the five elements in manual steering | NavWatch1 | ||
NONE | 11 | Explains | STCW convention and code as amended in 2010 Manila Amendments. | NavWatch1 | ||
TVL_MNW111SSHO-IIa-c-4 | 11 | Explains | the limitation of auto pilot | NavWatch1 | ||
TVL_MNW111SSHO-Id-g-2 | 11 | Explains | the manner of giving correct orders/commands | NavWatch1 | ||
TVL_MNW111SSHO-Ih-j-3 | 11 | Explains | the rate of turn of a ship during a bend and certain alterations | NavWatch1 | ||
TVL_MNW111SSHO-Ih-j-3 | 11 | Explains | the squat effect in relation to the depth of water and the vessel speed | NavWatch1 | ||
TVL_MNW111SSHO-IIa-c-4 | 11 | Performs | changing over from automatic to manual steering and vice versa | NavWatch1 | ||
TVL_MNW111SSHO-IId-f-5 | 11 | Performs | mandatory steering drills | NavWatch1 | ||
TVL_MNW111SSHO-IId-f-5 | 11 | Performs | mandatory testing of ship steering gear | NavWatch1 | ||
NONE | 11 | Presents | paradigm of maritime career opportunities | NavWatch1 | ||
TVL_MNW111SSHO-Id-g-2 | 11 | Responds | to helm orders | NavWatch1 | ||
TVL_MNW111SSHO-IId-f-5 | 11 | Steers | Mandatory Testing and Drills | NavWatch1 | ||
TVL_MNW111SSHO-IIg-j-6 | 11 | Steers | the Ship | NavWatch1 | ||
TVL_MNW111SSHO-IIg-j-6 | 11 | Steers | the ship manually by following helm orders | NavWatch1 | ||
TVL_MNW111SSHO-Ia-c-1 | 11 | Uses | magnetic and gyro compass | NavWatch1 | ||
TVL_MNW111SSHO-Ia-c-1 | 11 | Verifies | readings between the magnetic and gyro compasses or vice versa | NavWatch1 | ||
TVL_MNW211CARR-IVa-b-2 | 11 | Applies | Part B (Steering and Sailing Rules Section 1) of COLREGS 1972 | NavWatch2 | ||
TVL_MNW211CARR-IVb-3 | 11 | Applies | Part B (Steering and Sailing Rules-Section 2) of COLREGS 1972 | NavWatch2 | ||
TVL_MNW211PLSH-IIIe-3 | 11 | Assesses | watchkeeper’s fitness for duty | NavWatch2 | ||
TVL_MNW211BWCH-IIIf-g-1 | 11 | Assists | in checking the operational condition of navigational equipment | NavWatch2 | ||
TVL_MNW211CARR-IVc-f-4 | 11 | Discusses | Part C (LIGHTS AND SHAPES) of COLREGS 1972 | NavWatch2 | ||
TVL_MNW211CARR-IVg-j-5 | 11 | Discusses | Part D (SOUNDS AND LIGHT SIGNALS) of COLREGS 1972 | NavWatch2 | ||
TVL_MNW211CARR-IVb-3 | 11 | Discusses | Rule 14 – Head-on | NavWatch2 | ||
TVL_MNW211CARR-IVb-3 | 11 | Discusses | Rule 15 – Crossing Situation | NavWatch2 | ||
TVL_MNW211CARR-IVb-3 | 11 | Discusses | Rule 16 - Action by Give-way Vessel | NavWatch2 | ||
TVL_MNW211CARR-IVb-3 | 11 | Discusses | Rule 17 – Action by Stand-on Vessel | NavWatch2 | ||
TVL_MNW211CARR-IVa-b-2 | 11 | Discusses | Rule 7 – Risk of Collision | NavWatch2 | ||
TVL_MNW211CARR-IVa-b-2 | 11 | Discusses | Rule 8 - Action to Avoid Collision | NavWatch2 | ||
TVL_MNW211PLSH-IIIe-3 | 11 | Discusses | standard procedures in assessing watchkeeper’s condition | NavWatch2 | ||
TVL_MNW211PLSH-IIIc-d-2 | 11 | Discusses | the importance of watchkeeping at sea, in port, and other circumstances | NavWatch2 | ||
TVL_MNW211PLSH-IIIa-b-1 | 11 | Discusses | the ratings forming part of a navigational watch in obtaining the ultimate purpose of safe navigational watch | NavWatch2 | ||
TVL_MNW211BWCH-IIIh-i-2 | 11 | Enumerates | bridge levels I, II, III, and IV | NavWatch2 | ||
TVL_MNW211PLSH-IIIa-b-1 | 11 | Explains | navigational watch | NavWatch2 | ||
TVL_MNW211CARR-IVa-1 | 11 | Explains | Part A - General Provisions of COLREGS 1972 | NavWatch2 | ||
TVL_MNW211BWCH-IIIh-i-2 | 11 | Explains | responsibilities of a Bridge Team Management | NavWatch2 | ||
TVL_MNW211CARR-IVa-b-2 | 11 | Explains | Rule 5 – Lookout | NavWatch2 | ||
TVL_MNW211PLSH-IIIc-d-2 | 11 | Explains | the bridge team composition of a navigational watch at sea and watch duty in port | NavWatch2 | ||
TVL_MNW211BWCH-IIIh-i-2 | 11 | Explains | the duties and responsibilities of the bridge team management under levels I, II, III, and IV | NavWatch2 | ||
TVL_MNW211BWCH-IIIf-g-1 | 11 | Explains | the importance of navigational aids | NavWatch2 | ||
TVL_MNW211BWCH-IIIj-3 | 11 | Explains | the standard procedures in reporting contacts or objects by points or in degrees | NavWatch2 | ||
TVL_MNW211PLSH-IIIa-b-1 | 11 | Explains | the watchkeeping arrangements in maintaining a safe navigational watch | NavWatch2 | ||
TVL_MNW211PLSH-IIIc-d-2 | 11 | Explains | watch arrangements | NavWatch2 | ||
TVL_MNW211CARR-IVc-f-4 | 11 | Identifies | lights and shapes signals | NavWatch2 | ||
TVL_MNW211CARR-IVg-j-5 | 11 | Identifies | sounds and lights signals | NavWatch2 | ||
TVL_MNW211BWCH-IIIf-g-1 | 11 | Identifies | the navigational hazards that may be encountered during the watch | NavWatch2 | ||
TVL_MNW211BWCH-IIIj-3 | 11 | Practices | methods of reporting | NavWatch2 | ||
TVL_MNW211BWCH-IIIf-g-1 | 11 | Prepares | for bridge watch keeping | NavWatch2 | ||
CS_RS11-IVa-c-1 | 11 | Chooses | appropriate qualitative research design | Rsrch1&2 | ||
CS_RS11-IIIc-e-6 | 11 | Cites | benefits and beneficiaries of research | Rsrch1&2 | ||
CS_RS11-IIIf-j-2 | 11 | Cites | using standard style (APA, MLA or Chicago Manual of Style) | related literature | Rsrch1&2 | |
CS_RS11-IVd-f-1 | 11 | Collects | through observation and interviews | data | Rsrch1&2 | |
CS_RS11-IIIa-3 | 11 | Describes | characteristics of research | Rsrch1&2 | ||
CS_RS11-IIIb-1 | 11 | Describes | characteristics, strengths, weaknesses, and kinds of qualitative research | Rsrch1&2 | ||
CS_RS11-IIIa-3 | 11 | Describes | ethics of research | Rsrch1&2 | ||
CS_RS11-IIIa-3 | 11 | Describes | processes of research | Rsrch1&2 | ||
CS_RS11-IVa-c-2 | 11 | Describes | sampling procedure and sample | Rsrch1&2 | ||
CS_RS11-IIIc-e-3 | 11 | Describes | the justifications/reasons for conducting the research | Rsrch1&2 | ||
CS_RS11-IIIc-e-1 | 11 | Designs | a research project related to daily life | Rsrch1&2 | ||
CS_RS11-IIIa-4 | 11 | Differentiates | quantitative from qualitative research | Rsrch1&2 | ||
CS_RS11-IVg-j-1 | 11 | Draws | from patterns and themes | conclusions | Rsrch1&2 | |
CS_RS11-IIIa-2 | 11 | Explains | the importance of research in daily life | Rsrch1&2 | ||
CS_RS11-IVg-j-5 | 11 | Finalizes and presents | best design | Rsrch1&2 | ||
CS_RS11-IIIf-j-5 | 11 | Follows | ethical standards in writing related literature | Rsrch1&2 | ||
CS_RS11-IVg-j-2 | 11 | Formulates | based on conclusions | recommendations | Rsrch1&2 | |
CS_RS11-IIIb-2 | 11 | Illustrates | the importance of qualitative research across fields | Rsrch1&2 | ||
CS_RS11-IIIc-e-5 | 11 | Indicates | scope and delimitation of research | Rsrch1&2 | ||
CS_RS11-IVd-f-2 | 11 | Infers and explains | from data | patterns and themes | Rsrch1&2 | |
CS_RS11-IVg-j-3 | 11 | Lists | references | Rsrch1&2 | ||
CS_RS11-IVa-c-3 | 11 | Plans | data collection and analysis procedures | Rsrch1&2 | ||
CS_RS11-IVg-j-4 | 11 | Presents | a written research report | Rsrch1&2 | ||
CS_RS11-IVa-c-4 | 11 | Presents | written research methodology | Rsrch1&2 | ||
CS_RS11-IIIf-j-6 | 11 | Presents | written review of literature | Rsrch1&2 | ||
CS_RS11-IIIc-e-7 | 11 | Presents | written statement of the problem | Rsrch1&2 | ||
CS_RS11-IIIa-5 | 11 | Provides | examples of research in areas of interest (arts, humanities, sports, science, business, agriculture and fisheries, information and communication technology, and social inquiry) | Rsrch1&2 | ||
CS_RS11-IVd-f-3 | 11 | Relates | the findings with pertinent literature | Rsrch1&2 | ||
CS_RS11-IIIf-j-1 | 11 | Selects | relevant literature | Rsrch1&2 | ||
CS_RS11-IIIa-1 | 11 | Shares | research experiences and knowledge | Rsrch1&2 | ||
CS_RS11-IIIc-e-4 | 11 | States | research questions | Rsrch1&2 | ||
CS_RS11-IIIf-j-3 | 11 | Synthesizes | from relevant literature | information | Rsrch1&2 | |
CS_RS11-IVa-c-5 | 11 | Utilizes | to produce creative work | materials and techniques | Rsrch1&2 | |
CS_RS11-IIIc-e-2 | 11 | Writes | a research title | Rsrch1&2 | ||
CS_RS11-IIIf-j-4 | 11 | Writes | coherent review of literature | Rsrch1&2 | ||
CS_RS11-IVg-j-6 | 11 | Writes | short description | Rsrch1&2 | ||
TVL_MS111EPIRB-IIc-d-3 | 11 | Activates | EPIRB | Safety1 | ||
TVL_MS111SART-IIf-g-2 | 11 | Activates | SART | Safety1 | ||
TVL_MS111EPIRB-IIa-1 | 11 | Defines | EPIRB and its function | Safety1 | ||
TVL_MS111FDA-IIh-1 | 11 | Defines | false alerts | Safety1 | ||
TVL_MS111SART-IIe-1 | 11 | Defines | SART and its functions | Safety1 | ||
TVL_MS11ESDT-Ia-1 | 11 | Defines | the following terminologies: Forward; Midship; Aft; Port; Starboard; Abeam; Port quarter; Starboard quarter | Safety1 | ||
TVL_MS111FDA-IIi-j-2 | 11 | Demonstrates | actions to be taken in the event of accidental activation | Safety1 | ||
TVL_MS111SART-IIf-g-2 | 11 | Demonstrates | manual activation of SART | Safety1 | ||
TVL_MS111FDA-IIi-j-2 | 11 | Demonstrates | procedure on how to rectify false distress alert | Safety1 | ||
TVL_MS111EPIRB-IIc-d-3 | 11 | Demonstrates | procedures in activating EPIRB | Safety1 | ||
TVL_MS111EPIRB-IIc-d-3 | 11 | Demonstrates | testing of EPIRB | Safety1 | ||
TVL_MS111SART-IIf-g-2 | 11 | Demonstrates | testing of SART | Safety1 | ||
TVL_MS111ODSE-Ig-2 | 11 | Describes | the characteristics of every pyrotechnic distress signals | Safety1 | ||
TVL_MS11ESDT-Ia-1 | 11 | Describes | the different parts of the ship | Safety1 | ||
TVL_MS111AEP-Id-3 | 11 | Differentiates | general from emergency alarms | Safety1 | ||
TVL_MS111EPIRB-IIb-2 | 11 | Discusses | distress message transmission | Safety1 | ||
TVL_MS111AEP-Ic-2 | 11 | Discusses | emergency situations onboard ship | Safety1 | ||
TVL_MS111FDA-IIh-1 | 11 | Discusses | preventive measures to avoid false distress alerts | Safety1 | ||
TVL_MS111AEP-Ib-1 | 11 | Discusses | the content and purpose of Muster Station Bill | Safety1 | ||
TVL_MS111AEP-Ic-2 | 11 | Discusses | the proper action to be taken during general and emergency alarms | Safety1 | ||
NONE | 11 | Discusses | the relevance of the course | Safety1 | ||
TVL_MS11ESDT-Ia-1 | 11 | Discusses | the ship’s classification: Hull; Keel; Bow; Stern; Deck (e.g., compass deck, main deck, boat deck, and others); Bulkheads; Accommodation; Bridge; Cofferdams; Cargo hold/tank; Engine room spaces; Steering gear room; Rudder; Propeller | Safety1 | ||
TVL_MS11ESDT-Ia-1 | 11 | Discusses | the ship's dimensions: Length Overall (LOA); Forward Perpendicular; Aft Perpendicular; Length Between Perpendicular (LBP); Amidships; Extreme Breadth; Summer loadline; Freeboard; Draft; Depth | Safety1 | ||
TVL_MS111AEP-Ib-1 | 11 | Explains | a Muster Station Bill | Safety1 | ||
TVL_MS111FDA-IIh-1 | 11 | Explains | accidental activation of distress signal equipment | Safety1 | ||
TVL_MS111AEP-Ic-2 | 11 | Explains | emergency situations and alarm signals | Safety1 | ||
TVL_MS111EPIRB-IIa-1 | 11 | Explains | EPIRB and its function | Safety1 | ||
TVL_MS111SART-IIe-1 | 11 | Explains | SART, its functions | Safety1 | ||
TVL_MS111FDA-IIi-j-2 | 11 | Explains | the importance of informing the master or the officer on watch in the event of accidental activation of distress signal equipment | Safety1 | ||
TVL_MS111AEP-Ib-1 | 11 | Explains | the importance of Muster Station Bill | Safety1 | ||
TVL_MS111ODSE-Ig-2 | 11 | Explains | the various types of distress signals | Safety1 | ||
NONE | 11 | Explores | on opportunities for Safety 1 as a career | Safety1 | ||
TVL_MS111FDA-IIh-1 | 11 | Identifies | causes of accidental activation of distress signal equipment | Safety1 | ||
TVL_MS111ODSE-Ig-2 | 11 | Identifies | other types of distress signals | Safety1 | ||
TVL_MS111EPIRB-IIa-1 | 11 | Identifies | parts of EPIRB | Safety1 | ||
TVL_MS111SART-IIe-1 | 11 | Identifies | parts of SART | Safety1 | ||
TVL_MS111AEP-Id-3 | 11 | Identifies | the different types of general and emergency alarms | Safety1 | ||
TVL_MS111AEP-Ib-1 | 11 | Identifies | the duties and responsibilities of each crew member during emergency as provided for in the Muster Station Bill | Safety1 | ||
TVL_MS111AEP-Ic-2 | 11 | Identifies | the location of all alarm systems | Safety1 | ||
TVL_MS111EPIRB-IIb-2 | 11 | Identifies | the stations involved in distress message transmission | Safety1 | ||
TVL_MS111ODSE-Ig-2 | 11 | Identifies | the types of pyrotechnic distress signals | Safety1 | ||
TVL_MS111AEP-Ic-2 | 11 | Identifies | types of emergency situations and their corresponding alarm signal | Safety1 | ||
NONE | 11 | Interprets | manuals | Safety1 | ||
TVL_MS111ODSE-Ih-i-3 | 11 | Operates | pyrotechnic distress signals | Safety1 | ||
TVL_MS111AEP-Ie-f-4 | 11 | Performs | emergency procedures | Safety1 | ||
TVL_MS111ODSE-Ii-j-4 | 11 | Performs | other types of distress signaling system | Safety1 | ||
TVL_MS111AEP-Id-3 | 11 | Recognizes | the general and emergency alarms | Safety1 | ||
TVL_MS111EPIRB-IIa-1 | 11 | States | the information received from EPIRB | Safety1 | ||
TVL_MS111ODSE-Ig-1 | 11 | States | the provision in the SOLAS Regulation pertaining to the misuse of distress signal | Safety1 | ||
SP_SO11-IIj-6 | 11 | Analyzes | after a game/competition | own performance | Sports | |
SP_AM11-IIl-m-2 | 11 | Assesses | the feasibility of a sports /fitness/recreation event | Sports | ||
SP_SO11-IIa-j-4 | 11 | Demonstrates | while officiating | appropriate personal, social, and ethical behavior | Sports | |
SP_FT11-II-c-f-2 | 11 | Demonstrates | the correct performance of fitness test procedures | Sports | ||
SP_PS11-Ii-7 | 11 | Describes | arousal, stress, and anxiety in sports and exercise settings | Sports | ||
SP_FC11-Ii-j-3 | 11 | Describes | characteristics of an effective coach | Sports | ||
SP_PS11-Il-n-9 | 11 | Describes | different strategies in regulating arousal, coping with stress and anxiety in sports and exercise | Sports | ||
SP_PS11-Io-p-11 | 11 | Describes | symptoms of burnout and overtraining in sports and exercise participants | Sports | ||
SP_HM11-Ia-c1 | 11 | Describes | the nature, purpose, and procedures of movement screens | Sports | ||
SP_AM11-IIr-t-6 | 11 | Designs | a plan for a sports /fitness/recreation event | Sports | ||
SP_SFA11-Is-t-9 | 11 | Develops | an emergency plan involving personnel | Sports | ||
SP_AM11-IIp-q-5 | 11 | Devices | evaluation techniques to gauge the success of the event | Sports | ||
SP_FT11-IIl-p-5 | 11 | Devices | based on set fitness or performance goals and fitness test results; using the principles of specificity, overload, progression, individuality, recovery, and variety | exercise programs | Sports | |
SP_FC11-r-t-5 | 11 | Differentiates | various coaching styles | Sports | ||
SP_PS11-Ig-h-5 | 11 | Discusses | the effects of group cohesion in sports performance and exercise participation | Sports | ||
SP_FT11-IIa-b-1 | 11 | Distinguishes | the proper tests for specific fitness parameters | Sports | ||
SP_SFA11-Ib-3 | 11 | Enumerates | ways to safeguard participants from possible injuries | Sports | ||
SP_FT11-IIg-k-3 | 11 | Evaluates | based on age, exercise readiness (PAR-Q), and physical activity status | test results | Sports | |
SP_HM11-Ia-t-4 | 11 | Exhibits | appreciation of the value of measurement for efficient and effective performance | Sports | ||
SP_FC11-Ia-e-1 | 11 | Explains | fundamental concepts and principles of coaching in relation to ethical standards | Sports | ||
SP_PS11-Ij-k-8 | 11 | Explains | how arousal and anxiety affects sports performance and exercise participation | Sports | ||
SP_PS11-Ia-b-1 | 11 | Explains | how different types of motivation affect sports performance and exercise participation | Sports | ||
SP_SO11-IId-e-2 | 11 | Explains | officiating mechanics of the sport | Sports | ||
SP_HM11-Ij-k-5 | 11 | Explains | the different theories of motor control and learning | Sports | ||
SP_PS11-Ie-f-4 | 11 | Explains | the importance of group structure, role clarity, and acceptance for effective team functioning | Sports | ||
SP_SFA11-Ia-1 | 11 | Explains | the importance of observing safety practices in performing sports, exercise, and recreational activities | Sports | ||
SP_PS11-Iq-s-12 | 11 | Explains | the psychological impact of injuries in sports and exercise participants | Sports | ||
SP_SFA11-Ic-4 | 11 | Identifies | activities for restoring strength and condition of participants after rehabilitation | Sports | ||
SP_HM11-Il-n-6 | 11 | Identifies | course of action appropriate for various needs and skill levels | Sports | ||
SP_FC11-In-q-4 | 11 | Identifies | documentation strategies in monitoring performance (game statistics , progression toward goals, and strategies and tactics) | Sports | ||
SP_AM11-IIk-1 | 11 | Identifies | fundamental concepts of activity management | Sports | ||
SP_SO11-IIa-c-1 | 11 | Identifies | fundamental concepts, principles, skills and mechanics of sports officiating | Sports | ||
SP_SFA11-Id-h-5 | 11 | Identifies | signs and symptoms of injuries as well as situations that may prompt such injuries | Sports | ||
SP_SFA11-Ii-l6 | 11 | Identifies | situations requiring prompt response for safety rescue and transfer | Sports | ||
SP_AM11-IIn-3 | 11 | Identifies | the elements of an event plan | Sports | ||
SP_SO11-IIf-g-3 | 11 | Interprets | rules of the sport | Sports | ||
SP_HM11-Id-f-2 | 11 | Interprets | the results of the movement screen | Sports | ||
SP_FT11-IIq-s-7 | 11 | Makes | according to training response | adjustments to training parameters (FITT) | Sports | |
SP_HM11-Io-t-7 | 11 | Modifies | based on feedback | course of action | Sports | |
SP_SFA11-Ib-t-2 | 11 | Observes | at all times | “safety awareness” (preventive and rehabilitative) | Sports | |
SP_SFA11-Im-p-7 | 11 | Performs | during disaster and emergencies in sports, exercises, and recreational settings (simulations) | appropriate and correct procedures | Sports | |
SP_FT11-IIl-p-6 | 11 | Performs | Properly | exercises | Sports | |
SP_SFA11-Iq-r-8 | 11 | Prepares | first-aid kits and equipment | Sports | ||
SP_FC11-If-h-2 | 11 | Realizes | that knowledge in coaching prepares learner for a career | Sports | ||
SP_FT11-IIa-t-4 | 11 | Realizes | the importance of test results as a means to set fitness or performance goals, formulate exercise programs, and monitor progress | Sports | ||
SP_FC11-a-t-6 | 11 | Recognizes | appropriate coaching behavior | Sports | ||
SP_AM11-IIa-t-7 | 11 | Recognizes | the value of careful planning and implementation for effective conduct of a sports/fitness/recreation event | Sports | ||
SP_PS11-ia-t-6 | 11 | Recognizes | the value of effective communication and group cohesion for sports and exercise | Sports | ||
SP_HM11-Ia-t-8 | 11 | Recognizes | the value of quality of practice for efficient and effective performance | Sports | ||
SP_PS11-Ia-t-13 | 11 | Recognizes | the value of regular sports and exercise participation for overall well-being | Sports | ||
SP_PS11-Ii-t-10 | 11 | Recognizes | the value of regulating arousal, coping with stress and anxiety for better performance in sports and exercise | Sports | ||
SP_SFA11-Ia-t-10 | 11 | Recognizes | the value of safety and injury prevention and management in sports and exercise settings for prompt and proper response during emergencies | Sports | ||
SP_FT11-IIa-t-8 | 11 | Recognizes | the value of sound program design and constant monitoring in the attainment of fitness and performance goals | Sports | ||
SP_PS11-Ia-t-3 | 11 | Recognizes | the value of understanding motivation for the initiation, continuation, or resumption of sports and exercise participation | Sports | ||
SP_HM11-Ig-i-3 | 11 | Relates | to current performance | screen result | Sports | |
SP_PS11-Ic-d-2 | 11 | Uses | to encourage participation in sports and exercise | motivational strategies | Sports | |
SP_SO11-IIh-i-5 | 11 | Utilizes | during games/ competitions | management skills | Sports | |
SP_AM11-IIo-4 | 11 | Utilizes | to market the event | promotional strategies | Sports | |
SP_FC11-Ik-l-4 | 11 | Utilizes | in coaching | proper communication techniques | Sports | |
SP_SO11-IIa-j-7 | 11 | Values | the importance of understanding sports officiating as a career | Sports | ||
STEM_GC11AB-IVf-g-181 | 11 | Applies | to explain corrosion | electrochemical principles | STEM | |
STEM_GC11CE-IVb-e-149 | 11 | Applies | qualitatively; to describe the effect of changes in pressure, concentration and temperature on a system at equilibrium | Le Chatelier’s principle | STEM | |
STEM_PC11SMI-Ih-i-1 | 11 | Applies | in proving identities | mathematical induction | STEM | |
STEM_GC11ESP-IIc-d-65 | 11 | Applies | in qualitative analysis (LAB) | reactions of ions | STEM | |
STEM_GC11MP-Ia-b-12 | 11 | Applies | (LAB) | simple separation techniques such as distillation, chromatography | STEM | |
STEM_BC11D-IIIe-2 | 11 | Applies | the definition of the derivative of a function at a given number | STEM | ||
STEM_BC11D-IIIf-3 | 11 | Applies | in computing the derivative of an algebraic, exponential, and trigonometric functions | the differentiation rules | STEM | |
