10

Research II
Quarter 4 – Module 1:
Writing Scientific Paper
Using International Guidelines

DIVISION OF ANGELES CITY

Research II –Grade 10
Alternative Delivery Mode
Quarter 4 – Module 1: Writing Scientific Paper
First Edition, 2021

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Research II
Quarter 4 – Module 1:
Writing Scientific Paper using
International Guidelines
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge of lessons in each SLM. This
will tell you if you need to proceed with completing this module or if you need to ask
your facilitator or your teacher’s assistance for a better understanding of the lesson.
At the end of each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We trust that you will
be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. And read
the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
write your scientific paper which is aligned with international standards. The scope
of this module allows it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The activities are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

Utilizing International Guidelines in Writing Scientific Paper (MELC Q4 1-2)

The module contains:

I. IMRaD format with the additional parts

a. Basic structure (Introduction, Methodology, Results, and Discussion)
b. Title Page, Abstract, Conclusion, Recommendations, Bibliography, Table of
Contents, and Appendices

II. Required ISEF Forms

After going through this module, you are expected to:

1. Write a scientific paper using international guideline format; and

2. Accomplish the required ISEF (International Science and Engineering Fair) Forms.

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 What I Know

Directions: Read each question carefully. Choose the letter of the correct answer.

1. Which of the following items is not found written on the title page?
a. Research title
b. Research problem
c. Researcher adviser
d. Research’s full name

2. Which of the following parts of a research paper describes how

generalizations can be made from the results?
a. Abstract c. Reference
b. Conclusion d. Table of Contents

3. Which of the following best described the abstract of the research paper?
a. Contains the implications of the research findings.
b. Highlights the potential contributions of research results to the country
or different sectors of society.
c. Explains the procedures employed in the research in sufficient detail so
that they can be evaluated and repeated if necessary.
d. Gives readers a general understanding of the contents of the study
report, which briefly describes the problem, the methods used, and the
results and conclusions.

4. How are the contents of the title page typed-written (research title, author/s
titles, school name, and advisor name)?
a. typed in uppercase and lowercase and justified
b. typed in uppercase and lowercase and centered
c. typed in uppercase and lowercase and aligned left
d. typed in uppercase and lowercase and aligned right

5. Which of the following is not found in the abstract part of the research
paper?
a. research method
b. sample references
c. important findings and results
d. objectives and scope of the investigation

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6. Which of the following International Science and Engineering Fair (ISEF)
Forms is accomplished after the conduct of the experiment?
a. Student Checklist (1A)
b. Qualified Scientist Form (2)
c. Checklist for Adult Sponsor (1B)
d. Registered Research Institutional (1C)

7. Which of the following parts provides the entire paper with a very brief
summary?
a. Abstract c. Discussion
b. Conclusion d. Methodology

8. Which of the ISEF Forms is referred to when there is a need for a qualified
scientist to give advice and supervision in the conduct of research?
a. Form 1A
b. Form 1B
c. Form 1C
d. Form 2

9. What part of the scientific research paper gives credit to the works cited?
a. Abstract c. Bibliography
b. Appendices d. Acknowledgement

10. Which part of the research paper are additional materials such as tables,
figures, maps, photographs, diagrams, and other images found?
a. Abstract c. Bibliography
b. Appendices d. Acknowledgement

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 Lesson

1 Writing Scientific Paper

A scientific research paper is prepared after research has been completed although some
of its parts are written initially before the conduct of the study. Writing a scientific paper using
international guidelines in this module is focused on the additional parts of the IMRaD format
and the required International Science and Engineering Fair (ISEF) Forms.

What’s In

The mind that opens to a new idea never returns to its original size.
-Albert Einstein

The basic structures of the IMRaD format were thoroughly discussed in the
previous lesson. Consequently, it is important to revisit the initial parts of the
research paper when one must plan on what to pursue next.

Activity I. My Scientific Research Paper

Directions: Read and answer the guide questions related to your research study.

Guide Questions:
1. What is the title of your research work?
2. What are the objectives and significance of the study?
3. What statistical tool did you use in analyzing your data?
4. What is/are the significant result/s of your work?
5. What is/ are the implication/s of your results for future research and its
application?
6. Write one related study (follow the APA Reference Format 7th ed. below) and
point out clearly how the cited study is related to your problem.
APA Book format:
Author, A., and Author, B. (Copyright year). Title of the book (ed).
Publisher. DOI or URL
APA Journal Article Format:
Author, A., and Author, B. (Copyright year). Title of the article. Name of
the Periodical, volume (issue), #-#, https://doi.org./xxx

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 What’s New
The abstract is a concise summary of the study. It gives the readers a general
idea of the contents of the research report which briefly states the problem, the
methodology used, and the findings and conclusions.

