Research IV Q1 W1-4 PDF

10
Revisiting and Evaluating of

the Research Paper
Learner's Module in Research IV
Quarter 1 ● Module 1
JAFET ISSACHAR R. JUNIO

CHARRY MAR G. MAHUSAY
Developers
Department of Education • Cordillera Administrative Region
NAME:________________________ GRADE AND SECTION ________________

TEACHER: ____________________ SCORE _____________________________
Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF BAGUIO CITY
Military Cut-off, Baguio City
Published by:
DepEd Schools Division of Baguio City
Curriculum Implementation Division
COPYRIGHT NOTICE
2020
Section 9 of Presidential Decree No. 49 provides:
“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”
This material has been developed for the implementation of K-12 Curriculum through
the DepEd Schools Division of Baguio City - Curriculum Implementation Division
(CID). It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work are permitted provided all original work is
acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.
ii
PREFACE
This module is a project of the DepEd Schools Division of Baguio City through
the Curriculum Implementation Division (CID) which is in response to the
implementation of the K to 12 Curriculum.
This Learning Material is a property of the Department of Education, Schools

Division of Baguio City. It aims to improve students’ academic performance
specifically in Research.
Date of Development : Aug 2020

Resource Location : DepEd Schools Division of Baguio City
Learning Area : Research IV
Grade Level : 10
Learning Resource Type : Module
Language : English
Quarter/Week : Q1/W1-W4
Learning Competency/Code : utilize the standards (criteria or checklist) in
evaluating a research paper (peer/group/expert
evaluation) SSP_RS10-ERS-I-a-1
iii
ACKNOWLEDGEMENT
The developer wishes to express his gratitude to those who helped in the
development of this learning material. The fulfillment of this learning material would not be
possible without these people who gave their support, helping hand, understanding, and
wisdom.
Development Team
Author/s: Jafet Issachar R. Junio, Charry Mar G. Mahusay
School Learning Resources Management Committee

Edward C. Vicente School Principal
Pia P. Duligas School Assistant School Head
Genevieve C. Tudlong School LR Coordinator
Mildred K. Pa-ac Learning Area Coordinator
Quality Assurance Team

Jacqueline G. Lampac EPS – Science
Leticia Hidalgo PSDS - District
Learning Resource Management Section Staff

Loida C. Mangangey EPS – LRMDS
Christopher David G. Oliva Project Development Officer II – LRMDS
Priscilla A. Dis-iw Librarian II
Lily B. Mabalot Librarian I
CONSULTANTS
JULIET C. SANNAD, EdD

Chief Education Supervisor – CID
SORAYA T. FACULO, PhD

Asst. Schools Division Superintendent
MARIE CAROLYN B. VERANO, CESO V

Schools Division Superintendent
iv
TABLE OF CONTENTS
COPYRIGHT NOTICE ............................................... Error! Bookmark not defined.

PREFACE ................................................................................................................. iii
ACKNOWLEDGEMENT............................................................................................ iv
TABLE OF CONTENTS .............................................................................................v
What I Need to Know ................................................................................................ 2
What I Know ............................................................................................................. 3
What’s In ................................................................................................................... 6
What’s New............................................................................................................... 7
Activity : Art Evaluation ....................................................................................... 7
What’s In It .............................................................................................................. 10
What’s More............................................................................................................ 11
Activity 1: Checklist in Evaluating Research Paper ........................................... 11
Activity 2: Rubric in Evaluating Research Papers ............................................. 12
What I Have Learned .............................................................................................. 13
Activity: Summarizing/ Generalizing (15 points) ................................................ 13
What I Can Do ........................................................................................................ 14
Activity 1: Peer Research Evaluation ................................................................ 14
Activity 2: Self Research Evaluation ................................................................. 15
Post-Assessment .................................................................................................... 16
Additional Activity .................................................................................................... 19
Activity: Evaluating Relevant Research Studies ............................................... 19
ANSWER KEY ................................................................................................. 35
REFERENCES ....................................................................................................... 36
v
Revisiting and Evaluating
of the Research Paper
Learner's Module in Research 4
Quarter 1 ● Module 1
JAFET ISSACHAR R. JUNIO

CHARRY MAR G. MAHUSAY
Developer
Department of Education • Cordillera Administrative Region
vi
What I Need to Know
Hello learner! This module was designed and written with you in mind. This material
aims to help you to utilize the standards (criteria or checklist) in evaluating a research paper
(peer/group/expert evaluation). Hence, at the end of this lesson, you are expected to:
a. familiarize with the use of criteria, checklist, or rubric;

b. identify the standards in evaluating research papers;
c. understand the importance of evaluating research papers;
d. evaluate research papers using a criteria, checklist, or rubric; and
e. recommend probable improvements on research papers.
By the way, always remember to use a separate sheet of paper (Short bond paper) for you
to write your answers on the different activities presented in this learning module. DO NOT
ANSWER here directly.
Now, here is an outline of the different parts of your learning module. The
descriptions will guide you on what to expect on each part of the module.
Icon Label Description

What I need to This states the learning objectives that you need to
know achieve as you study this module.
What I know This is to check what you already know about the lesson
on this module. If you answered all the questions here
correctly, then you may skip studying this module.
What’s In This connects the current lesson with a topic or concept
necessary to your understanding.
What’s New This introduces the lesson to be tackled through an
activity.
What’s In it This contains a brief discussion of the learning module
lesson. Think of it as the lecture section of the lesson.
What’s More These are activities to check your understanding and to
apply what you have learned from the lesson.
What I have This generalizes the essential ideas tackled from this
Learned module.
What I Can Do This is a real life application of what you have learned.
Post-Assessment This is an evaluation of what you have learned from this

learning material.
Additional Activity This is an activity that will strengthen and fortify your
knowledge about the lesson.
2
What I Know
Directions: Evaluate the research “Development and Characterization of Charcoal

