Prepared by

SHEILA MARIE T. GUILLERMO

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 I. NATURE OF RESEARCH
What is Research?
 Systematic investigation process that involves data collection, critical information documentation
and analysis and interpretation of the data information in accordance with appropriate
methodologies set by specific professional fields and academic disciplines.

 Systematic study of trends or events which involves careful collection, presentation, analysis,
and interpretation of quantitative data or facts that relates man’s thinking with reality.

 Research is a method of acquiring knowledge based on the scientific method of inquiry to enrich
the system of objective knowledge in the fields of natural and social sciences.

 Research is an academic understanding across disciplines. It involves scholarly process of search

and research. It involves observation, investigations and experimentations on a subject for any
of the following purpose to discover new knowledge and paradigm; to develop and improve
standards and protocols; and to test and apply theories or laws in professional practice (De
Belen, 2015).

 Research involves a purposive, organized, and planned program of activities that result in the
acquisition of new knowledge. It is similar to studying except that in this endeavor, you will have
to do the actual research to find the answers to your problems. Research activity leads you to a
better understanding of yourself and your environment.

Characteristics of Research (CEMLARC)

1. Cyclical – A researcher who completes a study presents his findings and suggests further
studies on aspects of the problem that were not addressed by his research. A research starts
with a problem, works on the problem and makes generalization from which another problem
may arise. That’s the reason why there’s a recommendation part on the research paper because
this can be a source of another research.

2. Empirical – Research is based on direct information, experience or observation by the

researcher. A researcher can work on a problem that can be addressed through observation.

3. Methodical – Research is conducted using methods and techniques that are appropriate to the
research problems or objectives without bias using systematic method and procedures.

4. Logical – Research involves rational reasoning based on valid procedures and principles.
Researchers have confidence on their findings because they are based on orderly procedures. A
researcher makes conclusions based on the findings and explains his findings based on existing
theories.

5. Analytical – Research utilizes proven analytical procedures in gathering data, whether

historical, descriptive, and experimental and case study. Research is broken up into smaller
elements in order to solve the problem. Being analytical refers to the ability to collect and analyze
information, solve problem and make decisions.

6. Replicable – The design and procedures of a study are replicated or repeated to arrive at valid
and more conclusive results. In order to demonstrate replicability, the researcher must provide
precise and accurate evidence that shows the result can be used to predict outcomes in other
experiments.

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 7. Critical – Research inquires careful and precise judgment in analysis and making
generalizations, it needs to have a factual evidence to support your arguments.

Importance of Research
1. Generating new knowledge or information.
The new knowledge or information that researchers obtain in various disciplines contributes to
the growth of science. The great amount of information we have today is a product of research
conducted all these years.

2. Finding an application for the new knowledge.

Applications of knowledge also constitute new information.

3. Verifying existing knowledge.

The first two aims give rise to new information which is challenged after sometime. Researches
are also conducted using more advanced detection and measuring devices to verify previous
facts or findings. Scientific principles become verified with time.

4. It solves problems. It reduces the chances of making poor and dangerous choices protecting us
from hoax and risking belies.

5. Developing the investigator.

This is particularly true for young budding scientists, as you do your research, your independent
study provides an opportunity for creativity and for making original contributions to scientific
knowledge. You will review concepts, learn more laboratory techniques, master a particular area
of discipline and appreciate what it means to be a scientist. The long hours you will spend in it,
the failures and frustrations you will encounter and your eventual success provide opportunity
for growth.

II. TYPES OF RESEARCH

1. Basic Research
- This is also called as “fundamental research” or “pure research”
- When the research is conducted solely to come up with new knowledge or to have a fuller
understanding of a particular subject
- Basic research is designed to add an organized body of scientific knowledge and does not
necessarily produce results of immediate practical value
Examples:
 Boyle’s Law
 Charles’ Law
 Archimedes Principle
 Hooke’s Law
 Newton’s Law of Motion
 Big Bang Theory
 Evolution of Man

2. Applied Research
- It is used to find solutions to everyday problems; cure illness and develop innovative
technologies, rather than to acquire knowledge
- Application on basic knowledge is popularly called Technology. It is intended to improve our
quality of life although it may also have some harmful effects.
- Involves seeking new applications of scientific knowledge to the solution of a problem, such
as a development of a new system or procedure, new device, or new method in order to
solve the problem.
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 - One of the common examples are the science investigatory projects where you will create
something out of something that will solve or be a solution to a certain problem.
Examples:
 Improve agricultural crop production
 Improve energy sufficiency of home
 Find cure/vaccine for COVID-19
 Studies on rice substitutes
 Modern methods for gall bladder operation
 Different contraceptives for birth control
 Modern techniques of tooth treatment
 Use of native plants to serve as gasoline

3. Developmental Research
- This is decision-oriented research involving the application of steps of the scientific method
in response to an immediate need to improve existing practices.
- The purpose of this research is to assess changes over an extended period of time.
Examples:
 Assess the differences in academic and social development in low-income versus high-
income neighborhoods

Other Types of Research

1. Quantitative Research
- This covers elements of counting and measurement of social life in general
- All is inspired by a set of central and predetermined principles in quantitative methodology,
such as hypothesis, operational description, validity, relevance, statistics, precision,
deductive inference, and repeatability.
- It gathers empirical evidence through structured instruments using numeric information that
results from measurement and is analyzed with statistical procedures
- It is based on the concepts of manipulation and control of phenomena.
- It usually uses a theory – testing approach

Types:
 Survey Research – uses interviews, questionnaires and sampling
 Correlational Research – tests relationships between variables
 Causal – Comparative Research – uncovers a cause-and-effect relationship
 Experimental Research – guided specifically by a hypothesis

2. Qualitative Research
- This typically discusses argumentative explanations, finding social actors’, significances, and
shifts
- It is empirical research where the data are not in the form of numbers
- It studies the dynamic, holistic and individual aspects of human experience and the reasons
that govern it through collections and analysis of data that are narrative and subjective

Types:
 Phenomenology – describe experiences
 Ethnography – describe a culture’s characteristics
 Historical – describe and examine events of the past to understand the present and
anticipate further effects
 Case Study – describe in – depth the experience of one person, family, group, community
or institution
 Descriptive Research
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 3. Mixed Research
- Combines qualitative and quantitative research techniques
- Data wih mixed variables, words, and images
- The purpose of using mixed research methods is to strengthen the strengths and reduce the
limitations of both types of research.
- It includes the use of induction (discovery of the problems), deduction (testing of theories
and hypothesis) and abduction (relying on the best explanations for understanding of one’s
result)
- When two different approaches are used to the study the same phenomenon and produce
the same result, the researcher will have superior evidence for result.

Other types of Research

1. Exploratory Research
- It functions on the presence of a phenomenon or its absence
- It’s always trying to find solutions to unanswered issues thus considered the most versatile
and comprehensive study

2. Descriptive research
- The researcher studies the subject’s current state and explains and interprets the relevant
circumstances and relations
- Explores a phenomenon by providing a more comprehensive description and comparing it
with other phenomena
- The main aim of the research is to provide objective practical definition of a situation or
characteristics of the study/ subject

3. Explanatory Research
- It seeks to find relationships between cause and effect among the various variables
- It is the analysis of complex ideas and knowledge, and the transfer of knowledge
- The purpose is to improve the reader’s understanding of the subject matter and the research
problem through interpreting, and synthesizing information from various sources to generate
document.

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 WORKSHEET 1
Basic Concepts in Research

Name: _____________________ Section: ______________ Score: __________ Date: ______

A. What is your conceptual understanding of Research? Answer in your own words.

B. Briefly describe the nature and characteristics of Research. Answer in your own words.

_____________________________________
Parent’s Signature

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 WORKSHEET 2
Types of Research

Name: _____________________ Section: ______________ Score: __________ Date: ______

Instruction:
Visit your library. Go to the Research area (Scientific Research). Complete the Matrix of Research below.
You may opt to use the internet.

Matrix of Research
RESEARCHER TITLE OF RESEARCH TYPE OF RESEARCH

_____________________________________
Parent’s Signature

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III. DOCUMENTING THE RESEARCH PROCESS

What is a Logbook/ Journal?

- It creates a record of the project/ the experimentation/ the study
that documents exactly what you did and when you did it.
- Whether you are a research scientist, an engineer, or a first-time
science fair student, you should use a lab notebook to document
your science investigations, experiments, and product designs. A
lab notebook is an important part of any research project.
- Research Logbook is a detailed account of every phase of your
project, from the initial brainstorming to the final research report.
- The logbook is a proof that certain activities occurred at specific
times. Everything written in the logbook stays.
- Logbook should help keep you organize and certainly will impress
any science fair judge. It’s a great opportunity to show off all your hard work.
- Subject to scrutiny by the scientific community and are even acceptable evidence in a court
of law.

What makes a great Science Laboratory Notebook?

1. Find a durable hard-bound notebook or black and white composition notebook so that pages
will not easily ripped off.
2. Label the front cover of the logbook with the following information:
 Your first and last name
 School Name
 Address
 Contact Number/Email Address
 Teacher’s Name
3. Leave the first page blank for your table of contents. This page will be the last thing you
complete for your logbook after all entries have been made.
4. After the table of contents, number the remaining pages of the logbook.
5. Use tabs to separate the sections of your logbook.

Tips to remember:
1. NEVER use pencil! Use a blue or black ink pen only. Keep it legible.
2. NEVER erase or use white-out! If mistakes occur, mark it out with ONE neat line.
3. NEVER tear a page out of your logbook!
4. NEVER redo something to make it neater. Neatness isn’t important. Getting your thoughts and
data recorded is the important part of the project.
5. NEVER place loose papers in the logbook. They are easily lost.
6. ALWAYS date and time every entry every time you make research notes or an entry in your
logbook. It is important that you document every action while doing the experiment or study.
Do it daily.
7. ALWAYS use the metric system when measuring or recording amounts.
Example: Use centimeters, meters, milliliters, liters NOT inches, feet, cups, or gallon
8. Start writing into your Logbook/ Journal at the beginning phase of your study up to the end of
your investigation.
It contains the following:
1. Deadline Schedule: Place this schedule onto page 1 of your logbook. It will help keep you
on track with due dates. Deadlines make clear what we’re expected to deliver and when.

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 2. Background Research: Include all notes taken while researching in the media center or online.
You should also record the source information for your works cited page. Do this for every
website, book, encyclopedia, magazine, or interview that you use for information. A minimum
of 5 recent sources is required for this project. You must follow proper citation format.

3. Statement of the Problem: Write the research question you have in statement form. The
problem statement is the entire purpose for doing your research and completing your
experiment.

4. Hypothesis: Write a hypothesis for what you think the answer to the research question is going
to be. The Hypothesis must be written as an “if and then” statement. It must include the
Independent, dependent and the controlled variables.

5. Experimental Setup: Include in this section:

a. Materials: Make a DETAILED list of all materials you will be using in the experiment. Be
specific! For example, if you will be watering plants, you should list the EXACT amount
of water you will use.
b. Procedures: Make a NUMBERED step-by-step list of everything you will do in the
experiment. Your procedures and materials should be so complete that someone could
take your logbook and do the same exact experiment.

6. Variables: This section should include the independent variable, the dependent variable, all
constants, and the control if it applies.

7. Data Collection: Remember to date every entry. Your detailed observations made throughout
the experiment should be recorded in this section. This includes data collected, what you are
doing and what you see/smell/hear/feel. Be very specific about everything going on in the
experiment. All data that was collected must be written for each trial if multiple trials were done.
Description of mistakes/errors, things that went wrong, or things that were changed must also
be stated and specified. Include questions or ideas for further experimentation. This includes
any notes and or thoughts you have had on your experiment.

8. Results: Include pictures you have taken throughout the experiment, data tables created to
organize your data, charts and graphs, and a summary of the data.

9. Analysis/Conclusion: Using your data, discuss the outcome of the experiment. Did your
data support your hypothesis? Did it not support your hypothesis? How do you know?

10. Reflections: What would you do differently next time? What part of the experiment could be
changed to improve the procedures? How could you extend your research? It is important to
help connect pieces of knowledge and abilities during the conduct of the experiment.

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 WORKSHEET 3
EVALUATING A LOGBOOK
GROUP MEMBERS: __________________________________________________________________________________________________________________
Direction: Conduct a 1-week experiment (Browning Inhibitor). Document everything that happened from the beginning up to the end of a simple
science investigation.

Distinguished (5) Proficient (4) Apprentice (3) Novice (2) Total

Title: Used clear, accurate Used proper vocabulary to Stated question or problem Did not state question or
Defines goal of language to restate state question or problem. using incorrect vocabulary. problem.
experiment question or problem in Did not state problem in
student's own words. student's own words.
Introduction: Obvious connection Hypothesis and problem No connection between Hypothesis was missing or
Prediction between between the problem and wore clearly connected. hypothesis and experiment. was unrelated to the
experiment and results predicted outcome. experiment.
Hypothesis refutes or
defends established
knowledge.
Literature Review: Information discussed was Topic was adequately Topic was discussed, but Topic was not adequately
Summary and relevant to the topic, and discussed. Information was ideas were unclear and the discussed, and the
explanation of key was presented in a logical relevant and well sequence was hard to information was not
studies sequence. organized. follow. relevant to the topic.
or information relevant
to the proposed project
Materials: Made complete list of Made complete list of Did not list one or two items List of materials was
List of materials used materials used. Explained materials used. used. missing or showed only a
why materials were chosen. few items.
Procedure: Setup was documented Setup included descriptive Description was general or Setup was not described or
Description of process completely. Method was text and diagrams were did not include diagrams. documented. Step-by-step
and setup also documented provided if appropriate. Procedure was missing procedure was missing or
completely and Experiment can be multiple steps. Information inadequate. Did not
accurately, making reproduced using the steps provided is not sufficient to mention dependent and
experiment easy to provided. Variables were replicate experiment. independent variables.
reproduce. Variables were identified and classified as Variables were not
identified and classified as

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 dependent and dependent and completely described or
independent. independent. were incorrectly classified
as dependent or
independent.
Data: All data was complete and All data was complete and Data was incomplete. Some Included little or no
Student analyzed data accurately labeled, Data accurately labeled. Data data was not labeled using relevant data. Data was
and identified trends sampled at appropriate was sampled at appropriate appropriate units of not labeled using
intervals as defined in the intervals. measure. Data sampling appropriate units of
procedure section of the lab Identified valid trends and intervals inadequate to measure, Data sampling
report. Identified and made appropriate support hypothesis. intervals were random or
described trends and made conclusions based on the inadequate.
appropriate conclusions data.
based on the data. Showed
calculations (if needed).
Conclusion: Restated problem and Problem was restated. Problem was restated. Original problem was not
Summarizes findings hypothesis. Justified Statements and conclusions Conclusions were simplistic. restated. Findings were
and compares actual design and methods of were based on the data No clear relationship not summarized.
results with expected experiment. Findings were collected. Showed a strong between conclusions and Conclusions were not
results discussed in detail. relationship between hypothesis. relevant to hypothesis.
Conclusions directly conclusions and hypothesis.
addressed hypothesis,
Statements and conclusions
were supported by the data.
Format: Format was used correctly. Format was not used
Follows format outlined correctly.
in directions for writing
a lab report.
Language and Correct grammar and Two grammatical errors More than two grammatical Report does not follow the
Grammar: formal scientific and/or some use of non- errors and/or the use of grammatical or formal
Uses formal scientific language was used. formal scientific language non-formal scientific language guidelines.
language. Uses correct were present. language were present.
grammar.
TOTAL

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IV. INTEL ISEF RESEARCH FORMS
Research Forms
- Important documents that should be accomplished and prepared by the student-
researchers before they conduct their research projects.