Activity 1. Analyzing Abstract

Directions: Read the sample Abstract and answer the guide questions that follow.
THE FEASIBILITY OF MAKABUHAY EXTRACT
AS INSECTICIDE AGAINST MOSQUITO

ABSTRACT

Mosquitoes (Aedes vexan) are common house insects usually found in dark,
humid places.They lay eggs in or near water wherein wigglers also develop.
Mosquitoes are harmful and pestered humans and animals for thousands of years
and now. To control these insects, laboratory chemicals are effective, but they are
expensive and not environment-friendly. In the rural barangays, there are common
herbal plants used by rural folks in exterminating harmful insects like mosquitoes.
Based on the data gathered from the feasibility tests on Treatment A-1:2.5
makabuhay-to-water ratio mixture, the results are the following: 40.12 % mortality
rate on adult mosquitoes and 80.66% mortality rate on wigglers. This means the
extract has less significant effect against adult mosquitoes but has big larvicidal
potential on wigglers.
Analytical tests showed Control 1 was more effective compared to makabuhay
extract. Makabuhay extract, on the other hand, had more available raw materials
and costs less and was easier to prepare. After a month of research, the following
conclusions were reached:
1. Makabuhay stem can be a source of an extract which is yellow-greenish
suspension;
2. Makabuhay extract has larvicidal effect;
3. Makabuhay extract has a more deadly effect on wigglers compared to
adults mosquitoes; and
4. The extract has significantly weaker larvicidal power compafed to
commercial larvicides.
The makabuhay extract showed promising results indicating it could be a
feasible substituted to commercial insecticides. The use of makabuhay could also
be one of the ways in eliminating chemical solutions that harm our environment.

Guide Questions:
1. What was the purpose or objective of the researcher in conducting the study?
Briefly state the problem investigated.
2. How did the researcher conduct the investigation??
3. What did the researcher find out in this study? State the findings and the
interpretations/conclusions drawn from them.
Findings Interpretations/Conclusions
_________________________________ ____________________________________
_________________________________ ____________________________________

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 What Is It

Writing Scientific Paper Following the International Guidelines

“IMRaD” format refers to a paper that is structured by four main sections:

Introduction, Methods, Results, and Discussion. This format is often used for lab
reports as well as for reporting any planned, systematic research in the social
sciences, natural sciences, or engineering and computer sciences.
There are 6-10 sections of most original research papers today, with those in
dotted-lined boxes being optional of each section is significant as it indicates how the
section should proceed in terms of specificity (focusing on your study) and generality
(relating to studies by others). Each box's size is approximately proportional to the
relative length of each segment. The text with arrows shows the key questions that
each segment should answer (Wu, 2011).
What’s it about? (Brief,
Title informative, and readily by a
person or a machine)
Abstract What is it in a nutshell? (Follow
the IMRAD logic and highlight
major findings
Why did you do it? (The problem,
Introduction
importance, known, unknown, and
your research
questions/hypotheses/objectives

I Where did you do it? (Why here?

Study Site
Relevance to your study? This may
be part of Methods.)
M
How did you do it? (Not only
R Methods methods used, but also
justifications for using them.)
+
D What did you find? (Summarize
Results
findings with headings and
informative figures; don’t discuss!)

What does it mean, and so what?

Discussion (Results explained? Objectives
achieved? Limitations?
Implications for future research
Your Beyond
and application?)
Beyond
Your Your
Study Study
Study What are your major findings and
Conclusions their significance? (Don’t simply
repeat what has been said in
Acknowledgements Discussion. This may be part of
Discussion.)

References
(modified from a diagram at http://www.services.unimelb.edu.au/asu/writing/).

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Writing the Scientific Paper with the Additional Parts
Aside from the basic structure of the IMRAD format, additional parts such as
the title page, abstract, conclusion, recommendations, bibliography, table of
contents, and appendices are also essential parts of every research paper.
A. Title Page
The title of a research report answers the question: “What did you study?”. It
is a brief statement of the subject and clearly defines the examined variables which
consist of 10 to 12 words.
The title page includes the research title, full name(s) of the researcher (s),
the full name of a research adviser and consultant (if any) which are typed in
uppercase and lowercase, and centered as shown below.

The Feasibility of Mango (Mangifera indica)

Peeling Extract as Fabric Dye

Albert Allan Camacho

Rainville Gonzales
Virgo Ramil Ruaro
Christine Agatha Untalan
Proponents

Ms. Juanita M. Cruz

Research Adviser

B. Abstract
An abstract is a 150- to 250-word paragraph that gives readers a high-level
description of your essay or report's structure and content. It should state your main
point and key points, as well as any consequences or applications of the analysis you
address in the article. It functions to describe, not to evaluate or defend, the paper.
The abstract should begin with a brief but precise statement of the problem
or issue, followed by a description of the research method and design, the major
findings, and the conclusions drawn. It includes the most critical approach and
material key terms, which make it easier for a reader to find the abstract in a
computer search and to determine whether or not to read the whole research paper.
An Abstract usually spends 25% of its space on the purpose and importance

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of the research (Introduction); 25% on what you did (Methods); 35% on what you
found (Results); and 15% on the principal conclusions and implications of the
research.
Here is an example of an abstract of a study showing how this section of a
research paper should be written.