STEM_BC11LC-IIIa-4 | 11 | Applies | in evaluating the limit of algebraic functions (polynomial, rational, and radical) | the limit laws | STEM | |
STEM_GC11CB-IId-g-76 | 11 | Applies | in the formation of molecular covalent compounds | the octet rule | STEM | |
STEM_GC11GS-Ii-j-48 | 11 | Applies | to determine the amounts (volume, number of moles, or mass) of gaseous reactants and products | the principles of stoichiometry | STEM | |
STEM_BC11I-IVg-1 | 11 | Approximates | using Riemann sums | the area of a region under a curve: (a) left , (b)right, and (c) midpoint | STEM | |
STEM_GC11AB-IVf-g-170 | 11 | Balances | using the change in oxidation number method | redox reactions | STEM | |
STEM_GC11CR-If-g-34 | 11 | Balances | the equations | STEM | ||
STEM_GC11PP-IIId-f-117 | 11 | Calculates | from the concentration of a solute in a solution | boiling point elevation and freezing point depression | STEM | |
STEM_GC11CE-IVb-e-148 | 11 | Calculates | equilibrium constant and the pressure or concentration of reactants or products in an equilibrium mixture | STEM | ||
STEM_GC11PP-IIId-f-118 | 11 | Calculates | from colligative property data | molar mass | STEM | |
STEM_GC11PC-If-33 | 11 | Calculates | given molar mass | molecular formula | STEM | |
STEM_GC11MR-Ig-h-39 | 11 | Calculates | percent yield and theoretical yield of the reaction | STEM | ||
STEM_GC11AB-IVf-g-156 | 11 | Calculates | from the concentration of hydrogen ion or hydroxide ions in aqueous solutions | pH | STEM | |
STEM_GC11MR-Ig-h-41 | 11 | Calculates | when a limiting reagent is present | reaction yield | STEM | |
STEM_GC11TC-IIIg-i-127 | 11 | Calculates | using Hess Law | the change in enthalpy of a given reaction | STEM | |
STEM_GC11PC-If-32 | 11 | Calculates | from the percent composition of a compound | the empirical formula | STEM | |
STEM_GC11S-Ie-29 | 11 | Calculates | the mass of a given number of moles of an element or compound or vice versa | STEM | ||
STEM_GC11S-Ie-30 | 11 | Calculates | the mass of a given number of particles of an element or compound or vice versa | STEM | ||
STEM_GC11PC-If-31 | 11 | Calculates | from its formula | the percent composition of a compound | STEM | |
STEM_GC11AB-IVf-g-161 | 11 | Calculates | using the Henderson-Hasselbalch equation | the pH of a buffer solution | STEM | |
STEM_GC11AB-IVf-g-178 | 11 | Calculates | the standard cell potential | STEM | ||
STEM_GC11CR-If-g-36 | 11 | Cites | evidence that a chemical reaction has occurred | STEM | ||
STEM_GC11AB-IVf-g-185 | 11 | Cites | (LAB) | the evidence for your conclusion | STEM | |
STEM_GC11OC-IIg-j-88 | 11 | Cites | uses of representative examples of compounds bearing the different functional groups | STEM | ||
STEM_GC11CK-IIIi-j-138 | 11 | Cites and differentiates | the types of catalysts | STEM | ||
STEM_GC11MP-Ia-b-11 | 11 | Compares | on the basis of their components for use, safety, quality, and cost | consumer products | STEM | |
STEM_GC11ESP-IIc-d-62 | 11 | Compares | the properties of families of elements | STEM | ||
STEM_BC11D-IIIh-1 | 11 | Computes | higher-order derivatives of functions | STEM | ||
STEM_BC11I-IVb-c-1 | 11 | Computes | using substitution rule and table of integrals | the antiderivative of a function (including those whose antiderivatives involve logarithmic and inverse trigonometric functions) | STEM | |
STEM_BC11I-IVi-j-1 | 11 | Computes | using the definite integral | the area of a plane region | STEM | |
STEM_BC11I-IVh-2 | 11 | Computes | using the Fundamental Theorem of Calculus | the definite integral of a function | STEM | |
STEM_BC11I-IVi-2 | 11 | Computes | using the substitution rule | the definite integral of a function | STEM | |
STEM_BC11I-IVa-b-1 | 11 | Computes | the general antiderivative of polynomial, radical, exponential, and trigonometric functions | STEM | ||
STEM_BC11LC-IIIb-1 | 11 | Computes | using tables of values and graphs of the functions | the limits of exponential, logarithmic, and trigonometric functions | STEM | |
STEM_GC11MR-Ig-h-38 | 11 | Constructs | in order to calculate the amount of reactant needed or amount of product formed in terms of moles or mass | mole or mass ratios for a reaction | STEM | |
STEM_PC11T-IIa-2 | 11 | Converts | to radian measure, and vice versa | degree measure | STEM | |
STEM_PC11T-IIj-2 | 11 | Converts | from rectangular to polar systems and vice versa | the coordinates of a point | STEM | |
STEM_PC11AG-Ia-2 | 11 | Defines | a circle | STEM | ||
STEM_PC11AG-Id-1 | 11 | Defines | a hyperbola | STEM | ||
STEM_GC11S-Ie-26 | 11 | Defines | a mole | STEM | ||
STEM_PC11AG-Ia-5 | 11 | Defines | a parabola | STEM | ||
STEM_PC11AG-Ic-1 | 11 | Defines | an ellipse | STEM | ||
STEM_GC11AB-IVf-g-153 | 11 | Defines | Bronsted acids and bases | STEM | ||
STEM_GC11AB-IVf-g-169 | 11 | Defines | oxidation and reduction reactions | STEM | ||
STEM_GC11AB-IVf-g-155 | 11 | Defines | pH | STEM | ||
STEM_GC11G-Ih-i-43 | 11 | Defines | pressure | STEM | ||
STEM_GC11AB-IVf-g-176 | 11 | Defines | reduction potential, oxidation potential, and cell potential | STEM | ||
STEM_BC11I-IVg-2 | 11 | Defines | the definite integral as the limit of the Riemann sums | STEM | ||
STEM_GC11KMT-Ij-51 | 11 | Demonstrates | in an experiment (LAB) | Graham’s law of effusion | STEM | |
STEM_BC11D-IIIf-2 | 11 | Derives | the differentiation rules | STEM | ||
STEM_PC11T-IIf-1 | 11 | Derives | the double and half-angle formulas | STEM | ||
STEM_PC11T-IIe-2 | 11 | Derives | the fundamental trigonometric identities | STEM | ||
STEM_PC11T-IIe-3 | 11 | Derives | trigonometric identities involving sum and difference of angles | STEM | ||
STEM_GC11CB-IId-g-75 | 11 | Describes | in terms of electron sharing | covalent bonding | STEM | |
STEM_GC11AM-Ic-e-16 | 11 | Describes | Dalton’s Atomic Theory | STEM | ||
STEM_GC11AB-IVf-g-160 | 11 | Describes | how a buffer solution maintains its pH | STEM | ||
STEM_GC11CK-IIIi-j-130 | 11 | Describes | how various factors influence the rate of a reaction | STEM | ||
STEM_GC11CE-IVb-e-144 | 11 | Describes | reversible reactions | STEM | ||
STEM_GC11MP-Ia-b-10 | 11 | Describes | separation techniques for mixtures and compounds | STEM | ||
STEM_GC11OC-IIg-j-94 | 11 | Describes | some biomolecules, namely, proteins, nucleic acids, lipids, and carbohydrates | STEM | ||
STEM_GC11OC-IIg-j-90 | 11 | Describes | some simple reactions of organic compounds such as combustion of organic fuels, addition, condensation, and saponification of fats | STEM | ||
STEM_GC11OC-IIg-j-89 | 11 | Describes | structural isomerism | STEM | ||
STEM_GC11MP-Ia-b-2 | 11 | Describes | the arrangement, relative spacing, and relative motion of the particles in each of the three phases of matter | STEM | ||
STEM_GC11CE-IVb-e-151 | 11 | Describes | (LAB) | the behavior of a reaction mixture when the following takes place: change in concentration of reactants or products | STEM | |
STEM_GC11CE-IVb-e-151 | 11 | Describes | (LAB) | the behavior of a reaction mixture when the following takes place: change in temperature | STEM | |
STEM_GC11CE-IVb-e-150 | 11 | Describes | (LAB) | the behavior of reversible reactions | STEM | |
STEM_GC11OC-IIg-j-86 | 11 | Describes | the bonding in ethane, ethene(ethylene) and ethyne(acetylene) | STEM | ||
STEM_GC11AB-IVf-g-165 | 11 | Describes | the common ion effect on the solubility of a precipitate | STEM | ||
STEM_GC11IMF-IIIa-c-104 | 11 | Describes | the difference in structure of crystalline and amorphous solids | STEM | ||
STEM_GC11OC-IIg-j-87 | 11 | Describes | the different functional groups | STEM | ||
STEM_GC11IMF-IIIa-c-105 | 11 | Describes | the different types of crystals and their properties: ionic, covalent, molecular, and metallic | STEM | ||
STEM_GC11PP-IIId-f-110 | 11 | Describes | the different types of solutions | STEM | ||
STEM_GC11PP-IIId-f-115 | 11 | Describes | the effect of concentration on the colligative properties of solutions | STEM | ||
STEM_GC11AB-IVf-g-180 | 11 | Describes | the electrochemistry involved in some common batteries: button batteries | STEM | ||
STEM_GC11AB-IVf-g-180 | 11 | Describes | the electrochemistry involved in some common batteries: fuel cells | STEM | ||
STEM_GC11AB-IVf-g-180 | 11 | Describes | the electrochemistry involved in some common batteries: lead storage battery | STEM | ||
STEM_GC11AB-IVf-g-180 | 11 | Describes | the electrochemistry involved in some common batteries: leclanche dry cell | STEM | ||
STEM_GC11ES-IIa-b-53 | 11 | Describes | in terms of main energy levels, sublevels, and orbitals | the electronic structure of atoms | STEM | |
STEM_GC11IMF-IIIa-c-102 | 11 | Describes | the following properties of liquids: surface tension, viscosity, vapor pressure, boiling point, and molar heat of vaporization | STEM | ||
STEM_GC11OC-IIg-j-91 | 11 | Describes | the formation and structure of polymers | STEM | ||
STEM_GC11CB-IId-g-81 | 11 | Describes | the geometry of simple compounds | STEM | ||
STEM_GC11IMF-IIIa-c-106 | 11 | Describes | in terms of energy change and the increase or decrease in molecular order | the nature of the following phase changes: solid-liquid, liquid-vapor, and solid-vapor | STEM | |
STEM_GC11OC-IIg-j-97 | 11 | Describes | (LAB) | the properties of selected organic compound | STEM | |
STEM_GC11ES-IIa-b-52 | 11 | Describes | the quantum mechanical model of the atom | STEM | ||
STEM_GC11AB-IVf-g-185 | 11 | Describes | the reactions at the electrodes during the electrolysis of water | STEM | ||
STEM_GC11AB-IVf-g-183 | 11 | Describes | the reactions in some commercial electrolytic processes | STEM | ||
STEM_GC11OC-IIg-j-84 | 11 | Describes | the special nature of carbon | STEM | ||
STEM_GC11AB-IVf-g-177 | 11 | Describes | the standard hydrogen electrode | STEM | ||
STEM_GC11OC-IIg-j-95 | 11 | Describes | the structure of proteins, nucleic acids, lipids, and carbohydrates | STEM | ||
STEM_GC11IMF-IIIa-c-100 | 11 | Describes and differentiates | the types of intermolecular forces | STEM | ||
STEM_GC11ESP-IIc-d-64 | 11 | Describes and explains | the trends in atomic properties in the periodic table | STEM | ||
STEM_PC11SMI-Ij-1 | 11 | Determines | any term of (x + y)n, where n is a positive integer, without expanding | STEM | ||
STEM_GC11MR-Ig-h-42 | 11 | Determines | (LAB) | mass relationship in a chemical reaction | STEM | |
STEM_GC11ESP-IIc-d-66 | 11 | Determines | (LAB) | periodic properties of the main group elements | STEM | |
STEM_BC11D -IIIf-1 | 11 | Determines | relationship between differentiability and continuity of a function | STEM | ||
STEM_GC11AB-IVf-g-168 | 11 | Determines | (LAB) | the behavior of the pH of buffered solutions upon the addition of a small amount of acid and base | STEM | |
STEM_GC11CB-IId-g-69 | 11 | Determines | the charge of the ions formed by the representative elements | STEM | ||
STEM_GC11MT-Ib-14 | 11 | Determines | (LAB) | the density of liquids and solids | STEM | |
STEM_PC11T-IIc-1 | 11 | Determines | the domain and range of the different circular functions | STEM | ||
STEM_GC11CK-IIIi-j-139 | 11 | Determines | (LAB) | the effect of various factors on the rate of a reaction | STEM | |
STEM_GC11TC-IIIg-i-129 | 11 | Determines | (LAB) | the heat of neutralization of an acid | STEM | |
STEM_GC11ES-IIa-b-57 | 11 | Determines | based on its electronic configuration | the magnetic property of the atom | STEM | |
STEM_GC11PP-IIId-f-121 | 11 | Determines | from the change of melting point or boiling point of a solution (LAB) | the molar mass of a solid | STEM | |
STEM_GC11S-Ie-28 | 11 | Determines | the molar mass of elements and compounds | STEM | ||
STEM_GC11AB-IVf-g-158 | 11 | Determines | the pH of a solution of weak acid or weak base | STEM | ||
STEM_GC11AB-IVf-g-167 | 11 | Determines | at different concentrations; and in the presence of its salt (LAB) | the pH of solutions of a weak acid | STEM | |
STEM_GC11CB-IId-g-80 | 11 | Determines | based on the electronegativities of the atoms forming the bond | the polarity of a bond | STEM | |
STEM_GC11CB-IId-g-82 | 11 | Determines | the polarity of simple molecules | STEM | ||
STEM_GC11AB-IVf-g-184 | 11 | Determines | (LAB) | the potential of some assembled electrochemical cells | STEM | |
STEM_GC11AB-IVf-g-157 | 11 | Determines | from the value of the ionization constant of a weak acid or base | the relative strength of an acid or a base | STEM | |
STEM_GC11PP-IIId-f-120 | 11 | Determines | (LAB) | the solubility of a solid in a given amount of water at different temperatures | STEM | |
STEM_PC11AG-If-g-1 | 11 | Determines | using techniques such as substitution, elimination, and graphing | the solutions of systems of nonlinear equations | STEM | |
STEM_PC11AG-Ia-3 | 11 | Determines | the standard form of equation of a circle | STEM | ||
STEM_PC11AG-Id-2 | 11 | Determines | the standard form of equation of a hyperbola | STEM | ||
STEM_PC11AG-Ib-1 | 11 | Determines | the standard form of equation of a parabola | STEM | ||
STEM_PC11AG-Ic-2 | 11 | Determines | the standard form of equation of an ellipse | STEM | ||
STEM_BC11LC-IIIc-4 | 11 | Determines | whether a function is continuous on an interval or not. | STEM | ||
STEM_PC11T-IIe-1 | 11 | Determines | whether an equation is an identity or a conditional equation | STEM | ||
STEM_GC11CT-IVa-b-141 | 11 | Determines | whether entropy increases or decreases if the following are changed: temperature, phase, number of particles | STEM | ||
STEM_BC11LC-IIIc-2 | 11 | Determines | whether or not a function is continuous at a number | STEM | ||
STEM_GC11IMF-IIIa-c-109 | 11 | Determines and explains | (LAB) | the heating and cooling curve of a substance | STEM | |
STEM_GC11CB-IId-g-83 | 11 | Determines and/or observes | (LAB) | evidence of molecular polarity | STEM | |
STEM_PC11SMI-Ih-2 | 11 | Differentiates | a series from a sequence | STEM | ||
STEM_GC11AM-Ic-e-20 | 11 | Differentiates | among atoms, molecules, and ions | STEM | ||
STEM_GC11AM-Ic-e-17 | 11 | Differentiates | atomic number, mass number, and isotopes, and which of these distinguishes one element from another | STEM | ||
STEM_GC11MP-Ia-b-7 | 11 | Differentiates | between elements and compounds | STEM | ||
STEM_GC11MP-Ia-b-8 | 11 | Differentiates | between homogenous and heterogenous mixtures | STEM | ||
STEM_GC11MT-Ib-13 | 11 | Differentiates | between precision and accuracy | STEM | ||
STEM_GC11MP-Ia-b-6 | 11 | Differentiates | between pure substances and mixtures | STEM | ||
STEM_GC11PP-IIId-f-116 | 11 | Differentiates | the colligative properties of nonelectrolyte solutions and of electrolyte solutions | STEM | ||
STEM_GC11CK-IIIi-j-132 | 11 | Differentiates | zero-, first-, and second-order reactions | STEM | ||
STEM_GC11AB-IVf-g-154 | 11 | Discusses | the acid-base property of water | STEM | ||
STEM_GC11CK-IIIi-j-134 | 11 | Discusses | the effect of reactant concentration on the half-time of a first-order reaction | STEM | ||
STEM_GC11TC-IIIg-i-123 | 11 | Distinguishes | between exothermic and endothermic processes | STEM | ||
STEM_GC11MP-Ia-b-4 | 11 | Distinguishes | between extensive and intensive properties | STEM | ||
STEM_BC11LC-IIIa-2 | 11 | Distinguishes | between limx->c f(x) and f(c) | STEM | ||
STEM_GC11MP-Ia-b-3 | 11 | Distinguishes | between physical and chemical properties | STEM | ||
STEM_GC11TC-IIIg-i-128 | 11 | Does | (LAB) | exercises on thermochemical calculations | STEM | |
STEM_GC11ES-IIa-b-58 | 11 | Draws | to represent the electronic configuration of atoms | an orbital diagram | STEM | |
STEM_GC11CB-IId-g-78 | 11 | Draws | Lewis structure of molecular covalent compounds | STEM | ||
STEM_GC11CB-IId-g-72 | 11 | Draws | the Lewis structure of ionic compounds | STEM | ||
STEM_GC11CB-IId-g-70 | 11 | Draws | the Lewis structure of ions | STEM | ||
STEM_GC11AB-IVf-g-171 | 11 | Draws | the structure of a galvanic cell | STEM | ||
STEM_PC11T-IIh-2 | 11 | Evaluates | an inverse trigonometric expression. | STEM | ||
STEM_BC11LC-IIIb-2 | 11 | Evaluates | using tables of values | limits involving the expression sint/t, 1-cost/t and et-1/t | STEM | |
STEM_GC11CK-IIIi-j-137 | 11 | Explains | activation energy | STEM | ||
STEM_GC11CE-IVb-e-145 | 11 | Explains | in terms of the reaction rates of the forward and the reverse reaction | chemical equilibrium | STEM | |
STEM_GC11TC-IIIg-i-125 | 11 | Explains | enthalpy of a reaction | STEM | ||
STEM_GC11CK-IIIi-j-137 | 11 | Explains | how a catalyst affects the reaction rate | STEM | ||
STEM_GC11AM-Ic-e-15 | 11 | Explains | how the basic laws of matter (law of conservation of mass , law of constant composition, law of multiple proportion) led to the formulation of Dalton’s Atomic Theory | STEM | ||
STEM_GC11CK-IIIi-j-136 | 11 | Explains | qualitatively; in terms of molecular collisions | reactions | STEM | |
STEM_GC11S-Ie-25 | 11 | Explains | relative atomic mass and average atomic mass | STEM | ||
STEM_GC11OC-IIg-j-86 | 11 | Explains | in terms of hybridization and σ and ¶ carbon-carbon bonds | the bonding in ethane, ethene(ethylene) and ethyne(acetylene) and explain their geometry | STEM | |
STEM_GC11AB-IVf-g-159 | 11 | Explains | the Common Ion Effect | STEM | ||
STEM_GC11MR-Ig-h-40 | 11 | Explains | the concept of limiting reagent in a chemical reaction | STEM | ||
STEM_GC11IMF-IIIa-c-102 | 11 | Explains | the effect of intermolecular forces on the following properties: surface tension, viscosity, vapor pressure, boiling point, and molar heat of vaporization | STEM | ||
STEM_GC11AB-IVf-g-166 | 11 | Explains | the effect of pH on the solubility of a precipitate | STEM | ||
STEM_GC11PP-IIId-f-114 | 11 | Explains | the effect of pressure on the solubility of a gas | STEM | ||
STEM_GC11CK-IIIi-j-135 | 11 | Explains | the effect of temperature on the rate of a reaction | STEM | ||
STEM_GC11PP-IIId-f-113 | 11 | Explains | the effect of temperature on the solubility of a solid and of a gas | STEM | ||
STEM_GC11AB-IVf-g-182 | 11 | Explains | the electrode reactions during electrolysis | STEM | ||
STEM_GC11TC-IIIg-i-122 | 11 | Explains | the energy changes during chemical reactions | STEM | ||
STEM_GC11TC-IIIg-i-124 | 11 | Explains | the first law of thermodynamics | STEM | ||
STEM_GC11KMT-Ij-49 | 11 | Explains | in terms of the kinetic molecular theory of gases | the gas laws | STEM | |
STEM_GC11ESP-IIc-d-60 | 11 | Explains | in terms of electronic structure | the periodic recurrence of similar properties among elements in the periodic table | STEM | |
STEM_GC11CB-IId-g-79 | 11 | Explains | in terms of their structure. | the properties of covalent molecular compounds | STEM | |
STEM_GC11CB-IId-g-73 | 11 | Explains | in terms of their structure | the properties of ionic compounds | STEM | |
STEM_GC11OC-IIg-j-93 | 11 | Explains | in terms of their structure. | the properties of some polymers | STEM | |
STEM_GC11IMF-IIIa-c-103 | 11 | Explains | with its molecular structure and intermolecular forces | the properties of water | STEM | |
STEM_GC11CT-IVa-b-142 | 11 | Explains | the second law of thermodynamics and its significance | STEM | ||
STEM_GC11CE-IVb-e-147 | 11 | Explains | the significance of the value of the equilibrium constant. | STEM | ||
STEM_GC11AB-IVf-g-164 | 11 | Explains and applies | to predict the solubility of salts | the solubility product constant | STEM | |
STEM_GC11G-Ih-i-44 | 11 | Expresses | in equation form | the gas laws | STEM | |
STEM_GC11AB-IVf-g-175 | 11 | Gives | different examples of galvanic cell | STEM | ||
STEM_GC11AM-Ic-e-20 | 11 | Gives | examples of atoms, molecules, and ions | STEM | ||
STEM_GC11MP-Ia-b-4 | 11 | Gives | examples of extensive and intensive properties | STEM | ||
STEM_GC11MP-Ia-b-3 | 11 | Gives | examples of physical and chemical properties | STEM | ||
STEM_GC11OC-IIg-j-92 | 11 | Gives | examples of polymers | STEM | ||
STEM_GC11OC-IIg-j-89 | 11 | Gives | examples of structural isomerism | STEM | ||
STEM_GC11AM-Ic-e-22 | 11 | Gives | similarities and differences between the empirical formula and molecular formula of a compound | STEM | ||
STEM_GC11G-Ih-i-43 | 11 | Gives | the common units of pressure | STEM | ||
STEM_PC11AG-Ia-4 | 11 | Graphs | in a rectangular coordinate system | a circle | STEM | |
STEM_PC11AG-Id-3 | 11 | Graphs | in a rectangular coordinate system | a hyperbola | STEM | |
STEM_PC11AG-Ib-2 | 11 | Graphs | in a rectangular coordinate system | a parabola | STEM | |
STEM_PC11AG-Ic-3 | 11 | Graphs | in a rectangular coordinate system | an ellipse | STEM | |
STEM_PC11T-IIc-d-1 | 11 | Graphs | the six circular functions (a) amplitude, (b) period, and (c) phase shift | STEM | ||
STEM_GC11MR-Ig-h-40 | 11 | Identifies | the excess reagent(s) | STEM | ||
STEM_GC11AB-IVf-g-172 | 11 | Identifies | the reaction occurring in the different parts of the cell | STEM | ||
STEM_PC11SMI-Ih-1 | 11 | Illustrates | a series | STEM | ||
STEM_BC11I-IVa-1 | 11 | Illustrates | an antiderivative of a function | STEM | ||