1. Form 1 Adult Sponsor Checklist (Required for all Projects)

- To be completed by the Adult Sponsor in collaboration with the Student Researcher(s)
- An adult sponsor may be a teacher, parent, professor, and/or professional scientist in whose
lab the students are working. He/ she should be experienced in student research and during
the course of the project should have direct contact with the student.

2. Form 1A Student Checklist (Required for all Projects)

- To filled out by the Student Researcher(s)
- All information about the student-researchers is required.

Research Plan (Must accompany Student Checklist 1A)

- Project Summary written prior to the experimentation following the instructions below to
detail the rationale, research question(s), methodology, and risk assessment of the proposed
research.
- The Research Plan/Project Summary should include the following:
A. RATIONALE: Include a brief synopsis of the background that supports your research
problem and explain why this research is important and if applicable, explain any societal
impact of your research.
B. RESEARCH QUESTION(S), HYPOTHESIS (ES), ENGINEERING GOAL(S), EXPECTED
OUTCOME: How is this based on the rationale described above?
C. Describe the following in detail:
 Procedures: Detail all procedures and experimental design including methods for data
collection. Describe only your project. Do not include work done by mentor or others.
 Risk and Safety: Identify any potential risks and safety precautions needed.
 Data Analysis: Describe the procedures you will use to analyze the data/results.
D. BIBLIOGRAPHY: List major references (e.g. science journal articles, books, internet sites)
from your literature review. If you plan to use vertebrate animals, one of these references
must be an animal care reference.

3. Form 1B Approval Form

- Part I To be completed by Student Researchers and Parents
- Part II To be completed by local or affiliated Fair SRC
- Part III To be completed by ISEF Affiliated Fair SRC

Scientific Review Committee (SRC)

- Is a group of qualified individuals that is responsible for evaluation of student research,
certifications, research plans and exhibits for compliance with the rules, applicable laws and
regulations at each level of science fair competition.

4. Form 1C Regulated Research Institutional/ Industrial Setting Form

- RRI within the US is defined as a professional research/ teaching institution that is regularly
inspected by the USDA and is licensed to use animals covered by the Animal Welfare Act
(AWA) and may also be subject to US Public Health Service Policy.

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 - This form must be completed AFTER experimentation by the adult supervising the student
research conducted in a regulated research institution, industrial setting or any work site
other than home, school or field.

5. Form 2 Qualified Scientist Form

- Qualified Scientist (QS) should have earned a PhD/ Professional Degree in a scientific
discipline related to the research area of the student. The trained scientist must have detailed
knowledge of local state, and federal regulations regulating the research area of the student.
- May be required for research involving human participants, vertebrate animals, potentially
hazardous biological agents, and DEA – controlled substances. Must be completed and signed
BEFORE the start of student experimentation.

6. Form 3 Risk Assessment Form

- Risk assessment should be indicated to determine the possible hazards that may be
encountered by the student-researchers using hazardous chemicals, activities or devices and
microorganisms which are exempt from pre-approval. Must be completed BEFORE
experimentation.
- Identify and assess the risks involved in the project. Safety precautions and procedures that
will be used to reduce the risks should be described and disposal procedure that will be used.
- To be completed by the Student Researcher(s) in collaboration with Designated Supervisor/
Qualified Scientist

7. Form 4 Human Participants Form

- Required for all research involving human participants not at a Regulated Research
Institution. If at a Regulated Research Institution, use institutional approval forms for
documentation of prior review and approval. (IRB approval required BEFORE
experimentation.)
- Must be completed by Student Researcher(s) in collaboration with the Adult Sponsor/
Designated Supervisor/ Qualified Scientist and IRB AFTER the review of the research plan.

Institutional Review Board

- Is a committee according to the federal regulations must evaluate the potential physical
and/or psychological risk of research involving humans.

8. Human Informed Consent Form

- An informed consent/assent/permission form should be developed in consultation with the
Adult Sponsor, Designated Supervisor or Qualified Scientist.
- This form is used to provide information to the research participant (or parent/guardian) and
to document written informed consent, minor assent, and/or parental permission.

9. Form 5A Vertebrate Animal Form (Animals with backbones)

- Required for all research involving vertebrate animals that is conducted in a school/ home/
field research site. (SRC approval required BEFORE experimentation.)
- The researchers must describe what will happen to the animals before, during and after
experimentation.
- To be completed by Local or Affiliate Fair Scientific Review Committee (SRC) BEFORE
experimentation

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 10. Form 5B Vertebrate Animal Form
- Required for all research involving vertebrate animals that is conducted in at a Regulated
Research Institution. (IACUC approval required BEFORE experimentation. Form must be
completed and signed AFTER experimentation.)
- To be completed by Qualified Scientist or Principal Investigator/ Veterinarian/ Designated
Supervisor/ Qualified Scientist BEFORE the experimentation

11. Form 6A Potentially Hazardous Biological Agents Risk Assessment Form

- Required for research involving microorganisms, rDNA, fresh/frozen tissue (including primary
cell lines, human and other primate established cell lines and tissue cultures), blood, blood
products and body fluids. SRC/IACUC/IBC approval required BEFORE experimentation.
- To be completed by the Qualified Scientist/ Designated Supervisor in collaboration with the
student researcher(s).

12. Form 6B Human and Vertebrate Animal Tissue Form

- Required for research involving fresh/frozen tissue (including primary cell lines, human and
other primate established cell lines and tissue cultures), blood, blood products and body
fluids. If the research involves living organisms, please ensure that the proper human or
animal forms are completed.
- To be completed by Student Researcher(s)/ Qualified Scientists and/ or Designated
Supervisor

13. Form 7 Continuation/Research Progression Projects Form

- Required for projects that are a continuation/progression in the same field of study as a
previous project.
- This form must be accompanied by the previous year’s abstract and Research Plan/ Project
Summary.
- List all components of the project to make it new.
- To be completed by Student Researcher(s)

V. INTEL ISEF RULES IN THE CONDUCT OF RESEARCH

Roles and Responsibilities:

A. The Student Researcher/s
The student researcher is responsible for all aspects of the research project including enlisting
the aid of any required supervisory adults (Adult Sponsor, Qualified Scientist, etc.), obtaining
necessary approvals (SRC, IRB, etc.), following the Rules & Guidelines of the Intel ISEF, and
performing the experimentation, engineering, data analysis, etc.

B. The Adult Sponsor

An Adult Sponsor may be a teacher, parent, professor, and/or other professional scientist in
whose lab the student is working. This individual must have a solid background in science and
should have close contact with the student during the course of the project.
The Adult Sponsor is responsible for working with the student to evaluate any possible risks
involved in order to ensure the health and safety of the student conducting the research and
the humans and/or animals involved in the study. The Adult Sponsor must review the student’s
Student Checklist (1A) and Research Plan/Project Summary.

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 C. The Qualified Scientists
A Qualified Scientist should have earned a doctoral/professional degree in a scientific discipline
that relates to the student’s area of research. Alternatively, the SRC may consider an individual
with extensive experience and expertise in the student’s area of research as a Qualified Scientist.
The Qualified Scientist must be thoroughly familiar with local, state, and federal regulations that
govern the student’s area of research.

D. The Designated Supervisor

The Designated Supervisor is an adult who is directly responsible for overseeing student
experimentation. The Designated Supervisor need not have an advanced degree, but must be
thoroughly familiar with the student’s project, and must be trained in the student’s area of
research. The Adult Sponsor may act as the Designated Supervisor.

Review Committees
A. The Institutional Review Board (IRB)
An Institutional Review Board (IRB), is a committee that evaluate the potential physical and/or
psychological risk of research involving humans. All proposed human research must be reviewed
and approved by an IRB before experimentation begins.

B. Scientific Review Committee (SRC)

A group of qualified individuals that is responsible for evaluation of student research,
certifications, research plans and exhibits for compliance with the rules, applicable laws and
regulations at each level of science fair competition.

C. Regulated Research Institutions/ Industrial Settings Review Committee

These committees include:
1. Institutional Animal Care and Use Committee (IACUC); Animal Care and Use Committee
(ACUC); Animal Ethics Committee
2. Institutional Review Board (IRB); Human Subjects Participant Program (HSPP)
3. Institutional Biosafety Committee (IBC)
4. Embryonic Stem Cell Research Oversight Committee (ESCRO)
5. Safety Review Committee

D. The ISEF Scientific Review Committee (Intel ISEF SRC)

The Intel ISEF SRC is the final arbiter of the qualification of students to participate in the Intel
ISEF. Before the fair, committee members review research plans and all required forms to
confirm that applicable Intel ISEF rules have been followed. The Intel ISEF SRC may request
additional information from students prior to the Intel ISEF or may interview potential Intel ISEF
participants at the fair to ensure that they qualify to compete.

Rules:
Human Participants Rules
 When students conduct research with humans, the rights and welfare of the participants
must be protected. Most human participant studies require preapproval from an Institutional
Review Board (IRB)/Human Subjects Participant Program (HSPP) and informed
consent/assent from the research participant.

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Vertebrate Animals Rules
 The Society strongly endorses the use of non-animal research methods and encourages
students to use alternatives to animal research. If the use of vertebrate animals is necessary,
students must consider additional alternatives to reduce and refine the use of animals.

Potentially Hazardous Biological Agents (PHBA) Rules

 Potentially Hazardous Biological Agents Rules for use of microorganisms (including bacteria,
viruses, viroid, prions, rickettsia, fungi, and parasites), recombinant DNA (rDNA) technologies
or human or animal fresh/frozen tissues, blood, or body fluids.
 When dealing with potentially hazardous biological agents, it is the responsibility of the
student and all of the adults involved in a research project to conduct and document a risk
assessment on Form (6A) to define the potential level of harm, injury or disease to plants,
animals and humans that may occur when working with biological agents. The risk
assessment determines a biosafety level which in turn determines if the project can proceed,
and if so, the laboratory facilities, equipment, training, and supervision required.

Hazardous Chemicals, Activities or Devices Rules

 Includes DEA-controlled substances, prescription drugs, alcohol & tobacco, firearms and
explosives, radiation, lasers, etc.
 The use of hazardous chemicals and devices and involvement in hazardous activities require
direct supervision by a Designated Supervisor.

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 WORKSHEET 4
CLASSIFYING ISEF FORMS

Name: _________________________ Section: ______________ Score: __________ Date: ______

Directions: Refer to the copy of ISEF Forms provided by your teacher. Classify the Forms into: (a)
Form/s needed in ALL TYPES of the projects; (b) Form/s needed BEFORE the experimentation; and (c)
Form/s needed AFTER the experimentations.

Form/s needed in ALL Form/s needed BEFORE the Form/s needed AFTER the
TYPES of the projects experimentations experimentations

_____________________________________
Parent’s Signature

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 WORKSHEET 5
EVALUATING RESEACH PROJECT

Name: _____________________ Section: ______________ Score: __________ Date: ______

Directions: Evaluate your student's completed research paper using this Review and Recommendation Report
of the Scientific Review Committee on the completeness and appropriateness of ISEF Forms used. Put a check
[√] in the appropriate column and if necessary, write recommendations in the space provided.