PECTINASE-ENHANCED PRODUCTION OF ESSENTIAL OIL

FROM LEMONGRASS (Cymbopogon citratus)

ABSTRACT

This study aims to develop an efficient technology

in extracting essential oil from lemongrass (Cymbopogon
citratus) that will increase the oil recovery, improve oil
quality and stability. The essential oil was extracted using
INTRODUCTION the enzyme pectinase.
A control and a single treatment were manipulated.
The freshly harvested lemongrass were processed, then
the enzyme solution (pectinase = 0.5% of the sample +
buffer) was added to the treatment while only the buffer
was added to the control (1.6 sample: buffer dilution
ratio). After 12 hours of incubation at room temperature
with constant shaking, the reaction mixtures were boiled
METHODOLOGY in a waterbath to inactive the enzyme. When cooled, the
mixtures were filtered in cheesecloth and extracted with a
solvent. The collected organic layer with subjected to the
rotary evaporator or electromantel oil extraction
evaporator to recover the essential oil. The oil was then
filtered using filter paper.
An essential oil yield of 0.96% of the raw samples
was obtained for the treatment and 0.47% oil yield for the
control.Prior to the physico-chemical analysis, the
enzyme-treated lemongrass oil can be considered similar
RESULTS to that of an extra grade oil having a specific gravity of
1.033), solubility in 70% ethanol of 1:1 ratio and a strong
lemon-like odor as perceived by the panelists. The
untreated sample was of low-quality oil (based on the
related literature).
Given the results, it may be concluded that
essential oil production through pectinase application
could be an answer to the country’s high dependence on
CONCLUSION imported essences.

Source: https://vdocuments.site/abstract-1996.html Researcher: Mark Anthony D Arcos, Hilbert M

Libres, Jerome A Robles, Adorado B Tarun Jr, Alvan ATauli

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C. Table of Contents
The Table of Contents (TOC) is an organized listing of the major parts and
sections of a research paper. Readers will immediately be able to see how the
research paper is organized and then skip down to sections that are most relevant to
them. An example of a table of contents is given below.

Conclusion
This section describes how to draw generalizations from the findings. Explains
how your study blends into your field of study.
Suggested guidelines for this purpose:
a. Conclusions are based on concrete results; in other words, the completion
is cited along with the conclusion.
b. It answers all the research questions.
c. Any generalization not accompanied by appropriate details is acceptable.
d. Conclusions apply only to the population represented by the sample
studied.
e. Conclusions are written in the present tense

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 Below is an example of the Conclusion part based on the Results and
Discussion of a research study on “PECTINASE-ENHANCED PRODUCTION OF
ESSENTIAL OIL FROM LEMONGRASS (Cymbopogon citratus)”

RESULTS

The results of this study were shown in the preceding tables and figures.
Table 1. Comparison of the Percentage Essential Oil Yield of the Control and Enzyme-treated lemongrass
Treatment Trial Trial Trial Trial Trial Trial Trial Trial Average
1 2 3 4 5 6 7 8
Control 0.64 0.41 0.39 0.63 .023 0.42 0.63 0.38 0.47
Enzyme-
Treated 0.98 0.94 0.95 0.96 0.99 0.94 0.98 0.96 0.96
Conditions Used: 0.5% enzyme concentration
12 hours incubation time
28oC incubation temperature
1:6 sample: buffer dilution ratio

T-test values: Computed value: 2.987**

Tabular t-value : t 0.05 (8) = 1.860
t 0.25 (8) = 2.0306
t 0.01 (8) = 2.896

DISCUSSION

Comparison of Essential Oil Yields between the Control and Enzyme-treated

Samples. Previously established optimum conditions were adopted in extracting
essential oil from 500g lemongrass (Galang, 1997). Results showed an essential oil
percent yield of 0.47% for the control and 0.96% for the enzyme-treated samples
(Table 4.1 and Figure 4.1) were obtained. The oil yield of the enzyme-treated sample
was approximately twice than that of the control (without enzyme). Moreover, the oil
yield obtained in this study for the enzyme-treated samples (0.96%) exceeded the
literature range value of 0.48% to 0.78% of the total weight of the sample. Yield of
0.2% to 0.4% can be considered normal (Brandares, 1987).
There is a significant difference on the average percent essential oil yield
between the control and the enzyme-treated (2.987**). The computed t-value
exceeded the tabular F-value in the 5% and 1% probability.
Based on the results obtained, application of pectinase on essential oil
extraction truly enhances and increases the essential oil yield. The use on enzymatic
process could be the key to provide the growing demand of essential oil in the
industry today. Furthermore, with the use of a minimum amount of enzyme (0.5% of
the sample, 61.60 PTE units) at a sample to buffer dilution ratio of 1.6 (w/v), under
28*C and for 12 hours incubation time, essential oil extraction from lemongrass
could be explored and feasibility studies on economic viability of the process in order
to attract investors.
CONCLUSION

The application of the pectinase in the extraction of essential oil from

lemongrass was found effective. Therefore, the researcher believed that the enzyme
treatment increased the essential oil yield and further improved its quality and
stability. Moreover, the use of enzymatic treatment contributes to a more economical
of pectic enzyme at laboratory scale could be a large scale.