STEM_PC11T-IIa-3 | 11 | Illustrates | angles in standard position and coterminal angles | STEM | ||
STEM_GC11S-Ie-27 | 11 | Illustrates | with examples | Avogadro’s number | STEM | |
STEM_BC11LC-IIIc-1 | 11 | Illustrates | continuity of a function at a number | STEM | ||
STEM_BC11LC-IIIc-3 | 11 | Illustrates | continuity of a function on an interval | STEM | ||
STEM_BC11LC-IIId-1 | 11 | Illustrates | different types of discontinuity (hole/removable , jump/essential, asymptotic/infinite) | STEM | ||
STEM_BC11D-IIIi-2 | 11 | Illustrates | implicit differentiation | STEM | ||
STEM_PC11SMI-Ii-2 | 11 | Illustrates | Pascal’s Triangle in the expansion of (x + y)n for small positive integral values of n | STEM | ||
STEM_PC11AG-If-1 | 11 | Illustrates | systems of nonlinear equations | STEM | ||
STEM_BC11D-IIIh-2 | 11 | Illustrates | the Chain Rule of differentiation | STEM | ||
STEM_PC11T-IIb-1 | 11 | Illustrates | the different circular functions | STEM | ||
STEM_PC11AG-Ia-1 | 11 | Illustrates | the different types of conic sections, namely, parabola , ellipse, circle, hyperbola, and degenerate cases | STEM | ||
STEM_PC11T-IIh-1 | 11 | Illustrates | the domain and range of the inverse trigonometric functions. | STEM | ||
STEM_BC11I-IVh-1 | 11 | Illustrates | the Fundamental Theorem of Calculus | STEM | ||
STEM_BC11LC-IIId-2 | 11 | Illustrates | the Intermediate Value and Extreme Value Theorems | STEM | ||
STEM_BC11LC-IIIa-3 | 11 | Illustrates | the limit laws | STEM | ||
STEM_BC11LC-IIIa-1 | 11 | Illustrates | using a table of values and the graph of the function | the limit of a function | STEM | |
STEM_PC11SMI-Ih-4 | 11 | Illustrates | the Principle of Mathematical Induction | STEM | ||
STEM_BC11I-IVi-1 | 11 | Illustrates | the substitution rule | STEM | ||
STEM_BC11D-IIIe-1 | 11 | Illustrates | the tangent line to the graph of a function at a given point | STEM | ||
STEM_PC11T-IIa-1 | 11 | Illustrates | the unit circle and the relationship between the linear and angular measures of a central angle in a unit circle | STEM | ||
STEM_GC11CR-If-g-35 | 11 | Interprets | in terms of the law of conservation of mass | the meaning of a balanced chemical reaction | STEM | |
STEM_GC11IMF-IIIa-c-107 | 11 | Interprets | the phase diagram of water and carbon dioxide | STEM | ||
STEM_GC11ESP-IIc-d-65 | 11 | Investigates | (LAB) | reactions of ions | STEM | |
STEM_GC11AB-IVf-g-171 | 11 | Labels | the parts of a galvanic cell | STEM | ||
STEM_GC11OC-IIg-j-85 | 11 | Lists | general characteristics of organic compounds | STEM | ||
STEM_GC11CB-IId-g-73 | 11 | Lists | the properties of ionic compounds | STEM | ||
STEM_PC11T-IIj-1 | 11 | Locates | in polar coordinate system | points | STEM | |
STEM_GC11MP-Ia-b-2 | 11 | Makes | a representation of the arrangement, relative spacing, and relative motion of the particles in each of the three phases of matter | STEM | ||
STEM_GC11IMF-IIIa-c-108 | 11 | Measures and explains | (LAB) | the difference in the viscosity of some liquids | STEM | |
STEM_GC11AM-Ic-e-23 | 11 | Names | given their formula | compounds | STEM | |
STEM_GC11AM-Ic-e-24 | 11 | Names | from formulas (LAB) | ionic compounds | STEM | |
STEM_GC11PP-IIId-f-119 | 11 | Performs | to determine concentration of solutions (LAB) | acid-base titration | STEM | |
STEM_GC11CE-IVb-e-152 | 11 | Performs | (LAB) | calculations involving equilibrium of gaseous reactions | STEM | |
STEM_GC11ES-IIa-b-55 | 11 | Performs | (LAB) | exercises on quantum numbers | STEM | |
STEM_GC11OC-IIg-j-96 | 11 | Performs | using models (LAB) | exercises on the structure of organic compounds | STEM | |
STEM_GC11CR-If-g-37 | 11 | Performs | (LAB) | exercises on writing and balancing chemical equations | STEM | |
STEM_GC11ES-IIa-b-59 | 11 | Performs | (LAB) | exercises on writing electronic configuration | STEM | |
STEM_GC11CB-IId-g-74 | 11 | Performs | (LAB) | exercises on writing Lewis structures of ions/ionic compounds and molecules | STEM | |
STEM_GC11OC-IIg-j-98 | 11 | Performs | (LAB) | laboratory activities on enzyme action, protein denaturation, separation of components in coconut milk | STEM | |
STEM_GC11PP-IIId-f-112 | 11 | Performs | stoichiometric calculations for reactions in solution | STEM | ||
STEM_GC11AM-Ic-e-24 | 11 | Practices | (LAB) | chemical nomenclature | STEM | |
STEM_GC11AB-IVf-g-184 | 11 | Predicts | (LAB) | the cell reaction of some assembled electrochemical cells | STEM | |
STEM_GC11CB-IId-g-71 | 11 | Predicts | the formula of the ionic compound formed by a metal and non-metal among the representative elements | STEM | ||
STEM_GC11IMF-IIIa-c-101 | 11 | Predicts | the intermolecular forces possible for a molecule | STEM | ||
STEM_GC11ESP-IIc-d-63 | 11 | Predicts | based on their position in the periodic table | the properties of individual elements | STEM | |
STEM_GC11CT-IVa-b-140 | 11 | Predicts | based on entropy | the spontaneity of a process | STEM | |
STEM_GC11OC-IIg-j-97 | 11 | Prepares | (LAB) | selected organic compound | STEM | |
STEM_PC11T-IIf-g-1 | 11 | Proves | other trigonometric identities | STEM | ||
STEM_PC11SMI-Ii-3 | 11 | Proves | the Binomial Theorem | STEM | ||
STEM_GC11AM-Ic-e-19 | 11 | Recognizes | common isotopes and their uses | STEM | ||
STEM_GC11MP-Ia-b-1 | 11 | Recognizes | that substances are made up of smaller particles | STEM | ||
STEM_PC11AG-Ie-1 | 11 | Recognizes | the equation and important characteristics of the different types of conic sections | STEM | ||
STEM_GC11MP-Ia-b-9 | 11 | Recognizes | the formulas of common chemical substances | STEM | ||
STEM_BC11D-IIIe-3 | 11 | Relates | to the slope of the tangent line | the derivative of a function | STEM | |
STEM_GC11ES-IIa-b-53 | 11 | Relates | to energy | the electronic structure of atoms | STEM | |
STEM_GC11ESP-IIc-d-61 | 11 | Relates | to their group number in the periodic table | the number of valence electrons of elements | STEM | |
STEM_GC11KMT-Ij-50 | 11 | Relates | with molar mass | the rate of gas effusion | STEM | |
STEM_GC11CB-IId-g-67 | 11 | Relates | to their electron configuration | the stability of noble gases | STEM | |
STEM_GC11AB-IVf-g-179 | 11 | Relates | to the feasibility of using the cell to generate an electric current | the value of the cell potential | STEM | |
STEM_GC11OC-IIg-j-95 | 11 | Relates | these structures to their functions | STEM | ||
STEM_GC11CB-IId-g-69 | 11 | Relates | this charge to their ionization energy or electron affinity, valence electron configuration and position in the periodic table | STEM | ||
STEM_GC11AM-Ic-e-21 | 11 | Represents | using chemical formulas, structural formulas, and models | compounds | STEM | |
STEM_PC11T-IIf-2 | 11 | Simplifies | trigonometric expressions | STEM | ||
STEM_PC11AG-Ig-2 | 11 | Solves | situational problems involving systems of nonlinear equations | STEM | ||
STEM_PC11T-IIi-2 | 11 | Solves | ituational problems involving inverse trigonometric functions and trigonometric equations | STEM | ||
STEM_BC11D-IIIg-1 | 11 | Solves | optimization problems | STEM | ||
STEM_PC11SMI-Ij-2 | 11 | Solves | using mathematical induction and the Binomial Theorem | problems | STEM | |
STEM_BC11D-IIIh-i-1 | 11 | Solves | using the Chain Rule | problems | STEM | |
STEM_BC11D-IIIi-j-1 | 11 | Solves | using implicit differentiation | problems (including logarithmic and inverse trigonometric functions) | STEM | |
STEM_BC11I-IVj-2 | 11 | Solves | problems involving areas of plane regions | STEM | ||
STEM_PC11T-IId-2 | 11 | Solves | problems involving circular functions | STEM | ||
STEM_BC11LC-IIId-3 | 11 | Solves | problems involving continuity of a function | STEM | ||
STEM_BC11I-IVd-1 | 11 | Solves | using antidifferentiation | separable differential equations | STEM | |
STEM_PC11AG-Ie-2 | 11 | Solves | situational problems involving conic sections | STEM | ||
STEM_BC11I-IVe-f-1 | 11 | Solves | situational problems involving exponential growth and decay, bounded growth, and logistic growth | STEM | ||
STEM_PC11T-IIj-3 | 11 | Solves | situational problems involving polar coordinate system | STEM | ||
STEM_BC11D-IIIj-2 | 11 | Solves | situational problems involving related rates | STEM | ||
STEM_PC11T-IIg-2 | 11 | Solves | situational problems involving trigonometric identities | STEM | ||
STEM_PC11T-IIh-i-1 | 11 | Solves | trigonometric equations. | STEM | ||
STEM_GC11CE-IVb-e-149 | 11 | States | Le Chatelier’s principle | STEM | ||
STEM_GC11CB-IId-g-68 | 11 | States | the octet rule | STEM | ||
STEM_GC11DL-Ii-47 | 11 | Uses | to relate mole fraction and partial pressure of gases in a mixture | Dalton’s law of partial pressures | STEM | |
STEM_GC11PP-IIId-f-111 | 11 | Uses | different ways of expressing concentration of solutions: percent by mass, mole fraction, molarity, molality, percent by volume, percent by mass, ppm | STEM | ||
STEM_GC11CT-IVa-b-143 | 11 | Uses | to determine the direction of a reaction | Gibbs’ free energy | STEM | |
STEM_GC11MP-Ia-b-5 | 11 | Uses | to identify substances and to separate them | properties of matter | STEM | |
STEM_GC11ES-IIa-b-54 | 11 | Uses | to describe an electron in an atom | quantum numbers | STEM | |
STEM_PC11T-IIb-2 | 11 | Uses | to find exact values of circular functions | reference angles | STEM | |
STEM_GC11G-Ih-i-45 | 11 | Uses | to determine pressure, volume, or temperature of a gas under certain conditions of change | the gas laws | STEM | |
STEM_GC11G-Ih-i-46 | 11 | Uses | to calculate pressure, volume, temperature, or number of moles of a gas | the ideal gas equation | STEM | |
STEM_GC11IMF-IIIa-c-99 | 11 | Uses | to explain properties of liquids and solids | the kinetic molecular model | STEM | |
STEM_PC11SMI-Ih-3 | 11 | Uses | to represent a series | the sigma notation | STEM | |
STEM_GC11CR-If-g-34 | 11 | Writes | equations for chemical reactions | STEM | ||
STEM_GC11CE-IVb-e-146 | 11 | Writes | expressions for the reaction quotient/ equilibrium constants | STEM | ||
STEM_GC11AM-Ic-e-18 | 11 | Writes | isotopic symbols | STEM | ||
STEM_GC11AB-IVf-g-174 | 11 | Writes | the balanced overall cell reaction | STEM | ||
STEM_GC11AM-Ic-e-24 | 11 | Writes | (LAB) | the chemical formulas of ionic compounds | STEM | |
STEM_GC11ES-IIa-b-56 | 11 | Writes | the electronic configuration of atoms | STEM | ||
STEM_GC11AM-Ic-e-23 | 11 | Writes | given the name of the compound | the formula | STEM | |
STEM_GC11CB-IId-g-77 | 11 | Writes | the formula of molecular compounds formed by the nonmetallic elements of the representative block | STEM | ||
STEM_GC11AB-IVf-g-173 | 11 | Writes | the half-equations for the reactions occurring in the electrodes | STEM | ||
STEM_GC11CK-IIIi-j-131 | 11 | Writes | the mathematical relationship between the rate of a reaction, rate constant, and concentration of the reactants | STEM | ||
STEM_GC11CK-IIIi-j-133 | 11 | Writes | the rate law for first-order reaction | STEM | ||
STEM_GC11TC-IIIg-i-126 | 11 | Writes | the thermochemical equation for a chemical reaction | STEM | ||
UCSP11/12BMS-Ih-18 | 11/12 | Advocates | inclusive citizenship | AP | ||
UCSP11/12SPU-Ib-3 | 11/12 | Analyzes | cultural change | AP | ||
UCSP11/12HSO-IIa-24 | 11/12 | Analyzes | economic organization and its impact on the lives of people in society | AP | ||
UCSP11/12SPU-Ib-3 | 11/12 | Analyzes | political change | AP | ||
UCSP11/12HSO-IIj-23 | 11/12 | Analyzes | social and political structures | AP | ||
UCSP11/12SPU-Ib-3 | 11/12 | Analyzes | social change | AP | ||
UCSP11/12HSO-IIa-24 | 11/12 | Analyzes | the impact of economic organizations on the lives of people in society | AP | ||
UCSP11/12SPU-Ia-1 | 11/12 | Articulates | observations on human cultural variation | AP | ||
UCSP11/12SPU-Ia-1 | 11/12 | Articulates | observations on political identities | AP | ||
UCSP11/12SPU-Ia-1 | 11/12 | Articulates | observations on social change | AP | ||
UCSP11/12SPU-Ia-1 | 11/12 | Articulates | observations on social differences | AP | ||
UCSP11/12DCS-Id-10 | 11/12 | Becomes | aware of why and how cultural relativism mitigates ethnocentrism | AP | ||
UCSP11/12HSO-IIj-22 | 11/12 | Compares | according to their manifest and latent functions | different social forms of social organization | AP | |
UCSP11/12HSO-IIg-28 | 11/12 | Conducts | participant observation (e.g., attend, describe, and reflect on a religious ritual of a different group; observe elections practices) | AP | ||
UCSP11/12SPU-Ia-2 | 11/12 | Demonstrates | curiosity and an openness to explore the origins and dynamics of culture and society, and political identities | AP | ||
UCSP11/12CSC-IIi-34 | 11/12 | Describes | how human societies adapt to new challenges in the physical, social, and cultural environment | AP | ||
UCSPC11/12DCS-Ic-7 | 11/12 | Describes | society and culture as a complex whole | AP | ||
UCSP11/12HSO-IIi-21 | 11/12 | Describes | the organized nature of social life and rules governing behavior | AP | ||
UCSP11/12CSC-IIj-35 | 11/12 | Develops | a plan of action for community-based response to change | AP | ||
UCSP11/12HSO-IIb-25 | 11/12 | Differentiates | functions of nonstate institutions in society | AP | ||
UCSP11/12HSO--IIf-26 | 11/12 | Evaluates | how functions of education affect the lives of people in society | AP | ||
UCSP11/12HSOI-IIc-30 | 11/12 | Examines | from the functionalist and conflict perspectives | stratification | AP | |
UCSPC11DCS-Ic-6 | 11/12 | Explains | anthropological and sociological perspectives on culture and society | AP | ||
UCSP11/12BMS-Ig-15 | 11/12 | Explains | as a product of socialization and enculturation | the development of one’s self and others | AP | |
UCSP11/12HBS- If-13 | 11/12 | Explores | the significance of human material remains and artefactual evidence in interpreting cultural and social, including political and economic, processes | AP | ||
UCSP11/12DCS-Ic-8 | 11/12 | Identifies | aspects of culture and society | AP | ||
UCSP11/12HSO-IId-31 | 11/12 | Identifies | characteristics of the systems of stratification | AP | ||
UCSP11/12DCS-Ie-11 | 11/12 | Identifies | forms of tangible and intangible heritage and the threats to these | AP | ||
UCSP11/12CSC-IIh-33 | 11/12 | Identifies | new challenges faced by human populations in contemporary societies | AP | ||
UCSP11/12BMS-Ih-17 | 11/12 | Identifies | social goals and the socially acceptable means of achieving these goals | AP | ||
UCSP11/12BMS-Ig-16 | 11/12 | Identifies | the context, content, processes, and consequences of enculturation and socialization | AP | ||
UCSP11/12SPU-Ib-5 | 11/12 | Identifies | the subjects of inquiry and goals of Anthropology | AP | ||
UCSP11/12SPU-Ib-5 | 11/12 | Identifies | the subjects of inquiry and goals of Political Science | AP | ||
UCSP11/12SPU-Ib-5 | 11/12 | Identifies | the subjects of inquiry and goals of Sociology | AP | ||
UCSP11/12HSO-IIf-27 | 11/12 | Promotes | as a human right | primary education | AP | |
UCSP11/12BMS- Ih-19 | 11/12 | Promotes | protection of human dignity | AP | ||
UCSP11/12BMS- Ih-19 | 11/12 | Promotes | protection of rights | AP | ||
UCSP11/12BMS- Ih-19 | 11/12 | Promotes | protection of the common good | AP | ||
UCSP11/12DCS-Id-9 | 11/12 | Raises | toward a holistic appreciation of cultures and societies | questions | AP | |
UCSP11/12HBS- If-14 | 11/12 | Recognizes | national, local, and specialized museums, and archaeological and historical sites as venues to appreciate and reflect on the complexities of biocultural and social evolution as part of being and becoming human | AP | ||
UCSP11/12SPU-Ib-4 | 11/12 | Recognizes | with respect to the phenomenon of change | the common concerns of anthropology | AP | |
UCSP11/12SPU-Ib-4 | 11/12 | Recognizes | with respect to the phenomenon of change | the common concerns of political science | AP | |
UCSP11/12SPU-Ib-4 | 11/12 | Recognizes | with respect to the phenomenon of change | the common concerns of sociology | AP | |
UCSP11/12SPU-Ib-4 | 11/12 | Recognizes | with respect to the phenomenon of change | the intersections of anthropology, sociology, and political science | AP | |
UCSP11/12HSO-IIg-29 | 11/12 | Recognizes | the practice of medical pluralism in light of cultural diversity and relativism | AP | ||
UCSP11/12HSO-IIe-32 | 11/12 | Suggests | ways to address global inequalities | AP | ||
UCSP11/12HSO-IIi-20 | 11/12 | Traces | kinship ties and social networks | AP | ||
UCSP11/12HBS-Ie-12 | 11/12 | Traces | the biological and cultural evolution of early to modern humans | AP | ||
CAR11/12AP-0f -h-15 | 11/12 | Applies | in the process of creation | artistic skills and techniques | Arts-Music | |
CAR11/12AP-0f -h-16 | 11/12 | Applies | in the process of creation | artistic skills and techniques | Arts-Music | |
CAR11/12IAC-0b-2 | 11/12 | Classifies | various art forms found in the Philippines | Arts-Music | ||
CAR11/12CAP-0c -e-7 | 11/12 | Compares | forms of arts from the different regions | Arts-Music | ||
CAR11/12AP-0f -h-14 | 11/12 | Conceptualizes | based on techniques and performance practices in their locality. | contemporary art | Arts-Music | |
CAR11/12AP-0f -h-17 | 11/12 | Creates | using appropriate materials for the best possible output | the intended final product | Arts-Music | |
CAR11/12TPP-0c -e-12 | 11/12 | Critiques | available materials and appropriate techniques | Arts-Music | ||
CAR11/12CAP-0b-3 | 11/12 | Defines | contemporary arts in the Philippines | Arts-Music | ||
CAR11/12CAP-0c -e-6 | 11/12 | Evaluates | based on the elements and principles | contemporary art forms | Arts-Music | |
CAR11/12CAP-0c -e-5 | 11/12 | Explains | Filipino artists’ roles | Arts-Music | ||
CAR11/12CAP-0c -e-5 | 11/12 | Identifies | Filipino artists’ contribution to contemporary arts | Arts-Music | ||
CAR11/12TPP-0c -e-11 | 11/12 | Identifies | local materials used in creating art | Arts-Music | ||
CAR11/12IAC-0a-1 | 11/12 | Identifies | various contemporary art forms and their practices from the various regions | Arts-Music | ||
CAR11/12AP-0f -h-16 | 11/12 | Incorporates | to one’s creation; with attention to detail | contemporary characteristics | Arts-Music | |
CAR11/12CAP-0c -e-8 | 11/12 | Interprets and relates | the significance of art forms from the regions | Arts-Music | ||
CAR11/12TPP-0c -e-13 | 11/12 | Justifies | the application of techniques | Arts-Music | ||
CAR11/12TPP-0c -e-13 | 11/12 | Justifies | the use of materials | Arts-Music | ||
CAR11/12CAP-0c -e-9 | 11/12 | Promotes | arts from the regions | Arts-Music | ||
CAR11/12TPP-0c -e-10 | 11/12 | Researches | techniques and performance practices applied to contemporary arts | Arts-Music | ||
CAR11/12CAP-0c -e-4 | 11/12 | Researches | various contemporary art forms | Arts-Music | ||
CS_ICT11/12-ICTPT-IIm-p17 | 11/12 | Analyzes | how target or intended users and audiences are expected to respond to the proposed ICT Project for Social Change on the basis of content, value, and user experience | Emp-Tech | ||
CS_ICT11/12-ICTPT-Ia-b-2 | 11/12 | Applies | in the use of ICTs; as it would relate to their specific professional tracks | online safety, security, ethics, and etiquette standards and practice | Emp-Tech | |
CS_ICT11/12-ICTPT-Ig-h-10 | 11/12 | Applies | using online creation tools, platforms, and applications to communicate a message for a specific purpose in specific professional tracks | Web design principles and elements | Emp-Tech | |
CS_ICT11/12-ICTPT-Ia-b-1 | 11/12 | Compares | to best achieve specific class objectives or address situational challenges | the nuances of varied online platforms, sites, and content | Emp-Tech | |
CS_ICT11/12-ICTPT-IIt-23 | 11/12 | Creates | using an ICT tool, platform, or application of choice | a reflexive piece or output on the learning experience undergone during the semester | Emp-Tech | |
CS_ICT11/12-ICTPT-Ic-d-5 | 11/12 | Creates | to effectively communicate or present data or information related to specific professional tracks. | an original or derivative ICT content | Emp-Tech | |
CS_ICT11/12-ICTPT-Ie-f-8 | 11/12 | Creates | to effectively communicate a visual message in an online environment related to specific professional tracks | an original or derivative ICT content | Emp-Tech | |
CS_ICT11/12-ICTPT-Ig-h-11 | 11/12 | Creates | using online creation tools, platforms, and applications; to effectively communicate messages related to specific professional tracks | an original or derivative ICT content | Emp-Tech | |
CS_ICT11/12-ICTPT-IIm-p18 | 11/12 | Delivers | content of an ICT Project for Social Change | Emp-Tech | ||
CS_ICT11/12-ICTPT-IIq-r20 | 11/12 | Demonstrates | how online ICT Projects for Social Change are uploaded, managed, and promoted for maximum audience impact | Emp-Tech | ||
CS_ICT11/12-ICTPT-IIm-p19 | 11/12 | Develops | a working prototype of an ICT Project for Social Change | Emp-Tech | ||
CS_ICT11/12-ICTPT-Ig-h-9 | 11/12 | Evaluates | existing online creation tools, platforms and applications in developing ICT content for specific professional tracks | Emp-Tech | ||