Project Title: ANTIFUNGAL PROPERTIES OF NEEM (AZARDIRACHTA INDICA) LEAVES EXTRACT TO TREAT HAIR
DANDRUFF (Research Paper will be provided by the teacher)

Fair Division: [/] JHS [ ] SHS

[ ] Life [/] Applied/Physical [ ] Robotics and Intelligent Machine Category:
[ ] Individual [/] Team
PART 1: REQUIRED FORMS FOR ALL Complete Incomplete Recommendations
RESEARCHES
1. Checklist for Adult Sponsor (1). Is it
accomplished and signed?
2. Student Checklist 1A. Is it
accomplished and signed
If answer to item 5 is YES, must also have Form 7 (See Part II, item 13 below)
If answer to item 7 is Research Institution or Other, must also have Form IC (See Part II, item 6 below)

Note: Items 3.E-H are needed ONLY for researches on HUMAN PARTICIPANTS, VERTEBRTE ANIMAL, POTENTIALLY HAZARDOUS
BIOLOGICAL AGENTS (see attached Research Plan/Project Summary Instructions)
A. HUMAN PARTICIPANTS
RESEARCH. Does it provide for
the following?
a. Description
b. Recruitment
c. Methods
d. Risk Assessment
e. Protection of Privacy
f. Informed Consent Process
B. VERTEBRATE ANIMAL
RESEARCH. Does it provide for
the following?
a. Potential ALTERNATIVES to
vertebrate animal use
b. Potential impact or
contribution of research
c. Detailed procedures
d. Detail animal numbers,
strain, sex, age, source, etc.
e. Describe housing and
oversight of daily care
f. Disposition of animals at
study termination
C. POTENTIALLY HAZARDOUS
BIOLOGICAL AGENTS
RESEARCH. Does it provide for
the following?
a. Biosafety Level Assessment &
BSL determination
b. Source of agent, specific cell
line.
c. Safety precautions
d. Methods of disposal
D. HAZARDOUS CHEMICALS,
ACTIVITIES & DEVICES. Does it
provide for the following?
a. Risk Assessment process &
results
b. Chemical concentrations and
drug dosages

18 | P a g e
 c. Safety precautions and
procedures to minimize risks
d. Methods of disposal
3. Approval Form 1B (for ALL
students)
4. Abstract
VERY IMPORTANT 2: See Part II, Risk Assessment (3) for
1. Studies involving protist, archaea and similar microorganisms.
2. Research using manure for composting, fuel production, or other non-culturing experiments.
3. Commercially-available color changes coliform water test kits. These kits must remain sealed and must be properly
disposed.
4. Studies involving decomposition of vertebrate organisms (such as in forensic projects).
5. Studies with microbial fuel cells.
PART 2: ADDITIONAL REQUIRED Complete Incomplete Recommendations
FORMS
5. Regulated Research Institutional
or Industrial Setting Form (1C).
Must be completed AFTER
experimentation by the adult
supervising the student research
conducted in a regulated
research institution or any work
site aside from home, school or
field.
Is it properly accomplished and
signed by the DESIGNATED
SUPERVISING ADULT?
6. Qualified Scientist Form (2) – for
researches with human
participants, vertebrate animals,
potentially hazardous biological
agents, DEA-controlled
substances; completed and
signed BEFORE start of
experimentation.
Is it properly accomplished and
signed by the QUALIFIED
SCIENTIST?
7. Risk Assessment Form (3) – for
researches using hazardous
chemicals, activities or devices
and microorganisms exempt
from pre-approval. Must be
completed BEFORE
experimentation. Is it properly
accomplished and signed by
DESIGNATED SUPERVISING
ADULT OR QUALIFIED SCIENTIST
(when applicable)?
8. Human Participants Form (4) –
for researches involving human
participants not at a Regulated
Research Institution. Did the
DESIGNATED ADULT
SUPERVISOR/INSTITUTION
approve the research BEFORE
experimentation?
9. Vertebrate Animal Form (5A) –
for researches involving
vertebrate animals that is
conducted in a
school/home/field research site.
A. Is it properly accomplished,
approved and signed by SRC
BEFORE experimentation?
B. Is it properly accomplished,
approved and signed by

19 | P a g e
 DESIGNATED VETERINARIAN
BEFORE experimentation?
C. Is it properly accomplished,
approved and signed by
DESIGNATED SUPERVISOR
OR QUALIFIED SCIENTIST
(as applicable) BEFORE
experimentation?
10. Vertebrate Animal Form (5B) –
for researches involving
vertebrate animals that is
conducted at a Regulated
Research Institution.
A. Does it have IACUC approval
BEFORE experimentation?
B. Is it properly accomplished,
approved and signed by a
QUALIFIED
SCIENTIST/PRINCIPAL
INVESTIGATOR?
11. Potentially Hazardous Biological
Agents Risk Assessment Form
(6A) – for researches involving
microorganisms, rDNA,
fresh/frozen tissue (including
primary cell lines, human and
other primate established cell
lines and tissue cultures), blood,
blood products and body fluids.
A. Does it have SRC.IACUC/IBC
approval BEFORE
experimentation?
B. Is it properly accomplished,
approved and signed by a
QUALIFIED or DESIGNATED
SUPERVISOR BEFORE
experimentation?
C. Is it properly accomplished,
approved and signed by the
SRC BEFORE
experimentation?
D. Human Vertebrate Animal
Tissue Form (6B) – for
researches involving
fresh/frozen tissue
(including primary cell lines,
human and other primate
established cell lines and
tissue cultures), blood,
blood products and body
fluids. If research involves
living organisms, ensure that
the proper human or animal
forms are completed. All
researches using any tissue
listed above must also
complete Form 6A. Is it
properly accomplished,
approved and signed by a
QUALIFIED or DESIGNATED
SUPERVISOR BEFORE
experimentation?
12. Continuation/Research
Progression Projects Form (7) –
for researches that are a
continuation/progression in the
same field of study as a previous
research.
20 | P a g e
 A. This form MUST be
accompanied
by the PREVIOUS YEAR’S
ABSTRACT and RESEARCH
PLAN
B. Is it properly accomplished,
approved and signed by the
student/s?

_____________________________________
Parent’s Signature

21 | P a g e
VI. THE RESEARCH PROCESS

Scientific Method
- Requires a systematic method that focuses on being unbiased and collecting for analysis is
a multitude of details so the researcher can draw a conclusion.
- The method of scientific research is a multi-step process where the steps are inter-twined
and inter-linked with the other steps of the process.

Steps in Research Process

1. Identification of the Problem
- Serves as the focus of the study

2. Formulation of the Hypothesis

- Educated scientific guess
- Must be precise and clear
- Can be tested and therefore either be rejected of accepted based on analyzed evidence

3. Review of related literature

- Search for deeper and more information related to the investigation or the variables that the
researchers are dealing in the investigation
- Educates the researchers about previous experiments, how the experiments were, and the
results in the problem area

4. Planning of the research design and procedure

- Before experimentation, design a process on how to undergo the investigation
- Acts as the blue print of the study, outlining the study or the investigation
- Consider the step-by-step method to be implemented in the study

5. Experimentation
- Experiment is done by manipulating the variables

6. Data gathering, organization, processing, analysis and interpretation

- Includes collecting the data, organizing the data and analyzing it, and interpreting the data
- Interpreting the data through words
- It helps the researcher to better understand the data and be able to infer if the data collected
have a significant effect in the manipulation of the variables

7. Formulation of conclusion
- Summarize everything what the researcher have done
- The researcher discusses the details after examining the evidence from an experiment
- Explaining what the findings mean and how to interpret them scientifically and providing
recommendations after the experiment

8. Communicating the results

- Sharing of findings from the experimentations
- Publish the research

22 | P a g e
 WORKSHEET 6
The Research Process

Name: _________________________ Section: ______________ Score: __________ Date: ______

A. Enumerate the steps in the Research process.

1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
5. _______________________________________
6. _______________________________________
7. _______________________________________

B. Based on the criteria for selecting a research problem, which of the following topics is/ are
feasible to be undertaken by a student researcher? Explain why or why not.
1. Absence of an irrigation system in a farm
__________________________________________________________________________
__________________________________________________________________________
2. Lack of farm – to – market roads in a farming community
__________________________________________________________________________
__________________________________________________________________________
3. Proliferation of janitor fish in a river system
__________________________________________________________________________
__________________________________________________________________________
4. Decrease of fisherfolks in a fishing village
__________________________________________________________________________
__________________________________________________________________________
5. High cost of fertilizer
__________________________________________________________________________
__________________________________________________________________________
6. Lack of port – harvest facilities in a farm
__________________________________________________________________________
__________________________________________________________________________
7. Abundance of water lily in a river
__________________________________________________________________________
__________________________________________________________________________
8. Old folks using a certain herb to cure almost all ailments
__________________________________________________________________________
__________________________________________________________________________
9. Burning of farm wastes like rice straws
__________________________________________________________________________
__________________________________________________________________________
10. Fish dried under the sun are exposed to flies and other insects
__________________________________________________________________________
__________________________________________________________________________

_____________________________________
Parent’s Signature
23 | P a g e
VII. THE RESEARCH PROBLEM

Research Problem
- A suggestion of any topic of interest
- A situation that needs to be changed
- A question that needs answer
- A problematic topic in scientific literature, theory, or in action that points to the need of
deeper understanding or study
- Is the topic you want to discuss, investigate, or study whether descriptive of experimental
- Refers to the subject of your interest which can be a trend or problem that you are at least
familiar
- Principal guiding concept that drives the paper study. The topic under review gives us an
opportunity to publish and a concentration that determines what we want to say. It
represents the central subject of scholarly communication and how we meet other topics of
discussion and exploration of new understanding and knowledge

4 Categories of Experimental Research

1. Life Science
- Research area that focuses on science fields that includes scientific study of living
organisms, such as plants, animals, and humans
- Studies related to…
 Agriculture
 Fisheries and Food
 Biology
 Biochemistry
 Biotechnology
 Evolution and Environment
 Genetics and Heredity
- Example: Antibacterial Activity of Katmon (Dillenia philippinensis rolfe) against
Streptococcus pyogenes; Hypoglycemic Effect of Serpentina (Andrographis paniculate)
Leaves as a supplemental tea for Type-II Diabetes

2. Applied Science
- Application or study of the applications for scientific knowledge for teachnological
advancement
- Example: Kamtigue Extract as Fluorescent Traces; Rambutan Peel Dye as Sensitized Solar
Cells; The Use of Algal Polysaccharides Alginates as Bio Sorbent from Aragan Seaweed
(Sargassum Crassifolium) in the Reduction of Heavy Metal Ions in Fish Ponds

3. Robotics
- This is an interdisciplinary science and engineering field dedicated to designing, building,
and using mechanical robots.
- Example: FIGHTER (Fire extinguishing, Intelligent, Governing, Heat Sensing, Two-way
mode, Evading obstacle Robot; ABATouch GarBin: Arduino-Based Automated Touchless
Garbage Bin.

4. Innovation
- It is a category of a research problem which is more concerned with an inventive new
product or service than with an incremental one
- Upgrading an existing project
24 | P a g e
 - Replacing something that exist with something entirely new product
- Example: Drone; Cicret Bracelet

Sources of a good Research Problem

1. Problems Met
2. Other Researches
3. Creative Ideas
4. Research Journals and Articles
5. Thesis and Dissertations
6. Specialization

Criteria of a Good Research Problem

1. Interesting
- This attracts the research attention so that he/she considers the work as simple and relaxed
- You put your passion and deep commitment to investigate until your study is complete.

2. Relevant to Government’s Thrust

- Good work has to transcend responding to the thrust of policy

3. Relevant to the needs and problems of the people

- Researcher must bear in mind that he/she performs work not for his own needs and problems
but to address other people’s problem.

4. Innovative
- Upgrading a product and can be patented

5. Cost effective
- A good research problem must be economical and effective

6. Inventive
- Must be new and unique that must relate to the country’ socio-economic needs

7. Return of Investment
- If a researcher invests money, there must be a return of harvest money

8. Original
- The research problem must be novel

9. Measurable
- The variables can be measured quantitatively

10. Time-bounded
- The research can be finished in the allotted time.

Guidelines in the selection of a good research problem.

 Interesting
- Research problem should be in line with your interest

25 | P a g e
  Expertise
- Ensure that you have reached a certain degree of competence in the field that you are
proposing

 Data Availability
- Ensure that the data or information needed in the study is readily available in the correct
format

 Relevance
- Choose a topic that suits your interest, make sure that your research adds to the current
information collection allowing you to retain your interest in the research process.

 Ethics
- Voluntary in nature, and must use consent forms

Characteristics of a good research problem.

 Specific
- Direct to the point
 Measurable
- It is easy to measure by using research instrument apparatus and equipment in gathering
data.
 Achievable
- The data are achievable by using correct statistical tools to arrive at exact results
 Realistic
- The results are attained because they are gathered scientifically and not maneuvered
 Time-Bound
- Time frame is necessary in every activity, the shorter the completion of the study, the better.

In the first step, the statement of the problem must be cleared. It must be organized and specific. It
must define the scope and set the limits of the problem to help determine the feasibility of doing the
actual investigation.

The statement of the problem identifies or specifies the variables to be measured and observed. Some
of these variables are manipulated by the investigator, some are response variables, and others are
held constant or controlled. The investigator must be sensitive enough to recognize all other variables
that may influence the result of the investigation.

The statement of the problem sets the objectives or goals of the study. It also states the sub –
problems.
Example: “Effects of Varying Temperatures and Concentrations on the Index of Refraction of
Sugar Solution”.
 Main Problem: Effects of Temperature and Concentrations on the Index of Refraction
of Sugar Solution
 Sub – Problem: Effects of Temperature on Index of Refraction on sugar solution
Effects of Concentrations on Index of Refraction on sugar solution

26 | P a g e
 WORKSHEET 7
Selecting a Research Problem/ Topic

Name: _________________________ Section: ______________ Score: __________ Date: ______

Research Problem(s) / Topic:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Table 1: Checklist of Guidelines in Selecting a Research Topic

Put a check (√) across the criteria to which your response is Yes and a cross (X) opposite the criteria
to which your response is No.

CRITERIA YES/ NO
1. Is the problem interesting?
2. Will the research contribute to the solution of socio – economically important
problem?
3. Will the research generate new information?
4. Is the research novel?
5. Do I have the skills or knowledge necessary to conduct the research or can I
learn them within the time I have?
6. Is the research feasible in terms of:
a. Time required to finish the result?
b. Expense involved in conducting the research?
c. Availability of materials for experimentation?
d. Accessibility of materials for experimentation?
e. Risks and hazards involved in conducting the experimentation?
7. Is the research reproducible?

______________________________
Parent’s Signature

27 | P a g e
 WORKSHEET 8
Identifying Research Problem and Sub - Problem

Name: _____________________ Section: ______________ Score: __________ Date: ______

General instruction: Identify the problem and sub – problem in the following studies.