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E. Recommendations
This section contains the implications of the research findings.
Suggested guidelines in writing the recommendations:
a. Recommendations are based on specific findings. If a directly relevant
finding cannot be cited, the recommendation is not acceptable.
b. Two implications of research findings are:
b.1. implications for action (i.e., in the light of a particular finding, what
should be done) and policies that may be formulated.
b.2. implications for further research (i.e., what improvements can be done
on the present study; how the present study may be expanded; etc.)
Written below are the recommendations from the above-mentioned conclusion

RECOMMENDATIONS

Production of essential oil from lemongrass through enzymatic process

yielded positive results. With this basis, the recommends the adaptation of this
new technology on the extraction of essential oils.
To further improve the study, with researcher also recommends the following:
1.Characterization of lemongrass essential oil components should be
made in order to determine which is responsible for the characteristics
of lemongrass odor.
2.Other physical and chemical analyses should be conducted on the
extracted essential oil to further evaluate is quality; and
3.Large-scale extraction of oil from lemongrass through enzymatic
process should be further explored and feasibility studies on the
economic viability of the process should be conducted.
Furthermore, application studies on other oil-bearing plants apart from
lemongrass should be explored.

F. Bibliography
The written information sources used in the analysis are recorded in this
section. It includes in the research paper related resource materials. It lists all books,
papers, journal articles, and communication cited in the paper following the required
format.
The sample bibliography given below follows the APA Format.

BIBLIOGRAPHY

Adegoke, G.O and B.A Odesola. 1994. Storage of maize and cowpea and inhibition of microbial
agents of biodeterioration and biodegradation 6(2): PP. 81-84

Bellanato, J and Hidalgo. Infrared Analysis of Essential Oils. Heyden and Son Ltd. Madrid, p. 1035

Brandares. M. F. T ., A.M. Vuelban, B.B Darjusn, M. R. Ricalde and F.E. Anzaldo. 1987. Stability
studies of essential oils from Philippines Plants. II Cymbopogon citratus (DC)Stapf. Phil.
Jou. Sci. 116 (4): 391-402

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G. Appendix

It includes additional material such as tables, figures, maps, photographs,

diagrams, and other images that is not an integral part of the text itself but may
provide a more detailed explanation of the research issue, or it is too burdensome to
include details in the body of the document.
Examples of the Appendix

The ISEF (International Science and Engineering Fair) Forms

The ISEF forms constitute written evidence of what is about to occur or has
already occurred in a research project in some cases. To ensure compliance with the
ISEF rules and with the laws and regulations applicable to the project, they are
intended to provide the details required for the analysis of the project.

List of ISEF forms that are accomplished before the conduct of the experiment.

a. Checklist for Adult Sponsor/Safety Assessment Form. Requires

Teacher (as Adult Sponsor) signature (1)
b. Approval Form. Requires Teacher (as Adult Sponsor), Student, and
Parent signatures (1B)
c. Registered Research Institutional/Industrial Setting Form. Requires
supervising Scientist signature after the research is complete
Supervisor (1C)

List of ISEF forms that should be accomplished after the conduct of the
experiment.
Note: The forms you will fill-out depends on the type of research you have conducted
(involving humans, vertebrate animals, hazardous chemicals, etc.)
a. Qualified Scientist Form (2)
b. Risk Assessment Form (3)

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 c. Human Participants Form (4)
d. Human Informed Consent Form
e. Vertebrate Animal Form (5A)
f. Vertebrate Animal Form (5B)
g. Potentially Hazardous Biological Agents Risk Assessment Form (6A)
h. Human and Vertebrate Animal Tissue Form (6B)
i. Continuation Project Form (7)

Open and download the ISEF Forms from

link:https://www.societyforscience.org/isef/forms/
Note: If you want to see the list of the categories and sub categories please visit this link:
https://sspcdn.blob.core.windows.net/files/Documents/SEP/ISEF/2021/Rules/Book.pdf

What’s More

Directions: Read the sample research paper carefully and analyze whether the
guidelines on the content and format are followed correctly.

Title: Antimicrobial Activities of Leaf Extracts of Guava (Psidium guajava L.)

on Two Gram-Negative and Gram-Positive Bacteria.

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 ABSTRACT

To determine the antimicrobial potential of guava (Psidium guajava) leaf

extracts against two gram-negative bacteria (Escherichia coli and Salmonella
enteritidis) and two gram-positive bacteria (Staphylococcus aureus and Bacillus
cereus) which are some of foodborne and spoilage bacteria. The guava leaves were
extracted in four different solvents of increasing polarities (hexane, methanol,
ethanol, and water). The efficacy of these extracts was tested against those bacteria
through a well-diffusion method employing 50 µL leaf-extract solution per well.
According to the findings of the antibacterial assay, the methanol and ethanol
extracts of the guava leaves showed inhibitory activity against gram-positive bacteria,
whereas the gram-negative bacteria were resistant to all the solvent extracts. The
methanol extract had an antibacterial activity with mean zones of inhibition of 8.27
and 12.3 mm, and the ethanol extract had a mean zone of inhibition of 6.11 and
11.0 mm against B. cereus and S. aureus, respectively. On the basis of the present
finding, guava leaf extract might be a good candidate in the search for a natural
antimicrobial agent. This study provides scientific understanding to further
determine the antimicrobial values and investigate other pharmacological properties.