Briquettes from Water Hyacinth (Eichhornia crassipes) – Molasses Blend” using the criteria,
checklist and rubric provided below.
CHECKLIST YES NO
ABSTRACT/SUMMARY
1. Is the abstract intelligible?
2. Does the abstract accurately describe the objectives and results obtained?
3. Does the abstract include data not presented in the paper?
4. Does the abstract include material that cannot be substantiated?
INTRODUCTION
1. Did the authors indicate why the study was undertaken?
2. Was the background information provided adequate to understand the aims of the
study?
METHODS
1. Were the methods described in sufficient detail for others to repeat or extend the
study?
2. If standard methods were used, were adequate references given?
3. If methods were modified, were the modifications described carefully?
4. Have the authors indicated the reasons why particular procedures were used?
5. Have the authors indicated clearly the potential problems with the methods used?
6. Have the authors indicated the limitations of the methods used?
7. Have the sources of the drugs been given?
8. Have the authors specified the statistical procedures used?
9. Are the statistical methods used appropriate?
RESULTS
1. Were the experiments done appropriate with respect to objectives of the study?
2. Do the results obtained make sense?
3. Do the legends to the figures describe clearly the data obtained?
4. Are the data presented in tabular form clear?
5. Are the legends to the tables clear?
6. Has appropriate statistical analysis been performed on the data?
DISCUSSION
1. Were the objectives of the study met?
2. Do the authors discuss their results in relation to available information?
3. Do the authors indulge in needless speculation?
4. If the results obtained were statistically significant, were they also biologically
significant?
5. If the objectives were not met, do the authors have any explanation?
6. Do the authors adequately interpret their data?
7. Do the authors discuss the limitations of the methods used?
8. Do the authors discuss only data presented or do they refer consistently to
unpublished work?
REFERENCES
1. Do the authors cite appropriate papers for comments made?
2. Do the authors cite their own publications needlessly?
REFLECTION:
https://www.science.mcmaster.ca/biopharm/images/files/handouts/critanal.pdf
3
CRITERIA
Scoring Guide
1= no evidence of indicator being met, not passing
2= some evidence of indicator being met, passing, but needs improvement
3= acceptable evidence of indicator being met for course purposes . Meets novice
research criteria
4= consistent evidence of indicator being met. Meets professionally ready novice
researcher criteria.
5= exemplary evidence of indicator being met, meritorious researcher skills.
The Introduction (includes literature review)
Uses sufficient and appropriate primary resources to
describe/explain theoretical assumptions that contextualize the 1 2 3 4 5
research question
Uses sufficient and appropriate primary resources to develop
1 2 3 4 5
background or context for research question
Culminates with a clearly stated purpose/research question 1 2 3 4 5
The Methods
Clearly describes the selection methods, parameters, subjects and
setting, or context of the study based on accepted research 1 2 3 4 5
practice
Clearly describe data gathering methodology based on accepted
1 2 3 4 5
research practice
Clearly describe data analysis methodologies based on accepted
1 2 3 4 5
research practice
The Findings (Results)
Have tables, graphs, figures, descriptions that clearly convey how
1 2 3 4 5
data were organized for analysis and interpretation
Have clearly written interpretations of the data that pose answers
1 2 3 4 5
to the original research question(s)
The Discussion
Extends findings to a broader context 1 2 3 4 5
Describes implications and limitations 1 2 3 4 5
Poses further questions 1 2 3 4 5
The Paper:
Has an authentic voice with minimal use of quotes 1 2 3 4 5
Is appropriately cited 1 2 3 4 5
APA format is followed 1 2 3 4 5
Free of major spelling, grammatical,
1 2 3 4 5
Punctuation errors
Is well written 1 2 3 4 5
Reflection:
https://wesley.edu/wp-content/uploads/2015/07/Research_rubric__2009_.pdf
4
RUBRICS
CATEGORY EXPERT (4) PROFICIENT (3) APPRENTICE (2) NOVICE (1) SCORE
INTEGRATION The paper demonstrates The paper The paper The paper does
OF that demonstrates that demonstrates that not
KNOWLEDGE the author fully the author, for the the author, to a demonstrate that
understands most part, certain extent, the author has
and has applied concepts understands and understands and fully
learned in the course. has applied has applied understood and
Concepts are integrated concepts learned in concepts learned in applied concepts
into the course. Some of the course. learned in the
the writer’s own insights. the conclusions, course.
The writer provides however, are not
concluding supported in the
remarks that show analysis body of the paper.
and synthesis of ideas.
TOPIC FOCUS The topic is focused The topic is focused The topic is too The topic is not
narrowly enough for the but lacks direction. broad for the scope clearly defined.
scope of this assignment. The paper is about a of this assignment.
A thesis statement specific topic but the
provides direction for the writer has not
paper, either by statement established a
of a position or hypothesis. position.
DEPTH OF In-depth discussion & In-depth discussion The writer has Cursory
DISCUSSION elaboration in all sections & elaboration in omitted pertinent discussion in all
of the paper most sections of the content or content the sections of
paper. runs-on the paper or brief
excessively. discussion in
Quotations from only a few
others outweigh sections
the writer’s own
ideas excessively.
COHESIVENESS Ties together information For the most part, Sometimes ties Does not tie
from all sources. Paper ties together together together
flows from one issue to the information from all information from all information.
next without the need for sources. Paper sources. Paper Paper does not
headings. Author's writing flows with only some does not flow - flow and appears
demonstrates an disjointedness. disjointedness is to be created
understanding of the Author's writing apparent. Author's from disparate
relationship among demonstrates an writing does not issues. Headings
material obtained from all understanding of the demonstrate an are necessary to
sources. relationship among understanding of link concepts.
material obtained the relationship Writing does not
from all sources. among material demonstrate
obtained from all understanding
sources. any relationships
SPELLING & No spelling &/or grammar Minimal spelling &/or Noticeable spelling Unacceptable
GRAMMAR mistakes. grammar mistakes. & grammar number of
mistakes. spelling and/or
grammar
mistakes.
SOURCES More than 5 current 5 current sources, of Fewer than 5 Fewer than 5
sources, of which at least 3 which at least 2 are current sources, or current sources,
are peerreview journal peer-review journal fewer than 2 of 5 or fewer than 2
articles or scholarly books. articles or scholarly are peerreviewed of 5 are peer-
Sources include both books. All web sites journal articles or reviewed journal
general background utilized are scholarly books. All articles or
sources and specialized authoritative. web sites utilized scholarly books.
sources. Special interest are credible. Not all web sites
sources and popular utilized are
literature are credible, and/or
acknowledged as such if sources are not
they are cited. All web current.
sites utilized are
authoritative.
CITATIONS Cites all data obtained Cites most data Cites some data Does not cite
from other sources. APA obtained from other obtained from other sources.
citation style is used in sources. APA sources. Citation
both text and bibliography. citation style is used style is either
in both text and inconsistent or
bibliography. incorrect.
REFLECTION:
"Example 1 - Research Paper Rubric." Example 1 - Research Paper Rubric - Cornell College.
https://www.cornellcollege.edu/library/faculty/focusing-on-assignments/tools-for-assessment/research-paper-rubric.shtml. 14 Sept. 2020.
5
Development and Characterization of Charcoal Briquettes from Water Hyacinth
(Eichhornia crassipes) – Molasses Blend
Abstract:
Charcoal briquettes are inexpensive solid fuels made from carbonized biomass. The
potential of converting water hyacinth (Eichhornia crassipes) charcoal into briquettes with
molasses as binder was investigated in this study. Dried water hyacinth was carbonized at a
temperature between 350˚C to 500˚C in a fabricated fine biomass carbonizer. A solution
containing 80% by weight molasses was used in the production of briquettes having different
charcoal/molasses ratios of 40:60, 30:70, and 20:80. Each briquette was characterized in
terms of bulk density, calorific value, compressive strength, proximate analysis and micro-
structure by Scanning Electron Microscopy. Charcoal briquettes were tested for their
flammable characteristics through their burning rates and ignition time. Altering the molasses
to charcoal ratio affected the quality and characteristics of the briquettes. Volatile
combustible matter and fixed carbon increased with increasing amount of binder while ash
content decreased. The 30:70 charcoal/molasses ratio produced the highest calorific value
(16.6 MJ/kg) and compressive strength (19.1 kg/cm2). The results have shown the potential
of converting water hyacinth into an alternative fuel source.
Carnaje, Naomi P. "Development and Characterization of Charcoal briquettes from water hyacinth-molasses
blend." PLOS ONE, 2018.
What’s In
When you were in Grade 9, you have supposedly accomplished your research
studies. From research II where you accomplished your research proposal to your Research
III where you accomplished your final paper. In this module, you will now revisit and evaluate
research papers.
In evaluating research papers, the use of rubrics, criteria or checklists are needed.
Various rubrics can be used depending on your study or the institution you belong to. Some
institutions have their own rubrics to use in evaluating research papers. In this module, you
will be utilizing different rubrics and criteria as you evaluate different research papers.
Before evaluating you must be familiar with the different parts of the research paper.
So as a review, arrange the parts of the research paper. Give short descriptions on the
different parts. Follow the format of the table below on a short bond paper.
Direction: Arrange the following parts of the research paper in the correct order. Provide
descriptions for each part of the research paper. Write your answers on a short bond paper.
Results Discussion Literature Review
Background of the Study Situational Analysis Research Gap
Methodology Research Design Sampling
Data Collection Data Analysis Conclusion Recommendation
Parts of the Research Paper Description

1
2
3
6
4
5
6
7
8
9
10
11
12
13
What’s New
Activity : Art Evaluation

Directions: Assuming you are a judge in an art competition, rate the following art pieces
according to its originality, craft quality, and aesthetic quality using the levels: Poor, Fair,
Good, Excellent. Provide reasons or explanations on your rating.
Rating:
Reason/s:
7
Rating:
Reason/s:
Rating:
Reason/s:
8
Rating:
Reason/s:
https://knowyourmeme.com/memes/unfinished-horse-drawing
Rating:
Reason/s:
9
What’s In It
When you were in Grade 9, you have supposedly accomplished your research
studies. From research II where you accomplished your research proposal to your Research
III where you accomplished your final paper. Now in this module, you will now revisit and
evaluate research papers.
In evaluating research papers, the use of rubrics, criteria or checklists are needed.
Various rubrics can be used depending on your study or the institution you belong to. Some
institutions have their own rubrics to use in evaluating research papers. In this module, you
will be utilizing different rubrics and criteria as you evaluate different research papers.
Evaluating research papers is very challenging especially if you are not familiar with
the contents and parts of the research paper but with the help of criteria, rubrics, and
checklists, even if you are a beginning researcher, you can evaluate other research papers.
Evaluating research papers does not only help the researchers improve their research
papers but it also helps the evaluator as well. As you evaluate, you can check things that
you need to observe as you conduct your own research.
Research papers can be evaluated using rubrics, checklists, and criteria. What is the
difference of these three?
Checklist Criteria Rubrics

• Usually offer a yes/no format • Allow teachers to indicate the • Use a set of criteria to
in relation to student degree or frequency of the evaluate a student's
demonstration of specific behaviours, skills and performance. They consist of
criteria. This is similar to a strategies displayed by the a fixed measurement scale
light switch; the light is either learner. To continue the light and detailed description of
on or off. They may be used switch analogy, a rating scale the characteristics for each
to record observations of an is like a dimmer switch that level of performance. These
individual, a group or a whole provides for a range of descriptions focus on the
class. performance levels. Rating quality of the product or
scales state the criteria and performance and not the
provide three or four quantity; e.g., not number of
response selections to paragraphs, examples to
describe the quality or support an idea, spelling
frequency of student work. errors. Rubrics are commonly
used to evaluate student
performance with the
intention of including the
result in a grade for reporting
purposes. Rubrics can
increase the consistency and
reliability of scoring.
10
What’s More
Activity 1: Checklist in Evaluating Research Paper

Direction: Evaluate the research “Phytochemical Screening, Antimicrobial and Cytotoxic
Properties of Pikaw (Colosia sp. cf. formosana Hayata)” using the checklist.
CHECKLIST YES NO
ABSTRACT/SUMMARY
INTRODUCTION
2. Was the background information provided adequate to understand the aims of the
study?
METHODS
study?
5. Have the authors indicated clearly the potential problems with the methods used?
RESULTS
DISCUSSION
significant?
unpublished work?
REFERENCES
REFLECTION:
11
Phytochemical Screening, Antimicrobial and Cytotoxic Properties of Pikaw (Colosia
sp. cf. formosana Hayata)
Abstract
The phytochemical, antibacterial, antifungal, and cytotoxic properties of the ethanol
extract of pikaw (Colosia sp. cf. formosana Hayata) were tested in this study. The tests were
appropriately conducted in two accredited science laboratories: the Department of Science
and Technology in Tuguegarao City, Cagayan and Center for Natural Sciences, Saint Mary’s
University in Bayombong, Nueva Vizcaya.
There were favorable results of phytochemical screening, bacterial assay, fungal
assay, and cytotoxicity assay of the pikaw ethanolic extract. Pikaw has phytochemicals that
include flavonoids, tannins, saponins, essential oil, triterpenes, fatty acids, sugar coumarins,
anthrones, phenols, alkaloids, steroids, and anthroquinones.
In addition, pikaw ethanolic extract cannot inhibit bacteria S. aureaus, E. coli, and B.
subtilis, but has high ability to inhibit the fungus C. albicans. The range of zone of inhibition
of pikaw ethanolic extract on C. albicans is 29-31mm. this range is comparable with
Miconazole, Clotriomazole, and Ketoconazole. Hence, the pikaw ethanolic extract can be
made into products to serve as substitute for commercially available antifungal treatments
for diseases caused by C. albicans.
Soliven, Samuel Levine. "Phytochemical screenng, Antimicrobial and Cytotoxic Properties of Pikaw." Bato Balani
Vol. 38, No. 1, 2018-2019: 16-18.
Activity 2: Rubric in Evaluating Research Papers

Direction: Evaluate the research “Isolation and Morphological Characterization of the Water
Fungi and its Mycoremediation Potential in Biodegrading Petroleum Hydrocarbons” using the
rubric.
CRITERIA
Scoring Guide
research criteria
research question
1 2 3 4 5
The Methods
practice
1 2 3 4 5
research practice
1 2 3 4 5
research practice
12
1 2 3 4 5
1 2 3 4 5
The Discussion
The Paper:
1 2 3 4 5
Punctuation errors
Reflection:
Isolation and Morphological Characterization of the Water Fungi and its