1. The ability of two kinds of fertilizers to increase the yield of certain species of sugar cane is
under investigation. Six plots of sugar cane for experimentation are prepared.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. An investigation is done on the tensile strength of paper produced from talahib, cogon, and
corn leaves. Two methods of producing pulp from the plant samples are compared. Ten
samples of each kind of plant source are prepared.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

3. Fifteen mice were used in investigating the effect of formalin – treated eggplants and
tomatoes. Livers of experimental and control mice were examined for abnormalities
particularly lesions.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

4. BNHS research students subjected to the squash noodles they formulated to a sensory
evaluation test. Thirty panelists took part in the evaluation of the acceptability of the taste
of the experiment and control noodles using a rating scale.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

5. Protein precipitation using salts, organic solvents, acids, and bases are being studied as
various ways of preparing leaf protein concentrate from the leaves of 30 water lilies.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

28 | P a g e
VIII. FORMULATION OF HYPOTHESES

Hypothesis
- The hypothesis serves as a tentative solution to the problem prior to any experimentation
- Serves as a guide to the research work plan or design
- Tested by conducting the actual experimentation
- It is tentative answer to a research question or problem
- It may be based on factual knowledge, experiences and observations
- Researchers may form more than one hypothesis from a single information since there are
many possible solutions to a problem.
- A hypothesis is based on the objectives of the study
- It is therefore used as a guide in doing the experimental design.
- It may be stated in any of the following forms:
a. The null statement
b. The alternative statement
c. The cause and effect statement

Example Problem: “What factors affect the index of refraction of sugar solution?”
There are two suggested factors: “Temperature and Concentration”

Hence two hypotheses are formulated. We can state them in any of the three forms.
NULL ALTERNATIVE CAUSE AND EFFECT
1. Varying temperatures have 1. Varying temperatures have 1. If temperature is varied,
no significant effect on the significant effect on the then the index of refraction
index of refraction of a sugar index of refraction of a sugar of a sugar solution is
solution. solution. affected.
2. Varying concentrations have 2. Varying concentrations have 2. If concentration is varied,
no significant effect on the a significant effect on the index then the index pf refraction of a
index of refraction of a sugar of refraction of a sugar solution. sugar solution is affected.
solution.

Types of Hypothesis
1) Null Hypothesis
 Designated by: H0 or Hn
 The null hypothesis states that there is no significant difference between the results of
two conditions.
Example:
There is no significant difference between the effects of horse manure and urea on the
average height per plant.

2) Alternative Hypothesis
 Designated by: H1 or Ha
 The alternative hypothesis states that there is a significant difference between the
results of the two conditions being tested.
Example:
There is a significant difference between the effects of horse manure and urea on the
average height per plant.

29 | P a g e
 3) Cause and Effect Statement
 A cause and effect statement states that if a certain condition (cause) is true, then a
supporting observation (effect) occurs.
Example:

WAYS OF FORMULATING HYPOTHESIS

STATED PROBLEM NULL ALTERNATIVE CAUSE AND EFFECT

Comparing the effects There is no significant There is a significant If there is a difference

of horse manure and difference between difference between between the effects of
urea on the growth of the effects of horse the effects of horse horse manure and
Okra in terms of: manure and urea on manure and urea on urea, then the growth
the following the following of the plants differ
1. Average height
variables: variables: significantly in terms
per plant
of:
1. Average height 1. Average height
2. Time of
per plant per plant 1. Average height
flowering per
per plant
plant 2. Time of 2. Time of
flowering per flowering per 2. Time of
3. Number of
plant plant flowering per
pods per plant
plant
3. Number of 3. Number of
4. Number of
pods per plant pods per plant 3. Number of
leaves per
pods per plant
plant 4. Number of 4. Number of
leaves per leaves per 4. Number of
5. Total weight of
plant plant leaves per
plants per plot
plant
5. Total weight of 5. Total weight of
plants per plot plants per plot 5. Total weight of
plants per plot

If there is a difference between the effects of horse manure and urea, then the growth
of the plants will differ significantly in terms of the average height per plant.

Characteristics of a Good Research Hypothesis:

1. It can be tested –verifiable or falsifiable.

2. Hypotheses are not moral or ethical questions.

3. It is neither too specific nor too general.

4. It is a prediction of consequences.

5. It is considered valuable even if proven false

30 | P a g e
 WORKSHEET 9
Formulating Hypothesis

Name: ___________________________ Section: ______________ Score: ______________

Instructions: Formulate the following hypotheses (Null/ Alternative or Cause and Effect) in each of the
problem.

1. The effect of ripe Guava fruit as feed supplement on Broilers.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. The effect of the different shape containers on the ripening of Banana fruit.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Utilization of discarded materials as substitute to sand in hollow block making.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

4. Analysis on acid – content using varieties of Banana fruits.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

5. Insecticidal effect of Malakati leaves on Termites.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

31 | P a g e
 6. The growth of Bread Mold on different shapes of container.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

7. Larvicidal effect of Nymph Tree Leaf extract on Wrigglers.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

8. Preparation of paper indicator from extracts of Alugbati seeds.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

9. Decomposition of Banana peelings using cellulase – producing bacteria in soil.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

10. Decomposition of Cogon leaves using different types of water.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

11. Determination of Anti – bacterial effect using different herbal plants.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

32 | P a g e
 12. Purification of underground water using Malunggay leaves.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

13. A comparative study on the effects of Waste decayed materials on the growth of plants.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

14. Utilization of discarded materials as substitute for brick making.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

15. Utilization of discarded materials as substitute for grindstone.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

33 | P a g e
IX. REVIEW OF RELATED LITERATURE

 The word “review” means that the research goes over the materials, books, journal articles,
theses, dissertations and internet representations. The purpose is to determine what has been
written about the problem. The word “related” means “similar” especially on the problem.

 The purpose is to have a basis in the theoretical framework of the study. The theoretical
framework certifies the conclusion of the research basing on the findings of the study. The
researcher cannot conclude from his findings if there is no theoretical base for making the
conclusion.

In the review of literature, the researcher and the reader are updated about the present state of
research on the topic.

 Related literature refers to all writings of a country that includes those books dealing with special
subjects.

 Related studies refer to investigations that are usually unpublished materials, like manuscripts
and thesis which were conducted previously to which the present study has similarity and
relatedness. It is about reviewing or studying existing works carried out in your project/ research
field. Most products are of empirical knowledge and can be taken from journals, magazines,
website links, government reports and other source.

 Related literature can be from book, articles in journals, magazines, newspapers, unpublished
theses and dissertations, and online sources, although some research write ups distinguish
related literature (all relevant information about a specific topic) and related studies (findings of
researches about the topic).

 Local related literature and studies are materials that are published within the country as
contrary to Foreign literature and studies which are published materials from other countries.

 Other sources that can be cited are lectures and speeches.

 Review of related literature serve as a decoration – should be not less the 10 pages; mere
obligation as part of the thesis; sometimes it is comprehensive or inadequate; left unpublished;
it can also be used to create a title and a proposal defense.

4 Ways to write the RRLS

 Gathering sources using Notecards
 One may use index cards to copy notes
 Copying statements from articles read
Example:
Original: In fact, Rumelhart suggests that schemata truly are the buiding blocks of
cognition.
Direct Quotation: In fact, Rumelhart suggests that “schemata truly are the buiding
blocks of cognition.”
 Through definition of terms from articles read
 Arranging the sources per variable

34 | P a g e
 Characteristics of a good RRLS
1. Relevant
o There should be a strong connection between your RRLS and your research title and
research
2. Updated
o Sources should be not obsolete
3. Reliable
o Always choose valid information avoiding fake news and fictitious data
4. Objective
o Should not be one-sided and biased

Importance of RRLS
1. It assists other researches in creating in creating a new title or another title
2. It helps the researcher to add more measurable variables for his study
3. It guides the researchers in the preparation of research design and methodology
4. It is used in constructing the content of the research questionnaires
5. It guides the researcher in the statistical analysis
6. Provide information that may support and strengthen the findings of the study on hand

How do you synthesize information from relevant literature?

 Identify the measurable variables located in the specific objectives
 Draw conclusion about the findings in related literature to address the specific
objectives
Example:
 To determine the pH value of a high quality biofuel.
RRLS Synthesis:
McConell and Lawton (2014) confirmed that one of the good characteristics of
a high quality biofuel should have a pH VALUE FROM 8-9.
Conclusion:
A high quality biofuel should have a pH VALUE FROM 8-9.

What is the main goal of writing a synthesis?

 To put together the main ideas of all authors from varied sources
Example:

35 | P a g e
  Identify the similarities and differences in the studies that you have reviewed
Example:

What is synthesis?
Synthesis is a discussion that draws from one or more sources. It is a result of integration
of what you heard, read, or your ability to use these learnings to develop and support a
thesis or argument

Types of Synthesis
1. Explanatory Synthesis
 It helps readers to understand a topic and presented in a clear and orderly way.
It does not aim to argue but rather aims to present facts.
Example:

36 | P a g e
 2. Argument Synthesis
 Presenting own point of view supported by relevant information or facts drawn
from sources presented in a logical manner
 The idea of an argument synthesis is debatable

Example:

How to write a synthesis?

1. Connect the findings of the past with the findings of the present and show the similarities
and differences.
Example:

2. The findings taken from the related literature are presented in the past tense. The present
tense from of the verbs are used in the discussion of RRLS.
Example:

3. Formulate the proposition statement

Example:

37 | P a g e
 Techniques in Writing Synthesis
1. Use comparing and contrasting.
Example:

2. Make illustration
Example:

3. Make a Summary
Example:

Organizing the Review of Related Literature or Studies (RRLS)

1. Organized chronologically
 Organized the RRLS by year it was published
 Should be updated and can use RRLS within the past 10 years starting from
the most recent studies/ literature
Example:
Research Title:
Utilization of Mabolo (Diospyros blanchoi) Fruit as an Alternative Source of Biofuel

Statement of the Problem:

Specifically, this study will seek:
To compare the effectiveness of mabolo fruit extract to the commercial
biofuel in terms of:
a. Flammability
b. Volatility
c. pH
d. Miscibility
e. Boiling Point
f. Length of consumption

38 | P a g e
 RRLS should include from year 2023 up to 2013 .
2. Organized by Parts
 Organized by locally studies/ literature or can be organized by foreign studies/
literature
Example:
Foreign Literature

Local Literature

Foreign Studies

Local Studies

3. Thematic Organization
 Using variables found in your research title.
Example:
Construct your research studies and literature using the following variables:
a. Marigold
b. Vitamin A
c. Carotenoid
d. Color Brightness

Marigold Vitamin A Carotenoid Color Brighness

________________ ________________ ________________ ________________
________________ ________________ ________________ ________________
________________ ________________ ________________ ________________
________________ ________________ ________________ ________________
________________ ________________ ________________ ________________
________________ ________________ ________________ ________________

What are the functions of review of related literature and studies?

1. The review establishes the existing problem of the topic of interest
2. The review recognizes the weaknesses of your study
3. The review leads the researcher to proper procedure to arrive at an accurate result
4. The review highlights the importance of the investigation

Purpose of RRLS
1. It must explain the statement of one author about the topic and contrasts the same topic
what another authority says about it. Researcher must give the synthesis about the 2
contrasting ideas.
2. It identifies the origin of the problem; rationale in conducting the study; objectives of the
study; variables involve in the study; research design of the study; quantitative analysis;
and major results and conclusion.

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 EFFECTIVE ONLINE RESOURCES FOR RRL
ONLINE SOURCES DESCRIPTION
1. Ejournals.ph It includes the sources for references
come from various continents such as
Asia, Europe, Africa, USA, Australia, and
ASEAN member countries
2. Philippine Journals Online It provides access to Philippine published
research, and increase worldwide
knowledge of indigenous scholarship
3. Asia Journals Online It is a portal scholarly journals published
in Bangladesh, Nepal, The Philippines,
Vietnam, Sri Lanka, and Indonesia
4. Dictionary of Open Access It indexes more than 10,000 open access
Journals journals covering all areas of science,
technology, medicine, social science, and
humanities
5. PUBMED Central It is a free full – text archive of biomedical
and life sciences journal literature at the
US National Institutes of Health’s National
Library of Medicine
6. Google Scholar It is a freely accessible web search engine
that indexes the full text or metadata of
scholarly literature across an array of
publishing formats and disciplines
7. Thomson Reuters It is the world’s leading source of
intelligent information for businesses and
professionals
8. PROQUEST It is best known for its creation of
information and technology solutions that
support research
9. Elsevier It is the world-leading provider of
information solutions that enhance the
performance of science, health, and
technology professionals, empowering
them to make better decisions, deliver
better care, and sometimes make ground
breaking discoveries that advance the
boundaries of knowledge and human
progress.
10. EBSCOhost They are the most used premium online
information resources for tens of
thousands of institutions worldwide,
representing millions of end-users

How to incorporate the ideas of others into your Review of Related Literature?
A. Quotation

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  is a word-for-word repetition of something that has been written or spoken.
Quotation marks directly before or after the material tell the reader it is a word-
for-word quote.
 Quotes add authenticity and impact to your paper. Thus, phrases and
sentences should be quoted only if they are especially interesting or are
particularly appropriate to a point. Keep them as brief as possible. Direct
quotations must always include the author’s last name, year of publication and
page number of the quote.

Examples:
“The low self-monitoring person is generally more attentive to his/her internal attitudes
and dispositions than to externally based information such as others’ reactions and
expectations” (Baxter, 1983, p. 29).

Such activity, claims Stein (1990), “provides them with a means to explore implications
of ideas, to find their strengths and weaknesses, to evaluate their usefulness in real-world
situations” (p. 25).

B. Paraphrasing
 is a restatement of written or spoken text in different words.
 It does not require special punctuation even though you may be using some
words from the original text along with your own words.
 Summarizing is also often used to condense a great deal of information into a
few words and to provide a series of facts the reader may need in order to
understand a point you are trying to make.
 Paraphrasing and summarizing information requires the author’s last name and
year of publication. Page number is not required.

Examples:
According to Baxter (1983), if a person has a low self-monitor, then he/she tends to pay
more attention to his/her attitudes, rather than to the ways others might expect him/her
to behave.

Officials at the University thought that letting parents know when students violate
regulations on alcohol use would alter students’ drinking habits (Reisberg, 1998).

Research Ethics
o Provides researchers with ethical principles or guidelines for the successful conduct of
research
o Ethics is the morality (rightness or wrongness) of a human act
o Ethics is concerned with what is good for the people and the society as a whole thus
provides rules
o Research Ethics provides guidelines for the responsible conduct of the research. It
allows researchers and scholars to further educate themselves and monitor their
activities in the conduct of research to ensure high ethical standards. They must be
also guided by ethical principles to maintain research integrity and avoid research
misconduct.