INTRODUCTION

Recently there has been a lot of attention focused on producing medicines and
products that are natural. Several fruits and fruit extracts, as well as arrowroot tea
extract (Kim & Fung, 2004) and caffeine (Ibrahim et al., 2004), have been found to
exhibit antimicrobial activity against E. coli O157:H7. This suggests that plants that
manifest relatively high levels of antimicrobial action may be sources of compounds
that can be used to inhibit the growth of foodborne pathogens. Bacterial cells could
be killed by the rupture of cell walls and membranes and by the irregular disruption
of the intracellular matrix when treated with plant extracts (Kim & Fung, 2004).
The guava (Psidium guajava) is a phytotherapic plant used in folk medicine
that is believed to have active components that help to treat and manage various
diseases. The many parts of the plant have been used in traditional medicine to
manage conditions like malaria, gastroenteritis, vomiting, diarrhea, dysentery,
wounds, ulcers, toothache, coughs, sore throat, inflamed gums, and some other
conditions (Abdelrahim et al. 2002; Jaiarj et al., 1999; Lutterodt, 1992). This plant
has also been used for the controlling of life-changing conditions such as diabetes,
hypertension, and obesity (Abdelrahim et al. 2002, Begum et al., 2004; Karawya et
al., 1999; Morales et al., 1994; Sunagawa et al., 2004). In this study, we aim to
evaluate the total extracts of Psidium guajava leaves, growing at Fort Valley State
University, using various aqueous and organic solvents to establish if it is effective
against killing or inhibiting the growth of foodborne bacterium Staphylococcus
aureus, Escherichia coli, Salmonella enteritidis, and Bacillus cereus which can cause
foodborne illness and spoilage.
1

14
Gnan and Demello (1999) testing guava leaf extract found good antimicrobial activity
against nine different strains of Staphylococcus aureus. The antibacterial activity of
guava leaf extract was tested against acne-developing organisms by Qa'dan et al.
(2010) concluding that the leaf extracts may be beneficial in treating acne especially
when they are known to have anti-inflammatory activities.

METHODOLOGY

Preparation of Plant Extract

The leaf samples were collected from the guava trees growing at the Specialty
Plant House at Fort Valley State University. Random leaf samples were collected into
plastic zip-lock bags with appropriate labeling and stored in an ice cooler until being
transported to the laboratory for extraction.

Extraction Methods Used on Guava

The leaf samples were washed in tap water, dried, and placed into a blender
to be grounded into a powder. Four solvents were arranged in increasing polarity; n-
hexane (>95%), methanol (>95%), ethanol (>99.5%), and boiling distilled water were
used for the maceration extraction procedure. The leaf powder was added to each of
the solvents to make a 20% concentration. The mixtures were made in a sterile
125 mL Erlenmeyer flask wrapped in aluminum foil to avoid evaporation and
exposure to light for 3 days at room temperature. The flasks were placed on a
platform shaker at 70 rpm. After 3 days of soaking in the solvent, the mixtures were
transferred to 50 mL tubes and centrifuged for 10 min at 4,000 rpm at 25°C. The
supernatant was collected and stored at 4°C until use.

Antibacterial Activity

Antimicrobial susceptibility testing was done using the well-diffusion method

according to the standard of the National Committee for Clinical Laboratory
Standards [35]. The plant extracts were tested on Mueller Hinton II plates to detect
the presence of antibacterial activity. Prior to streaking the plates with bacteria,
5 mm diameter wells were punched into the medium using a sterile borer. All plates
were inoculated with the test bacterium which has been previously adjusted to the
0.5 McFarland standard solution; a sterile cotton swab was dipped into the
suspension, rotated several times, and pressed firmly on the inside wall of the tube
above the fluid level removing excess inoculum. The surface of the agar plate was
streaked over the entire sterile agar surface rotating the plate to ensure an even
distribution of inoculum with a final swab around the rim. The plates are allowed 3
to 5 min to dry the excess moisture. Fifty uL aliquots of each test extract were
dispensed into each well after the inoculation of the plates with bacteria. The wells
were also arranged in a triangle formation 2 inches apart. The same extract was used

15
on each plate, with a total of three plates used for each extract for selecting the
bacterium. For each bacterial strain, controls were maintained where pure solvents
were used instead of the extract. The plates are sealed with parafilm, labeled, and
placed in an incubator set to 37°C. After 24 hours of incubation, each plate was
examined for inhibition zones. A ruler was used to measure the inhibition zones in
millimeters. Every experiment was carried out in parallel, and the results represented
the average of at least three independent experiments.

RESULTS

The results of the study indicated that only two of the crude solvent extracts
prepared from the leaves of Psidium guajava, methanol and ethanol, showed
inhibitory activity against bacteria. Only Gram-positive bacteria, Bacillus cereus, and
Staphylococcus aureus were susceptible to the two extracts, while neither of the
Gram-negative bacteria showed any inhibition.

Antibacterial activity of Psidium guajava leaves of the screened solvents

extracts.

