Physics 1 Lab Manual

Authors: Irin M. Malajito, Mara Crisaliz B. Paras, Myra S. Ferrer

This laboratory manual has been created to substantiate the concepts being presented during the lecture in Physics 1. It would be most beneficial if a particular theory will be presented to the students before an experiment is performed. The procedures in this manual are detailed, constructed step.by-step in order for the students to be independent in their performance of the experiment. The application questions link the concepts of physics with everyday scenario for better retention, and with industry practices in order to create mindset among students of their future tasks. The exercises will enhance the skills of the students in problem solving.

OBJECTIVES OF PERFORMING THE ACTIVITY IN PHYSICS

Laboratory work is designed to:

familiarize students with the fundamental principle of the subject firsthand manipulation of apparatus and personal application of the principle studies.

train students with the methods and thoughtful experience in experimentation, careful observation and honest recording of data, critical analysis, correlation and interpretation of experimental data

familiarize students in the use of laboratory apparatus and techniques used in physical measurements

train students in making valid and worthwhile conclusion from observed data.

Categories: Our Product, Science. Tags: College Books, Irin M. Malajito, Mara Crisaliz B. Paras, Myra S. Ferrer, Science.

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Authors: Nilo A. Alterado, Edilberto M. Tawagon, Loida R. Banzuelo

Reviewer: Celia E. Cariño

There is a little chef in every person. People love to eat. And eat sumptuous dishes at that. Needless to say, it is inherent in everyone to satisfy the craving of taste buds.

This book is designed for students who want to learn more about cooking. It covers the basics of culinary arts and the preparation of complex but sumptuous dishes that are a treat in every table. Learning more about culinary arts will also prepare students for a more challenging, demanding yet rewarding career in the food service industry.

This book follows a format that addresses specific and actual needs of students in the culinary discipline.

Each chapter begins with a list of objectives that gives the students a bird's eye view of what to expect from each chapter.

The lessons then go on with a brief background of each chapter followed by a comprehensive discussion of lessons that are arranged from the most fundamental to the most challenging tasks like execution, preparation of dishes, cooking and even table-setting.

The lessons are graphically designed through the inclusion of pictures that are personally photographed by the authors to ensure better understanding among learners.

Each chapter contains exercises that intend to measure students' understanding of the lessons. There are also exercises that evaluate the practical skills of the students. A specific rubric system is provided for better organization and measurement of the intended skills.

To ease comprehension of the recipes included in the book, a glossary of terms is provided with phonetic translations as well.

The recipes that are included in the book have been tested and specially designed for TESDA courses on BSHRM and HRS culinary arts subjects. Each recipe indexed at the end of the book to give easy access to those who would like to try it.

Everybody loves to eat. Appetite is a special gift that must be freely enjoyed. But it takes more than appetite and cooking ability to be a good chef It takes discipline, passion and art.

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Philippine History (UM)

Authors: Deanna Febra Gillera Cantal, Roen Caesar S. Cardinal, Lindsey C. Espino, Maribeth Quezon Galindo

Many students may think that its irrelevant to study Philippine history subject since they could not change the past nor they have not seen the relevance

subject itself and its relation to the course that they take up. Others may think that a boring subject full of memorization with dates, places, persons, events and others. Thus, this kind of perception may be placed in the context of students experiences on how they think, they look and they feel about the subject.

A glimpse that Philippines was controlled by foreign colonizers for almost 400 years that during colonization period Filipinos were not taught their own history but rather they were taught the history of colonizers WHILE they were in our country and seemingly, Filipinos were trained like a parrot which resulted students less understanding and less appreciation of our own history.

Hopefully, as students explore the history of the Philippines, they may see the fact that as a true blooded Filipinos, the fact that every generation was and will always be a product of History, Philippine history is still and will always be a relevant subject :1 regardless of what course a student takes up. Students may realize whatever mistakes 1 in the past are, the present generation may not repeat it and the future generation will be freed from the bondage of ignorance, tyranny and slavery. Students may develop a deep sense of commitment to serve God and love our country.

Likewise, this textbook, may challenge new breed of historians and history teachers to go beyond dates, places, persons, events etc. Teaching the how's and why's of historical events will train students to be analytical and critical minded individual. Further, teachers may have seen the importance of contextualization so that students may have developed a deeper understanding of their origins, interpret historical events in a broader perspective and develop in them to be actively involved in non-violent; manner to any issues which have affected Filipino lives.
Philippine History (BLUE)

Authors: Efren L. Quiray, Felipe D. Romanillos, Emily B. Baluyot, Ronel P. Dela Cruz, Edgar G. Galang, Berlyn F. PA-AT

Re-creating or putting fresh life into a story is a new way of looking at the established history. Human history must not be told like a dead thing. It must be narrated with life so that learning will be interesting. Further, it must not be viewed from one angle only It must be examined from different perspectives with life. There is emotion, truth, and action. Hence, the application of outcomes-based teaching and learning or OBTL approach in teaching Philippine History is suggested. This is a departure from the usual narrate-listen approach. In OBTL, the students are not just observers or listeners but they are actors themselves. The students will have a chance to play the roles of heroes or historical personages long dead in the past.

The usual story about Bonifacio, for instance, is repeatedly told in our history books without considering other angles and possibilities of the events surrounding his lifetime that led to his tragic end. The pattern is one-dimensional so that other facets of his life are not included as part of his history. From this old pattern, this new shift of re-creating or putting fresh life into the story• of Bonifacio and the Katipunan is introduced as a new direct operating system — from the locked type of learning to democratic type. Here, other possibilities of learning are applied to give students freedom to think and present new perspectives.

Why should we use this new approach? If our history were written alive, reading it would be interesting. The story about our heroes' fight for freedom must be made easy to read by the students. One way of doing this is putting fresh life into their stories. The significant achievements of our heroes such as Rizal, Bonificio, and many others must be portrayed with touch, sight, taste, hearing, and feeling. This will make written history more Pilipino that could show settings common to our racial and geographical bond. Thus, the meaning of our heroes' fight for freedom will be set vividly in the students' minds and hearts.

Physics 1 Lab Manual

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