Ethical Principles
a. Honesty
o Researchers ought to honestly data and results of the study, including the methods
and procedures employed in data - gathering of as well as publication status.
o Researchers should not falsify, fabricate, and misinterpret data and results.

b. Objectivity

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 o Researchers should strive to avoid all forms of bias in research such as bias in
experimental design, data analysis and interpretation, peer-review process, grant
writing, and other facets of research.

c. Confidentiality
o One way of effectively doing this is to protect confidential communications, such as
papers or grant submitted for publications, patient records and the likes.

d. Competence
o Researchers are supposed to be knowledgeable and experts in their own discipline or
field of specialization.

e. Integrity
o Researchers ought to keep their promises and honor agreements, such as agreements
with donors and research participants
o Researchers need to strive for consistency in thought and action

f. Legality
o Researchers ought to obey laws and relevant institutional and governmental policies

g. Maturity and Openness

o Researchers must willingly share data, results, ideas, and resources
o They must be open to constructive criticisms and new ideas

h. Respect for Intellectual Property

o Researchers ought to honor copyrights, patents, and other forms of intellectual
property
o Researchers should not use methods, data, and results owned by other researchers
or scholars without permission or proper acknowledgement
o Researcher should avoid plagiarism at all times

i. Responsible Publication
o Researchers need to publish in order to advance knowledge and scholarships not just
to advance one’s own career
o Researchers need to avoid wasteful publication such as publishing in predatory
journals, and duplicative publication

j. Non-Discrimination
o Researchers ought to avoid all forms of discrimination against colleagues and students
on the basis of sex, race, ethnicity, and other factors that are related to their scientific
competence and integrity

k. Human Subjects Protection

o Researchers should respect human dignity, privacy, and autonomy at all times
o When conducting research on human subjects, researchers should take precautionary
measures to minimize if not completely avoid harms and risks. They also need to
maximize the benefits that participants may get from the results of the study
o For instance, if a researcher discovers a cure for a particular disease through her
research on indigenous plants, a reasonable part of the patent should go to the
indigenous community where the plants are located.

l. Animal Care
o Researchers should respect animal rights at all times
o They ought to show utmost care for animals when using them in research
o Researchers should not conduct unnecessary or poorly designed animal experiments

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 m. Social Responsibility
o Researchers should conduct research nor only for the advancement of their own
career but for the good of society as a whole
o Researchers should strive to promote social good and mitigate social harms

Ways of citing Related Literature and Studies

 What is MLA?
 MLA is a referencing method developed by the Modern Language Association. It
consists of two parts: a brief in-text citation in the body of your essay and a
detailed list of the “Works Cited Author” at the end of the work.

 In in-text citations, use the first element from the works cited entry – usually the
author’s surname – and page numbers in parenthesis (Ex: Smith 172). If the
author’s name appears in the body of your essay itself, use the relevant page
numbers in parenthesis (Ex: Smith claims that …. applies. (172). There is no
punctuation between the author’s name and the page numbers.

 Works cited is a list of sources from which you have borrowed information or ideas.
You need to acknowledge – or cite all your sources. Arrange the works in
alphabetical order by the first element, usually the author’s surname. The elements
of each entry including the formatting and punctuation, are as follows. Omit any
element which is not relevant. Format the second and subsequent lines in each
entry with a hanging indent.

 Example:
Author. Title of source. Title of container, Other contributors, Version,
Number, Publisher, Publication Date, Location.

 What is APA?
 APA is one of many referencing styles used in academic writing. APA stands for
American Psychological Association. It is essential to follow the style specified in
your assignments and not to mix styles. Consistency of style is important!

 It is an author-date style so the citation in the text consists of the author(s) and
the year of publication given wholly or partly.

 Use only the surname of the author(s) followed by a comma and the year of
publication. Include page, chapter or section numbers if you need to be specific,
for example if you are quoting, paraphrasing or summarizing.
Example: (Cervone & Pervin, 2017, pp. 13-16)

 No distinction is made between books, journal articles, internet documents or other

formats except for electronic documents that do not provide page numbers. In this
case use paragraph number, if available, with abbreviation “para”. The full details
of the source are given in a reference list at the end of the document.
Example: Cervon, D., & Pervin, L. A. (2017). Personality: Theory and Research
(13th ed.). Wiley

 Reference list entries contain all the information that is required to follow up your
source. Reference lists in APA are arranged alphabetically by author.

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  Difference between MLA and APA referencing styles
 APA is used primarily in the social and behavioral sciences and in the fields related to
education (7th Edition). MLA is primarily used in humanities subjects such as
languages, literary studies, and media studies (9th Edition),
 In-text citation:
An APA in-text citation includes author’s last name and publication year. If you’re
quoting or paraphrasing a specific passage, you also add a page number. An MLA in-
text citation includes the author’s last name and a page number – no year.
 When there are two authors, APA style separates their names with an ampersand (&),
while MLA uses “and”. For three more authors, both styles list the first author followed
by “et.al.”
Example:
1 Author
APA: (Taylor, 2018, p. 23)
MLA: (Taylor 23)

2 Authors
APA: (Taylor & Kotler, 2018, p. 23)
MLA: (Taylor and Kotler 23)

3+ Authors
APA: (Taylor et al., 2018, p. 23)
MLA (Taylor et al. 23)
 Both APA and MLA style list full details of all cited sources on a separate page at the
end of the paper. In APA, this is usually called “Reference List”; in MLA it is called
“Works Cited”.
 In formatting source of entries:
APA MLA
Reference Entry Works Cited
Author’s Last Name, Initial(s). (Year of Author’s Last Name, First Name. Title of
publication). Title of book (Edition ed.). Book. Edition, Publisher, Year of
Publisher. publication.

Example: Example:
Smith, T. (2020). The citation manual for Smith, Thomas. The Citation Manual For
students: A quick guide (2nd ed.). Wiley Students: A Quick Guide. 2nd ed., Wiley,
2020.
In-text citation
Parenthetical: Parenthetical:
(Author’s Last Name, Year of (Author’s Last Name Page)
publication)

Example: Example:
(Smith, 2020) (Smith 13)
Narrative: Narrative:
Author’s Last Name (Year of Publication) Author’s Last Name (Page)

Example: Example:
Smith (2020) Smith (13)
 The general formatting guidelines for APA and MLA are similar. Both styles
recommend:
 12 point Times New Roman font
 Double spacing
 1 inch margins

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  In APA, a separate title page is required. It lists the title of your paper, your full name,
your institution and department, the course the paper is for, your instructor’s name,
and the due date, all centered and double-spaced.

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  In MLA, no title page is required (through may be required by the instructor). Instead
of a title page, you add a four-line header on the first page. The header is left-aligned
and double-spaced and lists all your full name, your instructor’s name, the course title
or number, and the submission date. The paper’s title is centered on a newline under
the header.

 For running head, APA style includes a right-aligned page number at the top of each
page. In manuscripts that will be submitted for publication, include a running head
with a shortened version of your paper’s title (up to 50 characters long), all in capitals
and left-aligned.

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  In MLA, your last name and the page number appear as a running head at the top of
every page, both right-aligned.

 In APA, any quote of 40 words or longer should be formatted as a block quote. In

MLA, block quote formatting is used for quotes of more than four lines of prose or
more than three lines of verse. In both styles, in-text citation is added at the end of
a block quote.

Sample APA Block Quote:

The reader quickly becomes familiar with Nick Carraway’s relationship with Jay
Gatsby,as the very first mention of the character illustrates both his admiration and
disdain:
Only Gatsby, the man who gives his name to this book, was exempt from
my reaction – Gatsby who represented everything for which I have an
unaffected scorn. If personality is an unbroken series of successful gestures,
then there was something gorgeous about him, some heightened sensitivity
to the promises of life, as if he were related to one of those intricate
machines that register earthquakes ten thousand miles away. (Fritzgerald,
1925, p. 4) 6

Sample MLA Block Quote:

The reader quickly becomes familiar with Nick Carraway’s relationship with Jay
Gatsby,as the very first mention of the character illustrates both his admiration and
disdain:
Only Gatsby, the man who gives his name to this book, was exempt from
my reaction – Gatsby who represented everything for which I have an
unaffected scorn. If personality is an unbroken series of successful gestures,
then there was something gorgeous about him, some heightened sensitivity
to the promises of life, as if he were related to one of those intricate
machines that register earthquakes ten thousand miles away. (Fritzgerald
4)

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  Why reference?

It is important (morally & legally) to acknowledge someone else’s ideas or words you
have used. Academic writing encourages paraphrasing information you have researched
and read. Paraphrasing means re-wording something you have read in to your own
words. If you use someone else’s words or work and fail to acknowledge them – you may
be accused of plagiarism and infringing copyright.

Referencing correctly enables the marker or reader of your assignment to locate the
source of the information. They can verify the information or read further on the topic.

Referencing also allows for you to retrace your steps and locate information you have
used for assignments and discover further views or ideas discussed by the author.

By referencing clearly and correctly, it demonstrates you have undertaken research on

the topic and located relevant information.

 There are two main parts to referencing:

 The first part indicated within your topic, are the sources of the information you
have used to write your topic. This demonstrates support for your ideas,
arguments and views. Sometimes this is referred to as: citing in text, in-text
citations or text citations.

 The second part to referencing is the construction of a reference list. The reference
list shows the complete details of everything you cited and appears in an
alphabetical list on a separate page, at the end of your topic.

 Tip: Everything you have cited in text appears in your reference list and likewise
everything that appears in your reference list will have been cited in text.

Standard Format and Examples of APA Style:

1. Books
Format:
Author's last name, first initial. (Publication date). Book title. Additional information. City of
publication: Publishing company.

Examples:

Allen, T. (1974). Vanishing wildlife of North America. Washington, D.C.: National Geographic
Society.

Boorstin, D. (1992). The creators: A history of the heroes of the imagination. New York:
Random House.

Nicol, A. M., & Pexman, P. M. (1999). Presenting your findings: A practical guide for creating
tables. Washington, DC: American Psychological Association.

Searles, B., & Last, M. (1979). A reader's guide to science fiction. New York: Facts on File,
Inc.

Toomer, J. (1988). Cane. Ed. Darwin T. Turner. New York: Norton.

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 2. Encyclopedia and Dictionary
Format:
Author's last name, first initial. (Date). Title of Article. Title of Encyclopedia (Volume, pages).
City of publication: Publishing company.

Examples:

Bergmann, P. G. (1993). Relativity. In The new encyclopedia britannica (Vol. 26, pp. 501-
508). Chicago: Encyclopedia Britannica.

Merriam-Webster's collegiate dictionary (10th ed.). (1993). Springfield, MA: Merriam-

Webster.

Pettingill, O. S., Jr. (1980). Falcon and Falconry. World book encyclopedia. (pp. 150-155).
Chicago: World Book.

Tobias, R. (1991). Thurber, James. Encyclopedia americana. (p. 600). New York: Scholastic
Library Publishing.

3. Magazines and Newspaper Articles

Format:
Author's last name, first initial. (Publication date). Article title. Periodical title, volume number
(issue number if available), inclusive pages.

Examples:

Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of

Comparative and Physiological Psychology, 55, 893-896.

Henry, W. A., III. (1990, April 9). Making the grade in today's schools. Time, 135, 28-31.

Kalette, D. (1986, July 21). California town counts town to big quake. USA Today, 9, p. A1.

Kanfer, S. (1986, July 21). Heard any good books lately? Time, 113, 71-72.

Trillin, C. (1993, February 15). Culture shopping. New Yorker, pp. 48-51.

4. Website or Webpage
Online periodical:
Author's name. (Date of publication). Title of article. Title of Periodical, volume number,
Retrieved month day, year, from full URL

Online document:
Author's name. (Date of publication). Title of work. Retrieved month day, year, from full URL

Examples:

Devitt, T. (2001, August 2). Lightning injures four at music festival. The Why? Files. Retrieved
January 23, 2002, from http://whyfiles.org/137lightning/index.html
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 Dove, R. (1998). Lady freedom among us. The electronic text center. Retrieved June 19,
1998, from Alderman Library, University of Virginia website:
http://etext.lib.virginia.edu/subjects/afam.html

Fredrickson, B. L. (2000, March 7). Cultivating positive emotions to optimize health and well-
being. Prevention & Treatment, 3, Article 0001a. Retrieved November 20, 2000, from
http://journals.apa.org/prevention/volume3/pre0030001a.html

GVU's 8th WWW user survey. (n.d.). Retrieved August 8, 2000, from
http://www.cc.gatech.edu/gvu/usersurveys/survey1997-10/

Health Canada. (2002, February). The safety of genetically modified food crops. Retrieved
March 22, 2005, from

http://www.hcsc.gc.ca/english/protection/biologics_genetics/gen_mod_foods/genmodebk.html

Hilts, P. J. (1999, February 16). In forecasting their emotions, most people flunk out. New
York Times. Retrieved November 21, 2000, from http://www.nytimes.com

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Name: _____________________________ Section: _______________ Score: _______

Worksheet 1
Classifying Literature and Studies

Direction: Classify the following whether it is a source of related Literature or Studies.

WORD BANK
Books Encyclopedia Thesis
Magazine Manuscripts Newspaper
Dissertations Abstract Dictionary
Investigatory Projects Government Reports Journals

Related Literature Sources Related Studies Sources

_____________________________________
Parent’s Signature

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Name: _____________________________________ Section: _______________ Score: _____

Worksheet 2
Writing Review of Related Literature

A. Read the sample related literature then answer the questions below that follow:

Behavioral Problem
The issues children’s challenging behavior in schools is highly relevant in today’s society
and is one of the most common causes of stress for teachers (Johnstone, 1993; Borg, 1990;
Evers, 2004; and Head, 2005). There has been a significant body of work over the years relating
to the subject of disruptive pupil’s behavior in schools (Hunter, 2003); Bru, 2006). The main focus
of such research was the development of a clearer concept of disruptive behavior in order to
devise strategies to which can be employed within the classroom to assist the teacher in dealing
with such behavior (Porfer, 2000).