Zone of inhibition*(mm)
Plant extracts
B. cereus S. aureus E. coli S. entertidis

n-Hexane — — — —

Ethanol — —

Methanol — —

Water — — — —

Table 1. Inhibition zones are the mean including borer (5 mm) diameter ± standard
deviation.
—: no inhibitory activity.
DISCUSSION

Results found in this study were supported and/or opposed in the data
reported in the literature. Nascimento et al. (2000) conducted a study which supports
the finding of the present study in which the guava extract was able to have inhibitory
effects against Staphylococcus and Bacillus and no effect on the Escherichia and
Salmonella, whereas Chanda and Kaneria (2011) oppose the findings concerning the
Gram-negative bacteria. Mahfuzul Hoque et al. (2007) found no antibacterial activity
of ethanolic extracts of guava against E. coli and S. entertidis; however, Vieira et al.
(2001) found guava sprout extracts were effective against inhibiting E. coli.
3

16
Sanches et al. (2005) found that the aqueous extract of guava was effective against
Staphylococcus and Bacillus. The methanolic extracts of guava reported by Lin et al.
(2002) showed significant inhibitory activity against the growth of 2 isolates of
Salmonella and enteropathogenic E. coli.
n-hexane
CONCLUSIONS

The present work demonstrates the antimicrobial potential of Psidium guajava

leaves extract by using various solvents. The results indicate that ethanol and
methanol are better than n-hexane and water for the extraction of the antibacterial
properties of guava. The results also indicate that the plant extracts have no
antibacterial effect on the Gram-negative bacteria, showing that they do not contain
active ingredients against the organisms. The observed inhibition of Gram-positive
bacteria, Bacillus cereus, and Staphylococcus aureus, suggests that guava possesses
compounds containing antibacterial properties that can effectively suppress the
growth when extracted using methanol or ethanol as the solvent. On the basis of the
present finding, P. guajava leaves possess the capabilities of being a good candidate
in the search for a natural antimicrobial agent against infections and/or diseases
caused by B. cereus and S. aureus.

RECOMMENDATION

This study provides scientific insight to further determine the antimicrobial

principles and investigate other pharmacological properties of guava.

APPENDICES

Figure 1: Existence of saponin tests; L to R: n-hexane, methanol, ethanol, and

distilled water extracts.

17
 BIBLIOGRAPHY
(sample references only)

Abdelrahim, S.I., Almagboul, A.Z. Omer, M. E. A. and Elegami, A. 2002.

Antimicrobial activity of Psidium guajava L. Fitoterapia, vol. 73, no. 7-8, pp.
713–715.
Ibrahim, S.A., Salameh, M.M., Phetsomphou, S., Yang, H. and Seo, C. W. 2006.
“Application of caffeine, 1,3,7-trimethylxanthine, to control Escherichia coli
O157:H7,” Food Chemistry, vol. 99, no. 4, pp. 645–650.
Kim S. and Fung, D. Y. C. 2004. Antibacterial effect of crude water-soluble arrowroot
(Puerariae radix) tea extracts on food-borne pathogens in liquid medium.
Letters in Applied Microbiology, vol. 39, no. 4, pp. 319–325.

CHECKLIST FOR EVALUATING A RESEARCH PAPER

Directions: Evaluate the research paper using the following criteria. Place a
checkmark ( ) on the appropriate box (Yes/No).

Criteria Yes No
I. Title
2. Is the title brief?
3. Is the title comprehensive?
4. Does the title specify the objectives of the research?
5. Is the title relevant to the objectives of the research??
6. Is the significance of the study reported in the paper?
II. Table of Contents
1. Are the parts properly arranged?
2. Are the pages properly numbered?
III. Abstract
1. Does the abstract specify the objectives, methodology, and
results, and conclusion in capsule form?
IV. Introduction
1. Does it define the origin of the problem?
2. Does it indicate the rationale of the study
3. Does it clearly state the researcher’s goal?
4. Are the goals stated researchable/feasible to be achieved?
5. Does the study indicate relevance to current needs?
6. Are the variables under the study defined?
7. Does the related literature critically analyze the cited studies?
8. Are the related literature current or updated? (published in
the last 5 years)

18
 V. Methodology
1. Is the gathering of data described in the paper?
2. Were the materials properly described?
3. Is the procedure of the study in chronological order?
4. Does the procedure looks like a kitchen recipe?
5. Does the study define the variables in the research?
6. Are the sources of samples in the study given?
7. Is the sampling procedure defined in the research?
8. Are the treatments given to the samples defined in the study?
9. Is the data-gathering procedure defined in the study?
10. Is the research design defined in the study?
11. Are the data presented using tables and/or graphs?
12. Are the procedures appropriate for the study?
13. Is the statistical treatment of data stated in the study?
VI. Results
1. Are the results organized?
2. Are the results processed?
3. Are all the tables and graphs properly and completely
labeled?
VII. Discussion
1. Is the discussion of the results organized?
2. Is the discussion of results complete?
3. Is the discussion of the results relevant to the data collected?
VIII. Conclusion
1. Is the conclusion accurate?
IX. Recommendations
1. Are the recommendations appropriate based on the results
of the study?
X. Appendices
1. Are the images properly arranged?
2. Are the images properly labeled?
XI. Bibliography
1. Are the references arranged alphabetically?