CS_ICT11/12-ICTPT-Ie-f-6 | 11/12 | Evaluates | based on the principles of layout, graphic, and visual message design. | existing Web sites and online resources | Emp-Tech | |
CS_ICT11/12-ICTPT-Ii-j-12 | 11/12 | Evaluates | in relation to the theme or intended audience/ viewer of an ICT project | the quality, value, and appropriateness of peer’s existing or previously developed ICT content | Emp-Tech | |
CS_ICT11/12-ICTPT-IIk-14 | 11/12 | Explores | the principles of interactivity and rich content in the context of Web 2.0 and the participation of the user in the online experience | Emp-Tech | ||
CS_ICT11/12-ICTPT-IIs-22 | 11/12 | Generates | on the basis of data gathered from available monitoring tools and evaluating techniques | a report on the performance of their ICT Project for Social Change | Emp-Tech | |
CS_ICT11/12-ICTPT-IIq-r21 | 11/12 | Generates | a technical report interpreting data analytics, e.g. Google, Facebook, or similar traffic data on the general aspects of search visibility, reach, and virality | Emp-Tech | ||
CS_ICT11/12-ICTPT-IIm-p16 | 11/12 | Identifies | a local or regional cause or issue for Social Change related to specific professional tracks that can be addressed or tackled using an ICT Project for Social Change | Emp-Tech | ||
CS_ICT11/12-ICTPT-IIm-p18 | 11/12 | Integrates | to best enhance user experience | rich multimedia content in design and development | Emp-Tech | |
CS_ICT11/12-ICTPT-IIl-15 | 11/12 | Shares | to illustrate aspects of digital citizenship | anecdotes of how he/she has used ICTs to be part of a social movement, change or cause | Emp-Tech | |
CS_ICT11/12-ICTPT-Ii-j-13 | 11/12 | Shares | in the form of a collaboratively designed newsletter or blog site intended for a specific audience or viewer | existing or previously developed material | Emp-Tech | |
CS_ICT11/12-ICTPT-Ic-d-4 | 11/12 | Uses | effectively; by maximizing advanced application techniques | common productivity tools | Emp-Tech | |
CS_ICT11/12-ICTPT-Ie-f-7 | 11/12 | Uses | on existing images; to change or enhance their current state to communicate a message for a specific purpose | image manipulation techniques | Emp-Tech | |
CS_ICT11/12-ICTPT-Ia-b-3 | 11/12 | Uses | as a tool for credible research and information gathering; to best achieve specific class objectives or address situational challenges | the Internet | Emp-Tech | |
EN12Lit-Ie-27 | 11/12 | Analyzes | other literary devices in the text | English | ||
CS_EN11/12A-EAPP-Id-f-17 | 11/12 | Applies | the principles of writing effective critiques | English | ||
CS_EN11/12A-EAPP-Id-f-17 | 11/12 | Applies | the principles of writing effective reviews | English | ||
EN11/12OC-Ibe-11 | 11/12 | Ascertains | the nonverbal cues that each speaker uses to achieve his/her purpose | English | ||
EN11/12OC-Ibe-11 | 11/12 | Ascertains | the verbal cues that each speaker uses to achieve his/her purpose | English | ||
CS_EN11/12A-EAPP-Id-f-12 | 11/12 | Cites | to support claims | specific sources | English | |
CS_EN11/12A-EAPP-Ig-j-22 | 11/12 | Comprehends | various kinds of concept papers | English | ||
EN11/12OC-Ibe-12 | 11/12 | Comprehends | various kinds of oral texts | English | ||
CS_EN11/12A-EAPP-IIe-j-8 | 11/12 | Conducts | surveys, experiments, and observations | English | ||
CS_EN11/12A-EAPP-IIa-d-4 | 11/12 | Defends | by presenting reasonable arguments supported by properly cited factual evidences | a stand on an issue | English | |
CS_EN11/12A-EAPP-Ig-j-19 | 11/12 | Defines | a concept paper | English | ||
CS_EN11/12A-EAPP-IIa-d-1 | 11/12 | Defines | a position paper | English | ||
EN11/12OC-Ia-1 | 11/12 | Defines | communication | English | ||
EN11/12OC-Ia-7.3 | 11/12 | Demonstrates | sensitivity to the sociocultural dimension of communication situation with focus on: Age | English | ||
EN11/12OC-Ia-7.1 | 11/12 | Demonstrates | sensitivity to the sociocultural dimension of communication situation with focus on: Culture | English | ||
EN11/12OC-Ia-7.2 | 11/12 | Demonstrates | sensitivity to the sociocultural dimension of communication situation with focus on: Gender | English | ||
EN11/12OC-Ia-7.5 | 11/12 | Demonstrates | sensitivity to the sociocultural dimension of communication situation with focus on: Religion | English | ||
EN11/12OC-Ia-7.4 | 11/12 | Demonstrates | sensitivity to the sociocultural dimension of communication situation with focus on: Social status | English | ||
EN11/12RWS-IIIa-1 | 11/12 | Describes | a written text as connected discourse | English | ||
CS_EN11/12A-EAPP-IIe-j-7 | 11/12 | Designs, tests and revises | survey questionnaires | English | ||
EN11/12RWS-IVac-10 | 11/12 | Determines | textual evidence to validate assertions and counter claims made about a text read | English | ||
CS_EN11/12A-EAPP-IIe-j-6 | 11/12 | Determines | the objectives and structures of various kinds of reports | English | ||
CS_EN11/12A-EAPP-Ia-c-1 | 11/12 | Determines | the structure of a specific academic text | English | ||
CS_EN11/12A-EAPP-Ig-j-20 | 11/12 | Determines | the ways a writer can elucidate on a concept by definition, explanation, and clarification | English | ||
CS_EN11/12A-EAPP-Ia-c-2 | 11/12 | Differentiates | language used in academic texts from various disciplines | English | ||
EN11/12OC-Ia-3 | 11/12 | Differentiates | the various models of communication | English | ||
EN11/12OC-Ibe-8 | 11/12 | Discusses | the functions of communication | English | ||
CS_EN11/12A-EAPP-IIe-j-10 | 11/12 | Disseminates | written forms of information from surveys, experiments, and observations | English | ||
EN11/12RWS-IIIbf-3.1 | 11/12 | Distinguishes | between and among patterns of development in writing across disciplines (narration, description, definition, exemplification/classification, comparison and contrast, cause and effect, problem-solution, persuasion) | English | ||
EN11/12RWS-IIIa-2.1 | 11/12 | Distinguishes | between and among techniques in selecting and organizing information (brainstorming list, graphic organizer, topic outline, sentence outline) | English | ||
EN11/12OC-Ia-4 | 11/12 | Distinguishes | the unique feature(s) of one communication process from the other | English | ||
EN11/12OC-Ifj-17 | 11/12 | Distinguishes | types of speech style | English | ||
EN11/12OC-IIcj-23 | 11/12 | Distinguishes | types of speeches | English | ||
EN11/12OC-IIab-21 | 11/12 | Engages | using acceptable, polite and meaningful communicative strategies | in a communicative situation | English | |
EN11/12OC-Ibe-14 | 11/12 | Evaluates | the effectiveness of an oral communication activity | English | ||
CS_EN11/12A-EAPP-IIe-j-11 | 11/12 | Executes | through narrative and visual/graphic forms | the report | English | |
EN11/12OC-Ifj-16 | 11/12 | Exhibits | appropriate verbal and non-verbal behavior in a given speech context | English | ||
EN11/12RWS-IIIij-5 | 11/12 | Explains | critical reading as looking for ways of thinking | English | ||
EN11/12RWS-IVac-8 | 11/12 | Explains | critical reading as reasoning | English | ||
EN11/12RWS-IVdg-11 | 11/12 | Explains | how one’s purpose is a crucial consideration in academic writing | English | ||
EN11/12RWS-IVdg-11 | 11/12 | Explains | how one’s purpose is a crucial consideration in professional writing | English | ||
EN11/12OC-IIab-22.6 | 11/12 | Explains | that a shift in speech context, speech style, speech act, and communicative strategy affects the following: Delivery | English | ||
EN11/12OC-IIab-22.2 | 11/12 | Explains | that a shift in speech context, speech style, speech act, and communicative strategy affects the following: Duration of interaction | English | ||
EN11/12OC-IIab-22.1 | 11/12 | Explains | that a shift in speech context, speech style, speech act, and communicative strategy affects the following: Language form | English | ||
EN11/12OC-IIab-22.5 | 11/12 | Explains | that a shift in speech context, speech style, speech act, and communicative strategy affects the following: Message | English | ||
EN11/12OC-IIab-22.3 | 11/12 | Explains | that a shift in speech context, speech style, speech act, and communicative strategy affects the following: Relationship of speaker | English | ||
EN11/12OC-IIab-22.4 | 11/12 | Explains | that a shift in speech context, speech style, speech act, and communicative strategy affects the following: Role and responsibilities of the speaker | English | ||
EN11/12OC-Ia-2 | 11/12 | Explains | the nature and process of communication | English | ||
CS_EN11/12A-EAPP-Ia-c-3 | 11/12 | Explains | the specific ideas contained in various academic texts | English | ||
EN11/12OC-Ia-5 | 11/12 | Explains | why there is a breakdown of communication | English | ||
CS_EN11/12A-EAPP-Ig-j-23.1 | 11/12 | Explains and clarifies | concepts in fields such as: Art | English | ||
CS_EN11/12A-EAPP-Ig-j-23.2 | 11/12 | Explains and clarifies | concepts in fields such as: Business | English | ||
CS_EN11/12A-EAPP-Ig-j-23.3 | 11/12 | Explains and clarifies | concepts in fields such as: Law | English | ||
CS_EN11/12A-EAPP-Ig-j-23.4 | 11/12 | Explains and clarifies | concepts in fields such as: Philosophy | English | ||
CS_EN11/12A-EAPP-Ig-j-23.5 | 11/12 | Explains and clarifies | concepts in fields such as: Politics | English | ||
CS_EN11/12A-EAPP-Ig-j-23.6 | 11/12 | Explains and clarifies | concepts in fields such as: Religion | English | ||
CS_EN11/12A-EAPP-Ig-j-23.7 | 11/12 | Explains and clarifies | concepts in fields such as: Science | English | ||
CS_EN11/12A-EAPP-Ig-j-23.8 | 11/12 | Explains and clarifies | concepts in fields such as: Sports | English | ||
CS_EN11/12A-EAPP-Ig-j-23.11 | 11/12 | Explains and clarifies | concepts in fields such as: TechVoc-Agri. Fishery | English | ||
CS_EN11/12A-EAPP-Ig-j-23.10 | 11/12 | Explains and clarifies | concepts in fields such as: TechVoc-Home Economics | English | ||
CS_EN11/12A-EAPP-Ig-j-23.12 | 11/12 | Explains and clarifies | concepts in fields such as: TechVoc-I.A | English | ||
CS_EN11/12A-EAPP-Ig-j-23.13 | 11/12 | Explains and clarifies | concepts in fields such as: TechVoc-ICT | English | ||
CS_EN11/12A-EAPP-Id-f-11 | 11/12 | Forms | opinions based on facts | English | ||
EN11/12RWS-IVac-9.1 | 11/12 | Formulates | assertions about the content and properties of a text read | English | ||
EN11/12RWS-IVac-9.2 | 11/12 | Formulates | in response to claims made in a text read | meaningful counterclaims | English | |
CS_EN11/12A-EAPP-IIe-j-9 | 11/12 | Gathers | from surveys, experiments, or observations | information | English | |
CS_EN11/12A-EAPP-IIa-d-3 | 11/12 | Gathers | manifestoes | English | ||
EN11/12RWS-IIIij-6.1 | 11/12 | Identifies | claims explicitly or implicitly made in a written text: Claim of fact | English | ||
EN11/12RWS-IIIij-6.2 | 11/12 | Identifies | claims explicitly or implicitly made in a written text: Claim of policy | English | ||
EN11/12RWS-IIIij-6.3 | 11/12 | Identifies | claims explicitly or implicitly made in a written text: Claim of value | English | ||
EN11/12RWS-IIIgh-4.2 | 11/12 | Identifies | properties of a well-written text: coherence and cohesion | English | ||
EN11/12RWS-IIIgh-4.3 | 11/12 | Identifies | properties of a well-written text: language use | English | ||
EN11/12RWS-IIIgh-4.4 | 11/12 | Identifies | properties of a well-written text: mechanics | English | ||
EN11/12RWS-IIIgh-4.1 | 11/12 | Identifies | properties of a well-written text: organization | English | ||
CS_EN11/12A-EAPP-Ig-j-21 | 11/12 | Identifies | situations in which a concept paper may be effectively used to improve our society | English | ||
CS_EN11/12A-EAPP-IIa-d-2 | 11/12 | Identifies | situations in which a position paper may be effectively used in our society | English | ||
EN11/12OC-Ifj-18 | 11/12 | Identifies | social situations in which each speech style is appropriate to use | English | ||
EN11/12RWS-IVac-7.1 | 11/12 | Identifies | the context in which a text was developed: Hypertext | English | ||
EN11/12RWS-IVac-7.2 | 11/12 | Identifies | the context in which a text was developed: Intertext | English | ||
EN11/12OC-Ibe-9 | 11/12 | Identifies | the speaker’s purpose(s) | English | ||
EN11/12RWS-IVhj-13.2 | 11/12 | Identifies | the unique features of and requirements in composing professional correspondence: Application for College Admission | English | ||
EN11/12RWS-IVhj-13.3 | 11/12 | Identifies | the unique features of and requirements in composing professional correspondence: Application for Employment | English | ||
EN11/12RWS-IVhj-13.1 | 11/12 | Identifies | the unique features of and requirements in composing professional correspondence: Résumé | English | ||
EN11/12RWS-IVhj-13.4 | 11/12 | Identifies | the unique features of and requirements in composing professional correspondence: Various forms of Office Correspondence | English | ||
EN11/12RWS-IVdg-12.1 | 11/12 | Identifies | the unique features of and requirements in composing texts that are useful across disciplines: Book Review or Article Critique | English | ||
EN11/12RWS-IVdg-12.2 | 11/12 | Identifies | the unique features of and requirements in composing texts that are useful across disciplines: Literature Review | English | ||
EN11/12RWS-IVdg-12.5 | 11/12 | Identifies | the unique features of and requirements in composing texts that are useful across disciplines: Position Paper | English | ||
EN11/12RWS-IVdg-12.4 | 11/12 | Identifies | the unique features of and requirements in composing texts that are useful across disciplines: Project Proposal | English | ||
EN11/12RWS-IVdg-12.3 | 11/12 | Identifies | the unique features of and requirements in composing texts that are useful across disciplines: Research Report | English | ||
EN11/12OC-Ifj-15 | 11/12 | Identifies | the various types of speech context | English | ||
EN11/12OC-Ifj-19 | 11/12 | Observes | the appropriate language forms in using a particular speech style | English | ||
CS_EN11/12A-EAPP-Ia-c-8 | 11/12 | Outlines | reading texts in various disciplines | English | ||
CS_EN11/12A-EAPP-Ia-c-7 | 11/12 | Paraphrases/ explains | using one’s own words | a text | English | |
CS_EN11/12A-EAPP-Ig-j-24 | 11/12 | Presents | a novel concept or project with accompanying visuals/ graphic aids | English | ||
CS_EN11/12A-EAPP-Id-f-13 | 11/12 | Presents | convincingly | ideas | English | |
CS_EN11/12A-EAPP-Id-f-15 | 11/12 | Raises | in an appropriate manner | contrary views | English | |
CS_EN11/12A-EAPP-Id-f-15 | 11/12 | Raises | in an appropriate manner | legitimate views | English | |
EN11/12OC-Ifj-20 | 11/12 | Responds | appropriately and effectively | to a speech act | English | |
CS_EN11/12A-EAPP-Ia-c-6 | 11/12 | States | the thesis statement of an academic text | English | ||
CS_EN11/12A-EAPP-IIe-j-11 | 11/12 | Summarizes | findings | English | ||
CS_EN11/12A-EAPP-Ia-c-9 | 11/12 | Summarizes | the content of an academic text | English | ||
CS_EN11/12A-EAPP-Id-f-16 | 11/12 | Uses | appropriate critical approaches in writing a critique such as formalism, feminism, etc. | English | ||
CS_EN11/12A-EAPP-Ia-c-4 | 11/12 | Uses | to glean the information he/she needs | knowledge of text structure | English | |
EN11/12OC-IIcj-26.1 | 11/12 | Uses | principles of effective speech delivery focusing on: Articulation | English | ||
EN11/12OC-IIcj-26.4 | 11/12 | Uses | principles of effective speech delivery focusing on: Facial Expressions, Gestures, and Movements | English | ||
EN11/12OC-IIcj-26.2 | 11/12 | Uses | principles of effective speech delivery focusing on: Modulation | English | ||
EN11/12OC-IIcj-26.5 | 11/12 | Uses | principles of effective speech delivery focusing on: Rapport with the audience | English | ||
EN11/12OC-IIcj-26.3 | 11/12 | Uses | principles of effective speech delivery focusing on: Stage Presence | English | ||
EN11/12OC-IIcj-24 | 11/12 | Uses | principles of effective speech delivery in different situations | English | ||
EN11/12OC-IIcj-25.1 | 11/12 | Uses | principles of effective speech writing focusing on: Audience profile | English | ||
EN11/12OC-IIcj-25.3 | 11/12 | Uses | principles of effective speech writing focusing on: Duration | English | ||
EN11/12OC-IIcj-25.5 | 11/12 | Uses | principles of effective speech writing focusing on: Grammatical correctness | English | ||
EN11/12OC-IIcj-25.2 | 11/12 | Uses | principles of effective speech writing focusing on: Logical organization | English | ||
EN11/12OC-IIcj-25.4 | 11/12 | Uses | principles of effective speech writing focusing on: Word choice | English | ||
CS_EN11/12A-EAPP-Id-f-14 | 11/12 | Uses | the appropriate language for a specific discipline | English | ||
EN11/12OC-Ia-6 | 11/12 | Uses | in order to avoid communication breakdown | various strategies | English | |
CS_EN11/12A-EAPP-Ia-c-5 | 11/12 | Uses | various techniques in summarizing a variety of academic texts | English | ||
EN11/12OC-Ibe-10 | 11/12 | Watches and listens | to sample oral communication activities | English | ||
CS_EN11/12A-EAPP-Id-f-18 | 11/12 | Writes | an objective/balanced review or critique of a work of art, an event or a program | English | ||
CS_EN11/12A-EAPP-Ia-c-10 | 11/12 | Writes | précis/abstract/summary of texts in the various disciplines | English | ||
CS_EN11/12A-EAPP-IIa-d-5 | 11/12 | Writes | various kinds of position papers | English | ||
CS_EN11/12A-EAPP-IIe-j-12 | 11/12 | Writes | various reports | English | ||
CS_EP11/12ENTREP-0a-3 | 11/12 | Analyzes | the market need; | Entrep | ||
CS_EP11/12ENTREP-0h-j-16 | 11/12 | Computes | for profits | Entrep | ||
CS_EP11/12ENTREP-0h-j-12 | 11/12 | Creates | a prototype of the product | Entrep | ||
CS_EP11/12ENTREP-0h-j-17 | 11/12 | Creates | the company’s five (5) year projected financial statements | Entrep | ||
CS_EP11/12ENTREP-0h-j-12 | 11/12 | Demonstrates | understanding of the 4Ms of operations | Entrep | ||
CS_EP11/12ENTREP-0h-j-12 | 11/12 | Describes | in relation to the business opportunity | the 4Ms of operations (Manpower , Method, Machine, Materials) | Entrep | |
CS_EP11/12ENTREP-0h-j-10 | 11/12 | Describes | in relation to the business opportunity | the Marketing Mix (7Ps): Product, Place, Price, Promotion, People, Packaging and Positioning | Entrep | |
CS_EP11/12ENTREP-0d-7 | 11/12 | Describes | the unique selling proposition and value proposition that differentiates one’s product/service from existing products/services | Entrep | ||
CS_EP11/12ENTREP-0a-4 | 11/12 | Determines | the possible product/s or service/s that will meet the need | Entrep | ||
CS_EP11/12ENTREP-0d-8 | 11/12 | Determines | who the customers are | in terms of: Target market; Customer requirements; and Market size | Entrep | |
CS_EP11/12ENTREP-0h-j-11 | 11/12 | Develops | a brand name | Entrep | ||
CS_EP11/12ENTREP-0h-j-12 | 11/12 | Develops | a product description | Entrep | ||
CS_EP11/12ENTREP-0h-j-13 | 11/12 | Develops | the business model | Entrep | ||
NONE | 11/12 | Discusses | the relevance of the course | Entrep | ||
CS_EP11/12ENTREP-0h-j-12 | 11/12 | Discusses | in relation to the business enterprise | the value/supply chain | Entrep | |
NONE | 11/12 | Explains | the core competencies in Entrepreneurship | Entrep | ||
NONE | 11/12 | Explains | the key concepts of common competencies | Entrep | ||
NONE | 11/12 | Explores | job opportunities for Entrepreneurship as a career | Entrep | ||
CS_EP11/12ENTREP-0h-j-15 | 11/12 | Forecasts | the costs to be incurred | Entrep | ||
CS_EP11/12ENTREP-0h-j-14 | 11/12 | Forecasts | the revenues of the business | Entrep | ||
CS_EP11/12ENTREP-0a-i-23 | 11/12 | Generates | an overall report on the activity. | Entrep | ||
CS_EP11/12ENTREP-0a-1 | 11/12 | Identifies | the market problem to be solved or the market need to be met | Entrep | ||
CS_EP11/12ENTREP-0a-i-20 | 11/12 | Identifies | the reasons for keeping business records | Entrep | ||
CS_EP11/12ENTREP-0a-i-22 | 11/12 | Identifies | where there is a profit or loss for a business | Entrep | ||
CS_EP11/12-ENTREP-0a-i-18 | 11/12 | Implements | the business plan | Entrep | ||
CS_EP11/12ENTREP-0a-i-20 | 11/12 | Interprets | financial statements (balance sheet, income statement, cash flow projections, and summary of sales and cash receipts) | Entrep | ||
CS_EP11/12-ENTREP-0a-i-18 | 11/12 | Manifests | understanding of starting and operating a simple business | Entrep | ||
CS_EP11/12-ENTREP-0a-i-19 | 11/12 | Operates | the business | Entrep | ||
CS_EP11/12ENTREP-0a-i-20 | 11/12 | Performs | key bookkeeping tasks | Entrep | ||
CS_EP11/12ENTREP-0a-i-21 | 11/12 | Prepares | a balance sheet | Entrep | ||
CS_EP11/12ENTREP-0a-i-21 | 11/12 | Prepares | an income statement | Entrep | ||
CS_EP11/12ENTREP-0a-2 | 11/12 | Proposes | using techniques on seeking, screening, and seizing opportunities: | solution/s in terms of product/s and service/s that will meet the need | Entrep | |
CS_EP11/12ENTREP-0a-1 | 11/12 | Recognizes | a potential market | Entrep | ||