Questions:
1. What is the theme/ topic of the literature given?
____________________________________________________________________________
____________________________________________________________________________
2. Who were the authors being cited regarding children’s behavior in school as highly relevant in
today’s society?
____________________________________________________________________________
____________________________________________________________________________
3. What information did Hunter, (2009) and Bru (2006) emphasize?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

B. Read the Literature

School Factors
Chua (2006), said that “The school is considered as children’s second home”, meaning it is
considered the extension of their own home. In school policies, “attributes and behaviors of
teachers, administrators, the students and also the overall atmosphere or school ethics, determine
the internal life on social, emotional and motivation climate of the school” (Kasen, 2004).

Paraphrase the argument given by the authors about school factors:

Chua (2004)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Kasen (2004)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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 C. Library Work/ Internet Research
Look for references. Document them as indicated below.

Books
One Author
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Two Authors
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Journals
Three Authors
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Four Authors
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

_____________________________________
Parent’s Signature
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Name: ____________________________ Section: ____________________ Score: _________

Worksheet 3
Checklist for Evaluating a Research Paper

Direction: Evaluate the research paper using the following criteria. Place a check (√) on the
appropriate box (Yes/No) and beside it justifying/ explain your answer.

Title of Research Paper: ________________________________________________________

CRITERIA YES NO COMMENTS (WHY)
A. Title
1. Is the title brief?
2. Is the title comprehensive?
3. Does the title specify the objectives of
the research?
4. Is the title relevant to the objectives of
the research?
B. Abstract
1. Does the abstract specify the objectives,
methodology, and results and
conclusions in capsule form?
C. Introduction
1. Background of the Study
a. Does it define the origin of the
problem?
b. Does it indicate the rational
(justification) of the study?
2. Statement of the Problem
a. Does it clearly state the researcher’s
goals?
b. Are the goals stated researchable/
feasible to be achieved?
3. Significance of the Study
a. Does the study indicate relevant to
current needs?
b. Does the study indicate the potential
of the research for
commercialization?
4. Scope and Limitation of the Study
a. Are the variables under study
defined?
b. Is the time frame for conducting the
study defined?
c. Does the study define the reference
and sample population?
D. Review of Related Literature
1. Is the RRL comprehensive?
2. Are the references cited in the RRL
current updated (Published in the last 5
years)
3. Does the RRL contain predominance of
primary sources?

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 4. Does the RRL critically analyze the cited
studies?
5. Is the RRL well – organized?
6. Does the RRL show relevance of cited
studies to problem under study?
7. Does the citation of references in the
RRL text follow the prescribed style and
format?
E. Materials and Methods
CRITERIA YES NO COMMENTS (WHY)
1. Does the study define the variables in
the research?
2. Does the study classify the variables in
the research?
3. Are the sources of samples in the study
given?
4. Is the sampling procedure defined in the
research?
5. Are the treatments given to the samples
defined in the study?
6. Is the research design defined in the
study?
7. Is the data – gathering procedure
defined in the study?
8. Are the procedures appropriate for the
study?
9. Is the statistical treatment of data stated
in the study?
10. Did the study provide for the principles
of research design?
F. Results and Discussions
1. Are the results organized?
2. Are the results processed?
3. Are all the tables and graphs properly
and completely labeled?
4. Is the discussion of results organized?
5. Is the discussion of results complete?
6. Is the discussion of results relevant to
the data collected?
G. Summary, Conclusion, and Recommendation
1. Are the summary and conclusion
accurate?
2. Are the recommendations appropriate
based on the results of the study?
H. Literature Cited (LC)/ Bibliography
1. Does the LC contain all the cited
references in the RRL text?

_____________________________________
Parent’s Signature

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RESEARCH DESIGN

Rationale:
Before you can design an experiment, you should: 1) Ask the questions you would like to be
answered; 2) Make an educated guess or state the research hypothesis; 3) Make a detailed description
and explanation of the procedure of the experiment.

The experiment procedure consists of four parts:

 Selection of the appropriate materials for the test
 Specification of the variable to be measured
 Selection of the procedure to be used in the measurement of the variable
 Specification of the procedure to be used to determine whether the measurements
support the hypothesis.

What is a Research design?

 Research Design is the plan, structure, and strategy of investigation conceived so as to
obtain answers to research questions and to control variance.
 It is a set of methods and procedures used in collecting and analyzing measures of the
variables specified in the research problem
 It is a systematic approach that a researcher uses to conduct a scientific study
 It is the general plan of how you will go about your research

A research design is embodied in a research proposal which is a written plan about what the
researcher proposes to do in his investigation. A research proposal contains the following sections:

I. Introduction
a. Background of the study
b. Statement of the Problem
c. Significance of the study
d. Scope and Limitations of the study
II. Review of related Literature
III. Methodology or Materials and Methods
IV. Literature Cited

What is an Experimental Design?

 Refers to the complete sequence of steps undertaken to answer the research problem. It
involves the logical structure and organization of an experiment.
 It is a detailed plan of the sampling procedures, data collection and data analysis followed by
investigator during the actual experimentation
 It also includes the variables under study

Functions of a Research Design and Experimental Design

1. It provides direction during the actual experimentation.
2. It allows a gain of maximum information relevant to the problem at minimum cost.
3. It makes the statistical test of significance valid because it takes into consideration all the
assumptions that went into deriving the various statistics.

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Planning a Research Design
In planning a research design, the experimenter identifies the subject of the study, the variables,
the controls, the experimental and control groups, the instruments and devices to be used in the
experiment, and the statistical tools needed for the analysis of the data collected.

The subject of the study is the main material being used in the experiment. It is also called the
experimental unit. It can be a person, an animal, a plot in a field, a plant, a leaf or a model of a device.
The experimental unit may be subjected to different treatments depending upon the objectives of the
study. A treatment denotes any procedure done on the experimental unit. The effect of the procedure
is to be measured and analyzed.

Significance of a Research Design

A research design serves a guide during the conduct of an experimental investigation. It
minimizes cost while gaining maximum information relevant to the problem. The assumptions that
underlie within the selected statistical test are considered in the design of the experiment. This makes
the statistical test of significance valid.

Principles of a Research Design

There are certain basic principles to be followed which are always present in a research design:
Replication, Randomization, Local Control, and Control of Extraneous Variables.

1. Replication – a very necessary element. The experiment should be repeated several times to
find an estimate of variations among observations on the group of subjects treated alike. It
allows the researcher to assess the significance of the observed differences. Only through
several repetitions of the experiment will make statistical test of significance possible. The
number of replicates needed is based on the degree of precision required, the degree of
homogeneity of samples and the number of treatments in the study.

2. Randomization – refers to the assignment of the experimental units to the treatments by chance.
It is done to create equivalent groups prior to the experiment. It tends to average out differences
among groups. It reduces possible bias in comparative experiments. It also assures valid or
unbiased estimate of population parameters and the validity of the statistical test of significance.

3. Local Control – is done when balancing, grouping, and blocking of experimental units are
employed in the adopted design. Experimental units are allocated to a block in such a manner
that the units within the block are relatively homogenous. Experimental units may be blocked
according to certain characteristics such as height, age, weight, gender, grade level, pH level,
and so on.

4. Control of Extraneous Variables – we must ensure that no outside or extraneous variables may
affect the experimental subjects. Identical conditions must be provided for the control and
experimental groups. These two groups should differ only in terms of the absence (control) or
presence of the treatment (experimental).

Other Principles of Research Design

 Validity
 Ensures that what should be measured, is being measured. It also increases the
range of application of the results to a wider range of other similar conditions

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  Precision
 Refers to the degree to which the design can detect differences between
treatments

 Homogeneity
 It refers to the samples that have the same characteristics except in their response
towards the treatment variable

 Blocking
 It is the allocation of the experimental units to a block in such a manner that the
units within the block are relatively homogenous. Some basis for blocking are
height, age, gender, weight, differences in soil fertility, and extent of exposure to
sunlight.

Types of Research Design

1. Completely Randomized Design (CRD) – treatments are assigned randomly to the experimental
subjects without restriction. The experimental subjects in this case should be homogenous with
respect to all other factors which could affect the treatments being compared if they were not
controlled. The design is appropriate to use if the experimental units have similar characteristics.

Using the CRD

In a single – factor experiments, only a single factor varies while all others are kept constant.
The CRD can be used specially for experiments with homogenous experimental units or in
experiments where environmental effects are easily controlled like in laboratory experiments.
Randomization can be accomplished by assigning treatments to experimental units entirely at
random. This can be done by using a table of random numbers or by drawing lots.

Example:
Consider a study done by PSHS (Philippine Science High School) students to determine the
effectiveness of nail polish to seal cracks in chicken egg intended for hatching. Twenty eggs of
the same size (either use Small, Medium, or Large) date of production, and which came from
the same breed of chicken were used in the investigation. The experimental eggs with cracks
are sealed with three coatings of colorless nail polish while the control eggs also with cracks
were not sealed. The number of eggs that hatched in each group were counted after subjecting
both groups to the same conditions for hatching.

Since the sample (20 chicken eggs) is homogenous (same size, date of production, and came
from the same breed), the CRD is an appropriate experimental design for this research.

The eggs were numbered from 1 to 20 and randomly assigned either to the experimental or
control group until there were 10 eggs in each group. A dice was used for the randomization
procedure. When the dice was thrown and an even-numbered side (2, 4, or 6) came up, the
egg was assigned to the experimental group. When the dice was thrown and an odd-numbered
side came up (1, 3, or 5) the egg was assigned to the control group. Twenty throws of the dice
were done. The designation of even-numbered sides of the dice to the experimental group and
of odd-numbered sides to the control group is arbitrary.

The assignment of the eggs using a dice to either the experimental or control group illustrates
randomization, while the grouping into either the control or experimental set up constitutes local
control and the number of eggs per group illustrates repli\cation.
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 2. Randomized Complete Block Design (RCBD) – divides the experimental subjects into more or
less homogenous groups called blocks. Blocking is done to make sure that the observed
differences among the groups will be largely due to the treatments. Blocking also helps in giving
more accurate results than the CRD.

Using the RCBD

RCBD is used when randomization will tend to produce groups which are not nearly equivalent
for comparison. This happens when the experimental subjects are not homogenous but can be
divided into more or less homogenous groups or blocks in which each has subjects that have
similar characteristics or properties. The experimental units in each block are randomly assigned
to the different treatments so that the treatments are more or less alike in composition in terms
of the subjects’ characteristics.

RCBD is characterized by blocks of equal size, each of which contains a complete set of all
treatments. It reduces experimental errors through proper blocking while retaining much of the
flexibility and simplicity of the CRD.

Blocking is done to reduce as much as possible heterogeneity among experimental units within
each block. It increases the differences among blocks while leaving the subjects within a block
more heterogeneous.

The experimental area is divided into as many blocks as the number of replicates. Each block is
then divided further into groups as many as the number of treatments. Randomization is then
done separately for each block. It is specified that all treatments must appear once in each
replication. Randomization may be done with the use of a table of random numbers.

Example:
Consider a study done by PSHS (Philippine Science High School) students to determine the
effectiveness of nail polish to seal cracks in chicken egg intended for hatching. This time, the
twenty eggs were of different size although they came from the same breed of chickens and
were of the same production date.

Ten eggs were small and the other ten eggs were large. The cracks in the experimental eggs
were sealed with three coatings of colorless nail polish. Successive coatings of nail polish were
applied after the previous coating was already dry. The cracks in the control eggs were not
coated with nail polish. The eggs that hatched in each group were counted after subjecting both
groups to the same conditions for hatching.

Since the sample eggs are of two different sizes, the RCBD is an appropriate experimental design
for this research. In one block, the small-sized eggs were numbered from 1 to 10. The other
block of large-sized eggs which were also numbered from 1 to 10. Random sampling was done
twice, once for each block. The same dice could be used again as a randomization device.

Whenever an even-numbered side (2, 4, or 6) come up, the egg was assigned to the
experimental group. Whenever an odd-numbered side (1, 3, 5) come up, the egg was assigned
to the control group.

This way, a total of 10 eggs were assigned to the experimental group, 5 being small and the
other 5 being the large. The other 10 eggs were assigned to the control group, 5 being small
and 5 being large.
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 The assignment of the eggs to either group illustrates randomization, the blocking and grouping
illustrates local control, and the number of chickens in either experimental or control group (10)
represents replication.

Advantage:
 Accuracy may be obtained because of blocking
 There are no restrictions on the number of treatments or number of blocks
 If extra replication is desired for some treatments, these may be applied to two or
more experimental subjects per block
 If data for a complete block or for certain treatments are unusable, these data
may be omitted without complicating the analysis; and if data are missing for some
experimental subjects, these can be estimated easily by the “missing plot”
technique developed by Yates
 Even if the experimental error is large for some treatments, an unbiased error for
testing the difference between any two treatment means can still be obtained

3. Correlational Design – measures a relationship between two variables without the researcher
controlling either of them. It aims to find out whether there is either:
 Positive Correlation
Both variables change in the same direction.
Example: As height increases, weight also increases.
 Negative Correlation
The variables change in opposite directions.
Example: As coffee consumption increases, tiredness decreases.
 Zero Correlation
There is no relationship between the variables.
Example: Coffee consumption is not correlated with height.

Using the CD
Correlational research is a type of descriptive research. There are two main situations where
you might choose CD.

1. You want to find out if there is a relationship between two variables, but you don’t expect to
find causal relationship between them.

Example: You want to know if people who have higher incomes are more likely to be vegetarian.
You don’t think that income causes vegetarianism (or vice versa), but finding a relationship could
lead to a better understanding of the factors that influence or limit people’s dietary choices.

2. You think there is a causal relationship between two variables, but it is impractical or
unethical to conduct experimental research that manipulates one of the variables.

Example:
You hypothesize that passive smoking cause asthma in children. You can’t do an experiment to
test the hypothesis – it would be unethical to deliberately expose some children to passive
smoking. But you can do correlational study to find out if children whose parents are more likely
to have asthma than children whose parents don’t smoke.

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RESEARCH VARIABLES

What are Variables?