Mycoremediation Potential in Biodegrading Petroleum Hydrocarbons
Abstract:
Crude Oil is used to make petroleum products. However, it is one of the major
contributors to pollution. Toxic elements from crude oil can seep into the soil and leach into
groundwater and other sources of water.To help address the problem posed by crude oil, the
researchers isolated water fungi from Magat River and evaluated their ability to degrade
petroleum hydrocarbons. Based on the results, Trichoderma sp. has the highest potential in
degrading petroleum hydrocarbons compared to Allomyces Sp. and Aspergillus fumigatus.
Marquez, Chanelle Lyra. "Isolation and Morphological Characterization of the Water Fungi and its
Mycoremediation Potential in Biodegrading Petroleum Hydrocarbons." Bato Balani Vol. 39, No.4, 2019-2020: 16-
18.
What I Have Learned
Activity: Summarizing/ Generalizing (15 points)

Direction: Answer the following questions in not less than 3 sentences. Write your answers
on a short bond paper.
1. What is the importance of evaluation as a whole? Provide example/s.
2. In what other fields do we also use evaluation? Provide example/s.
3. What is the importance of evaluating research papers?
Rubric for Scoring:
3 2
Content (Main Idea or Ideas are connected and has Ideas are somewhat connected to the
Opinion) relevance to the topic topic.
2 1
Details and Evidence Provided at least 2 examples to Provided only 1 example to support the
support the answer. answer.
13
What I Can Do
Activity 1: Peer Research Evaluation
Directions: Choose and print one (1) life science and one physical science (1) research
study from the research studies in your section. Evaluate the research paper using the rubric
provided below.
You may retrieve the research studies of your classmates here:
https://drive.google.com/drive/folders/1im45enmjgbVYM1Sjn2j_eE-MKiBu0_q8?usp=sharing
RUBRICS
INTEGRATION The paper The paper The paper The paper does not
OF demonstrates that demonstrates that demonstrates that demonstrate that
KNOWLEDGE the author fully the author, for the the author, to a the author has fully
understands most part, certain extent, understood and
and has applied understands and understands and applied concepts
concepts has applied has applied learned in the
learned in the concepts learned in concepts learned in course.
course. Concepts the course. Some of the course.
are integrated into the conclusions,
the writer’s own however, are not
insights. The writer supported in the
provides concluding body of the paper.
remarks that show
analysis and
synthesis of ideas.
TOPIC FOCUS The topic is focused The topic is focused The topic is too The topic is not
narrowly enough for but lacks direction. broad for the scope clearly defined.
the scope of this The paper is about of this assignment.
assignment. A a specific topic but
thesis statement the writer has not
provides direction established a
for the paper, either position.
by statement of a
position or
hypothesis.
DEPTH OF In-depth discussion In-depth discussion The writer has Cursory discussion
DISCUSSION & elaboration in all & elaboration in omitted pertinent in all the sections of
sections of the most sections of the content or content the paper or brief
paper paper. runs-on excessively. discussion in only a
Quotations from few sections
others outweigh the
writer’s own ideas
excessively.
COHESIVENESS Ties together For the most part, Sometimes ties Does not tie
information from all ties together together information together
sources. Paper information from all from all sources. information. Paper
flows from one issue sources. Paper Paper does not flow does not flow and
to the next without flows with only - disjointedness is appears to be
the need for some apparent. Author's created from
headings. Author's disjointedness. writing does not disparate issues.
writing Author's writing demonstrate an Headings are
demonstrates an demonstrates an understanding of the necessary to link
understanding of the understanding of the relationship among concepts. Writing
relationship among relationship among material obtained does not
material obtained material obtained from all sources. demonstrate
from all sources. from all sources. understanding any
relationships
SPELLING & No spelling &/or Minimal spelling Noticeable spelling Unacceptable

GRAMMAR grammar mistakes. &/or grammar & grammar number of spelling
mistakes. mistakes. and/or grammar
mistakes.
SOURCES More than 5 current 5 current sources, of Fewer than 5 Fewer than 5
14
sources, of which at which at least 2 are current sources, or current sources, or
least 3 are peer-review journal fewer than 2 of 5 fewer than 2 of 5
peerreview journal articles or scholarly are peerreviewed are peer-reviewed
articles or scholarly books. All web sites journal articles or journal articles or
books. Sources utilized are scholarly books. All scholarly books. Not
include both general authoritative. web sites utilized all web sites utilized
background sources are credible. are credible, and/or
and specialized sources are not
sources. Special current.
interest sources and
popular literature
are acknowledged
as such if they are
cited. All web sites
utilized are
authoritative.
CITATIONS Cites all data Cites most data Cites some data Does not cite
obtained from other obtained from other obtained from other sources.
sources. APA sources. APA sources. Citation
citation style is used citation style is used style is either
in both text and in both text and inconsistent or
bibliography. bibliography. incorrect.
REFLECTION:
Activity 2: Self Research Evaluation

Directions: Print your previous research study. Evaluate it using the criteria provided below.
CRITERIA
Scoring Guide
research criteria
research question
1 2 3 4 5
The Methods
practice
1 2 3 4 5
research practice
1 2 3 4 5
research practice
1 2 3 4 5
1 2 3 4 5
The Discussion
15
The Paper:
1 2 3 4 5
Punctuation errors
Reflection:
Post-Assessment
Directions: Evaluate the research “Biological Pretreatment of Eichhornia crassipes (Water
Hyacinth) Using Trichoderma harzianum for Biogas Production” using the criteria, checklist
and rubric provided below.
CHECKLIST YES NO
ABSTRACT/SUMMARY
INTRODUCTION
2. Was the background information provided adequate to understand the aims of
the study?
METHODS
study?
5. Have the authors indicated clearly the potential problems with the methods
used?
RESULTS
DISCUSSION
16
significant?
unpublished work?
REFERENCES
REFLECTION:
CRITERIA
Scoring Guide
3= acceptable evidence of indicator being met for course purposes . Meets novice research
criteria
4= consistent evidence of indicator being met. Meets professionally ready novice researcher
criteria.
Uses sufficient and appropriate primary resources to describe/explain
1 2 3 4 5
theoretical assumptions that contextualize the research question
1 2 3 4 5
The Methods
1 2 3 4 5
setting, or context of the study based on accepted research practice
1 2 3 4 5
research practice
1 2 3 4 5
research practice
1 2 3 4 5
Have clearly written interpretations of the data that pose answers to
1 2 3 4 5
the original research question(s)
The Discussion
The Paper:
1 2 3 4 5
Punctuation errors
Reflection:
17
RUBRICS
INTEGRATION The paper demonstrates The paper The paper The paper does
OF that demonstrates that demonstrates that not
KNOWLEDGE the author fully the author, for the the author, to a demonstrate that
understands most part, certain extent, the author has
and has applied concepts understands and understands and has fully
learned in the course. has applied applied concepts understood and
Concepts are integrated concepts learned learned in applied concepts
into in the course. the course. learned in the
the writer’s own insights. Some of the course.
The writer provides conclusions,
concluding however, are not
remarks that show supported in the
analysis and synthesis of body of the paper.
ideas.
TOPIC FOCUS The topic is focused The topic is The topic is too The topic is not
narrowly enough for the focused but lacks broad for the scope clearly defined.
scope of this assignment. direction. The of this assignment.
A thesis statement paper is about a
provides direction for the specific topic but
paper, either by statement the writer has not
of a position or established a
hypothesis. position.
DEPTH OF In-depth discussion & In-depth The writer has Cursory
DISCUSSION elaboration in all sections discussion & omitted pertinent discussion in all
of the paper elaboration in most content or content the sections of the
sections of the runs-on excessively. paper or brief
paper. Quotations from discussion in only
others outweigh the a few sections
writer’s own ideas
excessively.
COHESIVENESS Ties together information For the most part, Sometimes ties Does not tie
from all sources. Paper ties together together information together
flows from one issue to information from from all sources. information. Paper
the next without the need all sources. Paper Paper does not flow - does not flow and
for headings. Author's flows with only disjointedness is appears to be
writing demonstrates an some apparent. Author's created from
understanding of the disjointedness. writing does not disparate issues.
relationship among Author's writing demonstrate an Headings are
material obtained from all demonstrates an understanding of the necessary to link
sources. understanding of relationship among concepts. Writing
the relationship material obtained does not
among material from all sources. demonstrate
obtained from all understanding any
sources. relationships
SPELLING & No spelling &/or grammar Minimal spelling Noticeable spelling & Unacceptable
GRAMMAR mistakes. &/or grammar grammar mistakes. number of spelling
mistakes. and/or grammar
mistakes.
SOURCES More than 5 current 5 current sources, Fewer than 5 current Fewer than 5
sources, of which at least of which at least 2 sources, or fewer current sources, or
3 are peerreview journal are peer-review than 2 of 5 are fewer than 2 of 5
articles or scholarly journal articles or peerreviewed journal are peer-reviewed
books. Sources include scholarly books. articles or scholarly journal articles or
both general background All web sites books. All web sites scholarly books.
sources and specialized utilized are utilized are credible. Not all web sites
sources. Special interest authoritative. utilized are
sources and popular credible, and/or
literature are sources are not
acknowledged as such if current.
they are cited. All web
sites utilized are
authoritative.
CITATIONS Cites all data obtained Cites most data Cites some data Does not cite
from other sources. APA obtained from obtained from other sources.
citation style is used in other sources. sources. Citation
both text and bibliography. APA citation style style is either
is used in both text inconsistent or
and bibliography. incorrect.
REFLECTION:
18
Biological Pretreatment of Water Hyacinth (Eichhornia crassipes) Using Trichoderma
harzianum for Biogas Production
Abstract
Water Hyacinth (Eichhornia crassipes) is originally an ornamental free-floating plant
from South America but has become an invasive species with no practical use. In search of
a cost-effective means of control and a renewable energy source, the reseachers formulated
a biological pretreatment and anaerobic digestion process and used the plant as substrate
without chemical pretreatment in biogas production.
Results show that for the formulated process to be viable, higher volumes of
Eichhomia crassipes and Trichoderma harzianum, and higher pretreatment reactor and
anaerobic digester carrying capacities are needed to produce higher volumes of biogas for
household purposes.
Carola, Rinoa Garnet. "Biological Pretreatment of Water Hyacinth using Trichoderma harzianum for Biogas
Production." Bato Balani Vol. 39, No. 2, 2019-2020: 16-18.
Additional Activity
Activity: Evaluating Relevant Research Studies