CS_EP11/12ENTREP-0h-j-10 | 11/12 | Recognizes | the importance of marketing mix in the development of marketing strategy | Entrep | ||
CS_EP11/12ENTREP-0d-7 | 11/12 | Recognizes and understands | the market | Entrep | ||
CS_EP11/12ENTREP-0h-j-12 | 11/12 | Recruits | for one’s business enterprise | qualified people | Entrep | |
CS_EP11/12ENTREP-0b-c-5 | 11/12 | Screens | based on viability, profitability, and customer requirements | the proposed solution/s | Entrep | |
CS_EP11/12ENTREP-0d-6 | 11/12 | Selects | the best product or service that will meet the market need | Entrep | ||
CS_EP11/12ENTREP-0h-j-12 | 11/12 | Selects/ pinpoints | potential suppliers of raw materials and other inputs necessary for the production of the product or service | Entrep | ||
CS_EP11/12ENTREP-0a-i-20 | 11/12 | Sells | to potential customers | the product/service | Entrep | |
CS_EP11/12ENTREP-0h-j-12 | 11/12 | Tests | the product prototype | Entrep | ||
CS_EP11/12ENTREP-0d-g-9 | 11/12 | Validates | through: 2.3.1 Interview; 2.3.2 Focused Group Discussion (FGD); and 2.3.3 Survey | customer-related concerns | Entrep | |
CS_EP11/12ENTREP-0h-j-12 | 11/12 | Validates | to determine its market acceptability | the service description of the product with potential customers | Entrep | |
PPT11/12-Id-2.2 | 11/12 | Analyzes | situations that show the difference between opinion and truth | EsP | ||
EsP-PD11/12FSL-IIk-11.1 | 11/12 | Appraises | one’s family structure and the type of care he/she gives and receives, which may help in understanding himself/herself better | EsP | ||
PPT11/12-IId-6.1 | 11/12 | Appreciates | the talents of persons with disabilities and those from the underprivileged sectors of society and their contributions to society | EsP | ||
PPT11/12-IId-6.1 | 11/12 | Appreciates | the talents of those from the underprivileged sectors of society and their contributions to society | EsP | ||
EsP-PD11/12DS-Ic-3.1 | 11/12 | Classifies | according to developmental stage | various developmental tasks | EsP | |
PPT11/12-IIg-7.2 | 11/12 | Compares | different forms of societies and individualities (eg. agrarian, industrial and virtual) | EsP | ||
EsP-PD11/12SR-IIj-10.2 | 11/12 | Compares | one’s perception of himself/herself and how others see him/her | EsP | ||
EsP-PD11/12SR-IIj-10.3 | 11/12 | Conducts | a mini-survey on Filipino relationships (family, school, and community) | EsP | ||
EsP-PD11/12IOPD-IIm-14.3 | 11/12 | Constructs | a creative visualization of his/her personal development through the various stages he/she went through, stressors, influences, and decision-making points, and a personal profile analysis | EsP | ||
EsP-PD11/12MHWB-Ig-7.4 | 11/12 | Creates | a plan to stay mentally healthy during adolescence | EsP | ||
PPT11/12-IIi-8.2 | 11/12 | Defines | the projects he/she wants to do in his/her life | EsP | ||
PPT11/12-Ij-4.4 | 11/12 | Demonstrates | the virtues of prudence and frugality towards environments | EsP | ||
EsP-PD11/12CS-Ie-5.3 | 11/12 | Demonstrates | personal ways of coping with stress for healthful living | EsP | ||
EsP-PD11/12EI-Ih-8.3 | 11/12 | Demonstrates and creates | ways to manage various emotions | EsP | ||
EsP-PD11/12PR-IIi-9.1 | 11/12 | Discusses | an understanding of teenage relationships , including the acceptable and unacceptable expressions of attractions | EsP | ||
EsP-PD11/12CA-Id-4.1 | 11/12 | Discusses | that facing the challenges during adolescence may help to clarify and manage the demands of teen years | EsP | ||
EsP-PD11/12CS-Ie-5.1 | 11/12 | Discusses | that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthful life | EsP | ||
EsP-PD11/12EI-Ih-8.1 | 11/12 | Discusses | that understanding the intensity and differentiation of emotions may help in communicating emotional expressions | EsP | ||
EsP-PD11/12PM-If-6.1 | 11/12 | Discusses | that understanding the left and right brain may help in improving one’s learning | EsP | ||
EsP-PD11/12CP-IIl-13.1 | 11/12 | Discusses | the external factors influencing career choices that may help in career decision making | EsP | ||
EsP-PD11/12DWP-Ib-2.1 | 11/12 | Discusses | to understand his/her thoughts, feelings, and behaviors | the relationship among physiological, cognitive, psychological, spiritual, and social development | EsP | |
PPT11/12-Ia-1.1 | 11/12 | Distinguishes | a holistic perspective from a partial point of view | EsP | ||
PPT11/12-Ic-2.1 | 11/12 | Distinguishes | opinion from truth | EsP | ||
PPT11/12-Ii-3.4 | 11/12 | Distinguishes | the limitations and possibilities for transcendence | EsP | ||
EsP-PD11/12SR-IIj-10.1 | 11/12 | Distinguishes | the various roles of different individuals in society and how they can influence people through their leadership or followership | EsP | ||
PPT11/12-Ic-1.4 | 11/12 | Engages | from a holistic perspective | in a philosophical reflection on a concrete situation | EsP | |
PPT11/12-IIi-8.2 | 11/12 | Enumerates | the objectives he/she wants to achieve | EsP | ||
EsP-PD11/12DWP-Ib-2.2 | 11/12 | Evaluates | his/her own thoughts, feelings and behaviors | EsP | ||
EsP-PD11/12DS-Ic-3.2 | 11/12 | Evaluates | in comparison with persons of the same age group | one’s development | EsP | |
PPT11/12-Ie-2.4 | 11/12 | Evaluates | opinions | EsP | ||
PPT11/12-Ig-3.2 | 11/12 | Evaluates | own limitations and the possibilities for their transcendence | EsP | ||
PPT11/12-IIh-7.4 | 11/12 | Evaluates | the transformation of human relationships by social systems and how societies transform individual human beings | EsP | ||
PPT11/12-IIa-5.2 | 11/12 | Evaluates and exercises | in choices | prudence | EsP | |
PPT11/12-IIg-7.3 | 11/12 | Explains | how human relations are transformed by social systems | EsP | ||
PPT11/12-IId-6.3 | 11/12 | Explains | that authentic dialogue means accepting others even if they are different from themselves | EsP | ||
EsP-PD11/12KO-Ia-1.1 | 11/12 | Explains | that knowing oneself can make a person accept his/her strengths and limitations and deal with others better | EsP | ||
EsP-PD11/12PC-IIl-12.1 | 11/12 | Explains | that understanding of the concepts of career and life goals can help in planning his/her career | EsP | ||
EsP-PD11/12IOPD-IIm-14.1 | 11/12 | Explains | the factors in personal development that may guide him/her in making important career decisions as adolescents | EsP | ||
PPT11/12-IIi-8.3 | 11/12 | Explains | the meaning of life (where will all this lead to?) | EsP | ||
EsP-PD11/12EI-Ih-8.2 | 11/12 | Explores | one’s positive and negative emotions and how one expresses or hides them | EsP | ||
EsP-PD11/12PM-If-6.2 | 11/12 | Explores | two types of mind-mapping techniques, each suited to right brain- or left brain-dominant thinking styles | EsP | ||
EsP-PD11/12CA-Id-4.2 | 11/12 | Expresses | his/her feelings on the expectations of the significant people around him/her (parents, siblings, friends, teachers, community leaders) | EsP | ||
EsP-PD11/12PR-IIi-9.2 | 11/12 | Expresses | his/her ways of showing attraction, love and commitment | EsP | ||
EsP-PD11/12MHWB-Ig-7.2 | 11/12 | Identifies | identifies his/her own vulnerabilities | EsP | ||
EsP-PD11/12CP-IIl-13.2 | 11/12 | Identifies | with the guidance of parent, teacher, or counselor | pros and cons of various career options | EsP | |
EsP-PD11/12CS-Ie-5.2 | 11/12 | Identifies | sources of one’s stress | EsP | ||
EsP-PD11/12CS-Ie-5.2 | 11/12 | Identifies | the effect of stress on one’s system | EsP | ||
EsP-PD11/12PC-IIl-12.2 | 11/12 | Identifies | the personal factors influencing career choices | EsP | ||
EsP-PD11/12PR-IIi-9.3 | 11/12 | Identifies | ways to become responsible in a relationship | EsP | ||
EsP-PD11/12MHWB-Ig-7.1 | 11/12 | Interprets | the concepts of mental health and psychological well-being in everyday observations about mental health problems during adolescence | EsP | ||
EsP-PD11/12DS-Ic-3.3 | 11/12 | Lists | ways to become a responsible adolescent prepared for adult life | EsP | ||
EsP-PD11/12KO-Ia-1.3 | 11/12 | Maintains | a journal | EsP | ||
EsP-PD11/12FSL-IIk-11.2 | 11/12 | Makes | a genogram | EsP | ||
EsP-PD11/12MHWB-Ig-7.3 | 11/12 | Makes | a mind map on ways of achieving psychological well-being | EsP | ||
EsP-PD11/12PM-If-6.3 | 11/12 | Makes | to improve learning using left and right brain through mind-mapping activities | a plan | EsP | |
EsP-PD11/12CA-Id-4.3 | 11/12 | Makes | affirmations that help one become more lovable and capable as an adolescent | EsP | ||
PPT11/12-Ii-4.1 | 11/12 | Notices | disorder in an environment | EsP | ||
PPT11/12-Ii-4.2 | 11/12 | Notices | things that are not in their proper place | EsP | ||
PPT11/12-Ii-4.2 | 11/12 | Organizes | in an aesthetic way | things that are not in their proper place | EsP | |
PPT11/12-Iie-6.4 | 11/12 | Performs | activities that demonstrate the talents of persons with disabilities and the underprivileged | EsP | ||
EsP-PD11/12CP-IIl-13.3 | 11/12 | Prepares | based on his/her personal goal and external factors influencing career choices | a career plan | EsP | |
EsP-PD11/12FSL-IIk-11.3 | 11/12 | Prepares | a plan on how to make the family members firmer and gentler with each other | EsP | ||
PPT11/12-IIb-5.3 | 11/12 | Realizes | choices have consequences; some things are given up while others are obtained in making choices | EsP | ||
PPT11/12-IIa-5.1 | 11/12 | Realizes | that “all actions have consequences” | EsP | ||
PPT11/12-IIc-6.1 | 11/12 | Realizes | that intersubjectivity requires accepting differences and not imposing on others | EsP | ||
PPT11/12-Id-2.3 | 11/12 | Realizes | that the methods of philosophy lead to wisdom and truth | EsP | ||
PPT11/12-Ib-1.3 | 11/12 | Realizes | the value of philosophy in obtaining a broad perspective on life | EsP | ||
PPT11/12-If-3.1 | 11/12 | Recognizes | own limitations and possibilities | EsP | ||
PPT11/12-IIf-7.1 | 11/12 | Recognizes | how individuals form societies and how individuals are transformed by societies | EsP | ||
PPT11/12-Ih-3.3 | 11/12 | Recognizes | how the human body imposes limits and possibilities for transcendence | EsP | ||
PPT11/12-Ib-1.2 | 11/12 | Recognizes | human activities that emanated from deliberate reflection | EsP | ||
PPT11/12-IIh-8.1 | 11/12 | Recognizes | the meaning of his/her own life | EsP | ||
PPT11/12-IIi-8.4 | 11/12 | Reflects | on the meaning of his/her own life. | EsP | ||
EsP-PD11/12KO-Ia-1.2 | 11/12 | Shares | his/her unique characteristics, habits, and experiences | EsP | ||
EsP-PD11/12IOPD-IIm-14.2 | 11/12 | Shares | insights that make him/her realize the importance of personal development in making a career decision as adolescent | EsP | ||
PPT11/12-Ij-4.3 | 11/12 | Shows | care for the environment contributes to health, well-being, and sustainable development | EsP | ||
EsP-PD11/12DWP-Ib-2.3 | 11/12 | Shows | shows the connections between thoughts, feelings, and behaviors in actual life situations | EsP | ||
PPT11/12-IIc-5.4 | 11/12 | Shows | that demonstrate freedom of choice and the consequences of their choices | EsP | ||
EsP-PD11/12PC-IIl-12.3 | 11/12 | Takes | to know his/her personality traits and other personal factors in relation to his/her life goals | a self-assessment tool | EsP | |
EsP-PD11/12FSL-IIk-11.2 | 11/12 | Traces | through generations | certain physical, personality, or behavioral attributes | EsP | |
CS_FA11/12PB-0a-c-101 | 11/12 | Nabibigyang-kahulugan | ang akademikong pagsulat | Filipino | ||
CS_FSD11/12PB-0a-c-103 | 11/12 | Nabibigyang-kahulugan | ang mga anyo ng sulatin sa sining at disenyo | Filipino | ||
CS_FA11/12PT-0m-o-90 | 11/12 | Nabibigyang-kahulugan | ang mga terminong akademiko | na may kaugnayan sa piniling sulatin | Filipino | |
CS_FI11/12PT-0g-i-96 | 11/12 | Nabibigyang-kahulugan | ang mga terminong pang-isports | na may kaugnayan sa piniling sulatin | Filipino | |
CS_FSD11/12PT-0j-k-92 | 11/12 | Nabibigyang-kahulugan | ang mga terminong teknikal | na may kaugnayan sa piniling sulat | Filipino | |
CS_FI11/12PB-0a-c107 | 11/12 | Nabibigyang-kahulugan | ang sulating pang-isports | Filipino | ||
CS_FTV11/12PB-0a-c-105 | 11/12 | Nabibigyang-kahulugan | ang teknikal at bokasyunal na sulatin | Filipino | ||
CS_FFTV11/12PB-0g-i-106 | 11/12 | Naiisa-isa | ang mga hakbang sa pagsasagawa ng mga binasang halimbawang sulating teknikal-bokasyunal | Filipino | ||
CS_FTV11/12PT-0g-i-94 | 11/12 | Naililista | ang mga katawagang teknikal kaugnay ng piniling anyo | Filipino | ||
CS_FI11/12PS-0j-l-94 | 11/12 | Naipaliliwanag | nang pasalita | ang kahalagahan, kalikasan, at proseso ng piniling anyo ng sulating pang-isports | Filipino | |
CS_FSD11/12PN-0d-f-93 | 11/12 | Naipaliliwanag | ang kahulugan ng pinakinggang halimbawa ng fliptop, novelty songs, pick-up lines, atbp. | Filipino | ||
CS_FTV11/12PS-0j-l-93 | 11/12 | Naipaliliwanag | nang pasalita sa paraang sistematiko at malinaw | ang piniling anyo sa pamamagitan ng paggamit ng angkop na mga termino | Filipino | |
CS_FA11/12EP-0p-r-40 | 11/12 | Naisasaalang-alang | ang etika | sa binubuong akademikong sulatin | Filipino | |
CS_FI11/12PU-0m-o-101 | 11/12 | Naisasaalang-alang | ang etika | sa binubuong sulating pang-isports | Filipino | |
CS_FSD11/12PU-0o-q-97 | 11/12 | Naisasaalang-alang | ang etika | sa binubuong sulatin sa sining at disenyo | Filipino | |
CS_FTV11/12PU-0m-o-99 | 11/12 | Naisasaalang-alang | ang etika | sa binubuong tenikal-bokasyunal na sulatin | Filipino | |
CS_FA11/12PU-0d-f-92 | 11/12 | Naisasagawa | nang mataman | ang mga hakbang sa pagsulat ng mga piniling akademikong sulatin | Filipino | |
CS_FSD11/12PU-Or-t-98 | 11/12 | Nakabubuo | ng isang magasin | na pansining o pang disenyo | Filipino | |
CS_FI11/12PU-0p-t-102 | 11/12 | Nakabubuo | ng isang pahayagan | na pang-isports na naglalaman ng iba’t ibang anyo ng sulating isports | Filipino | |
CS_FTV11/12PU-0p-t-100 | 11/12 | Nakabubuo | ng manwal | ng isang piniling sulating teknikal-bokasyunal | Filipino | |
CS_FA11/12PU-0s-t-96 | 11/12 | Nakabubuo | ng portfolio ng mga produktong sulatin | Filipino | ||
CS_FA11/12PU-0p-r-95 | 11/12 | Nakabubuo | ng sulatin | na may batayang pananaliksik ayon sa pangangailangan | Filipino | |
CS_FA11/12EP-0a-c-39 | 11/12 | Nakapagsasagawa | ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulatin | na pang akademiko | Filipino | |
CS_FI11/12EP-0d-f-43 | 11/12 | Nakapagsasagawa | ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulatin | na pang-isports | Filipino | |
CS_FSD11/12EP-0a-c-41 | 11/12 | Nakapagsasagawa | ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulatin | na pang sining at disenyo | Filipino | |
CS_FTV11/12EP-0d-f-42 | 11/12 | Nakapagsasagawa | ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulatin | na pang teknikal-bokasyunal | Filipino | |
CS_FI11/12EP-0m-o-44 | 11/12 | Nakapagsasaliksik | ng datos kaugnay ng isusulat na piniling anyo ng sulating pang-isports | Filipino | ||
CS_FA11/12PU-0p-r-94 | 11/12 | Nakasusulat | ng organisado, malikhain, at kapani-paniwalang sulatin | Filipino | ||
CS_FA11/12WG-0p-r-93 | 11/12 | Nakasusulat | batay sa maingat, wasto, at angkop na paggamit ng wika | ng sulatin | Filipino | |
CS_FI11/12WG-0m-o-96 | 11/12 | Nakasusulat | batay sa maingat, wasto, at angkop na paggamit ng wika | ng sulatin | Filipino | |
CS_FSD11/12WG-0o-q-94 | 11/12 | Nakasusulat | batay sa maingat, wasto, at angkop na paggamit ng wika | ng sulatin | Filipino | |
CS_FTV11/12WG-0m-o-95 | 11/12 | Nakasusulat | batay sa maingat, wasto, at angkop na paggamit ng wika | ng sulatin | Filipino | |
CS_FA11/12PU-0d-f-93 | 11/12 | Nakasusunod | sa istilo at teknikal na pangangailangan ng akademikong sulatin | Filipino | ||
CS_FI11/12PD-0g-i-90 | 11/12 | Nakasusunod | sa mga panuto ng pinanonood na programang pang-isports | Filipino | ||
CS_FSD11/12PD-0l-n-89 | 11/12 | Nakatutukoy | ng mahahalagang elemento ng mahusay na sulating pansining | ng pinanood na teleserye, dula, shadow play, puppet show, atbp | Filipino | |
CS_FA11/12PN-0a-c-90 | 11/12 | Nakikilala | ayon sa: (a) Layunin; (b) Gamit; (c) Katangian; (d) Anyo | ang iba’t ibang akademikong sulatin | Filipino | |
CS_FSD11/12PT-0a-c-91 | 11/12 | Nakikilala | ayon sa : (a) Layunin; (b) Gamit; (c) Katangian; (d) Anyo; (e) Target na gagamit | ang iba’t ibang anyo ng sining at disenyo | Filipino | |
CS_FI11/12PT-0a-c-95 | 11/12 | Nakikilala | ayon sa : (a) Layunin; (b) Gamit; (c) Katangian; (d) Anyo; (e) Target na gagamit | ang iba’t ibang sulating pang-isports | Filipino | |
CS_FTV11/12PT-0a-c-93 | 11/12 | Nakikilala | ayon sa : (a) Layunin; (b) Gamit; (c) Katangian; (d) Anyo; (e) Target na gagamit | ang iba’t ibang teknikal-bokasyunal na sulatin | Filipino | |
CS_FA11/12PB-0m-o-102 | 11/12 | Nakikilala | sa pamamagitan ng mga binasang halimbawa | ang mga katangian ng mahusay na sulating akademiko | Filipino | |
CS_FA11/12PN-0g-i-91 | 11/12 | Napagtitibay | sa pamamagitan ng pinakinggang halimbawa | ang natamong kasanayan sa pagsulat ng talumpati | Filipino | |
CS_FSD11/12PB-0g-i-104 | 11/12 | Nasusuri | ang katangian ng mabisa at mahusay na sulatin batay sa binasang mga halimbawang gaya ng iskrip, textula, blog, at islogan | Filipino | ||
CS_FA11/12PN-0j-l-92 | 11/12 | Natutukoy | upang makabuo ng katitikan ng pulong at sintesis | ang mahahalagang impormasyong pinakinggan | Filipino | |
HUMSS_CNF11/12-IIf-19 | 11/12 | Analyzes and interprets | based on peer critique | a well-written creative nonfictional text | HSS | |
HUMSS_CNF11/12-Ie-f-10 | 11/12 | Analyzes and interprets | factual/nonfictional aspects in the texts | HSS | ||
HUMSS_CNF11/12-Ia-3 | 11/12 | Analyzes and interprets | the theme and techniques used in a particular text | HSS | ||
HUMSS_CNF11/12-Ia-2 | 11/12 | Compares and contrasts | how the elements are used in the different genres | HSS | ||
HUMSS_CNF11/12-IIa-16 | 11/12 | Compares and contrasts | the different forms and types of creative nonfictional texts | HSS | ||
HUMSS_CW/MPIj-IIc-17 | 11/12 | Conceptualizes | a character/setting/plot for a one-act play | HSS | ||
HUMSS_CW/MPIIg-j-24 | 11/12 | Creates | applying ICT skills/any appropriate multimedia forms | a group blog for poetry and/or fiction | HSS | |
HUMSS_CNF11/12-Ib-d-4 | 11/12 | Creates | based on one’s experience (e.g., metaphor to describe an emotion) | samples of the different literary elements | HSS | |
HUMSS_CW/MP11/12-Ia-b-2 | 11/12 | Culls | from experiences | creative ideas | HSS | |
HUMSS_CNF11/12-IIb-c-17 | 11/12 | Delivers | an artistic presentation summarizing, analyzing, and commenting on a chosen creative nonfictional text representing a particular type or form | HSS | ||
HUMSS_CW/MPIIc-f-22 | 11/12 | Demonstrates | awareness of and sensitivity to the different orientations of creative writing | HSS | ||
HUMSS_CW/MP11/12c-f-7 | 11/12 | Determines | specific forms and conventions of poetry | HSS | ||
HUMSS_CW/MPIg-i-12 | 11/12 | Determines | various modes of fiction | HSS | ||
HUMSS_CW/MP11/12-Ia-b-1 | 11/12 | Differentiates | imaginative writing from among other forms of writing | HSS | ||
HUMSS_CNF11/12-Ie-f-8 | 11/12 | Does | a close reading of creative nonfictional texts | HSS | ||
HUMSS_CNF11/12-Ie-f-11 | 11/12 | Evaluates | the relationship of creative and nonfictional elements of the texts | HSS | ||
HUMSS_CNF11/12-IIa-15 | 11/12 | Explains | through a close reading | relationship of elements and ideas found in the various forms and types of creative nonfictional texts | HSS | |
HUMSS_CW/MPIjc-18 | 11/12 | Explores | vis-à-vis envisioning the script | different staging modalities | HSS | |
HUMSS_CW/MP11/12c-f-9 | 11/12 | Explores | innovative techniques in writing poetry | HSS | ||
HUMSS_CW/MPIIg-j-25 | 11/12 | Explores | various modes of publishing media for manuscripts | HSS | ||
HUMSS_CNF11/12-I-e-f-9 | 11/12 | Identifies | the fictional elements in the texts | HSS | ||
HUMSS_CW/MPIj-IIc-15 | 11/12 | Identifies | the various elements, techniques, and literary devices in drama | HSS | ||
HUMSS_CW/MPIg-i-11 | 11/12 | Identifies | the various elements, techniques, and literary devices in fiction | HSS | ||
HUMSS_CW/MP11/12c-f-6 | 11/12 | Identifies | the various elements, techniques, and literary devices in poetry | HSS | ||
HUMSS_CNF11/12-Ib-d-6 | 11/12 | Peer-edits | based on Ø clarity of idea; Ø appropriate choice of literary element; Ø appropriate use of the element; Ø effective combination of the idea and the chosen literary element | each other’s draft | HSS | |
HUMSS_CNF11/12-Ig-j-13 | 11/12 | Peer-edits | based on Ø clarity of ideas; Ø appropriate choice of literary elements; Ø appropriate use of the elements; Ø effective combination of the ideas and the chosen literary elements | each other’s draft | HSS | |
HUMSS_CNF11/12-IIg-j-21 | 11/12 | Peer-edits or revises | based on desirable qualities of well-written creative nonfiction | each other’s draft | HSS | |
HUMSS_CW/MP11/12-Ia-b-5 | 11/12 | Reads | closely | as writers with a consciousness of craft | HSS | |
