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LYCEUM OF THE PHILIPPINES UNIVERSITY

Cavite Campus
Governor’s Drive, Mangahan, City of General Trias
Cavite, Philippines

Activity No. 2

HALF-LIFE SIMULATION

by

JEUS KENT SUNGA


JOHN CARLO TALAY
DEAN JAMES DIONA
CHARLES PASCASIO
ALFONSO DEQUITO
ARVIN DUMALASA
WILSON MIRABONA
JHAZE ALLESTAIN PALLERA

*A Group Laboratory Report prepared and presented by <ENG__109/Group No.5> as partial fulfillment of the
requirements in CHEL01E – Chemistry for Engineers under the supervision of Mr. Emil L. Escalante, Faculty, College
of Allied Medical Sciences. Submitted this 16th day of October 2018.
ABSTRACT

<The Abstract summarizes the main points of the scheduled activity in less than 120 words. The

Introduction should describe the Activity Topic and its objective/s or hypotheses as well as other

supporting statements for these objectives (if any or applicable). The Methodology section is written or

mentioned in different subsections of the Activity: Materials and Experimental Set-ups used and the

Actual/Modified Procedures employed in the conduct of the Activity. The Results section describes the

summary of the data collected and the theories in physics used in the analytical or mathematical

manipulation of the data. The Discussion restates the objectives/importance of the activity as well as the

hypotheses (if applicable) giving or emphasizing the evidence obtained if they are to be supported.>

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Activity <2>
<HALF-LIFE SIMULATION>

<The purpose of the Introduction is to (1) describe the purpose of the scheduled Activity, (2)

place the activity in the context of Physics/Chemistry as one of the fundamental sciences in the

disciplines of the student’s chosen program/major (i.e. engineering and designs, information and

communication technology, computer science, psychology, medical allied sciences, forensic sciences and

other allied sciences), and (3) justify the formulated hypotheses and the objectives of the Activity. The

first paragraph of the Introduction should introduce the general topic of the scheduled activity. Be sure

to define – either operational or theoretical/conceptual, any terms (or the key terms) that has been

used and are specifics to the scheduled activity.>

<In subsequent paragraphs, the student writers/authors should be building a case or pile of

ideas (based on the advanced/additional readings conducted) for the activity done as a collaborative,

cooperative and scholarly effort of future professionals. Based on the additional readings conducted, the

student writers/authors should be able to explain why such scheduled activity provides a unique

opportunity and will contribute new knowledge – in some degree and extent, in his/her/their chosen

discipline/program.>

<Towards the end of the Introduction, the student writers/authors should be able to briefly

describe the design – the experimental design, of the scheduled activity in such a way that it connects to

the justification of the stated purpose/s of the activity and further lead to the stated objectives. Be sure

not to simply state the objectives/hypotheses and assume the reader (your course Instructor) to know

why such objectives/hypotheses were made or stated.>

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MATERIALS AND PROCEDURES

MATERIALS:

1) 100 PIECES OF COINS (OF SIMILAR DENOMINATIONS)

2) SHOE BOX WITH COVER

PROCEDURES:

1) PLACE THE 100 PIECES OF COINS IN AN EMPTY SHOE BOX AND COVER IT. SHAKE VIGOROUSLY

FOR ATLEAST 30 SECONDS

2) GENTLY POUR THE COINS ONTO A DESKTOP. SEPARATE INTO PILES WITH HEADS UP AND TAILS UP

3) COUNT THE COINTS WITH HEADS UP AND RECORD THE NUMBER IN THE DATA TABLE

4) PUT ONLY THE COINS WITH HEADS UP BACK TO THE SHOE BOX. SHAKE THE BOX. REPEAT STEP 2,3

AND 4 UNTIL NO MORE COINS REMAIN

5) PUT A GRAPH OF THE SHAKE NUMBER ON THE HORIZONTAL AXIS VERSUS THE NUMBER OF

HEADS REMAINING ON THE VERTICAL AXIS, ANALYZE THE GRAPH

6) USING THE DATA FROM THE 2 GROUPS CALCULATE THE NUMBER OF HEADS REMAINING FOR

EACH SHAKE. PLOT A GRAPH OF THE NUMBERS IN THE SAME WAY YOUR GROUP HAD PLOTTED

YOUR OWN RESULTS <In the remaining parts of this section, the student writers/authors should

briefly describe the safety, disposal and special handling of the reagents/chemicals used – if any.

Most importantly the student writers/authors should describe – in detail – the actual procedures of

the scheduled activity in chronological order including all the modifications in the procedures (if

any). They should summarize the instructions as well.>

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RESULTS

NUMBER OF HEADS

SHAKE NUMBER OWN GROUP GROUP 3 GROUP 2

1 48 49 49

2 27 27 25

3 14 11 13
4 6 5 8

5 2 2 4

6 1 1 2

7 1 1 2

8 1
9 1

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DISCUSSION

<Review of the hypotheses and/or objectives stated in the Introduction should be the first thing

to be included or presented in the Discussion section. State which hypotheses/objectives were

supported by the data collected and tested. State as well which analytical results provided the support

for a particular hypothesis/objective.>

<The second part of the Discussion section should validate the theoretical aspects of the

concept/s being investigated in the group’s scheduled activity. If the actual results are not the same with

the established theoretical concepts, the student writers/authors should discuss possible reasons for

such difference. You may include the answer to this question, what went wrong with the activity?

(especially if you have invalid results, i.e. extraneous percent error, etc.).>

<The remaining part of the Discussion section is less rigid compare to other sections in terms of

the explanation or discussion. The student writers/authors have the freedom here to

present/integrate/discuss any relevant issues/concerns pertaining to the concepts being investigated in

the scheduled activity. Points or things to consider in the future as well as constructive criticisms for the

improvement of the assigned/scheduled activity should also be proposed or included in the remaining

parts of the Discussion section.>

Reference/s used:

Author 1, Author 2, (Year published). Book Title. Publisher. Place of Publication

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