Direction: Choose and print one research paper relevant to your research studies when you
were in Grade 9. Print and attach a rubric, criteria, or checklist that you are going to use in
evaluating the research paper.
SUPPLEMENTARY READING MATERIAL
Development and Characterisation of Charcoal Briquettes from

Water Hyacinth (Eichhornia crassipes)-molasses Blend
Naomi P. CarnajeI1, Romel B. Talagon1, Jose P. Peralta2, Kalpit Shah3, Jorge Paz- FerreiroID
1 School of Technology, University of the Philippines Visayas, Miagao, Iloilo, Philippines, 2 Institute of
Fish
Processing Technology, University of the Philippines Visayas, Miagao, Iloilo, Philippines, 3 School of
Engineering, RMIT University, Melbourne, Victoria, Australia
* jorge.paz-ferreiro@rmit.edu.au
ABSTRACT
Charcoal briquettes are inexpensive solid fuels made from carbonized biomass. The potential
of converting water hyacinth (Eichhornia crassipes) charcoal into briquettes with molasses as binder
was investigated in this study. Dried water hyacinth was carbonized at a temperature between 350˚C
to 500˚C in a fabricated fine biomass carbonizer. A solution containing 80% by weight molasses was
used in the production of briquettes having different charcoal/molasses ratios of 40:60, 30:70, and
20:80. Each briquette was characterized in terms of bulk density, calorific value, compressive
strength, proximate analysis and micro-structure by Scanning Electron Microscopy. Charcoal
briquettes were tested for their flammable characteristics through their burning rates and ignition time.
19
Altering the molasses to charcoal ratio affected the quality and characteristics of the briquettes.
Volatile combustible matter and fixed carbon increased with increasing amount of binder while ash
content decreased. The 30:70 charcoal/molasses ratio produced the highest calorific value (16.6
MJ/kg) and compressive strength (19.1 kg/cm2). The results have shown the potential of converting
water hyacinth into an alternative fuel source.
INTRODUCTION
Large volumes of waste biomass residues are generated annually in developing countries as
by-products of the commercial forestry, agricultural and industrial sectors. Energy in the form of
firewood and charcoal has been the most conventional source of renewable energy in developing
countries and has traditionally been used to dispose of these wastes. In the Philippines, about 30–50
million metric tons of wood fuel and biomass residues are estimated to be consumed per year [1].
This extensive use of fuel wood can pose environmental threats to forest trees and contribute to
erosive processes. Moreover, fuel wood and biomass residues have low combustion efficiency, also
posing environmental and health hazards [2].
On the other hand, the utilization of biomass waste or residue as energy source could help
alleviate dependence on imported energy and its use continues to be a topical issue in both
developing and developed countries.
In order to upgrade biomass residues for a variety of applications, their original form
characterized by high moisture content, irregular shapes and sizes, low bulk density, difficulty in
handling, transporting and storing, have to undergo some changes to make their use more practical
and economical [3,4]. Some of these drawbacks can be overcome through densification of biomass
residues with appropriate binders for briquette production. Several studies report production of
briquette from rice husk blended with corn cobs and starch solution binder [5], rice husk and bran with
binders cassava wastewater, and okra stem gum [6], bagasse, clay and molasses [7], wood charcoal
bonded with arabic gum and cassava starch [8], low rank coal and sawdust [9].
Water hyacinth (E. crassipes) is a native plant in the Amazon basin, but it is considered a
highly invasive aquatic weed, infecting dam, lakes and irrigation channels in most tropical and
subtropical regions. One major problem associated with water hyacinth is its rapid growth rate. It can
easily adapt and compete with other aquatic plants causing a major threat to the aquatic environment
[10].
Excessive amount of water hyacinth in the aquatic system can reduce biodiversity, displace
native species, damage hydroelectric systems, and affect water quality and flow. When not managed
and controlled, these plants will cause blockage in bodies of water, resulting to floods during heavy
rains and typhoons. Philippine waters that had been damaged by water hyacinth are the Pasig River
in Manila and Dansalan River in Datu Piang Maguindanao.
Although water hyacinth is seen by many countries as a weed and is responsible for many
environmental and health problems, much research has been done in order to find useful applications
for these plant. This includes as soil amendment after composting [11] or for the removal of heavy
metals from aquatic systems [12]. Another of these applications is fuel production. Aerobic/anaerobic
digesters is a well-established technology that can produce biogas at a relatively low cost and higher
yields [13]. Njogu et al. [14] reported biogas production containing about 46 to 53% methane (CH4)
from water hyacinth -cow dung mixture. Yields of biogas are generally low when not hybrid mixtures of
organic matters are used [13].
Conversion of water hyacinth to charcoal dust via pyrolysis has been reported in several
studies as potential source for the production of locally needed fuels [15]. To improve fuel quality, the
charcoal has to undergo densification or briquetting. This is to increase strength, durability and reduce
cost of transportation, handling and storage [3]. Limited studies however, have been conducted to
determine the effectiveness of binding methods and to determine combustion characteristics with
different binders. A study by Koser et al. [16] showed the technical feasibility and economic viability of
densified water hyacinth and cotton stalks. Supatata et al. [17] characterized fuel briquettes from
water hyacinth with sewage sludge as binder. Other binders used in previous studies are palm oil mill
residue and cassava flour [15], cow dung [18], and starch [19].
Briquette properties are affected by the proportion of binders [9]. However, many studies have
used a single ratio (see Table 1). One of the problems commonly encountered in the use of charcoal
and briquettes from biomass wastes is their difficulty to ignite [20]. This study aims to characterize the
optimum ratio of molasses to charcoal in order to produce fuel briquettes with a high calorific value
and rapid ignition time. A range of analytical techniques were used in order to perform a mechanical
(bulk density and compressive strength), thermal (calorific value and ignition time) and morphological
characterization (FITR and SEM).
20
MATERIAL AND METHODS
Collection and preparation of water hyacinth sample

Dumangas is a municipality in the Province of Iloilo in Western Visayas, Philippines.
Dumangas lies at the tail-end of one of the largest rivers in the Province of Iloilo, the Jalaur River,
which is the main source of irrigation water for the neighbouring municipalities. The water hyacinth
used in charcoal production was collected from one of the rivers, PD Morfort North River, at 10˚ 51’
42" North 122˚ 43’ 1"East. According to local regulations, no specific permissions were required to
sample in PD Morfort North River. The field sampling did not involve endangered or protected
species.
The collected raw materials were brought to the University of the Philippines Visayas, Plant
Nursery Station of the Emerging Interdisciplinary Disciplinary Research where the samples were
thoroughly washed with distilled water, the plant material excluding the roots were chopped into
smaller pieces and sun dried inside the nursery for two weeks. The dried materials were further cut to
approximately a length less than 1 cm and width less than 0.5 cm in preparation for the carbonization
process.
Experimental design
The experiment was divided into four phases: (1) Carbonization of water hyacinth (2)
Preparation of the water hyacinth- molasses blends using different charcoal/binder ratios (3)
Densification/Briquetting (4) Characterization of the three most well-formed briquettes by proximate
analysis, calorific value, maximum compression load, bulk density, burning rate and ignition time.
Carbonization of water hyacinth

The dried samples were carbonized at an average temperature of 425˚C in a fabricated fine
biomass carbonizer designed by the Forest Products Research Development Institute, Department of
Science and Technology. The surface temperature of the carbonizer was monitored using a
thermocouple (DIGI-SENSE Model 20250–19). The carbonized materials were harvested at an
average rate of 36.67g/min (550 grams in 12 minutes). They were immediately removed from the
carbonizer and then stored in a closed steel container to cool and prevent the charcoal from ashing.
Preparation of water hyacinth-molasses blends and briquetting

The binder used was molasses obtained from First Farmer’s Holding Corporation (FFHC), an
agro-industrial business enterprise. Various preliminary trial runs using different concentrations of
molasses-water solutions were investigated to determine the amount of molasses sufficient to bind
with water hyacinth charcoal. The charcoal was then homogeneously mixed manually at different
ratios with the molasses solution until a dense mass, with the ability to be compacted, was obtained.
From several trials, three charcoal-binder blends with the following water hyacinth-molasses (80%
molasses by weight) ratios were chosen for characterization: A (40:60), B(30:70) and C(20:80).
21
Briquetting and drying
A pillow-shaped briquette moulder with dimensions (cm) 50 x 60 x 25 was fabricated [21].
Forty grams of the prepared water hyacinth-molasses blends was placed into each mould of the
fabricated moulder. In the absence of a hydraulic press, a hydraulic car jack was used for compacting
the solids. The pressure applied to each mould (120 psi or 8.27 bar) was set constant by allowing the
jack to travel the same distance from the reference to the final point. The manufactured briquettes
were dried in a natural convection oven at 105˚ C for 8 hours, cooled and packed in polyethylene
plastics to prevent re-adsorption of water.
Proximate analysis
Moisture content analysis, volatile combustible matter and ash were determined according to
the procedure ASTM D1762-84. For each type of blend A, B and C, one gram of sample in a crucible
was dried in a natural convection oven (Binder (ED)-model 115) at 105˚ C for 2 hours taking note of
the initial and final weights using an analytical balance (Shimadzu electronic balance type ATY124).
This procedure was repeated until constant weight was obtained. Moisture was then calculated. The
sample was further heated at 470˚C for 2 hours before the sample turns into ashes in order to
calculate the volatile combustible matter. Later, the sample was placed in a furnace (Thermolyne,
Thermo Scientific Furnace) and heated at 750˚C for 4 hours. The resulting ash was placed in a
desiccator, allowed to cool at room temperature and weighed. This procedure was repeated until the
weight of ash became constant. Fixed carbon was obtained from the initial weight of the sample
minus the humidity, ash and volatile combustible matter.
Calorific value (HHV)