HUMSS_CW/MPIIc-f-21 | 11/12 | Situates | in literary and/or sociopolitical context | the creative work | HSS | |
HUMSS_CW/MPIj-IIc-16 | 11/12 | Understands | intertextuality as a technique of drama | HSS | ||
HUMSS_CW/MPIIg-j-26 | 11/12 | Understands | the possibilities of intertextual forms | HSS | ||
HUMSS_CW/MP11/12-Ia-b-4 | 11/12 | Uses | imagery, diction, figures of speech, and specific experiences | HSS | ||
HUMSS_CW/MP11/12c-f-8 | 11/12 | Uses | in short exercises | selected elements of poetry | HSS | |
HUMSS_CW/MP11/12-Ia-b-3 | 11/12 | Utilizes | to evoke emotional and intellectual responses from readers | language | HSS | |
HUMSS_CW/MPIIc-f-23 | 11/12 | Writes | a craft essay | HSS | ||
HUMSS_CNF11/12-Ib-d-5 | 11/12 | Writes | using any of the literary conventions of genre following these pointers: Ø Choosing a topic; Ø Formulating a thesis statement; Ø Organizing and developing ideas; Ø Using any literary conventions of a genre; Ø Ensuring that theme and technique are eff | a draft of a short piece | HSS | |
HUMSS_CNF11/12-Ig-j-12 | 11/12 | Writes | using multiple elements conventionally identified with the literary genres following these pointers: Ø Choosing a topic; Ø Formulating a thesis statement; Ø Organizing and developing ideas; Ø Using multiple literary conventions of a genre; Ø Ensuring | a draft of a short piece | HSS | |
HUMSS_CNF11/12-IIg-j-20 | 11/12 | Writes | a draft of creative nonfiction piece based on the learner’s memorable real-life experience | HSS | ||
HUMSS_CNF11/12-IId-e-18 | 11/12 | Writes | based on coherence and organization of paragraphs, development of literary elements, use of factual information, and other qualities concerning form and content | a mini critique of a peer’s work | HSS | |
HUMSS_CW/MP11/12c-f-10 | 11/12 | Writes | applying the various elements, techniques, and literary devices | a short poem | HSS | |
HUMSS_CW/MPIg-i-14 | 11/12 | Writes | applying the various elements, techniques, and literary devices | a short scene | HSS | |
HUMSS_CW/MPIIg-j-27 | 11/12 | Writes | a suite of poems, a full/completed short story or a script for a one-act play | HSS | ||
HUMSS_CW/MPIj-IIc-20 | 11/12 | Writes | applying the various elements, techniques, and literary devices | at least one scene for a one-act play | HSS | |
HUMSS_CW/MPIg-i-13 | 11/12 | Writes | journal entries and other short exercises exploring key elements of fiction | HSS | ||
HUMSS_CW/MPIj-IIc-19 | 11/12 | Writes | short exercises involving character, dialogue, plot, and other elements of drama | HSS | ||
HUMSS_CNF11/12-IIg-j-22 | 11/12 | Writes | in a composition of five paragraphs or more | the final version of one’s own creative nonfiction | HSS | |
NONE | 11/12 | Defends | written research report | I.I.I. | ||
NONE | 11/12 | Describes | adequately | research design (either quantitative or qualitative), sample, instrument used in quantitative research, and data collection and analysis procedures | I.I.I. | |
NONE | 11/12 | Forms | logical conclusions | I.I.I. | ||
NONE | 11/12 | Formulates | clearly | the statement of research problem | I.I.I. | |
NONE | 11/12 | Gathers and analyzes | with intellectual honesty; using suitable techniques | data | I.I.I. | |
NONE | 11/12 | Makes | based on conclusions | recommendations | I.I.I. | |
NONE | 11/12 | Prepares | a plan and a focus on issues in their respective field | I.I.I. | ||
NONE | 11/12 | Presents | clear report | I.I.I. | ||
NONE | 11/12 | Presents | written research methodology | I.I.I. | ||
NONE | 11/12 | Presents | (8–10 pages) | written review literature | I.I.I. | |
NONE | 11/12 | Presents | written statement of the problem | I.I.I. | ||
NONE | 11/12 | Revises | based on suggestions and recommendations of panelists | written research report | I.I.I. | |
NONE | 11/12 | Selects, cites and synthesizes | properly | related literature | I.I.I. | |
NONE | 11/12 | Submits | final written research report | I.I.I. | ||
NONE | 11/12 | Uses | ethically | sources | I.I.I. | |
NONE | 11/12 | Writes | clear report | I.I.I. | ||
M11/12SP-IIIb-2 | 11/12 | Calculates | the mean of a discrete random variable | Math | ||
M11/12SP-IVh-2 | 11/12 | Calculates | the Pearson’s sample correlation coefficient | Math | ||
M11/12SP-IVa-2 | 11/12 | Calculates | the probabilities of committing a Type I error | Math | ||
M11/12SP-IVa-2 | 11/12 | Calculates | the probabilities of committing a Type II error | Math | ||
M11/12SP-IVi-3 | 11/12 | Calculates | the slope of the regression line | Math | ||
M11/12SP-IIIb-3 | 11/12 | Calculates | the variance of a discrete random variable | Math | ||
M11/12SP-IVi-3 | 11/12 | Calculates | the y-intercept of the regression line | Math | ||
M11/12SP-IIIi-4 | 11/12 | Computes | for the confidence interval estimate of the population proportion | Math | ||
M11/12SP-IIIj-3 | 11/12 | Computes | using the length of the interval | for an appropriate sample size | Math | |
M11/12SP-IIIh-1 | 11/12 | Computes | based on the appropriate form of the estimator for the population mean | for the confidence interval estimate | Math | |
M11/12SP-IIIj-2 | 11/12 | Computes | for the length of the confidence interval | Math | ||
M11/12SP-IIIf-5 | 11/12 | Computes | for the point estimate of the population mean | Math | ||
M11/12SP-IIIi-2 | 11/12 | Computes | for the point estimate of the population proportion | Math | ||
M11/12SP-IVd-1 | 11/12 | Computes | for the test-statistic value (population mean) | Math | ||
M11/12SP-IVf-1 | 11/12 | Computes | for the test-statistic value (population proportion) | Math | ||
M11/12SP-IIIa-6 | 11/12 | Computes | probabilities | corresponding to a given random variable | Math | |
M11/12SP-IIIc-d-1 | 11/12 | Computes | using the standard normal table | probabilities and percentiles | Math | |
M11/12SP-IIIc-2 | 11/12 | Constructs | a normal curve | Math | ||
M11/12SP-IVg-3 | 11/12 | Constructs | a scatter plot | Math | ||
M11/12SP-IIIg-3 | 11/12 | Constructs | a t-distribution | Math | ||
M11/12SP-IIIa-5 | 11/12 | Constructs | the probability mass function of a discrete random variable and its corresponding histogram | Math | ||
M11/12SP-IIIc-4 | 11/12 | Converts | normal random variable | Math | ||
M11/12SP-IIIc-5 | 11/12 | Converts | standard normal variable | Math | ||
M11/12SP-III-3 | 11/12 | Defines | using the Central Limit Theorem | the sampling distribution of the sample mean | Math | |
M11/12SP-IIIe-1 | 11/12 | Defines | the sampling distribution of the sample mean for normal population when the variance is: known | Math | ||
M11/12SP-IIIe-2 | 11/12 | Defines | the sampling distribution of the sample mean for normal population when the variance is: unknown | Math | ||
M11/12SP-IVg-4 | 11/12 | Describes | based on a scatter plot | shape (form), trend (direction), and variation (strength) | Math | |
M11/12SP-IIIa-2 | 11/12 | Distinguishes | between a discrete and a continuous random variable | Math | ||
M11/12SP-IIId-3 | 11/12 | Distinguishes | between parameter and statistic | Math | ||
M11/12SP-IIIf-3 | 11/12 | Distinguishes | between point and interval estimation. | Math | ||
M11/12SP-IIIh-3 | 11/12 | Draws | based on its confidence interval estimate | conclusion about the population mean | Math | |
M11/12SP-IVd-2 | 11/12 | Draws | based on the test-statistic value and the rejection region | conclusion about the population mean | Math | |
M11/12SP-IIIi-6 | 11/12 | Draws | based on its confidence interval estimate | conclusion about the population proportion | Math | |
M11/12SP-IVf-2 | 11/12 | Draws | based on the test-statistic value and the rejection region | conclusion about the population proportion | Math | |
M11/12SP-IVi-2 | 11/12 | Draws | on a scatter plot | the best-fit line | Math | |
M11/12SP-IVh-1 | 11/12 | Estimates | based on a scatter plot | strength of association between the variables | Math | |
M11/12SP-IIId-5 | 11/12 | Finds | the mean and variance of the sampling distribution of the sample mean | Math | ||
M11/12SP-IIIa-3 | 11/12 | Finds | the possible values of a random variable | Math | ||
M11/12SP-IVb-1 | 11/12 | Formulates | the appropriate null and alternative hypotheses on a population mean | Math | ||
M11/12SP-IVe-2 | 11/12 | Formulates | the appropriate null and alternative hypotheses on a population proportion | Math | ||
M11/12SP-IIIg-5 | 11/12 | Identifies | using the t-table | percentiles | Math | |
M11/12SP-IIIi-3 | 11/12 | Identifies | based on the Central Limit Theorem | the appropriate form of the confidence interval estimator for the population proportion | Math | |
M11/12SP-IIIf-4 | 11/12 | Identifies | point estimator for the population mean | Math | ||
M11/12SP-IIIi-1 | 11/12 | Identifies | point estimator for the population proportion | Math | ||
M11/12SP-IIIc-3 | 11/12 | Identifies | regions under the normal curve corresponding to different standard normal values | Math | ||
M11/12SP-IIIg-4 | 11/12 | Identifies | regions under the t-distribution corresponding to different t-values | Math | ||
M11/12SP-IIId-4 | 11/12 | Identifies | sampling distributions of statistics (sample mean) | Math | ||
M11/12SP-IIIg-1 | 11/12 | Identifies | the appropriate form of the confidence interval estimator for the population mean when: (a) the population variance is known (b) the population variance is unknown (c) the Central Limit Theorem is to be used | Math | ||
M11/12SP-IVe-3 | 11/12 | Identifies | the appropriate form of the test-statistic when the Central Limit Theorem is to be used | Math | ||
M11/12SP-IVb-2 | 11/12 | Identifies | the appropriate form of the test-statistic when: a. the population variance is assumed to be known, b. the population variance is assumed to be unknown, and c. the Central Limit Theorem is to be used | Math | ||
M11/12SP-IVe-4 | 11/12 | Identifies | the appropriate rejection region for a given level of significance when the Central Limit Theorem is to be used | Math | ||
M11/12SP-IVc-1 | 11/12 | Identifies | the appropriate rejection region for a given level of significance when: a. the population variance is assumed to be known, b. the population variance is assumed to be unknown, and c. the Central Limit Theorem is to be used | Math | ||
M11/12SP-IVi-1 | 11/12 | Identifies | the independent and dependent variables | Math | ||
M11/12SP-IIIj-1 | 11/12 | Identifies | the length of a confidence interval | Math | ||
M11/12SP-IVa-3 | 11/12 | Identifies | given a real-life problem | the parameter to be tested | Math | |
M11/12SP-IVa-1 | 11/12 | Illustrates | rejection region | Math | ||
M11/12SP-IVg-2 | 11/12 | Illustrates | the nature of bivariate data | Math | ||
M11/12SP-IVa-1 | 11/12 | Illustrates | types of errors in hypothesis testing | Math | ||
M11/12SP-IIIc-1 | 11/12 | Illustrates | a normal random variable and its characteristics | Math | ||
M11/12SP-IIIa-4 | 11/12 | Illustrates | a probability distribution for a discrete random variable and its properties | Math | ||
M11/12SP-IIIa-1 | 11/12 | Illustrates | a random variable (discrete and continuous) | Math | ||
M11/12SP-IVa-1 | 11/12 | Illustrates | alternative hypothesis | Math | ||
M11/12SP-IVa-1 | 11/12 | Illustrates | level of significance | Math | ||
M11/12SP-IVa-1 | 11/12 | Illustrates | null hypothesis | Math | ||
M11/12SP-IIIf-2 | 11/12 | Illustrates | point and interval estimations | Math | ||
M11/12SP-IIId-2 | 11/12 | Illustrates | random sampling | Math | ||
M11/12SP-IIIe-2 | 11/12 | Illustrates | the Central Limit Theorem | Math | ||
M11/12SP-IIIb-1 | 11/12 | Illustrates | the mean and variance of a discrete random variable | Math | ||
M11/12SP-IIIg-2 | 11/12 | Illustrates | the t-distribution | Math | ||
M11/12SP-IVi-4 | 11/12 | Interprets | the calculated slope and y-intercept of the regression line | Math | ||
M11/12SP-IIIb-3 | 11/12 | Interprets | the mean and variance of a discrete random variable | Math | ||
M11/12SP-IVj-1 | 11/12 | Predicts | given the value of the independent variable | the value of the dependent variable | Math | |
M11/12SP-IIIh-2 | 11/12 | Solves | problems involving confidence interval estimation of the population mean | Math | ||
M11/12SP-IIIi-5 | 11/12 | Solves | problems involving confidence interval estimation of the population proportion | Math | ||
M11/12SP-IVh-3 | 11/12 | Solves | problems involving correlation analysis | Math | ||
M11/12SP-IIIb-4 | 11/12 | Solves | problems involving mean and variance of probability distributions | Math | ||
M11/12SP-IVj-2 | 11/12 | Solves | problems involving regression analysis | Math | ||
M11/12SP-IIIj-4 | 11/12 | Solves | problems involving sample size determination | Math | ||
M11/12SP-IVe-1 | 11/12 | Solves | problems involving test of hypothesis on the population mean | Math | ||
M11/12SP-IVf-g-1 | 11/12 | Solves | problems involving test of hypothesis on the population proportion | Math | ||
MIL11/12PM-IVa-2 | 11/12 | Categorizes | different examples of people | MIL | ||
MIL11/12PM-IVa-1 | 11/12 | Cites | studies showing proof of positive and negative effects of media and information on individuals and society | MIL | ||
MIL11/12TYM-IIId-10 | 11/12 | Classifies | contents of different media types | MIL | ||
MIL11/12MIS-IIIe-13 | 11/12 | Compares | potential sources of media and information | MIL | ||
MIL11/12AIM-IVd-12 | 11/12 | Comprehends | how audio information and media is/are formally and informally produced, organized, and disseminated | MIL | ||
MIL11/12MPIM-IVgh-20 | 11/12 | Comprehends | how manipulative information and media is/are formally and informally produced, organized, and disseminated | MIL | ||
MIL11/12MIM-IVef-16 | 11/12 | Comprehends | how motion information and media is/are formally and informally produced, organized, and disseminated | MIL | ||
MIL11/12MM-IVij-24 | 11/12 | Comprehends | how multimedia information and media is/are formally and informally produced, organized, and disseminated | MIL | ||
MIL11/12TIM-IVb-4 | 11/12 | Comprehends | how text information and media is/are formally and informally produced, organized, and disseminated | MIL | ||
MIL11/12VIM-IVc-8 | 11/12 | Comprehends | how visual information and media is/are formally and informally produced, organized, and disseminated | MIL | ||
MIL11/12IL-IIIc-8 | 11/12 | Defines | Information needs | MIL | ||
MIL11/12TYM-IIId-11 | 11/12 | Defines | through current examples | media convergence | MIL | |
MIL11/12IL-IIIc-9 | 11/12 | Demonstrates | ethical use of information | MIL | ||
MIL11/12LESI-IIIg-18 | 11/12 | Demonstrates | proper conduct and behavior online (netiquette, virtual self) | MIL | ||
MIL11/12IMIL-IIIa-3 | 11/12 | Describes | a competent producers of media and information | MIL | ||
MIL11/12IMIL-IIIa-1 | 11/12 | Describes | how communication is affected by media and information | MIL | ||
MIL11/12CFT-IIIi-26 | 11/12 | Describes | massive open on-line | MIL | ||
MIL11/12IMIL-IIIa-3 | 11/12 | Describes | responsible uses of media and information | MIL | ||
MIL11/12AIM-IVd-11 | 11/12 | Describes | the different dimension of audio information and media | MIL | ||
MIL11/12MPIM-IVgh-19 | 11/12 | Describes | the different dimension of manipulative information and media | MIL | ||
MIL11/12MIM-IVef-15 | 11/12 | Describes | the different dimension of motion information and media | MIL | ||
MIL11/12MM-IVij-23 | 11/12 | Describes | the different dimension of multimedia information and media | MIL | ||
MIL11/12TIM-IVb-3 | 11/12 | Describes | the different dimension of text information and media | MIL | ||
MIL11/12VIM-IVc-7 | 11/12 | Describes | the different dimension of visual information and media | MIL | ||
MIL11/12PM-IVa-1 | 11/12 | Describes | the different dimensions of people media | MIL | ||
MIL11/12LESI-IIIg-21 | 11/12 | Discusses | current issues related to copyright vis-à-vis government/provide sectors actions | MIL | ||
MIL11/12TYM-IIId-12 | 11/12 | Discusses | to the class | how a particular individual/society is portrayed in public using different type of media | MIL | |
MIL11/12EMIL-IIIb-6 | 11/12 | Editorializes | the roles and functions of media in democratic society | MIL | ||
MIL11/12IMIL-IIIa-3 | 11/12 | Editorializes | the value of being a media- and information-literate individual | MIL | ||
MIL12LESI-IIIg-23 | 11/12 | Enumerates | opportunities and challenges in media and information | MIL | ||
MIL11/12AIM-IVd-14 | 11/12 | Evaluates | using design principle and elements | a creative audio-based presentation | MIL | |
MIL11/12MPIM-IVgh-22 | 11/12 | Evaluates | using design principle and elements | a creative manipulative-based presentation | MIL | |
MIL11/12MIM-IVef-18 | 11/12 | Evaluates | using design principle and elements | a creative motion-based presentation | MIL | |
MIL11/12TIM-IVb-6 | 11/12 | Evaluates | using design principle and elements | a creative text-based presentation | MIL | |
MIL11/12VIM-IVc-10 | 11/12 | Evaluates | using design principle and elements | a creative visual-based presentation | MIL | |
MIL11/12CFT-IIIi-26 | 11/12 | Evaluates | current trends in media and information and how it will affect/how they affect individuals and society as a whole | MIL | ||
MIL11/12MILA-IIIf-15 | 11/12 | Evaluates | with regard to codes, convention, messages, audience, producers, and other stakeholders | everyday media and information | MIL | |
MIL11/12AIM-IVd-13 | 11/12 | Evaluates | using selection criteria | the reliability and validity of audio information and media and its/their sources | MIL | |
MIL11/12MPIM-IVgh-21 | 11/12 | Evaluates | using selection criteria | the reliability and validity of manipulative information and media and its/their sources | MIL | |
MIL11/12MM-IVij-25 | 11/12 | Evaluates | using selection criteria | the reliability and validity of motion information and media and its/their sources | MIL | |
MIL11/12TIM-IVb-5 | 11/12 | Evaluates | using selection criteria | the reliability and validity of text information and media and its/ their sources | MIL | |
MIL11/12VIM-IVc-9 | 11/12 | Evaluates | using selection criteria | the reliability and validity of visual information and media and its/their sources | MIL | |
MIL11/12MIM-IVef-17 | 11/12 | Evaluates | using selection criteria | the reliability of motion information and its sources | MIL | |
MIL11/12LESI-IIIg-22 | 11/12 | Explains | actions to promote ethical use of media and information | MIL | ||
MIL11/12LESI-IIIg-20 | 11/12 | Explains | Copyright, fair use, etc. vis-à-vis human rights | MIL | ||
MIL11/12IMIL-IIIa-3 | 11/12 | Identifies | characteristics of competent producers of media and information | MIL | ||
MIL11/12IMIL-IIIa-3 | 11/12 | Identifies | characteristics of responsible uses of media and information | MIL | ||
MIL11/12IMIL-IIIa-2 | 11/12 | Identifies | the similarities and differences of media literacy, information literacy, and technology literacy | MIL | ||
MIL11/12EMIL-IIIb-5 | 11/12 | Identifies | traditional media and new media and their relationships | MIL | ||
MIL11/12MIS-IIIe-14 | 11/12 | Interviews | regarding indigenous media and information resource | an elder from the community | MIL | |
MIL11/12IL-IIIc-8 | 11/12 | Locates, accesses, assesses, organizes, and communicates | information | MIL | ||
MIL11/12CFT-IIIi-27 | 11/12 | Predicts | future media innovation | MIL | ||
MIL11/12AIM-IVd-14 | 11/12 | Produces | using design principle and elements | a creative audio-based presentation | MIL | |
MIL11/12MPIM-IVgh-22 | 11/12 | Produces | using design principle and elements | a creative manipulative-based presentation | MIL | |
MIL11/12MIM-IVef-18 | 11/12 | Produces | using design principle and elements | a creative motion-based presentation | MIL | |
MIL11/12TIM-IVb-6 | 11/12 | Produces | using design principle and elements | a creative text-based presentation | MIL | |
MIL11/12VIM-IVc-10 | 11/12 | Produces | using design principle and elements | a creative visual-based presentation | MIL | |
MILI11/12MILA-IIIf-16 | 11/12 | Produces and assesses | the codes, convention, and messages of a group presentation | MIL | ||
MIL11/12LESI-IIIg-21 | 11/12 | Provides | current issues related to copyright vis-à-vis government/provide sectors actions | MIL | ||
MIL11/12LESI-IIIg-19 | 11/12 | Puts | into action; to combat digital divide, addiction, and bullying | their personal resolve | MIL | |
MIL11/12LESI-IIIg-17 | 11/12 | Puts | into practice | their understanding of the intellectual property, copyright, and fair-use guidelines | MIL | |
MIL11/12OCP-IIIh-24 | 11/12 | Realizes | opportunities and challenges in media and information | MIL | ||
MIL11/12OCP-IIIh-25 | 11/12 | Researches and cites | recent examples of the power of media and information to affect change | MIL | ||
MIL11/12EMIL-IIIb-7 | 11/12 | Searches | latest theory on information and media | MIL | ||
MIL11/12IMIL-IIIa-4 | 11/12 | Shares | to the class | media habits, lifestyles and preferences | MIL | |