A variable is a property or quantity that can take on different values. In the “Effect of Light and
Temperature on the Growth of Tomatoes”, the following are the Variables:

1. The growth of tomatoes measured in terms of number of leaves per plant, length of stem,
number of flowers per plant, and yield per plant;
2. Intensity, wavelength, frequency and color of light; and
3. Type of temperature and temperature in degrees Celsius.

Types of Variables
1. Independent versus Dependent Variables – If the variable is manipulated such that its values
are chosen and set by the researcher, it is called an independent variable. Its value is
independent of the behavior of the subject.

In the “Effect of Light and Temperature on the Growth of Tomatoes”, light and temperature are
the independent variables. The researcher assigns the tomatoes to 3 intensity levels of light
(low, medium and high) and to 2 specific temperatures (20⁰C and 35⁰C). The 3 levels of intensity
of light and the 2 temperature levels would constitute the experimental treatments to which the
tomatoes must be exposed. In the course of the experiment, changes in their behavior or
characteristics are being observed and recorded. These are referred to as the dependent
variables. In the case of these tomatoes, changes in the length of the stem, the number of
leaves per plant may be observed as a result of the manipulation. This variable can be of two
types: Quantitative and Qualitative. A quantitative variable can take values corresponding to the
points on a real line scale otherwise, the variable is qualitative. In an experiment, one group of
subjects that is exposed to a certain treatment is called the experimental group. Another group
that is exposed to the absence of the treatment is called the control group.

2. Extraneous Variables – these are variables that affect the behavior or characteristics of the
experimental subjects that we are investigating even though we are not concerned with these
variables. Extraneous variables have to be controlled in order to eliminate their effect on the
subjects’ behavior or characteristics. In our research sample, “Effects of Light and Temperature
on the Growth of Tomatoes”, all the treatments must receive the same amount of water at the
same time they are watered to eliminate chance differences in the behavior or characteristics
among the tomatoes across different treatments.

3. Continuous versus Discrete Variables – Continuous variables are those that take minuscule
values. Examples of these are length and weight. Discontinuous or Discrete variables are those
that assume fixed or exact amounts and have no values in between whole exact numbers or in
between fixed points in a continuum. The number of flowers per plant, the levels of intensity of
light (low, medium and high) and two temperature levels (25⁰C and 35⁰C) are examples of
discrete variables.

Levels of Measurement of Variables

1. Nominal Scale – lowest level of measurement. It simply defines groups of the subjects. When
the values of the variables differ by category, the scale of measurement is Nominal. The values
are given different names, hence the term nominal. Examples are temperature levels (25⁰C and
35⁰C) and tomato variety (cherry and native).

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 2. Ordinal Scale – The values of the variable are not only given different names but they are also
arranged according to the amount or quantity of the attribute or characteristic of the subjects.
Example is the levels of intensity of light – low, medium and high. These suggest that they are
ranked from lowest to highest, however the difference in property or attributes between two
consecutive levels is not known.

3. Interval Scale – equal differences between the values of the measurements obtained for the
subjects would mean equal differences in the amount of property or attributes the subjects
possess. In other words, the spacing between the values along the scale of measurements is
known. For example, the difference between 20⁰C and 25⁰C is the same as the difference
between 25⁰C and 30⁰C. Hence the zero point is randomly assigned and does not suggest
absence of the property being measured. One example is temperature 0⁰C. The zero point in
the scale is randomly assigned to the melting point of the ice. There are temperatures lower
than the melting point of ice.

4. Ratio Scale – it is similar to the interval scale in terms of the known spacing between the values
long the scale. However, the zero point in this scale indicates absence of the quantity being
measured. For example, the zero point in the ratio scale Kelvin temperature scale indicates the
temperature at which heat is absolutely absent in a body. Nothing is colder than this
temperature, so the Kelvin Temperature Scale is a ratio scale.

SAMPLING

What is Sampling?
A population is the totality of all values (or measurements) of a particular characteristic for a
specified group of objects that are of interest to the researcher. Oftentimes, the population is very
large which makes it difficult to investigate. To remedy this, we choose representative portion of the
population. A sample is a finite portion of the population that will be investigated in the study. Sampling
is the process of choosing a representative portion of a population.

Sampling is done for any or all of the following reasons:

1. Due to limitations of time, money or personnel, it is impossible to study every item in the
population.
2. Examining an item may require that the item be destroyed.
3. Samples due to its small size can be thoroughly studied.
4. Fewer errors are encountered in the collection and handling of data;
5. The study of a larger or more varied population can be carried out at a lesser cost.

Types of Samples
 Probability Sample – when the selection of items is done according to some chance mechanism
where the elements have an equal chance of being selected.

 Non – Probability Sample – items selected by judgment where elements do not have an equal
chance of being taken.

Homogeneity of the population is an important factor. If the subjects under study is homogenous in
their characteristics that might affect the results, a small sample is sufficient. On the other hand, if
the material is variable it will be best to take a large sample. The size of the population is also
considered. If the population is very large, 5% of it can be selected as sample, otherwise, the sample
should be no less than 30 elements.

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 Sampling Methods
1. Simple Random Sampling (SRS) – is a process of selecting sample from a set of all sampling
units or a population such that each sampling unit is a given a chance of being included in the
sample. In doing this, we obtain a simple random sample that is representative of the population
and not biased in any way. Fish bowl method.

a. Lottery Sampling – simplest method that use physical mixing

b. Table of Random numbers or digits – can be done through computers. Let us say we
want to select a random sample of size 5 from an organization which has 50 members.
To obtain this sample, the members of the organization are assigned numbers from 00
to 49. Then the table of random numbers is entered at a random starting point.

c. Systematic Sampling – the method start at a random position in the list and then select
every nth element from the population until the desired or needed sample size is obtained.
An example of this is a list of 5,000 citizens ordered by their social security number which
is somewhat random. We could start at a random position in the list the first 50 names
and then select every 50th name. We continue with this procedure until we obtain the
desired sample size.

2. Stratified Random Sampling – this could be done by dividing the population into groups (strata).
It is used when the population is made up with different characteristics. It consists of selecting
a simple random sample for each of the group (Stratum) into which the population has been
divided. This is done so that the stratum size in the sample is proportional to the population. For
example, if the group of girls is twice as big as the group of boys in the population, then the
simple random sample of girls will be twice as big as the simple random sample of boys.

3. Cluster Sampling – the most economical way of obtaining a sample for a survey. It consists of
selecting clusters of units in a population and then obtaining a simple random sample of these
clusters. Let’s say we are doing a survey of residents in a big city. Using a city map, we could
divide the city into clusters or blocks of households. Then a simple random sample of clusters
could be obtained.

4. Multistage Sampling – For example, a simple random sample of n1 units (example: cluster), from
each population (example: plot) can be taken. From each of the selected cluster, a simple
random sample of n2 subunits (example: flower) can be taken. The total number of subunits
can then become (n1) (n2). This procedure is a two – stage sampling with clusters as primary
sampling unit and or flowers as secondary sampling unit.

5. Convenience Sampling – Sometimes a sample is seemingly difficult to obtain. In cases like these,
some researcher resort to obtaining samples which are easily accessible. Examples: A professor
who uses his physics class to obtain a sample of college students; a TV station doing an opinion
survey on government issue, uses the responses voluntarily phoned – in on a TV talk show.
However the results are usually biased because they either over represent or underrepresent
the elements of a population.

Research Methods: Basic Laboratory Techniques and Methods

1. BIOLOGICAL
A. Microscopy
 The examination of the minute objects by means of a microscope, an instrument which provides
an enlarged image of an object no visible with the naked eye.
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 B. Tissue Culture
 A method of biological research in which fragments of tissue from an animal or plant are
transferred to an artificial environment in which they can continue to survive and function. The
cultured tissue may consist of a single cell or whole of part of an organ. Cells in culture may
multiply; change size; form or function; exhibit specialized activity or interact with other cells.

C. Aseptic Technique
 Use practices and procedures to prevent contamination from pathogens. Pathogens are bacteria,
viruses and other microorganisms that cause diseases. It involves applying the strictest rules to
minimize the risk of infection. Health care workers use aseptic technique in surgery rooms,
clinics, outpatient care centers and other health care settings.

D. Dissection
 The process of cutting apart or separating tissues as for example in the study of anatomy or in
the course of a surgical procedure.

E. Agarose Electrophoresis
 Gel electrophoresis separates DNA fragments according to their size. Typically, a DNA molecule
is digested with restriction enzymes and the agarose gel electrophoresis is used as a diagnostic
tool to visualize the fragments. An electric current is used to move the DNA molecules across an
agarose gel which is a polysaccharide matrix that functions as a sort of sieve. The matrix helps
“catch” the molecules as they are transported by the electric current. This is common forensic
technique used in DNA fingerprinting.

F. Polymerase Chain Reaction (PCR)

 Techniques used in molecular genetics that permits the analysis of any short sequence of DNA
(or RNA) even in samples containing only minute quantities of DNA or RNA. PCR is used to
reproduce or amplify selected sections of DNA or RNA for analysis.

2. CHEMICAL
G. Spectrophotometry
 A method used to measure how much a chemical substance absorbs light by measuring the
intensity of light as a beam of light passes through sample solution. The basic principle is that
each compound absorbs or transmits light over a certain range of wavelength. This
measurement can also be used to measure the amount of a known chemical substance.
Spectrophotometry is widely used for quantitative analysis in chemistry, physics, biology,
biochemistry, and chemical engineering, clinical and industrial applications.

H. Extraction
 A way to separate a desired substance when it is mixed with others. The mixture is brought into
contact with solvent in which the substance of interest is soluble, but the other substances
present are insoluble. Extractions use two immiscible phases (these are phases that do not mix
like oil and water) to separate the substance from one phase into the other.

I. Titration
 A technique where a solution of a known concentration is used to determine the concentration
of an unknown solution. Typically, the titrant (the known solution) is added from a buret to a
known quantity of the analyte (the unknown solution) until the reaction is complete. Knowing
the volume of the titrant added allows the determination of the concentration of the unknown.

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 Often, an indicator is used to signal the end of the reaction, the endpoint or the neutralization.
Neutralization is indicated by a change of color.

J. Qualitative Test for Secondary Metabolites

 Secondary Metabolites are chemicals produced by plants for which no role has yet been found
in growth, photosynthesis, reproduction, or other primary functions. These chemicals are
extremely diverse and sometimes be used as taxonomic characters in classifying plants. Humans
use some of these compounds as medicines, flavorings or recreational drugs.

3. PHYSICAL
K. Weighing
 By definition, to measure, separate or apportion a certain quantity of something according to
weight. Analytical balances are accurate and precise instruments to measure weights. They
require a draft – free location on a solid bench that is free of vibrations. Modern balances have
built – in calibrations weights to maintain accuracy. Older balances should be calibrated
periodically with a standard weight.

L. Grinding
 By definition, to reduce to fine particles as by pounding or crushing; bray, triturate, or pulverize.

M. Drying
 By definition, removal of water or another solvent by evaporation from a solid, semi – solid or
liquid. To be considered “dried”, the final product must be in solid form. A source of heat and
an agent to remove the vapor produced by the process are often involved. Desiccation is
considered extreme form of drying.
 Air Drying, sun drying, industrial air drying, freeze drying and drum drying.

N. Centrifugation
 A technique which involves the application of a centrifugal force to separate particles from a
solution according to their size, shape, density, viscosity of the medium and rotor speed. This
process is used to separate to miscible substances but also to analyze the hydrodynamic
properties of the macromolecules. More dense components of the mixture migrate away from
the axis of the centrifuge (move outside), while less dense components of the mixture migrate
towards the axis (move to the center).

O. Distillation
 Technique of heating a liquid to create vapor which is collected when cooled separate from the
original liquid. It’s based on the different boiling point or volatility values of the components.
The technique may be used to separate components of a mixture or to aid in purification.

P. Filtration
 The process in which solid particles in a liquid or gaseous fluid are removed by the use of a filter
medium that permits the fluid to pass through but retains the solid particles. Either the clarified
fluid or the solid particles removed from the fluid may be the desired product.

Q. Chromatography
 A method of separating and analyzing mixtures of chemicals. The separation of closely related
compounds allowing a solution or mixture to seep through an adsorbent (such as clay, gel or
paper) so each compound becomes adsorbed into a separate often colored layer.
 Gas chromatography, liquid chromatography and thin layer chromatography
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 R. pH Measurement
 A logarithmic scale used to specify the acidity or basicity of an aqueous solution. It is
approximately the negative of the base 10 logarithm of the molar concentration, measured in
units of moles per liter of hydrogen ions. More precisely it is the negative of the base 10
logarithm of the activity of the hydrogen ion. At 25⁰C, solutions with a pH less than 7 are acidic
and solutions with pH greater than 7 are basic. The neutral value of the pH depends on the
temperature, being lower than 7 if the temperature increases.