The calorific value was determined according to the method ASTM n: D5885 –10a method
was used. One gram of sample was pelletized, placed in a sample holder (crucible) then transferred
to a steel capsule from the diabatic bomb calorimeter (32-11-CI-006, Model no. 6725).
Bulk density
Using the analytical balance (Shimadzu electronic balance type ATY124), ten samples for
each briquette blend were weighed. The volume of the each briquette was solved using the equation
[21],
where:
V = the volume of the pillow shaped briquette
h = is the longer side of the briquette
w = is the shorter side of the briquette
Compression test
Compression test was done in accordance with ASTM D642 (Method for compression test for
shipping containers) and TAPPI T811 (Edgewise Compressive Strength for Corrugated Fiberboard).
The equipment used was INSTRON Model 1000. Compression Test was conducted at the Packaging
Laboratory of Central Philippines University, Iloilo City Philippines.
Ignition test and burning rate

The burning rate of the bio charcoal briquette is the mass of the biocharcoal briquette burned
per unit time. Using match sticks, the samples were ignited one-by-one and the time it takes to burn a
certain amount of briquette was recorded. The difference between the initial and final weights of the
charcoal is the mass of the charcoal burned. Three varying volumes of kerosene, 5 ml, 10 ml, and 15
ml were added to the briquettes (3 replicates per blend) and the first sign of visible igniting was the
basis for recording the ignition time.
FTIR (Fourier Transform Infrared Spectroscopy)

Infrared spectra of carbonized pure water hyacinth were measured on AVATAR 330 Fourier
Transform infrared (FT-IR) Spectrophotometer. The Fourier Transform Infrared Spectroscopy (FT–IR)
22
was done by the Analytical Laboratory Services of Chemistry Department at College Arts and
Sciences, University of the Philippines Visayas. Three replicate samples were analysed.
Scanning electron microscopy

The micro-structure of the water hyacinth charcoal and the briquette considered to possess
the best combustion characteristics were analyzed by Scanning Electron Microscopy (SEM) at the
Analytical Laboratory of Southeast Asia Fisheries Development Center SEAFDEC). The samples
were first transferred to capsules and coated with Palladium (Pd) at 30 mA and analysed in a JEOL
JFC-5510LV Scanning Electron Microscope.
Statistical analyses
A one-way ANOVA was conducted in order to test the difference for the parameters in briquettes
produced with different charcoal/binder ratios. The results were considered to be statistically
significant when P<0.05.
RESULTS AND DISCUSSION

Physico-chemical characterization of water hyacinth charcoal
The yield of water hyacinth charcoal at an average carbonization temperature of 425˚C was
55%. According to Antal et al. [22], a practical method for manufacturing high-quality charcoal from
biomass realizes near-theoretical yields of 42−62% while traditional methods for charcoal production
in developing countries realize yields of 20% or less, and modern industrial technology offers yields of
only 25−37%. The yield obtained from this study is in agreement with the expected theoretical yield
but higher than the yield from traditional methods of charcoal production. Charcoal yield depends
greatly on the range of temperature for the production of pyrolysis products. Demirbas et al. [23]
reported that charcoal yield decreased from 43.5 to 31.0% for the walnut shell and 38.3 to 25.4% with
an increase in temperature from 550 to 1150 K.
The FTIR peaks (Fig 2) from 760–2500 cm-1 of pure water hyacinth charcoal show = C-H, -
OH-, C-N, -C = C-, N-H, C-O, C = O, and N-O bonds. The atomic groups and structure present are
aromatic, aliphatic, saturated ethers, amines, nitro, tertiary and secondary hydroxyl structures. The
presence of aliphatic and aromatic hydrocarbons in the charcoal means that it contains fats and oils
that are related to butane or isobutene, making it easier for the charcoal to burn or heat up. Likewise,
the presence of hydroxyl groups means that there is an alcohol present which could contribute to
higher flammability of substances. The presence of these compounds is an attribute of charcoal
having good combustion characteristics.
Fig 2. FTIR spectrum of water hyacinth charcoal carbonized at 350–500 oC.
SEM patterns reveal the porous structure of pure water hyacinth charcoal. The radial image
(A) shows rough and stacked features while the cross section reveals an irregular shaped surface
exhibiting pores of different sizes. The porous structure both in radial and cross sections can help
23
increase burning efficiency of the charcoal because they provide more paths for airflow allowing more
oxygen and air to circulate inside of the charcoal [24].
Binder characteristics
The molasses and its analyses were provided by First Farmer’s Holding Corporation. The
molasses had a brix of 82.38˚ and total sugar as invert (TSAI) of 56.71%. Total sugar as inver refers
to the disaccharides that are inverted by hydrolysis to form monosaccharides. The analysis shows
that molasses contain large amount of carbon-containing compounds in sugar thereby affecting the
proximate analysis of the briquettes and its combustion property. The molasses was highly viscous, a
characteristic required from a good binder in the briquetting technology.
Characterization of the briquettes

The briquettes produced from the different formulations of water hyacinth charcoal and
molasses are shown in. Briquette A containing 60% by weight molasses solution had smooth edges
with no visible cracks indicating that the amount of molasses added was enough to evenly coat the
surface. Increasing the amount of molasses to 70% (B) allowed the binder to move deeper into the
porous surface and occupy pore spaces within the biomass charcoal. The surface was rougher than
that of A. Cracks were observed on the surface and some broke during briquetting. The briquettes
with ratio 20:80 (C) appeared weak and crumbly.
Surface images show distinct morphologies between the charcoal and the briquette. The
water hyacinth charcoal (A) had porous rough surface arranged uniformly as stacked layers. Image B
shows the level of coating by molasses. The surface were smoother, covered pores are no longer
distinguishable but the presence of holes beneath the coatings could still act as air passage and aid in
the combustion process.
Table 1 shows the proximate analysis of the formulated water hyacinth-molasses briquette in
comparison with briquettes from other biomass and binder sources. The moisture content increased
with increasing binder-charcoal ratio. It should be noted that the binder is 80% solution of molasses in
water. Greater amount of water was added to briquette C than in B and A, resulting in higher amount
of moisture. Moisture content in charcoal is considered as an impurity and could lower the heating
value of the charcoal [25]. This is also evident in the briquettes produced. The lowest heating value
was found in the briquette with the highest % moisture. Increase in moisture content decreased the
heating value since not all the energy contained in the charcoal can be efficiently transferred [26].
According to previous studies, charcoal should have moisture content of 5–15% of its gross weight
and charcoal with high moisture content (>10%) becomes brittle when heated [25]. Table 1 shows that
briquettes with low moisture content specifically those with woody biomass have higher heating
values.
The liquids present in the charcoal other than water which are easy to vaporize are called
volatile matters (VCM). Table 1 shows the effect of water hyacinth (WH)-molasses ratio on the VCM
content of the briquettes. As the ratio of WH to molasses decreases, the volatile matter content
decreases. This result agrees with the findings of Rezania et.al. [15] in their production of briquettes
24
using water hyacinth, empty fruit bunches (palm oil mill residue) and cassava starch. It is important to
note from Table 1 that the VCM of pure WH is higher than the VCM of the briquettes produced.
High fixed carbon content of a charcoal means it is made up mostly of carbon. In this study,
as the ratio of molasses to WHincreases, the fixed carbon content of the briquette also increased. As
previously noted, molasses used has a brix of 82.38˚ and total sugar as invert (TSAI) of 56.71%. This
could have contributed to more carbon atoms in briquette C (20:80 ratio of WHto molasses).
Compared with other briquettes produced from other sources, FC in this study was comparatively
lower than those produced from woody sources and agricultural residues (see Table 1).
The proximate analysis showed that the briquettes having higher fixed carbon have lower ash
content. Also, the ash content was found to decrease as the ratio of molasses to WH increased. The
amount of ash or the residue is correlated with the amount of fixed carbon and other combustible
component of briquette. The fewer residues left after combustion, the greater amount of fixed carbon
and combustible substance such as the VCM are present. Ash from woody materials is much lower
than the briquettes from water hyacinth (Table 1).
Calorific value is the measure of energy released by the fuel during combustion, while the
amount of fixed carbon is one of the major contributors to the heating value of charcoal. Based on the
results of this study, briquettes B and C would likely have the greater heating value because of their
high FC compared to A. This study however showed that briquette B has the highest heating value.
This implies that other factors like the quality of the charcoal, and components like moisture and ash
could contribute to the decrease in calorific value. Several studies indicate that high ash content in
briquettes will lower calorific value and combustion efficiency [7, 27]. This is in agreement with the
results of this study which showed that the high ash content of the briquettes (greater than 15%)
resulted in low heating value (< 20 MJ/ kg)
The effect of charcoal/binder ratio on bulk density, compressive strength, burning rate and
ignition time is shown in Table 2. Bulk density affects combustion efficiency and durability of the
briquettes. The denser the material, the easier for it to be transported, handled and stored.
Consumers prefer more dense charcoal. The initial failure criterion during compression test
was breakage. The average deflection height before breakage of briquette A was 3.47 mm, while that
of B was 6.56 mm. The addition of molasses as binder increased the resistance of the briquette to
breakage. However increasing further the amount of binder as in C, the sample became malleable
and no deflection was obtained. Instead of breaking, C flattened as load was increased to the
maximum machine capacity.
The next index of failure considered was the first appearance and formation of cracks upon
subjection to load. A was the first to exhibit cracking from a load of 3.93 kg, followed by C which
started cracking upon subjection to 7.4 kg. Briquette B showed the maximum compressive strength
since cracking occurred at a much higher load of 19 kg. According to M’Ndegwa [28], molasses
improve the adherence of particles and forms strong inter-particle bonds between particles thereby
enhancing stability of the material.
The results of compressive strength test shows that the 30:70 (B) charcoal to binder ratio has
the highest compressive strength followed by 20:80 (C) and the lowest was that 40:60(A). Due to the
molasses’ hygroscopic properties, moisture can be trapped inside the briquette. High malleability of C
was the effect of greater amount of molasses mixed with the charcoal. Increasing the amount of
molasses added to the charcoal caused greater gluing effect but increased the amount of moisture.
The increase in binder/charcoal ratio (B) could make the briquette less resistant to cracking but further
25
increase as indicated in C had made the briquette malleable. During transport and handling, briquette
C is more resistant to breaking than B but less resistant to cracking. Treatment A showed weak
resistance both to breakage and cracking. From Table 2, bulk density and compressive strength have
shown inverse relationship with each other. Results show that the briquette with the lowest bulk
density which is
B (30:70) has the highest compressive strength. While A(40:60) whose bulk density was highest, had
the lowest compressive strength.
It is important to understand the factors that affect burning rate and ignition time of biomass or
agro-waste briquettes for their more efficient utilization as fuel. It is shown in Table 2 that burning rate
of briquettes decreased with increased binder proportion (C < B < A). Davies and Abolude [29]
reported the same findings in the burning of sawdust briquettes and with palm oil sludge as binder.
Density has been reported as a parameter that can influence the combustion rate and is characterized
by low porosity and reduce the infiltration of oxidant and outflow of the combustion products during
combustion [30]. Since incombustible ash has low thermal conductivity, it might also slow down the
flame propagation in clay binder. According to Oladeji [31], the density influences the flame
propagation in briquettes; fewer free spaces for mass diffusion (low porosity) hinder drying,
devolatization and burning. Reduction in porosity and consequently increasing density can influence
the combustion rate of briquettes by hampering the outflow and infiltration rate of oxidant during
combustion.
Further observation during the ignition test was that treatment B continued to ignite and burn
on its own, while treatment A and C stopped igniting after some time. The burning characteristics of
the developed pillow-shaped briquette from water hyacinth and molasses (B) was compared with
locally available briquette produced from bamboo and cassava starch (A) from the time of ignition until
end of burning (Fig 6). It was observed that bamboo briquette remained on fire for 137 sec and then
completely stopped burning. Water hyacinth briquette was on fire for 216 seconds and continued
burning until all the solids had burned. Bamboo briquette did not burn completely. The results of our
ignition test are similar to those found by other authors [32], who report ranges from 83 to 138
seconds.
Charcoal briquettes should aim to be environmentally acceptable. Studying the overall
environmental performance of these materials was outside the scope of this work. Further research
could aim to estimate the gas emissions of the briquettes in order to provide an indication of
environmental friendliness, similar to studies available on coal-water slurries [33, 34]. For example,
previous studies [35] have demonstrated that NOx and SOx emissions can vary dramatically
depending on fuel additives. The economic performance [36] of adding binders to the briquette should
be considered in conjunction with pondering the environmental advantages.
CONCLUSIONS
In this study, a novel water hyacinth briquette with molasses as binder was developed at
varying charcoal/binder. Increasing the amount of molasses as binder increased the moisture content,
volatile matter content, and fixed carbon content of the bio charcoal but decreased ash content. The
briquette with charcoalto binder ratio of 30:70 showed desirable characteristics in terms of
compressive strength, calorific value and ignition. The briquette with 30:70 ratios also showed the
highest resistance to breakage with a maximum tolerable load of 19.1 kg/cm2, quickest ignition time
of 133 seconds and has the highest high heating value of 16.6 MJ/kg. In sum, the developed briquette
could be used as fuel in rural areas, and its production could help intervene and alleviate the
environmental problems caused by this highly invasive weed in water bodies.
ACKNOWLEDGMENTS
The authors would like to thank Stephanie Delima, Anna Marie Sarroza and Jenny Boy
Villalva Jr. for their valuable assistance during the study.
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10. Te´ llez TR, Lopez E, Granado G, Pe´rez E, Lopez R, Guzman J. The water hyacinth, Eichhornia
crassipes
Phytochemical Screening, Antimicrobial and Cytotoxic Properties of Pikaw