MIL11/12PM-IVa-2 | 11/12 | States | reasons for such categorization of people | MIL | ||
MIL11/12MM-IVij-26 | 11/12 | Synthesizes | by producing and subsequently evaluating a creative multimedia form (living museum, electronic portfolio, others) | overall knowledge about different information and media sources | MIL | |
MIL11/12CFT-IIIi-28 | 11/12 | Synthesizes | with skills for producing a prototype of what the learners think is a future media innovation | overall knowledge about media and information | MIL | |
MIL11/12MILI-IIIj-29 | 11/12 | Synthesizes | the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) | MIL | ||
DRR11/12-IIi-j-49 | 11/12 | Abides by | public policies | on DRRM | Science | |
DRR11/12-Ia-b-6 | 11/12 | Analyzes | from the different perspectives (physical, psychological, sociocultural, economic, political, and biological) | disaster | Science | |
DRR11/12-IIa-b-28 | 11/12 | Analyzes | the causes of geological hazards | Science | ||
DRR11/12-IIe-f-38 | 11/12 | Analyzes | the different causes of fires | Science | ||
DRR11/12-If-g-19 | 11/12 | Analyzes | the effects of the different earthquake hazards | Science | ||
S11/12LT-IIIaj-22 | 11/12 | Analyzes | the functional relationships of the different organ systems | in ensuring animal survival | Science | |
DRR11/12-Ic-10 | 11/12 | Analyzes | why certain structures are more vulnerable to specific hazards than others | Science | ||
DRR11/12-Ih-i-26 | 11/12 | Applies | before, during, and after a volcanic eruption | appropriate measures | Science | |
DRR11/12-IIc-d-34 | 11/12 | Applies | before, during, and after hydrometeorological hazards | appropriate measures | Science | |
DRR11/12-IIe-f-40 | 11/12 | Applies | during a fire incident | basic response | Science | |
S11/12PS-IVb-45 | 11/12 | Applies | to objects in the solar system | Kepler’s third law of planetary motion | Science | |
DRR11/12-IIa-b-31 | 11/12 | Applies | to prevent loss of lives and property | mitigation strategies | Science | |
DRR11/12-If-g-21 | 11/12 | Applies | before, during, and after an earthquake | safety measures | Science | |
S11/12PS-IVg-62 | 11/12 | Applies | the wavelength-speed-frequency relation | Science | ||
S11/12LT-IIIaj-22 | 11/12 | Appreciates | the functional relationships of the different organ systems | in ensuring animal survival | Science | |
DRR11/12-IIi-j-48 | 11/12 | Avails oneself of | existing DRR-related programs, projects and services | Science | ||
S11/12PS-IIIh-26 | 11/12 | Calculates | percent yield of a reaction | Science | ||
S11/12PS-IIIh-27 | 11/12 | Calculates | the amount of product formed | Science | ||
S11/12PS-IIIf-h-25 | 11/12 | Calculates | the amount of substances used in a chemical reaction | Science | ||
S11/12LT-IVhj-29 | 11/12 | Categorizes | the different biotic, potential, and environmental resistance (e.g., diseases, availability of food and predators) that affect population explosion | Science | ||
S11/12PS-IIIc-13 | 11/12 | Cites | contribution of John Dalton toward the understanding of the concept of the chemical elements | Science | ||
S11/12ES-Id-21 | 11/12 | Cites | evidence that support continental drift | Science | ||
S11/12PS-IVa-41 | 11/12 | Cites | examples of astronomical phenomena | known to astronomers before the advent of telescopes | Science | |
S11/12PS-IVf-58 | 11/12 | Cites | examples of waves (e.g., sound, light waves, stadium, string, water) | Science | ||
S11/12PS-IVg-64 | 11/12 | Cites | experimental evidence showing that electrons can behave like waves | Science | ||
S11/12PS-IIIb-9 | 11/12 | Cites | the contributions of Ernest Rutherford to the understanding of the structure of the atom | Science | ||
S11/12PS-IIIb-9 | 11/12 | Cites | the contributions of Henry Moseley to the understanding of the structure of the atom | Science | ||
S11/12PS-IIIb-9 | 11/12 | Cites | the contributions of J.J. Thomson to the understanding of the structure of the atom | Science | ||
S11/12PS-IIIb-9 | 11/12 | Cites | the contributions of Niels Bohr to the understanding of the structure of the atom | Science | ||
S11ES-Ih-i-18 | 11/12 | Cites | ways of protecting the soil | for future generations | Science | |
S11ES-Ie-f-13 | 11/12 | Cites | ways to address the different environmental concerns related to the use of fossil fuels | Science | ||
S11ES-Ie-f-13 | 11/12 | Cites | ways to address the different environmental concerns related to the use of geothermal energy | Science | ||
S11ES-Ie-f-13 | 11/12 | Cites | ways to address the different environmental concerns related to the use of hydroelectric energy | Science | ||
S11ES-Id-9 | 11/12 | Cites | ways to prevent or lessen the environmental impact that result from the exploitation, extraction, and use of mineral resources | Science | ||
S11/12ES-Ii-41 | 11/12 | Cites | ways to prevent or mitigate the impact of land development, waste disposal, and construction of structures on control coastal processes | Science | ||
S11ES-Ij-21 | 11/12 | Cites | ways to reduce waste | at home, in school, and around the community | Science | |
S11/12ES-Ib-10 | 11/12 | Classifies | into igneous, sedimentary, and metamorphic | rocks | Science | |
S11ES-Ic-6 | 11/12 | Classifies | into igneous, sedimentary, and metamorphic | rocks | Science | |
S11ES-Ia-2 | 11/12 | Compares | the different hypotheses explaining the origin of the Solar System | Science | ||
S11/12PS-IVa-42 | 11/12 | Compares and contrasts | explanations and models of astronomical phenomena (Copernican, Ptolemaic, and Tychonic) | Science | ||
S11/12PS-IVa-40 | 11/12 | Compares and contrasts | models/descriptions of the universe by Eudoxus, Aristotle, Aristarchus, Ptolemy, and Copernicus | Science | ||
S11/12PS-IVc-46 | 11/12 | Compares and contrasts | the Aristotelian and Galilean conceptions of vertical motion, horizontal motion, and projectile motion | Science | ||
S11/12ES-Ic-18 | 11/12 | Compares and contrasts | the formation of the different types of igneous rocks | Science | ||
S11/12LT-IIej-18 | 11/12 | Conducts | a survey of the current uses of genetically modified organisms | Science | ||
S11/12PS-IVa-37 | 11/12 | Defines | annual motion | Science | ||
S11/12PS-IIIf-24 | 11/12 | Defines | catalyst | Science | ||
DRR11/12-Ia-b-1 | 11/12 | Defines | disaster | Science | ||
S11/12PS-IVa-37 | 11/12 | Defines | diurnal motion | Science | ||
DRR11/12-Ie-14 | 11/12 | Defines | hazards | Science | ||
S11/12PS-IVa-37 | 11/12 | Defines | precession of the equinoxes | Science | ||
DRR11/12-Ic-8 | 11/12 | Defines | vulnerability | Science | ||
S11/12LT-IIa-2 | 11/12 | Describes | classic experiments that model conditions which may have enabled the first forms to evolve | Science | ||
S11/12LT-IVfg-25 | 11/12 | Describes | evidence of evolution such as homology, DNA/protein sequences, plate tectonics, fossil record, embryology, and artificial selection/agriculture | Science | ||
S11/12PS-IIIf-24 | 11/12 | Describes | how catalyst affects reaction rate | Science | ||
S11/12ES-Ih-38 | 11/12 | Describes | how coastal processes result in coastal erosion | Science | ||
S11/12ES-Ih-38 | 11/12 | Describes | how coastal processes result in saltwater intrusion | Science | ||
S11/12ES-Ih-38 | 11/12 | Describes | how coastal processes result in submersion | Science | ||
S11/12PS-IIIa-b-4 | 11/12 | Describes | how elements heavier than iron are formed | Science | ||
S11/12PS-IIIi-29 | 11/12 | Describes | how energy is harnessed from different sources: fossil fuels, biogas, geothermal, hydrothermal, batteries, solar cells, biomass | Science | ||
S11ES-Id-10 | 11/12 | Describes | how fossil fuels are formed | Science | ||
S11/12PS-IVg-63 | 11/12 | Describes | how Galileo and Roemer contributed to the eventual acceptance of the view that the speed of light is finite | Science | ||
S11/12PS-IVi-68 | 11/12 | Describes | how Hertz produced radio pulses | Science | ||
S11ES-Iii-j-38 | 11/12 | Describes | how index fossils (also known as guide fossils) are used to define and identify subdivisions of the geologic time scale | Science | ||
S11/12ES-Ie-25 | 11/12 | Describes | how layers of rocks (stratified rocks) are formed | Science | ||
S11ES-IIh-35 | 11/12 | Describes | how layers of rocks (stratified rocks) are formed | Science | ||
S11ES-IIc-24 | 11/12 | Describes | how magma is formed | Science | ||
S11/12ES-Ic-15 | 11/12 | Describes | how magma is formed (magmatism) | Science | ||
S11/12ES-Ie-28 | 11/12 | Describes | how marker fossils (also known as guide fossils) are used to define and identify subdivisions of the geologic time scale | Science | ||
S11ES-Ic-d-8 | 11/12 | Describes | how ore minerals are found | for human use | Science | |
S11ES-Ic-d-8 | 11/12 | Describes | how ore minerals are mined | for human use | Science | |
S11ES-Ic-d-8 | 11/12 | Describes | how ore minerals are processed | for human use | Science | |
S11/12LT-IIbd-7 | 11/12 | Describes | how organisms obtain and utilize energy | Science | ||
S11ES-Ii-19 | 11/12 | Describes | how people generate different types of waste (gaseous) | as they make use of various materials and resources in everyday life | Science | |
S11ES-Ii-19 | 11/12 | Describes | how people generate different types of waste (liquid) | as they make use of various materials and resources in everyday life | Science | |
S11ES-Ii-19 | 11/12 | Describes | how people generate different types of waste (solid) | as they make use of various materials and resources in everyday life | Science | |
S11/12ES-Ic-19 | 11/12 | Describes | how rocks behave under different types of stress such as compression, pulling apart, and shearing | Science | ||
S11ES-IId-27 | 11/12 | Describes | how rocks behave under different types of stress such as compression, pulling apart, and shearing | Science | ||
S11/12ES-Ib-11 | 11/12 | Describes | how rocks undergo weathering | Science | ||
S11ES-IIa-22 | 11/12 | Describes | how rocks undergo weathering | Science | ||
S11/12LT-IVhj-30 | 11/12 | Describes | how the different terrestrial and aquatic ecosystems are interlinked with one another | Science | ||
S11/12ES-Ie-29 | 11/12 | Describes | how the Earth’s history can be interpreted from the geologic time scale | Science | ||
S11/12LT-IVfg-27 | 11/12 | Describes | how the present system of classification of organisms is based on evolutionary relationships | Science | ||
S11/12PS-IVf-59 | 11/12 | Describes | how the propagation of light, reflection, and refraction are explained by the wave model and the particle model of light | Science | ||
S11/12LT-IIa-3 | 11/12 | Describes | how unifying themes (e.g., structure and function, evolution, and ecosystems) in the study of life show the connections among living things and how they interact with each other and with their environment | Science | ||
S11/12ES-Ic-17 | 11/12 | Describes | the changes in mineral components and texture of rocks due to changes in pressure and temperature (metamorphism) | Science | ||
S11ES-IIc-d-26 | 11/12 | Describes | the changes in mineral components and texture of rocks due to changes in pressure and temperature (metamorphism) | Science | ||
S11ES-Ia-b-3 | 11/12 | Describes | the characteristics of Earth that are necessary to support life | Science | ||
S11ES-IIe-30 | 11/12 | Describes | the continental drift theory | Science | ||
S11/12PS-IIIb-7 | 11/12 | Describes | the contributions of the alchemists to the science of chemistry | Science | ||
S11/12ES-Ia-e-2 | 11/12 | Describes | the different hypotheses explaining the origin of the solar system | Science | ||
S11ES-IIh-i-36 | 11/12 | Describes | the different methods (absolute dating) | to determine the age of stratified rocks | Science | |
S11/12ES-Ie-26 | 11/12 | Describes | the different methods (absolute dating) to determine the age of stratified rocks | Science | ||
S11ES-IIh-i-36 | 11/12 | Describes | the different methods (relative dating) | to determine the age of stratified rocks | Science | |
S11/12ES-Ie-26 | 11/12 | Describes | the different methods (relative dating) to determine the age of stratified rocks | Science | ||
S11/12LT-IIej-13 | 11/12 | Describes | the different ways of how plants reproduce | Science | ||
S11/12LT-IIej-15 | 11/12 | Describes | the different ways of how representative animals reproduce | Science | ||
DRR11/12-Ia-b-3 | 11/12 | Describes | the effects of disasters | on one’s life | Science | |
S11/12ES-Id-24 | 11/12 | Describes | the evolution of ocean basins | Science | ||
S11ES-IIf-33 | 11/12 | Describes | the evolution of ocean basins | Science | ||
S11/12PS-IIIa-2 | 11/12 | Describes | the formation of heavier elements | during star formation and evolution | Science | |
S11/12LT-IVae-23 | 11/12 | Describes | the function of the different plant organs | Science | ||
S11/12LT-IIIaj-21 | 11/12 | Describes | the general and unique characteristics of the different organ systems in representative animals | Science | ||
S11/12PS-IIIc-d-17 | 11/12 | Describes | the general types of intermolecular forces | Science | ||
S11ES-Ia-1 | 11/12 | Describes | the historical development of theories that explain the origin of the Universe | Science | ||
S11ES-IIj-39 | 11/12 | Describes | the history of the Earth | through geologic time | Science | |
S11/12PS-IIIa-b-5 | 11/12 | Describes | the ideas of the Ancient Greeks on the atom | Science | ||
S11/12PS-IIIa-b-6 | 11/12 | Describes | the ideas of the Ancient Greeks on the elements | Science | ||
S11/12PS-IIIb-10 | 11/12 | Describes | the location of the atom's major components (protons, neutrons, and electrons) | Science | ||
S11/12PS-IIIb-10 | 11/12 | Describes | the nuclear model of the atom | Science | ||
S11/12LT-IVhj-28 | 11/12 | Describes | the principles of the ecosystem | Science | ||
S11/12LT-IIej-17 | 11/12 | Describes | the process of genetic engineering | Science | ||
S11/12ES-Id-24 | 11/12 | Describes | the structure of ocean basins | Science | ||
S11ES-IIf-33 | 11/12 | Describes | the structure of ocean basins | Science | ||
S11/12LT-IVae-23 | 11/12 | Describes | the structure of the different plant organs | Science | ||
S11/12ES-If-30 | 11/12 | Describes | the various hazards that may happen in the event of earthquakes | Science | ||
S11/12ES-If-30 | 11/12 | Describes | the various hazards that may happen in the event of landslides | Science | ||
S11/12ES-If-30 | 11/12 | Describes | the various hazards that may happen in the event of volcanic eruptions | Science | ||
S11/12ES-Ig-35 | 11/12 | Describes | the various hazards that may happen in the wake of floods | Science | ||
S11/12ES-Ig-35 | 11/12 | Describes | the various hazards that may happen in the wake of ipo-ipo | Science | ||
S11/12ES-Ig-35 | 11/12 | Describes | the various hazards that may happen in the wake of monsoons | Science | ||
S11/12ES-Ig-35 | 11/12 | Describes | the various hazards that may happen in the wake of tropical cyclones | Science | ||
S11ES-IIc-25 | 11/12 | Describes | what happens after magma is formed | Science | ||
S11/12ES-Ic-16 | 11/12 | Describes | what happens after the magma is formed (plutonism) | Science | ||
S11/12ES-Ic-16 | 11/12 | Describes | what happens after the magma is formed (volcanism) | Science | ||
S11/12PS-IVf-56 | 11/12 | Describes | what happens when light is reflected, refracted, transmitted, and absorbed | Science | ||
S11/12ES-Ib-14 | 11/12 | Describes | where the Earth’s internal heat comes from | Science | ||
S11/12PS-IIIc-15 | 11/12 | Determines | given its structure | if a molecule is polar or non polar | Science | |
DRR11/12-Id-11 | 11/12 | Determines | the elements that are exposed to a particular hazard | Science | ||
S11/12PS-IIIh-27 | 11/12 | Determines | the limiting reactant in a reaction | Science | ||
DRR11/12-IIg-h-45 | 11/12 | Develops | a community preparedness plan | Science | ||
DRR11/12-Ih-i-23 | 11/12 | Differentiates | among different volcano hazards | Science | ||
DRR11/12-Id-13 | 11/12 | Differentiates | among hazards, exposure, and vulnerabilities | Science | ||
S11/12PS-IVh-65 | 11/12 | Differentiates | dispersion, scattering, interference and diffraction | Science | ||
S11ES-IIe-29 | 11/12 | Differentiates | the layers of the Earth | Science | ||
S11/12ES-Ia-e-8 | 11/12 | Differentiates | the layers of the Earth. | Science | ||
DRR11/12-Ia-b-2 | 11/12 | Differentiates | the risk factors underlying disasters | Science | ||
DRR11/12-IIg-h-44 | 11/12 | Discusses | different community-based practices for managing disaster risk to specific hazards | Science | ||
S11ES-IIe-31 | 11/12 | Discusses | evidence that support continental drift | Science | ||
DRR11/12-IIa-b-27 | 11/12 | Discusses | the different geological hazards | Science | ||
DRR11/12-IIg-h-42 | 11/12 | Discusses | the key concepts, elements and principles of DRR | Science | ||
DRR11/12-IIc-d-32 | 11/12 | Distinguishes and differentiates | among and between different hydrometeorological hazards | Science | ||
DRR11/12-Ic-7 | 11/12 | Enumerates | elements exposed to hazards | Science | ||
S11/12LT-IIej-19 | 11/12 | Evaluates | the benefits and risks of using GMOs | Science | ||
DRR11/12-IIi-j-47 | 11/12 | Explains | DRR-related laws and policies | Science | ||
S11/12PS-IVd-50 | 11/12 | Explains | each of Newton’s three laws of motion | Science | ||
DRR11/12-Ia-b-4 | 11/12 | Explains | how an event becomes a disaster | Science | ||
S11/12PS-IVb-44 | 11/12 | Explains | how Brahe’s innovations and extensive collection of data in observational astronomy paved the way for Kepler’s discovery of his laws of planetary motion | Science | ||
S11/12LT-IIbd-4 | 11/12 | Explains | how cells carry out functions required for life | Science | ||
S11/12PS-IIIc-14 | 11/12 | Explains | how Dalton’s theory contributed to the discovery of other elements | Science | ||
S11ES-Ig-16 | 11/12 | Explains | how different activities affect the quality and availability of water | for human use | Science | |
S11ES-Ii-j-20 | 11/12 | Explains | how different types of waste affect people’s health and the environment | Science | ||
S11/12PS-IVj-74 | 11/12 | Explains | how Doppler shifts and transits can be used | to detect extra solar planets | Science | |
S11ES-Ie-12 | 11/12 | Explains | how energy (hydroelectric) is harnessed from flowing water | Science | ||
S11/12PS-IVc-47 | 11/12 | Explains | how Galileo inferred that objects in vacuum fall with uniform acceleration, and that force is not necessary to sustain horizontal motion | Science | ||
S11/12PS-IVb-43 | 11/12 | Explains | how Galileo’s astronomical discoveries and observations (lunar craters, phases of Venus, moons of Jupiter, sun spots, supernovas, the apparently identical size of stars as seen through the naked eye, and telescope obervations) helped weaken the support fo | Science | ||
S11ES-Ie-11 | 11/12 | Explains | how heat from inside the Earth is tapped as a source of energy (geothermal) | for human use | Science | |
S11/12PS-IVf-57 | 11/12 | Explains | how Newton and Descartes described the emergence of light in various colors through prisms | Science | ||
S11/12LT-IIbd-5 | 11/12 | Explains | how photosynthetic organisms use light energy to combine carbon dioxide and water to form energy-rich compounds | Science | ||
S11/12PS-IVa-39 | 11/12 | Explains | how Plato’s problem of “Saving the Appearances” constrained Greek models of the Universe | Science | ||
S11/12LT-IVfg-26 | 11/12 | Explains | how populations of organisms have changed and continue to change over time, | showing patterns of descent with modification from common ancestors to produce the organismal diversity observed today | Science | |
S11/12ES-Ie-27 | 11/12 | Explains | how relative and absolute dating was used to determine the subdivisions of geologic time | Science | ||
S11ES-IIi-37 | 11/12 | Explains | how relative and absolute dating were used to determine the subdivisions of geologic time | Science | ||
S11ES-IIb-22 | 11/12 | Explains | how rocks move downslope | due to the direct action of gravity | Science | |
S11ES-IIb-22 | 11/12 | Explains | how soil moves downslope | due to the direct action of gravity | Science | |
S11/12PS-IVi-j-69 | 11/12 | Explains | how special relativity resolved the conflict between Newtonian mechanics and Maxwell’s electromagnetic theory | Science | ||
S11/12PS-IIIb-11 | 11/12 | Explains | how the concept of atomic number led to the synthesis of new elements in the laboratory | Science | ||
S11/12ES-Id-20 | 11/12 | Explains | how the continents drift | Science | ||
S11/12PS-IVa-38 | 11/12 | Explains | how the Greeks knew that the Earth is spherical | Science | ||
S11/12LT-IIej-16 | 11/12 | Explains | how the information in the DNA allows the synthesis of proteins | Science | ||
S11/12LT-IIej-16 | 11/12 | Explains | how the information in the DNA allows the transfer of genetic information | Science | ||