Activity 2: What’s Wrong

Directions: For the items marked under NO answers in Activity 1, explain and provide
the appropriate content and format.

A. Title G. Discussion
B. Table of Contents H. Conclusion
C. Abstract I. Recommendations
D. Introduction J. Appendices
E. Methodology K. Bibliography
F. Results

19
 What I Have Learned

Directions: Identify the section of a research paper being described.

Section Description

1. Constitute written evidence of what, in some cases, is

about to happen or has already occurred in a research
project.
2. Lists all the books quoted in the text, journals, journal
articles, and correspondence.
3. Gives the readers a general idea of the contents of the
research report which briefly states the problem, the
methodology used, and the findings and conclusions.
4. Explains how your work fits with your field of study
and explores future fields of analysis. This segment
discusses how to make generalizations from the
findings.
5. Gives laboratory findings reports and any expected,
comprehensive research in the social sciences, natural
sciences, or engineering and computer sciences fields.
6. Outlines the names of chapters or sections with their
corresponding page numbers, usually at the beginning
of a piece of scholarly literature.
7. Includes additional material that is not an integral
part of the text itself, but may be helpful in offering a
more detailed explanation of the research issue
8. Contains the implications of the research findings.
9. Includes the research title, researchers’ full name,
and date of submission
10. Describes the variables examined clearly and states
a brief description of the subject.

20
 What I Can Do

Directions: Using the template below, write your research paper following the IMRaD
format with the additional parts. Be guided using the rubric in writing a scientific
paper
Name
School
Category (Field of Study)
Research Teacher

Title/Topic

Abstract
A 2-3 paragraph which is composed of not more than 250 words. It includes the
purpose of the experiment, the procedure, and approaches used in the
methodology, data collection and data analysis, and conclusion including possible
research applications. Only minimal reference to previous work may be included.

Introduction
A brief overview of the context that supports the research issue and explains why
this study is scientifically relevant and explains the social effect of your research, if
applicable. Include here also, the review of related studies and literature (you may
write 5 reviews of related studies)

Methodology
List of all the materials used in the experiment. Ensure concentrations of all chemicals,
source and amount of all living organisms, and all equipment used.
Describe the procedures, risk and safety, and proper disposal (if necessary).
Report on the collection and analysis of data.

Results
Usually, the Results part includes only the results. No summary of the results or
finding on them. Results are generally written in the past tense. Make sure all the
tables and figures are individually labeled and numbered. Captions go beyond
tables and/or graphs.

Discussion
Focus on proven knowledge of current results. You summarize your key findings in

21
this section, make a necessary comment on those findings and relate them to other
studies. Other studies may agree or disagree with the present results.

Conclusion and Recommendations

The conclusion should apply to the hypothesis, to the introduction. The effects, the
value of your observations, or any realistic implementations

Bibliography
List at least five (5) major references (e.g., scientific journal articles, books, internet
sites) used in the study. The Reference list should be properly written.

Source: enhanced from https://studyres.com/doc/6525986/rsef-research-plan-

template httpps://www.societyforscience.org/

Rubric for Scientific Research paper

Title of the Research Work: ____________________________________________________

Criteria Possible
Points
A. Title Page
§ All the elements present and followed the proper format 3
B. Abstract
§ Statement of the introduction, methodology, results, and 3
discussion?
C. Rationale for the Project
§ Introduction of the study which includes the observations,
issues, problems which explains why the study was
conducted (2) 4
§ Research problem/s and research gap are present (2)
D. Research Question/s, Hypothesis (es), Results/Findings,
Engineering Goals
§ The clear connection between this section and the
rationale above (2)
If Experimental 6
§ The research question/s clearly stated and specific and
logical (2)
§ The hypothesis(es) clearly stated (2)
If Engineering
§ The goals specific and clearly stated (6)
E. Procedures
§ The procedure/s sequential and detailed (2)
It includes risk and safety (1)
If Experimental

22
 § The hypothesis (es) stated above were tested (2)
§ The method for data collection is clearly stated (2)
§ Control and experimental group are identified and
designed correctly (2) 11
§ Repeated Trials used (2)
If Engineering
§ Clear building plan (thought was given to materials (4)
§ Methods of testing (4)
F. Results and Discussion
§ It includes tables or graphs in sequence and is properly
labeled (3) 6
§ Results supported by related studies, literature, theories,
or principles (3)
G. Conclusions and Recommendations
§ Conclusions and recommendations are parallel to each 4
other (4)
H. Bibliography
§ Minimum of at least 5 science/engineering major journal
articles, must pertain to project topic in proper APA format
(10) (minus 1 point for each error in references, max 5
points)
§ No spacing within citation, single space between citations 12
(2)
§ 2-point bonus for 10 or more references (can only receive
once)
I. Format
§ Past tense (2)
§ Times New Roman/Size 12 font, double-space (2) 6
§ Title- bold-faced and centered (2)
Total Points Earned 55

23
 Assessment

Directions: Tell whether the statement is TRUE or FALSE.