(Colocasia sp. cf. formosana Hayata)
Samuel Levine L. Soliven
Ferylene C. Valentin
Felice Alexandra M. Sadueste
Student Researchers
Dr. Elsa Cajucom
Research Adviser
Saint Mary’s University
Junior High School and Science High School
Bayombong, Nueva Vizcaya
ABSTRACT
The phytochemical, antibacterial, antifungal, and cytotoxic properties of the ethanol extract of
pikaw (Colocasia sp. cf. formosana Hayata) were tested in this study. The tests were appropriately
conducted in two accredited science laboratories: the Department of Science and Technology in
Tuguegarao City, Cagayan and Center for Natural Sciences, Saint Mary's University in Bayombong,
Nueva Vizcaya.
There were favorable results of the phytochemical screening, bacterial assay, fungal assay,
and cytotoxicity assay of the pikaw ethanolic extract. Pikaw has phytochemicals that include
flavonoids, tannins, saponins, essential oil, triterpenes, fatty acids, sugar, coumarins, anthrones,
phenols, alkaloids, steroids, and anthraquinones.
In addition, pikaw ethanolic extract cannot inhibit bacteria S. aureus, E. coli, and B. subtilis,
but it has high ability to inhibit the fungus C. albicans. The range of the zones of inhibition of pikaw
ethanolic extract on Candida albicans is 29—31mm. This range is comparable with Miconazole,
Clotrimazole, and Ketoconazole. Hence, the pikaw ethanolic extract can be made into products to
serve as substitute for commercially available antifungal treatments for diseases caused by Candida
albicans.
Pikaw also has a cytotoxic property because after 18 hours, the LC50 = 941.528 ppm; 'after
21 hours, the LC50 = 743.894 ppm; and after 24 hours, the LC50 = 634.807 ppm.
Recommendations include the (1) preparations of antifungal cream, ointment, and other
antifungal products made out of pikaw ethanolic extract, which resemble the commercial preparations
of Miconazole, Clotrimazole, and Ketoconazole; and (2) isolation of the flavonoids since this has a
role on the cytotoxic property of the pikaw ethanolic extract then retest cytotoxicity.
27
INTRODUCTION
Background of the Study
Nueva Vizcaya is blessed with flora from Diadi to Alfonso Castaneda. Its forest areas have
hidden waterfalls that contribute to its cool climate. Where perennial streams or springs are located at
the edge of forest, along roadsides is a morphologically distinct wild form or species of taro (Colocasia
sp. cf formosana Hayata) growing on stream banks and among rocks next to small waterfalls. This
wild taro is popularly known as the edible pikaw among Ilocanos.
But there are many species of wild taro. Pikaw is just one of them. The plant contains a sap
that causes skin irritations or itchiness and gives a permanent black stain to clothes. Corms are not
gathered by local folks as they are organs for plant horizontal growth and food reservoir for the plant.
The phytochemical analysis results show that the plant contains gums, mucilages, glycosides,
carbohydrates, reducing sugars, tannins and derivatives, proteins and derivatives, flavonoids,
deoxysugars, unsaturated sterols and triterpenes, and polyphenolic compounds (Adaoag, n.d.).
The young leaves of the plant are the edible portions leaving the corms for further growth.
These parts are hashed, bundled, and then piled into a cooking pot. They are treated with fish sauce,
onions, garlic, vinegar, and ginger and sometimes with coconut milk, topped with meat, sardines, or
dried fish. It is best not to disturb or stir the pot while cooking so that the calcium oxalate crystals in
the sap will be thoroughly cooked.
The Philippines has different epidernics that people suffer from, and the researchers wanted
to help people affected by these diseases. And after knowing about the plant pikaw, the researchers
became curious about its chemical properties that can help not just Ilocanos but also other people
need to be cured of diseases. They then continued to look for solutions to the problem and aimed to
know all the properties of the plant that can treat diseases. They believe that pikaw is one of the
possible cures for sickness, and they worked to prove this.
Significance of the Study

This study would benefit the research community, most especially the consumers of pikaw in
the upland areas of Nueva Vizcaya. It can help the people understand the properties of the plant and
what it can do for their health. It would also show that there are some chemical properties of pikaw
that can treat some illnesses.
Scope and Limitations

The study is confined to the phytochemical screening to know the chemical properties of
pikaw; antimicrobial properties to know if the plant can kill bacteria and fungi; and cytotoxic properties
to know if the plant can kill cells. The researchers do not know if any attempt has been made to
assess the commercial value of wild taro.
METHODOLOGY
Materials
• I kilogram of fresh pikaw leaves for air-drying
• All standard materials for phytochemical screening, antimicrobial assay, and cytotoxicity study
obtained from a laboratory (DOST, SMU)
Methods/Procedures
Phytochemical screening: Phytochemical examinations were carried out for all the extracts as
per the standard methods. Reagents used:
1. Preliminary test. (Essential oils). Heat at 90˚C; violet spot under UV 365 nm.
2. Vanillin sulfuric acid. (Higher alcohols, steroids, triterpenes, essential oils, phenols, fatty acids).
Heat at 900 C (char). Triterpenes and sterols appear mainly as blue violet spots under long wave
UV 365 nm. Essential oils from zones with wide range of colors under long wave UV 365 nm.
Phenols appear as brown spot under visible light. Fatty acids as yellow spot under visible light.
3. Napthol-sulfuric acid. (Sugars). Heat at 90˚C (char). Blue dark spot under visible light.
4. Methanolic potassium hydroxide (KOH-MetOH). (Anthraquinones, coumarins, anthrones).
Anthraquinones give orange coloration under visible light. Coumarins react to form blue colored
zone under long wave UV 365 nm. Anthrones give yellow zones long wave UV 365 nm.
5. Potassium ferricyanide-ferric chloride. (Tannins, flavonoids, phenols). Blue spots under visible
light.
28
6. Dragendroff's reagent. (Alkaloids). Brown-orange visible spots immediately upon immersing into
test reagent; colors are not stable.
7. Antimony (Ill) chloride. (Flavonoids, steroids). Intense yellow to orange upon immersing for
glycoside flavonoids; fluorescent colors under long wave UV 365 nm for steroids.
8. Magnesium acetate. (Anthraquinones). Heat at 900C (char). Orange-violet color after heating at
90˚C.
9. Ninhydrin. (Amino Acids). Violet spot upon dipping.