S11ES-IIg-h-34 | 11/12 | Explains | how the movement of plates leads to the formation of rift valleys, volcanoes, faults, folds, mountain ranges, and trenches | Science | ||
S11/12ES-Id-22 | 11/12 | Explains | how the movement of plates leads to the formation of folds and faults | Science | ||
S11/12PS-IVf-61 | 11/12 | Explains | how the photon concept and the fact that the energy of a photon is directly proportional to its frequency can be used to explain why red light is used in photographic dark rooms, why we get easily sunburned in ultraviolet light but not in visible light, a | Science | ||
S11/12PS-IVf-60 | 11/12 | Explains | how the photon theory of light accounts for atomic spectra | Science | ||
S11/12PS-IVc-48 | 11/12 | Explains | how the position vs. time, and velocity vs. time graphs of constant velocity motion are different from those of constant acceleration motion | Science | ||
S11/12ES-Ib-12 | 11/12 | Explains | how the products of weathering are carried away by erosion and deposited elsewhere | Science | ||
S11ES-IIa-b-23 | 11/12 | Explains | how the products of weathering are carried away by erosion and deposited elsewhere | Science | ||
S11/12PS-IIId-e-21 | 11/12 | Explains | how the properties of the above materials are determined by their structure | Science | ||
S11/12ES-Id-23 | 11/12 | Explains | how the seafloor spreads | Science | ||
S11ES-IIf-32 | 11/12 | Explains | how the seafloor spreads | Science | ||
S11/12PS-IVj-72 | 11/12 | Explains | how the speeds and distances of far-off objects are estimated (e.g., Doppler effect and cosmic distance ladder) | Science | ||
S11/12PS-IIIe-22 | 11/12 | Explains | how the structures of biological macromolecules such as carbohydrates, lipids, nucleic acid, and proteins determine their functions | Science | ||
S11/12PS-IIId-e-20 | 11/12 | Explains | how the uses of the following materials depend on their properties: household gadgets, medical implants, prosthesis, sports equipment, construction supplies for buildings and furniture, and electronic devices | Science | ||
S11/12PS-IVj-73 | 11/12 | Explains | how we know that the we live in an expanding universe, which used to be hot and is approximately 14 billion years old | Science | ||
S11/12ES-Ia-e-4 | 11/12 | Explains | that the Earth consists of four subsystems, | across whose boundaries matter and energy flow | Science | |
S11ES-Ib-4 | 11/12 | Explains | that the Earth consists of four subsystems, | across whose boundaries matter and energy flow | Science | |
S11/12PS-IVi-j-71 | 11/12 | Explains | the consequences of the postulates of General Relativity (e.g., correct predictions of shifts in the orbit of Mercury, gravitational bending of light and black holes) | Science | ||
S11/12PS-IVi-j-70 | 11/12 | Explains | the consequences of the postulates of Special Relativity (e.g., relativity of simultaneity, time dilation, length contraction, mass-energy equivalence, and cosmic speed limit) | Science | ||
S11/12PS-IVi-67 | 11/12 | Explains | the contributions of Franklin, Coulomb, Oersted, Ampere, Biot-Savart, Faraday and Maxwell to our understanding of electricity and magnetism | Science | ||
S11/12PS-IVe-54 | 11/12 | Explains | the contributions of scientists to our understanding of mass, momentum and energy conservation | Science | ||
S11/12ES-Ia-e-5 | 11/12 | Explains | the current advancements/information on the solar system | Science | ||
S11/12LT-IVae-24 | 11/12 | Explains | the different metabolic processes involved in the plant organ systems | Science | ||
S11/12LT-IIIaj-20 | 11/12 | Explains | the different metabolic processes involved in the various organ systems | Science | ||
S11/12PS-IIId-e-19 | 11/12 | Explains | the effect of intermolecular forces on the properties of substances | Science | ||
S11/12LT-IIa-1 | 11/12 | Explains | based on emerging pieces of evidence | the evolving concept of life | Science | |
S11/12PS-IIIa-1 | 11/12 | Explains | the formation of the light elements in the Big Bang theory | Science | ||
DRR11/12-Ie-16 | 11/12 | Explains | the impact of various hazards on different exposed elements | Science | ||
S11/12PS-IIIi-j-35 | 11/12 | Explains | the precautionary measures indicated in various cleaning products and cosmetics | Science | ||
S11/12PS-IVe-53 | 11/12 | Explains | the statement “Newton's laws of motion are axioms while Kepler's laws of planetary motion are empirical laws.” | Science | ||
S11/12PS-IVd-51 | 11/12 | Explains | the subtle distinction between Newton’s 1st Law of Motion (or Law of Inertia) and Galileo’s assertion that force is not necessary to sustain horizontal motion | Science | ||
S11/12PS-IVh-66 | 11/12 | Explains | various light phenomena such as: your reflection on the concave and convex sides of a spoon looks different, mirages, light from a red laser passes more easily through red cellophane than green cellophane, clothing of certain colors appear different in ar | Science | ||
DRR11/12-Ih-i-22 | 11/12 | Explains | various volcano-related hazards | Science | ||
S11/12PS-IVa-36 | 11/12 | Explains | what the Greeks considered to be the three types of terrestrial motion | Science | ||
DRR11/12-Ia-b-4 | 11/12 | Explains | when an event becomes a disaster | Science | ||
S11/12PS-IVj-75 | 11/12 | Explains | why Pluto was once thought to be a planet but is no longer considered one | Science | ||
DRR11/12-Ic-9 | 11/12 | Explains | why some sectors of society are more vulnerable to disaster than others | Science | ||
S11ES-IIb-c-23 | 11/12 | Explains | why the Earth’s interior is hot | Science | ||
DRR11/12-IIe-f-41 | 11/12 | Follows | evacuation and fire emergency plans | Science | ||
S11/12PS-IIIi-j-30 | 11/12 | Gives | common examples of cleaning materials for the house and for personal care | Science | ||
S11/12PS-IIIi-j-33 | 11/12 | Gives | common examples of personal care products used to enhance the appearance of the human body | Science | ||
S11/12PS-IIIa-2 | 11/12 | Gives | evidence for the formation of heavier elements | during star formation and evolution | Science | |
S11/12PS-IIIa-1 | 11/12 | Gives | evidence for the formation of the light elements in the Big Bang theory | Science | ||
DRR11/12-Id-13 | 11/12 | Gives | from actual situations | examples of hazards, exposure, and vulnerabilities | Science | |
DRR11/12-Ie-15 | 11/12 | Gives | examples of the types of hazards | Science | ||
S11/12ES-Ii-40 | 11/12 | Gives | practical ways of coping with coastal erosion, saltwater intrusion, and submersion | Science | ||
S11/12ES-If-32 | 11/12 | Gives | practical ways of coping with geological hazards caused by earthquakes, landslides, and volcanic eruptions | Science | ||
S11/12ES-Ih-37 | 11/12 | Gives | practical ways of coping with hydrometeorological hazards caused by floods, ipo-ipo, monsoons and tropical cyclones | Science | ||
S11/12PS-IIId-e-18 | 11/12 | Gives | the type of intermolecular forces in the properties of substances | Science | ||
S11/12PS-IIIi-j-32 | 11/12 | Gives | the use of the other ingredients in cleaning agents | Science | ||
S11/12ES-Ii-39 | 11/12 | Identifies | areas in your community prone to coastal erosion, saltwater intrusion and submersion | Science | ||
S11/12ES-If-31 | 11/12 | Identifies | using hazard maps. | areas prone to hazards brought about by earthquakes, landslides and volcanic eruptions | Science | |
S11/12ES-Ig-36 | 11/12 | Identifies | using hazard maps. | areas prone to hazards brought about by tropical cyclones, monsoons, floods or ipo-ipo | Science | |
S11/12ES-Ia-9 | 11/12 | Identifies | using their physical and chemical properties | common rock-forming minerals | Science | |
S11ES-Ib-5 | 11/12 | Identifies | using their physical and chemical properties | common rock-forming minerals | Science | |
S11/12ES-If-33 | 11/12 | Identifies | human activities that speed up or trigger landslides | Science | ||
S11ES-Ih-17 | 11/12 | Identifies | human activities, such as farming, construction of structures, and waste disposal, that affect the quality of soil | Science | ||
DRR11/12-Ia-b-5 | 11/12 | Identifies | locations and areas exposed to hazards that may lead to disasters | Science | ||
S11/12PS-IIIi-j-31 | 11/12 | Identifies | from product labels | the active ingredient(s) of cleaning products used at home | Science | |
S11ES-IId-28 | 11/12 | Identifies | the layers of the Earth | Science | ||
S11/12ES-Ia-e-7 | 11/12 | Identifies | the layers of the Earth (core, crust, mantle) | Science | ||
S11/12PS-IIIi-j-34 | 11/12 | Identifies | the major ingredients of cosmetics such as body lotion, deodorants, perfume, shaving cream, and skin whitener | Science | ||
S11ES-Ic-7 | 11/12 | Identifies | the minerals important to society | Science | ||
S11ES-If-g-15 | 11/12 | Identifies | the various water resources on Earth | Science | ||
DRR11/12-If-g-17 | 11/12 | Identifies | various potential earthquake hazards | Science | ||
S11/12LT-IIej-14 | 11/12 | illustrates | structures of flowers, fruits and seeds | Science | ||
DRR11/12-If-g-20 | 11/12 | Interprets | different earthquake hazard maps | Science | ||
DRR11/12-IIc-d-35 | 11/12 | Interprets | different hydrometeorological hazard maps | Science | ||
DRR11/12-Ih-i-25 | 11/12 | Interprets | different volcano hazard maps | Science | ||
DRR11/12-IIa-b-30 | 11/12 | Interprets | geological maps | Science | ||
DRR11/12-IIe-f-39 | 11/12 | Observes | in addressing a fire incident | precautionary measures and proper procedures | Science | |
S11/12PS-IIIb-8 | 11/12 | Points out | the main ideas in the discovery of the structure of the atom and its subatomic particles | Science | ||
DRR11/12-IIg-h-46 | 11/12 | Prepares | for one’s family and for public information and advocacy | materials | Science | |
DRR11/12-IIg-h-46 | 11/12 | Prepares | for one’s family and for public information and advocacy | survival kits | Science | |
DRR11/12-IIe-f-37 | 11/12 | Recognizes | in different situations | elements of the fire triangle | Science | |
S11ES-If-14 | 11/12 | Recognizes | how water is distributed on Earth | Science | ||
DRR11/12-Ih-i-24 | 11/12 | Recognizes | signs of an impending volcanic eruption | Science | ||
DRR11/12-IIa-b-29 | 11/12 | Recognizes | signs of impending geological hazards | Science | ||
DRR11/12-IIc-d-33 | 11/12 | Recognizes | signs of impending hydrometeorological hazards | Science | ||
S11/12PS-IIIi-28 | 11/12 | Recognizes | that energy is absorbed and released during a chemical reaction | Science | ||
S11/12LT-IIbd-8 | 11/12 | Recognizes | that organisms require energy to carry out functions required for life | Science | ||
S11/12PS-IVc-49 | 11/12 | Recognizes | that the everyday usage and the physics usage of the term “acceleration” differ: | For example, in physics, an object that is slowing down, speeding up, or changing direction is said to be accelerating | Science | |
DRR11/12-IIg-h-43 | 11/12 | Recognizes | the importance of DRR on one’s life | Science | ||
DRR11/12-If-g-18 | 11/12 | Recognizes | the natural signs of an impending tsunami | Science | ||
S11/12ES-Ia-e-3 | 11/12 | Recognizes | the uniqueness of Earth, | being the only planet in the solar system with properties necessary to support life | Science | |
DRR11/12-Id-12 | 11/12 | Recognizes | vulnerabilities of different elements exposed to specific hazards | Science | ||
S11/12PS-IIIc-16 | 11/12 | Relates | polarity of a molecule to is properties | Science | ||
S11/12ES-Ib-13 | 11/12 | Reports | on how rocks and soil move downslope | due to the direct action of gravity | Science | |
S11/12ES-Ia-e-6 | 11/12 | Shows | the contributions of personalities/people on the understanding of the earth systems | Science | ||
S11/12ES-Ia-e-1 | 11/12 | States | the different hypotheses explaining the origin of the universe | Science | ||
S11ES-Ig-16 | 11/12 | Suggests | ways to conserve and protect water resources | Science | ||
S11/12ES-Ig-34 | 11/12 | Suggests | ways to help lessen the occurrence of landslides in the community | Science | ||
S11/12LT-IIbd-6 | 11/12 | Traces | from the environment to the cells. | the energy flow | Science | |
S11/12PS-IVd-52 | 11/12 | Uses | to show that, in the absence of air resistance, objects close to the surface of the Earth fall with identical accelerations independent of their mass | algebra | Science | |
DRR11/12-IIc-d-36 | 11/12 | Uses | for monitoring hydrometeorological hazards | available tools | Science | |
S11/12PS-IVd-54 | 11/12 | Uses | Newton’s Law of Universal Gravitation to show that, in the absence of air resistance, objects close to the surface of the Earth fall with identical accelerations independent of their mass | Science | ||
S11/12PS-IVd-53 | 11/12 | Uses | Newton’s Second Law of Motion to show that, in the absence of air resistance, objects close to the surface of the Earth fall with identical accelerations independent of their mass | Science | ||
S11/12PS-IIIf-23 | 11/12 | Uses | to explain the effects of concentration, temperature, and particle size on the rate of reaction | simple collision theory | Science | |
S11/12PS-IVe-55 | 11/12 | Uses | to solve one-dimensional collision problems | the law of conservation of momentum | Science | |
S11/12PS-IIIa-3 | 11/12 | Writes | the nuclear fusion reactions that take place in stars, which lead to the formation of new elements | Science | ||
S11/12PS-IIIb-12 | 11/12 | Writes | the nuclear reactions involved in the synthesis of new elements | Science | ||
STEM_BIO11/12-Ii-j-15 | 11/12 | Categorizes | according to their structure and function | the biological molecules (lipids , carbohydrates, proteins, and nucleic acids) | STEM | |
STEM_BIO11/12-Id-f-6 | 11/12 | Characterizes | the phases of the cell cycle and their control points | STEM | ||
STEM_BIO11/12-Ia-c-4 | 11/12 | Classifies | different cell types (plant/animal tissues) | STEM | ||
STEM_BIO11/12-IVa-h-1 | 11/12 | Compares and contrasts | the following processes in plants and animals: reproduction, development, nutrition, gas exchange, transport/circulation, regulation of body fluids, chemical and nervous control, immune systems, and sensory and motor mechanisms | STEM | ||
STEM_BIO11/12-IIa-j-11 | 11/12 | Computes | the number of ATPs needed or gained in photosynthesis and respiration | STEM | ||
STEM_BIO11/12-IVi-j-3 | 11/12 | Describes | examples of homeostasis (e.g., temperature regulation, osmotic balance and glucose levels) and the major features of feedback loops that produce such homeostasis | STEM | ||
STEM_BIO11/12-IIIc-g-8 | 11/12 | Describes | general features of the history of life on Earth, including generally accepted dates and sequence of the geologic time scale and characteristics of major groups of organisms present during these time periods | STEM | ||
STEM_BIO11/12-IIIa-b-3 | 11/12 | Describes | modifications to Mendel’s classic ratios (gene interaction) | STEM | ||
STEM_BIO11/12-IIa-j-10 | 11/12 | Describes | pathways of electron flow in the absence of oxygen | STEM | ||
STEM_BIO11/12-IIa-j-9 | 11/12 | Describes | reactions that produce and consume ATP | STEM | ||
STEM_BIO11/12-Ia-c-5 | 11/12 | Describes | some cell modifications that lead to adaptation to carry out specialized functions (e.g., microvilli, root hair) | STEM | ||
STEM_BIO11/12IIIh-j-16 | 11/12 | Describes | species diversity and cladistics, including the types of evidence and procedures that can be used to establish evolutionary relationships | STEM | ||
STEM_BIO11/12-Ii-j-17 | 11/12 | Describes | the components of an enzyme | STEM | ||
STEM_BIO11/12-IIa-j-2 | 11/12 | Describes | the major features and chemical events in photosynthesis and respiration | STEM | ||
STEM_BIO11/12-IIa-j-4 | 11/12 | Describes | through light reaction events | the patterns of electron flow | STEM | |
STEM_BIO11/12-IIa-j-1 | 11/12 | Describes | the role of ATP in energy coupling and transfer | STEM | ||
STEM_BIO11/12-IIa-j-10 | 11/12 | Describes | the role of oxygen in respiration | STEM | ||
STEM_BIO11/12-IIa-j-5 | 11/12 | Describes | the significant events of the Calvin cycle | STEM | ||
STEM_BIO11/12-Id-f-7 | 11/12 | Describes | given 2n=6 | the stages of mitosis/meiosis | STEM | |
STEM_BIO11/12-Ig-h-11 | 11/12 | Describes | the structural components of the cell membrane | STEM | ||
STEM_BIO11/12-Ia-c-2 | 11/12 | Describes | the structure and function of major and subcellular organelles | STEM | ||
STEM_BIO11/12-Ii-j-19 | 11/12 | Determines | how factors such as pH, temperature, and substrate affect enzyme activity | STEM | ||
STEM_BIO11/12-IIIa-b-5 | 11/12 | Diagrams | the steps in DNA replication | STEM | ||
STEM_BIO11/12-IIIa-b-5 | 11/12 | Diagrams | the steps in protein synthesis | STEM | ||
STEM_BIO11/12-IIa-j-6 | 11/12 | Differentiates | aerobic from anaerobic respiration | STEM | ||
STEM_BIO11/12-Ig-h-14 | 11/12 | Differentiates | exocytosis and endocytosis | STEM | ||
STEM_BIO11/12-Id-f-8 | 11/12 | Discusses | crossing over and recombination in meiosis | STEM | ||
STEM_BIO11/12-IIIa-b-7 | 11/12 | Discusses | the applications of recombinant DNA | STEM | ||
STEM_BIO11/12-Ia-c-3 | 11/12 | Distinguishes | according to their distinguishing features | between prokaryotic and eukaryotic cells | STEM | |
STEM_BIO11/12-IIa-j-8 | 11/12 | Distinguishes | major features of glycolysis , Krebs cycle, electron transport system, and chemiosmosis | STEM | ||
STEM_BIO11/12-IIa-j-1 | 11/12 | Explains | coupled reaction processes | STEM | ||
STEM_BIO11/12-IIIc-g-12 | 11/12 | Explains | evidence of evolution (e.g., biogeography , fossil record, DNA/protein sequences, homology, and embryology) | STEM | ||
STEM_BIO11/12-IVi-j-2 | 11/12 | Explains | how some organisms maintain steady internal conditions that possess various structures and processes | STEM | ||
STEM_BIO11/12IIIh-j-14 | 11/12 | Explains | how the structural and developmental characteristics and relatedness of DNA sequences are used in classifying living things | STEM | ||
STEM_BIO11/12-Ii-j-18 | 11/12 | Explains | oxidation/reduction reactions | STEM | ||
STEM_BIO11/12-IIIa-b-2 | 11/12 | Explains | sex linkage and recombination | STEM | ||
STEM_BIO11/12-IIa-j-12 | 11/12 | Explains | the advantages and disadvantages of fermentation and aerobic respiration | STEM | ||
STEM_BIO11/12-IIa-j-3 | 11/12 | Explains | the importance of chlorophyll and other pigments | STEM | ||
STEM_BIO11/12-IIa-j-7 | 11/12 | Explains | the major features of cellular respiration | STEM | ||
STEM_BIO11/12-IIIc-g-9 | 11/12 | Explains | the mechanisms that produce change in populations from generation to generation (e.g., artificial selection , natural selection, genetic drift, mutation, recombination) | STEM | ||
STEM_BIO11/12-Ia-c-1 | 11/12 | Explains | the postulates of the cell theory | STEM | ||
STEM_BIO11/12-Ii-j-16 | 11/12 | Explains | the role of each biological molecule in specific metabolic processes | STEM | ||
STEM_BIO11/12-Id-f-9 | 11/12 | Explains | the significance or applications of mitosis/meiosis | STEM | ||
STEM_BIO11/12-Ig-h-13 | 11/12 | Explains | transport mechanisms in cells (diffusion osmosis , facilitated transport, active transport) | STEM | ||
STEM_BIO11/12-Id-f-10 | 11/12 | Identifies | disorders and diseases that result from the malfunction of the cell during the cell cycle | STEM | ||
STEM_BIO11/12IIIh-j-15 | 11/12 | Identifies | the unique/distinctive characteristics of a specific taxon relative to other taxa | STEM | ||
STEM_BIO11/12-IIIa-b-4 | 11/12 | Illustrates | the molecular structure of DNA, RNA, and proteins | STEM | ||
STEM_BIO11/12-IIIc-g-13 | 11/12 | Infers | using the evidence of evolution | evolutionary relationships among organisms | STEM | |
STEM_BIO11/12-IIIa-b-6 | 11/12 | Outlines | the processes involved in genetic engineering | STEM | ||
STEM_BIO11/12-IIIa-b-1 | 11/12 | Predicts | using the laws of inheritance | genotypes and phenotypes of parents and offspring | STEM | |
STEM_BIO11/12-Ig-h-12 | 11/12 | Relates | to its function | the structure and composition of the cell membrane | STEM | |
STEM_BIO11/12-IIa-j-7 | 11/12 | Sequences | the chemical events of cellular respiration | STEM | ||
STEM_BIO11/12-IIIc-g-10 | 11/12 | Shows | patterns of descent with modification from common ancestors to produce the organismal diversity observed today | STEM | ||
STEM_BIO11/12-Ia-c-4 | 11/12 | Specifies | the function(s) of each type of cell | STEM | ||
STEM_BIO11/12-IIIc-g-11 | 11/12 | Traces | the development of evolutionary thought | STEM |
K to 12 Grade Levels:
- Kindergarten Curriculum Competencies
- Grade 1 Curriculum Competencies
- Grade 2 Curriculum Competencies
- Grade 3 Curriculum Competencies
- Grade 4 Curriculum Competencies
- Grade 5 Curriculum Competencies
- Grade 6 Curriculum Competencies
- Grade 7 Curriculum Competencies
- Grade 8 Curriculum Competencies
- Grade 9 Curriculum Competencies
- Grade 10 Curriculum Competencies
- Grade 12 Curriculum Competencies