1. All INTEL ISEF Forms should be filled out and signed before the conduct of
the experiment.
2. Review of Related Literature has its sub-title in the IMRaD format.
3. You can directly copy and paste ideas of other authors to your research paper.
4. The Intel ISEF is open to high school students only.
5. The abstract is optional in writing the research paper.

6. Proper citation and referencing are a necessity to avoid plagiarism.

7. IMRaD format is the official format in the Intel ISEF/
8. Any referencing format can be applied to writing a scientific paper using the
IMRaD format.
9. In writing the Bibliography, it is necessary to arrange the authors’ names
alphabetically.
10. Results and Discussion are written separately in the IMRaD format.

Additional Activities

Directions: Download the ISEF forms using this link

https://www.societyforscience.org/isef/forms/. Accomplish ISEF forms required in
your scientific research paper. Be guided using the rubric in accomplishing the
necessary ISEF forms.

Name: __________________________________________
Date: ___________________________________________
ISEF Forms are professional, legal documents and ALL instructions Possible
MUST be followed accurately and completely. See your teacher with Points
any questions BEFORE the forms are due. Deadlines are CRUCIAL
on this SRP assignment. 100
Overall Submission: all papers clipped together, in # order, with
a rubric, no directions included, not stapled, research plan 20
attachment behind Form 1A.
Forms format:
All forms are either neatly written in Blue ink OR typed 10
on the computer.

24
 Note: All signatures/ and signature dates must be in
Blue I nk
no crossing-out, white-out, or stray marks
Form (1) Checklist for Adult Sponsor/Safety Assessment 15
Form: complete, neat,accurate

Form (1A) Student checklist:

complete, neat, accurate 15
Research Plan
placed after Form (1A) 5
• For grading on the Research Plan
Form (1B) Approval Form:
complete, neat, accurate parent’s signature
signatures and signature dates in BLUE ink 20

Supplementary Forms:
all other required forms complete, neat, accurate, 5
signed, in BLUE
Forms in # order
On-time and with this rubric (name, date, block/period) 10

Total number of points 100

25
 26
What I Know What’s In What’s New What’s New (cont’n)
1. b 1. To determine the feasibility Conclusion
2. b Answere may of makabuhay as an 1.Makabuhay stem can be a
3. d vary insecticides against source of an extract which is
4. b depending on yellow-greenish suspension;
mosquitoes.
2.Makabuhay extract has
5. b the research 2. Extraction of makabuhay larvicidal effect;
6. b work of the leaves and used an 3.Makabuhay extract has a more
7. a students insecticides. deadly effect on wigglers
8. d Findings: compared to adults mosquitoes;
9. c 40.12 % mortality rate on adult and
10. b mosquitoes and 80.66% 4.The extract has significantly
mortality rate on wigglers weaker larvicidal power compafed
to commercial larvicides.
What’s More What’s More
Activity 2
What I Have Learned What I can Do
1. ISEF Forms
2. Bibliography Students answers may vary
3. Abstract depending on their research work.
4. conclusion The final research paper together
5. IMRaD format with the ISEF forms and the ISEF
6. Table of contents rubrics will be submitted along with
7. Appendices the module.
8. Recommendations
9. Title Page
10. Title
Additional Activity
Send thru messenger or email
Assessment
1. false 6. true
2. false 7. true
3. false 8. false
4. true 9. true
5. false 10. true
Answer Key
References
Biswas, Bipul, Rogers, Kimberly., McLaughlin, Frederick, Daniels, Dwayne, and
Anand Yadav. Antimicrobial Activities of Leaf Extracts of Guava (Psidium
guajava L.) on Two Gram-Negative and Gram-Positive Bacteria. International
Journal of Microbiology. 2013
https://www.hindawi.com/journals/ijmicro/2013/746165/
Caintic, Helen. & Juanita Cruz. Scientific Research Manual. C&E Publishing, Inc.
2008
Identifying Parts of a Citation: Why Citing Sources is Important. University of
Nebraska Kearney.
https://guides.library.unk.edu/c.php?g=710678&p=5051044#:~:text=Citing
%20or%20documenting%20the%20sources,you%20include%20in%20your%2
0paper
International rules for pre-college science research: guidelines for science and
engineering fair. Regeneron ISEF a Program of Society for Science and the
Public.
https://sspcdn.blob.core.windows.net/files/Documents/SEP/ISEF/2021/Ru
les/Book.pdf
ISEF Forms. Society for Science.
https://www.societyforscience.org/isef/forms/.
ISEF Forms and Research Plan Rubrics.
https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/3552/SRP
%205%2010-11.pdf
Rabago, Lilia, Crescencia Joaquin, and Juanita Cruz. Research II A Guide to
Investigatory Projects. Department of Science and Technology Science
Education Institute, 2001.
“Writing a Scientific Research Report (IMRaD).” The Writing Center. 2019.
https://writingcenter.gmu.edu/guides/writing-an-imrad-report. 2019

27
For inquiries or feedback, please write or call:

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