The DOST and CNS lab results on phytochemical screening of pikaw phytochemical analyses
were conducted at the Saint Mary's University-Center for Natural Sciences (SMU-CNS) in
Bayombong and the DOST Laboratory Testing in Tuguegarao. This was done to establish validity and
reliability of results.
Table 1: Phytochemical Components of Pikaw

Phytochemical SMU Lab Results DOST Lab Results
Flavanoids Positive Positive
Tannins Positive Positive
Saponins Positive
Essential Oils Positive Not Tested
Triterpenes Positive Not Tested
Fatty Acids Positive Not Tested
Sugar Positive Not Tested
Coumarins Positive Not Tested
Anthrones Positive Not Tested
Phenols Positive Not Tested
Alkaloids Positive Not Tested
Steroids Positive Not Tested
Antraquinones Positive Not Tested
At SMU-CNS, the following phytochemicals were found: essential oils, triterpenes, fatty acids,
sugar, coumarins, anthrones, tannins, flavonoids, phenols, alkaloids, steroids, and anthraquinones. At
DOST Lab, the following phytochemicals were found: flavonoids, saponins, and tannins.
In both labs, the following were found: essential oils, triter-penes, fatty acids, sugar,
coumarins, athrones, tannins, flavonoids, phenols, alkaloids, steroids, anthraquinones, and saponins.
CONCLUSIONS AND RECOMMENDATIONS

There were favorable results of the phytochemical screening, bacterial assay, fungal assay,
and cytotoxicity assay of the pikaw ethanolic extract. Pikaw has phytochemicals that include the
following: flavonoids, tannins, saponins, essential oil, triterpenes, fatty acids, sugar, coumarins,
anthrones, phenols, alkaloids, steroids, and anthraquinones.
Pikaw cannot inhibit these bacteria, namely, S. aureus, E. coli, and B. subtilis, but it has high
ability to inhibit the fungus named C. albicans.
The range of the zones of inhibition of pikaw ethanolic extract on Candida albicans is 29—31.
This range is comparable with Miconazole, Clotrimazole, and Ketoconazole but not with Fluconazole.
Hence, the pikaw ethanolic extract can be made into products to serve as substitute for commercially
available antifungal treatments for diseases caused by Candida albicans.
Pikaw also has a cytotoxic property because after 18 hours, the LC50 = 941.528 ppm; after
21 hours, the LC50 743.894 ppm; and after 24 hours, the LC50 = 634.807 ppm.
The researchers recommend to ( I ) prepare antifungal cream, ointment, and other antifungal
products made out of, pikaw ethanolic extract, wherein these preparations resemble the commercial
preparations of Miconazole, Clotrimazole, and Ketoconazole; and (2) isolate the flavonoids since this
has a role on the cytotoxic property of the Pikaw ethanolic extract then retest cytotoxicity.
29
SELECTED REFERENCES
(a) "Antifungal Medications." https://patient.info/doctor/antifungal-medications.
(b) Adaoag, Mildred B. "A Compendium of Indigenous Vegetables of Abra."
http://www.eisrjc.com/documents/A_Compend:um Of Indigenous_Vegies_1325745997.pdf.
(c) Djilani, Abdelouaheb, and Amadou Dicko. (2012). "The Therapeutic Benefits of Essential
Oils." https://cdn.intechopen.com/ pdfs-wm/29979.pdf
(d) Kozlowska, A., and D. Szostak-Wegierek. "Flavonoids—Food Sources and Health Benefits."
https://www.ncbl.nlm nih gov: pubmed/25272572
Isolation and Morphological Characterization of the Water Fungi and Its

Mycoremediation Potential in Biodegrading Petroleum Hydrocarbons
Chenelle Lyra Marquez
Angelica Dela Cruz
Maica Jane Banaag
Researchers
Dr. Elsa L. Cajucom
Research Adviser
Saint Mary’s University
Nueva Vizcaya
ABSTRACT
Crude oil is used to make petroleum products. However, it is one of the major contributors to
pollution. Toxic elements from crude oil can seep into the soil and leach into groundwater and other
sources of water.
To help address the problem posed by crude oil, the researchers isolated water fungi from
Magat River and evaluated their ability to degrade petroleum hydrocarbons. Based on the results,
Trichoderma sp. has the highest potential in degrading petroleum hydrocarbons compared to
Allomyces sp. and Aspergillus fumigatus.
INTRODUCTION
Biodegradation is an eco-friendly treatment that uses microorganisms to treat oil-
contaminated constituents. The microorganisms use oil and petroleum as food to produce energy.
This may provide remarkable range to remediate water contaminated with petroleum and oil contents
(Sandhu, 2016).
Fungal species are usually used in biodegradation. For one, they can be found almost
everywhere. They can live in seawater and fresh water, on soil, on plants and animals as well as on
human skin. Also, fungal species can degrade almost all natural organic compounds by producing
various enzymes. Moreover, some fungal species are resistant to microbial attacks. That is why they
are organisms of great interest in the field of environmental bioremediation (Anastasi et al., 2013).
For this study, the researchers aimed to determine the potential of water fungi species from
Magat River in degrading petroleum hydrocarbons. They believe that there could be fungal species in
their locality that could help solve the problem with hydrocarbon contamination caused by activities
related to petrochemical industry.
METHODOLOGY
Isolation of Fungi Species

Water samples were collected from three different locations along NIagat River. Then, the
samples were dispensed in petri dishes filled with Potato Dextrose Agar (PDA).
After four days of incubation, different types of fungi and bacteria grew on the petri dishes.
With an inoculating loop, the fungi species that flourished the most from each dish were isolated, and
then inoculated on petri dishes filled with PDA mixed with 5% kerosene.
30
Treatment of Data
The radial mycelial growth of the isolated fungal species grown on petroleum-infused culture
media was observed in a span of six days. This way, the researchers could evaluate how much of the
petroleum hydrocarbon in the culture media was degraded.

Identification of Isolates
Three fungal species were identified from the water samples. These species were Allomyces
sp., Aspergillus fumigatus, and Trichoderma sp.
Isolate 1 —Allomyces sp.

The fungus was light pink in color and had a fluffy texture. Its mycelia were thin walled,
hyaline, and constricted at pseudo-septum. It also had irregular swellings and outgrowths.
Isolate 2 – Aspergillus fumigatus

The fungus’ color was dull green to yellow with white margins. Its mycelia were septate and
hyaline.
Isolate 3 – Trichoderma sp.
The fungus was yellow in color with white margins.
Biodegradation of Kerosene
Table 1. Radial Mycelial Growth of Allomyces sp.
Radial Mycelial Growth (mm)
Replicates
Day 2 Day 4 Day 6
Control 20 65 85
Replicate 1 8 25 27
Replicate 2 8 28 29
Replicate 3 10 14 15
Mean ± SD 8.67 ± 1.15, n=3 16.33 ± 7.37, n=3 16.67 ± 7.57, n=3
Table 2. Radial Mycelial Growth of Aspergillus fumigatus.

Replicates
Day 2 Day 4 Day 6
Control 40 58 59
Mean ± SD 16.33 ± 1.53, n=3 35.33 ± 1.41, n=3 38.67 ± 3.79, n=3
Table 3. Radial Mycelial Growth of Trichoderma sp.

Replicates
Day 2 Day 4 Day 6
Control 36 90 90
Replicate 1 6 28 32
Replicate 3 8 42 48
16.33 ± 15.89, 41.33 ± 18.33,
Mean ± SD 36.67 ± 7.57, n=3
n=3 n=3
Based on the results, Allomyces sp. had the slowest radial mycelial among the three fungal
species grown on petroleum-infused culture media. This means that Allomyces sp. degraded the least
amount of petroleum hydrocarbons from the media. Trichoderma sp., however, had the fastest radial
mycelial growth. This means it degraded the most amounts of petroleum hydrocarbons from the
media.
31
CONCLUSION
This study revealed the composition of the culture media, and temperature has an effect on
the radial mycelial of fungi. The mycelial growth of Trichoderma sp. on the control media was
significantly greater than the on the PDA with kerosene. However, the researchers found out that
Trichoderma sp. thrived the most among the three fungal species grown on petroleum-infused culture
media.
SELECTED REFERENCES
(a) Ameen, F., Moslem, S. Hadi, and A. Al-Sabri. "Biodegradation of Diesel Fuel Hydrocarbons
by Mangrove Fungi from Red Sea Coast of Saudi Arabia." SaudiJourna/ ofBio/ogica/
Sciences 23 (2016): 21 1-218.
(b) Balaji, P Arulazhagan, and P. Ebenezer. "Enzymatic Bioremediation of Polyaromatic
Hydrocarbons by Fungal Consortia Enriched from Petroleum Contaminated Soil and Oil
Seeds."Journal of Environmenta/ Biology 35 (2014): 521-529.
Biological Pretreatment of Eichhornia crassipes (Water Hyacinth) using

Trichoderma harzianum for Biogas Production
Rinoa Garnet C. Carola
Ninna Beatrice V. Rivera
Researchers
Vivien Tan
Research Adviser
Saint Paul College
Pasig
ABSTRACT
Eichhomia crassipes (water hyacinth) is originally an ornamental free-floating plant from
South America but has become an invasive species with no practical use. In search of a cost-effective
means of control and a renewable energy source, the researchers formulated a biological
pretreatment and anaerobic digestion process and used the plant as substrate without chemical
pretreatment in biogas production.
Results show that for the formulated process to be viable, higher volumes of Eichhornia
crassipes and Trichoderma harzianum, and higher pre-treatment reactor and anaerobic digester
carrying capacities are needed to produce higher volumes of biogas for household purposes.
INTRODUCTION
The use of non-renewable sources of energy is harmful to the environment as these energy
sources cause pollution and contribute to global warming. This prompted various governments to
agree on the reduction of greenhouse gas emissions by promoting viable and sustainable renewable
sources of energy or clean energy. The Philippine government has encouraged the development of
more renewable energy sources including biogas, which is considered to be highly viable because it is
readily available and has minimal carbon emissions due to the organic nature of its components.
The main component needed to produce biogas through anaerobic digestion is organic
waste. With this, the researchers believe that Eichhornia crassipes (water hyacinth) is an excellent
source of biomass. Biomass from plants contains stored energy from the sun through photosynthesis.
When burned, the chemical energy stored is released in the form of heat.
For this study, the researchers formulated a biological pre-treatment and anaerobic digestion
process to use the plant E. crassipes as substrate without the use of chemical pre-treatment in biogas
production. The use of purely Eichhornia crassipes in the production of biogas has a two-fold purpose:
first is to contribute to the control efforts made in this invasive species; and second is to present a
viable renewable source of energy.
32
METHODOLOGY
Sample Collection
Ten kilograms of Eichhornia crassipes was collected from the Marikina River along the
Pinagbuhatan, Pasig City Pumping Station. Using a knife, these plant samples were chopped into
very small pieces. According to Cuevas (1997), chopping helps speed up the decomposition process
by increasing the surface area available for microbial action and providing better aeration.
Preparation of Pre-treated Substrate

