II.

BIOLOGICAL MOLECULES

A. Carbohydrates

 Monosaccharides: The simplest, single sugars. Examples: Glucose and fructose are monosaccharides.

 Disaccharides: Double sugars that are a combination of two monosaccharides. Example: Sucrose (table
sugar) is made of glucose and fructose together. Lactose, a disaccharide made of glucose and galactose.

 maltose, sucrose, and lactose are common disaccharides

 maltose (malt sugar): has two glucose subunits

 sucrose (table sugar): glucose + fructose

 lactose (milk sugar): glucose + galactose

 Polysaccharides: These are polymers composed of several sugars. They can be one type of monomer
(many of same monosaccharide) or mixture of monomers. Example: Starch is a polysaccharide composed
of many glucose molecules.

 starch is the main storage carbohydrate of plants

 glycogen is the main storage carbohydrate of animals

 cellulose is the major structural component of most plant cell walls

B. Nucleic Acid

-transmit hereditary information by determining what proteins a cell makes two classes of nucleic acids found in
cells: deoxyribonucleic acid (DNA) and ribonucleic acid (RNA)

DNA carries the genetic information cells use to make proteins

DNA typically contains the purines adenine (A) and guanine (G), and the pyrimidines cytosine (C) and thymine (T)

RNA functions in protein synthesis according to mechanisms

RNA typically contains the purines adenine (A) and guanine (G), and the pyrimidines cytosine (C) and uracil (U)

C. Lipids

 are fats and fat-like substances

 roles of lipids include serving as membrane structural components, as signaling molecules, and as
energy storage molecules

The four major groups of lipids include fats, phospholipids, waxes and steroids.

1. Fats: These lipids are the fats and oils that we are familiar with as part of our diet. They are made from a
combination of two kinds of molecules:

- glycerol (a type of alcohol)

- three fatty acids (making the molecule a triglyceride)

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2. Phospholipids: These lipids have hydrophobic (water hating) hydrocarbon tails at one end, and a hydrophilic
(water loving) phosphate group at the other end.

3. Waxes: Wax lipids are esters of alcohol, insoluble in water and difficult to break down. Wax forms protective
and waterproof layers on some plants, bacteria, animal fur and integuments of insects.

4. Steroids: Cholesterol is one example of a steroid. The central core of a cholesterol molecule consists of four
fused rings, a chemical arrangement that is shared by all steroids. Cholesterol is precursor to our sex hormones
and Vitamin D. Our cell membranes also contain cholesterol, which helps to keep the membrane flexible and fluid
even when our cells are exposed to cooler temperatures.

D. Proteins

are macromolecules that are polymers formed from amino acids monomers

B. proteins have great structural diversity and perform many roles

C. roles include enzyme catalysis, defense, transport, structure/support, motion, regulation; protein
structure determines protein function

D. proteins are polymers made of amino acid monomers linked together by peptide bonds

1. amino acids consist of a central or alpha carbon; bound to that carbon is a hydrogen atom, an amino
group(-NH2), a carboxyl group (-COOH), and a variable side group (R group)

2. there are 20 amino acids that commonly occur in proteins;

Sharing you photos of our previous Grade 12 students on the first day of their Work Immersion proper

Sharing our school's Work Immersion debriefing from last year.

Welcome again to Work Immersion for SHS Teachers!

We encourage you to post your past and present concerns with regards to handling the Work Immersion
program for Grade 12 learners.

I would also like to encourage you to share your strategies and insights on how we can improve how we
prepare these learners to the workforce.

Thanks and have a nice day!

Good morning Grade 12! Asking your cooperation in adding all Grade 12 AMACC Biñan students so that
everyone will be informed about my announcements and reminders. Thank you!

K to 12 Senior High School Specialization Subject – Work Immersion April 2017 Page 4 of 4

*for TVL, must have finished one specialization while for a 640-hour specialization, must have finished at least 320
hours

Work immersion guidelines for senior HS

employment, entrepreneurship, further skills training through TESDA and college education.

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Contained in the enclosure of Deped Order No. 30, series of 2017 released on June 5, the guidelines specify that
the said work immersion will enable students to become familiar with the workplace, experience workplace
simulation and apply their competencies in areas of specialization. The said work immersion activity can range
from 80 to 320 hours.

DepEd hopes that partner institutions will provide learners with work immersion opportunities, workplace or
hands-on experience, and additional learning resources through partnership building.

The schools may partner with recognized institutions or organizations to come up with agreements on work
immersion for students and because the students are still minors, work immersion requires parental consent.

Because the safety of learners is primary to Deped, the department shall ensure that all schools and venues for
learning are conducive to the education and safety of the learners. This endeavor is in collaboration with its
partners and stakeholders found near where the schools are located.

The guidelines further provide that the maximum number of hours spent in the work immersion venue is 40 hours
per week and no more than eight hours per day as provided by law.

So as not to exploit the students who are still minors, DepEd stressed that work immersion should not be reduced
as a mere recruitment tool for a partner institution, saying that the students should also gain skills that will enable
them to qualify for other job options.

Consequently, the schools and students should not be asked to pay the senior high school partner institution for
any work immersion activity conducted. The guidelines added that fees for work immersion must only be set after
consultation with parents.

This Corner hopes that these guidelines will serve its purpose of providing the students, parents and the
stakeholders a document to refer that will govern the work immersion and a piece of paper that will realized the
full potential of our SHS graduates towards creating a climate of owning and doing a responsibility.

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