S. Assay
 By definition, the testing of metal or ore to determine its ingredients and quality

PROPER HANDLING OF LABORATORY EQUIPMENTS

1. Biological Safety Cabinets (BSC)
 Should be used when working with pathogens, tissue culture and human samples
 Primary means of containing developed working safely with infectious microorganisms
Preparation
 Turn on fluorescent lights
 Check air grills for obstruction, switch on blower
 Allow air elimination workspace for 5 minutes
 Spray or swab all interior surfaces with appropriate disinfectant (germicide)
Pre – Use
 Allow air purge period with no activity inside (Leave blower on)
 Record static pressure on the appropriate paper
 Do not forget to use protective clothing
In performing procedure
 Introduce hands into workspace, work carefully and methodically
 Do note remove hands from workspace until procedures are complete and all
critical materials are secured
 Remove gloves into contaminated material container
Post – Use
 Allow air purge period with no activity inside (Leave blower on)
 Use fresh gloves, remove materials to incubator, to biohazard bag, and autoclave
as appropriate
 Spray or swab all interior surfaces with appropriate disinfectant
 Shut down and turn off blower

2. Autoclaves
 Use to sterilize items potentially exposed to biohazards
 They operate with steam and pressure and should be used with caution
 When loading an autoclave, do not overload by stacking or overflowing containers

Guidelines are as follows:

Liquid
 Containers should not be any more than 2/3 full
 Put in an autoclave container
 Be careful when removing to prevent bumping (Liquid boiling over)
Solid Waste
 Waste bags should be open so that steam can penetrate to sterilize all items
 Each cycle should be about 1 hour

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 Safety Practices
 Load the autoclave properly per manufacturer recommendations
 Before loading containers of liquids into the autoclave, the caps must be loosened
 Use an autoclave tray with a solid bottom and walls to contain the bottles and
catch spills
 Don’t load plastic materials that are not compatible with autoclave
 Individual glassware pieces should be within a heat resistant plastic tray on a shelf
or rack and never place directly on the bottom of the autoclave
 Make sure the door of the autoclave is securely closed and the correct cycle has
been selected before starting the cycle
 Wear heat resistant gloves when opening autoclave after a run
 Before removing autoclave items, wait 5 minutes for loads containing only dry
glassware and 10 minutes for liquid loads
 When removing items from the autoclave, use heat resistant mitts
 Be alert for autoclaved liquid bottles still bubbling. Let liquid loads stand in an out-
of-the-way place for a full hour before touching with bare hands. Hot glassware
and scalding liquids will cause burn and serious harm.
 Do not autoclave items containing bleach or phenol
 PPE including long pants, closed toe shoes, lab coat, safety glasses, and heat
resistant gloves should be worn when loading and unloading an autoclave

3. Centrifuge
 A device that uses centrifugal force to separate various components of a fluid. This is
achieved by spinning the fluid at high speed within a container thereby separating fluids
of different densities (ex: cream from milk; or liquids from solids)
 High-speed spins generated by centrifuges can create large amounts of aerosol

Safety Practices
 Check glass and plastic centrifuge tubes for stress lines, hairline cracks and
chipped rims before use. Use unbreakable tubes whenever possible
 Avoid filling tubes to the rim
 Use caps or stoppers on centrifuge tubes
 Use sealed centrifuge buckets or rotors which can be loaded and unloaded in a
biological safety cabinet. Decontaminate the outside of the cups or buckets
before and after centrifugation. Inspect O-rings regularly and replace if cracked
or dried.
 Ensure that the centrifuge is properly balanced
 Do not open the lid during or immediately after operation, attempt to stop a
spinning rotor by hand or with an object or interfere with the interlock safety
device.
 Decant supernatants carefully and avoid vigorous shaking when suspending
packed cells
 Clean spills promptly

4. Lyophiliers (Freeze Driers)

 Aerosols may be produced during operation of a freeze drier and when material is being
removed from the chamber

Safety Practices
 Load samples in a biological safety cabinet
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  Check glass vacuum containers for nicks and scratches
 Use only glassware that is designed for high vacuum use
 Use a disinfectant containing trap for the vacuum pump exhaust
 After completion of the run, decontaminate all accessible surfaces

5. Needles and syringes

 Presents hazards of spill, autoinoculation and aerosol generation, and should be used
only when absolutely necessary

Safety Practices
 Perform all operations with infectious material in a biological safety cabinet
 Keep syringes and sharp pointed materials away from the workers
 Fill syringes carefully and avoid frothing or introduction of air bubbles
 Use luer-lock needles and syringes or units in which needles are integral to
syringes. Do not bend, shear by hand, or recap needles.
 Do not disassemble a needle syringe set
 Place used needles and syringes in puncture resistant containers

6. Pipettes
 Improper handling of pipettes can lead to contamination of the used and/or to
generation of hazardous aerosols. Mechanical pipetting aids should be used for all
pipetting procedures. Never pipette by mouth.

Safety Practices
 If infectious aerosols are likely to be generated, pipette in a biological safety
cabinet. Proper handling of pipettes will reduce splashing and aerosolization.
 Plug pipettes with cotton
 Check pipettes before using, cracked or chipped suction ends may damage the
seals of the pipetting aid
 Keep pipette upright while in use and between steps of a procedure to prevent
contamination of the mechanical aid
 Gently expel contents close to the surface of a liquid or allow the flow down the
side of the container
 Avoid mixing fluids by alternate suction and blowing or by bubbling air from the
pipette
 Avoid forceful ejection of the contents
 Use easier to handle shorter pipettes when working inside a biological safety
cabinet
 Submerge used non-disposable pipettes horizontally in disinfectant solution,
dropping them in vertically may force out any liquid remaining in the pipette

7. Microscopes
 Disinfect the stage eyepieces, knobs, and any other contaminated parts
 Select disinfectant that will be effective on the pathogens and non-corrosive to the
microscope

8. Water Baths
 Use to heat samples in laboratory
 Some applications include maintaining cell lines or heating flammable chemicals that
might combust if exposed to open flame
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  It generally consists of heating unit, a stainless steel chamber that holds the water and
samples, and a control interface
 Different types of water baths offer additional functionality such as circulating water
bath that keep a more even temperature or a shaking water bath that keeps the sample
in motion while they are heated

Safety Practices
 Clean regularly and add disinfectant such as phenolic detergent to the water.
Avoid using sodium azide to prevent growth of microorganisms because sodium
azide forms explosive compounds with some metals
 Raise the temperature to 90˚C or higher for 30 minutes once a week for
decontamination purposes
 To prevent electrical shocks, unplug the unit before filling or emptying and have
the continuity-to-ground check on a regular basis

9. Tissue Grinders/ Homogenizers/ Sonicators

 Allow aerosols to settle prior to opening the vessel
 Use this in a biological safety cabinet when working with biohazardous materials
 Wear gloves and hearing protection

10. Microbiological Transfer Loops

 Use in aseptic technique to eliminate the spattering and aerosolization associated with
flaming of loops.
 Char the material before fully inserting the loop into the flame (i.e. before
flaming, hold the loop close to (but not into) the flame
 Alternatively, use disposable loops or a microincenerator

Standard Operating Procedures in Laboratory

A. General Personal Safety
i. Eating, drinking, smoking, applying cosmetics or lip balm, and handling contact lenses are
prohibited in areas where specimens are handled.

ii. Food and drink are not stored in refrigerators, freezers, cabinets, or on shelves, countertops, or
bench tops where blood or other potentially infectious materials are stored or in other areas of
possible contamination.

iii. Long hair, ties, scarves and earrings should be secured.

iv. Keep pens and pencils OUT OF YOUR MOUTH!!

v. Appropriate Personal Protective Equipment (PPE) will be used where indicated:

 Lab coats or disposable aprons should be worn in the lab to protect you and your clothing from
contamination. Lab coats should not be worn outside the laboratory.

 Lab footwear should consist of normal closed shoes to protect all areas of the foot from
possible puncture from sharp objects and/or broken glass and from contamination from
corrosive reagents and/or infectious materials.

 Gloves should be worn for handling fluid specimens, or when handling biohazardous materials.

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  Protective eyewear and/or masks may need to be worn when contact with hazardous
aerosols, caustic chemicals and/or reagents is anticipated.

vi. NEVER MOUTH PIPETTE!! Mechanical pipetting devices must be used for pipetting all liquids.

vii. Frequent hand washing is an important safety precaution, which should be practiced after
contact with patients and laboratory specimens. Proper hand washing techniques include soap,
running water and 10-15 seconds of friction or scrubbing action. Hands should be dried and the
paper towel used to turn the faucets off.

Hands are washed:

a. After completion of work and before leaving the laboratory.
b. After removing gloves.
c. Before eating, drinking, smoking, applying cosmetics, changing contact lenses or using
lavatory facilities.
d. Before all other activities which entail hand contact with mucous membranes or breaks
in the skin.
e. Immediately after accidental skin contact with blood or other potentially infectious
materials.
f. Between patient contact and before invasive procedures.

viii. Laboratory work surfaces must be disinfected regularly.

B. Eye Safety
1. KNOW WHERE THE NEAREST EYE WASH STATION IS LOCATED AND HOW TO OPERATE IT.

2. Eye goggles should be worn:

a. When working with certain caustic reagents and/or solvents, or concentrated acids and
bases.
b. When performing procedures that are likely to generate droplets/aerosols of fluids
c. When working with reagents under pressure.
d. When working in close proximity to ultra-violet radiation (light).

3. Wearing contact lenses in the laboratory is discouraged and requires extra precaution if worn.
Gases and vapors can be concentrated under the lenses and cause permanent eye damage.
Furthermore, in the event of a chemical splash into an eye, it is often nearly impossible to
remove the contact lens to irrigate the eye because of involuntary spasm of the eyelid.
Persons who must wear contact lenses should inform their supervisor to determine which
procedures would require wearing no-vent goggles.

Chemical and Gas Safety

A. Toxic and Corrosive Materials (acids and alkali):
1. To avoid dangerous splatter, ALWAYS ADD ACID TO WATER!

2. Toxic materials should be labeled with special tape when used in compounded reagents and
stored in separate containers. These materials should be handled carefully and kept in the
hood during preparation.
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 3. Acids and alkali should be carried by means of special protective carriers when transported.

4. Acid and alkali spills should be covered and neutralized by using the material from the ‘spill
bucket’. All material, spill and compound, should be swept up and placed in a plastic bucket
for proper disposal.

5. In case of spillage, wash all exposed human tissue (including eyes) generously with water
and notify your supervisor for proper reporting of the incident.

B. Flammable Compounds
1. All flammable reagents should be kept in the flammable storage facilities (closet or refrigerator)
at all times when not in use.

2. Any solutions compounded from these reagents should be labeled as flammable.

3. Flammable substances should be handled in areas free of ignition sources.

4. Flammable substances should never be heated using an open flame.

5. Ventilation is one of the most effective ways to prevent accumulation of explosive levels of
flammable vapors. An exhaust hood should be used whenever appreciable quantities of
flammables are handled.

6. Flammable compounds should be placed in proper receptacle for disposal.

C. Electrical Safety
1. The use of extension cords is prohibited.

2. All equipment must be properly grounded.

3. Never operate electrical equipment with fluid spillage in the immediate are or with wet hands.

4. Never use plugs with exposed or frayed wires.

5. If there are sparks or smoke or any unusual events occur, shut down the instrument and notify
the manager or safety officer. Electrical equipment that is not working properly should not be
used.

6. If a person is shocked by electricity, shut off the current or break contact with the live wire
immediately. Do not touch the victim while he is in contact with the source of current unless
you are completely insulated against shock. If the victim is unconscious, call your Teaching
Supervisor to report the incident and request assistance.

General Procedures and Equipment

1. Cracked or chipped glassware should not be used.

2. Centrifuges should not be used without the covers completely closed.

3. When removing tops from evacuated test tubes, care must be taken to prevent aerosol
formation.
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Name: _____________________________ Section: _______________ Score: _______

WORKSHEET 1
Types of Research Design

1. To study the effects of alcohol on reaction time, 90 students are to be subjected to

experimentation. How will you assign the students to one of two groups where one will consume
a specified amount of alcoholic drink and the other will have a nonalcoholic drink? Reaction time
of each member of the groups will be measured before and after taking the drinks.
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______________________________________________________________________

2. Twenty – seven rats of the same age and sex are to be subjected to environments of different
odor sources: male odor, female odor and no odor. Describe the best design in assigning
subjects to different treatments to compare the reactions of the rats in terms of the markings
they make in the environment.
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______________________________________________________________________
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______________________________________________________________________

3. A study will be done to investigate the effect of two drugs in lowering blood sugar level. Thirty
diabetic patients will be the subjects of this experiment. They will undergo one of three
treatments: Drug A, Drug B and Placebo. How will you design the experiment?
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______________________________________________________________________
______________________________________________________________________

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Parent’s Signature
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Name: _____________________________ Section: _______________ Score: _______

WORKSHEET 2
Identifying Variables

A. Write the letter that corresponds to the best answer for each question.
For items 1 – 5:
Sixty students were randomly divided into two groups as part of a study on the effects of
alcohol on reaction time. Each member of the group consumed a specified amount of alcohol and
members of the other group had a non-alcoholic beverage. The reaction time of both groups were
measured before and after taking the beverage/ alcoholic drink.

_______1. What is the independent variable?

a. Amount of alcohol c. One student
b. Reaction time d. Sixty students
_______2. What is the dependent variable?
a. Amount of alcohol c. One student
b. Reaction time d. Sixty students
_______3. What is the experimental unit?
a. Amount of alcohol c. One student
b. Reaction time d. Sixty students
_______4. Which of the following is/are potential extraneous variable/s in this study?
a. Weight of the subject c. Tolerance level to alcohol
b. Diet prior to test d. all of the above
_______5. What is the purpose of one group having a non – alcoholic beverage?
a. Experimental group c. Dependent group
b. Control group d. Independent group

B. Classify the measurements in items 6 to 10 using the given choices below. Write the letter of the
correct answer on the space provided before each number.
a. Qualitative and Discrete c. Quantitative and Discrete
b. Qualitative and Continuous d. Quantitative and Continuous
_______6. Number of vehicles owned by a family
_______7. Homicide rate in a major city
_______8. Socio – economic status
_______9. Reaction time to a stimulus
_______10. Number of trials to complete a task

_____________________________________
Parent’s Signature
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Name: _____________________________ Section: _______________ Score: _______

WORKSHEET 3
Identifying Techniques in Sampling

Discuss the sampling technique in the following:

1. An opinion poll was done by a TV station through the phoned – in answers to a yes or no
question.

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2. To obtain a sample of voters from a town, 20 voters are selected from each barangay.

____________________________________________________________________________
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___________________________________________________________________________

3. To estimate the total amount of unpaid balances by their customers, a convenience store
selected at random using the lottery method 1,000 customers from their list of charge accounts.
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____________________________________________________________________________

4. In an observational study, a researcher observes the types of shoes that every fifth person is
wearing as he or she leaves the mall.
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____________________________________________________________________________

5. Samples of sizes 150, 120, 90 and 60 were randomly selected from the freshmen, sophomores,
juniors, and seniors respectively in a science high school.
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 ____________________________________________________________________________
____________________________________________________________________________

6. Sixteen classes are randomly selected from a school. Each of the students in the selected classes
is given a survey questionnaire to answer.
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____________________________________________________________________________
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7. In a field experiment, 30 plots are randomly selected. From each of these plots, 10 Pechay
plants were taken as random samples.
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Parent’s Signature
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