Ten kilograms of chopped E. crassipes was placed inside the pretreatment reactor and was
mixed with a solution made from a liter of water mixed with 600 milligrams of T. harzianum inoculant
for five minutes in the morning and in the evening to ensure that the solution was evenly distributed.
The moisture of the substrate was maintained by adding tap water regularly (5 parts substrate: I part
water) when observed to be drying up. The color, odor, weight, temperature, and pH level of the
substrate were monitored and recorded regularly.
Preparation of the Control Setup

Once the color of the pretreated substrate turned brown and the texture became slurry, it was
transferred from the pretreatment reactor to the portable anaerobic digester. For the control setup, no
anaerobic sludge was used. This was done to determine if the setup would produce biogas even
without the starter bacteria. The researchers then observed the production of biogas. The amount of
biogas produced was monitored and recorded regularly.
Preparation of the Experimental Setup

Once the color of the pretreated substrate turned brown and the texture became slurry, it was
transferred from the pretreatment reactor to the portable anaerobic digester. For the experimental
setup, 20 liters of anaerobic sludge was placed inside the portable anaerobic reactor before placing
the pretreated substrate. The researchers then observed the production of biogas. The amount of
biogas produced was monitored and recorded regularly.
Flame Test
To determine how long the flame would last from the biogas produced in the experiment, the
formula below was used:
_L/ X = 145 L/ 30 mins.
(_L)(30min) = (145 L) X
(_L)(30 min) = X
(145 L)
RESULTS AND DSISCUSSION

Figure 1. Weight profile of the control setup and experimental setup
The weight of the substrates both showed a steady decline. For the control setup, it took 21
days before the weight dropped to 8.5 kg. For the experimental setup, it took only 10 days for the
weight to drop to 7.5 kg. Based on the data, 600 mL of Trichoderma harzianum solution accelerated
the decomposition process of E. crassipes in the experimental setup.
33
Figure 2. Volume profile of biogas produced in the control setup and experimental setup
As shown in figure 2, for 21 days, the control setup produced an average of 6.63 liters (L) per
day of biogas, while the experimental setup produced an average of 7.65 L/day of biogas.
STATISTICAL ANALYSIS
Table 1. T-test Analysis
Experimental Control Mean
t p-value Interpretation
Mean (SD) Mean (SD) Difference
Volume of
7.65 (4.38) 6.63 (3.00) 1.02 0.880 0.384 Not Significant
Biogas (L)
Flame Test
1.58 (0.91) 1.37 (0.62) 0.21 0.884 0.382 Not Significant
(min)
Table I shows the comparison of the experimental and control setups in terms of volume of
biogas produced and the corresponding flame test results. Results show that data are statistically not
significant.
A possible explanation for this is that the presence of Trichoderma harzianum in the
experimental setup was only used as a primary ingredient to hasten the decomposition process. And
since both setups contained the same amount of Eichhornia crassipes, it was expected that both
setups would produce the same amounts of biogas. So, it was reasonably expected that the amount
of biogas and flame test results produced by both setups would yield no significant difference.
CONCLUSION
In conclusion, this experiment showed that

1. The use of Trichoderma harzianum inoculant accelerates the decomposition process of E.
crassipes, which also results in the acceleration of biogas production by more than 100%; and
2. the pre-treated substrate used as feedstock for the portable anaerobic digester produces
biogas at a steady increasing volume as compared to a substrate that was not pre-treated
with T. harzianum solution.
SELECTED REFERENCES
(a) Cuevas, Virginia. "Rapid Composting Technology in the Philippines: Its Role in Producing
Good-Quality Organic Fertilizers: Food ard Fert!.'zer Technology, 1 October 1997.
http://www.fftc.agnet.org/library.php?func=view&id=20110804171753& type_id=4. 1997.
(b) Sharma, Anuja, Neeraj Aggarwal, Anita Saini, and Anita Yadav. "Beyond Biocontrol: Water
Hyacinth-Opportunities and Challenges:Journa/cfEnvironmental Science and Technology,
2016, no. 9:26-48.
34
35
WHAT’S IN
Parts of the Research Paper Description
1 Background of the Study This states the rationale of the study; why the researcher chose
this study.
2 Situational Analysis This indicates the general problem faced.
3 Literature Review Includes evidences and relevance from the theoretical basis of
the study.
4 Research Gap A brief discussion that about the area of need or lack of
evidence.
5 Methodology The material and procedures to be used during experimentation
6 Research Design Where the research method is stated and explained.
7 Sampling The data that will be taken for analysis.
8 Data Analysis Describes all the statistical tools used.
9 Data Collection How and where the data will be collected.
10 Results This shows the summary of the data gathered during
experimentation.
11 Discussion The interpretation of the results and the relationship of this to
the problem at hand.
12 Conclusion Generalization based on major findings/result.
13 Recommendation Offshoots of the findings, includes improvements for future
researches.
ANSWER KEY
REFERENCES
Carnaje, Naomi P. "Development and Characterization of Charcoal briquettes from water
hyacinth-molasses blend." PLOS ONE, 2018.
Carola, Rinoa Garnet. "Biological Pretreatment of Water Hyacinth using Trichoderma
harzianum for Biogas Production." Bato Balani Vol. 39, No. 2, 2019-2020: 16-18.
Checklists, Rating Scales and Rubrics (Assessment).

http://www.learnalberta.ca/content/mewa/html/assessment/checklists.html#:~:text=Che
cklists%2C%20rating%20scales%20and%20rubrics%20are%20tools%20that%20state
%20specific,specific%20behaviours%2C%20knowledge%20and%20skills.. 14 Sept.
2020.
"Example 1 - Research Paper Rubric." Example 1 - Research Paper Rubric - Cornell

College. https://www.cornellcollege.edu/library/faculty/focusing-on-assignments/tools-
for-assessment/research-paper-rubric.shtml. 14 Sept. 2020.
"Evaluating Scientific Papers." Evaluating Scientific Papers | The Guidelines Project.

http://www.guidelines.kaowarsom.be/evaluating_scientific_papers. 14 Sept. 2020.
Marquez, Chanelle Lyra. "Isolation and Morphological Characterization of the Water Fungi
and its Mycoremediation Potential in Biodegrading Petroleum Hydrocarbons." Bato
Balani Vol. 39, No.4, 2019-2020: 16-18.
Soliven, Samuel Levine. "Phytochemical screenng, Antimicrobial and Cytotoxic Properties of
Pikaw." Bato Balani Vol. 38, No. 1, 2018-2019: 16-18.
For inquiries or feedback, please write of call:
Department of Education-Schools Division Baguio
82 Military Cutoff Rd, Baguio, Benguet
Telefax: 074-442-4326
Email Address: depedbaguiocity@gmail.com
Social media: facebook.com/DepedTayoBaguioCity

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10

Revisiting and Evaluating of

JAFET ISSACHAR R. JUNIO

NAME:________________________ GRADE AND SECTION ________________

Section 9 of Presidential Decree No. 49 provides:

This Learning Material is a property of the Department of Education, Schools

Date of Development : Aug 2020

School Learning Resources Management Committee

Quality Assurance Team

Learning Resource Management Section Staff

JULIET C. SANNAD, EdD

SORAYA T. FACULO, PhD

MARIE CAROLYN B. VERANO, CESO V

COPYRIGHT NOTICE ............................................... Error! Bookmark not defined.

JAFET ISSACHAR R. JUNIO

Department of Education • Cordillera Administrative Region

a. familiarize with the use of criteria, checklist, or rubric;

Icon Label Description

Post-Assessment This is an evaluation of what you have learned from this

Directions: Evaluate the research “Development and Characterization of Charcoal

Results Discussion Literature Review

Background of the Study Situational Analysis Research Gap

Methodology Research Design Sampling

Data Collection Data Analysis Conclusion Recommendation

Parts of the Research Paper Description

Activity : Art Evaluation

Checklist Criteria Rubrics

Activity 1: Checklist in Evaluating Research Paper

Activity 2: Rubric in Evaluating Research Papers

Isolation and Morphological Characterization of the Water Fungi and its

What I Have Learned

Activity: Summarizing/ Generalizing (15 points)

You may retrieve the research studies of your classmates here:

SPELLING & No spelling &/or Minimal spelling Noticeable spelling Unacceptable

Activity 2: Self Research Evaluation

Activity: Evaluating Relevant Research Studies

SUPPLEMENTARY READING MATERIAL

Development and Characterisation of Charcoal Briquettes from

Collection and preparation of water hyacinth sample

Carbonization of water hyacinth

Preparation of water hyacinth-molasses blends and briquetting

Calorific value (HHV)

Ignition test and burning rate

FTIR (Fourier Transform Infrared Spectroscopy)

Scanning electron microscopy

RESULTS AND DISCUSSION

Fig 2. FTIR spectrum of water hyacinth charcoal carbonized at 350–500 oC.

Characterization of the briquettes

Phytochemical Screening, Antimicrobial and Cytotoxic Properties of Pikaw

Significance of the Study

Scope and Limitations

RESULTS AND DISCUSSION

Table 1: Phytochemical Components of Pikaw

CONCLUSIONS AND RECOMMENDATIONS

Isolation and Morphological Characterization of the Water Fungi and Its

Isolation of Fungi Species

RESULTS AND DISCUSSION

Isolate 1 —Allomyces sp.

Isolate 2 – Aspergillus fumigatus

Table 2. Radial Mycelial Growth of Aspergillus fumigatus.

Table 3. Radial Mycelial Growth of Trichoderma sp.

Biological Pretreatment of Eichhornia crassipes (Water Hyacinth) using

Preparation of Pre-treated Substrate

NAME:________ GRADE AND SECTION