10

Research
Quarter 1 – Module 2:
Introductions in Scientific
Research Report

Department of Education • Republic of the Philippines

Research II: Grade 10
Alternative Delivery Mode
Quarter 1 – Module 2: Introductions in Scientific Research Report
First Edition, 2020

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Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Graciel Joyce S. Dizon
Editor: Aiisa C. Corpuz, PhD
Reviewer: Lily Beth B. Mallari
Illustrator: Graciel Joyce S. Dizon
Layout Artist: Graciel Joyce S. Dizon
Management Team: Maria Carmen P. Cuenco, EdD, CESO V
Lourdes G. Dela Cruz, PhD
Robert E. Osongco, EdD
Lily Beth B. Mallari
Aiisa C. Corpuz, PhD
Rebecca K. Sotto, PhD

Printed in the Philippines by Department of Education – Bureau of Learning

Resources (DepEd-BLR)

Office Address: Juan Luna Street Sto. Cristo, Tarlac City

Telefax: (045) 9824439; 4708180
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 10

Research
Quarter 1 – Module 2:
Scientific Research Report

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:

Welcome to the Research II Alternative Delivery Mode (ADM) Module on Scientific

Research Report!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Research II Alternative Deliver Mode (ADM) Module on The IMRAD
Format!

In this pandemic, we are challenged to find solutions that will help us go through
our daily motions. Our lives are put into standstill and our fight to defeat this unseen
enemy still goes on. Science and Research are now catapulted in the frontlines to be
the combats against the virus for an indeterminate amount of time.

The future of this battle lies within you! With this module, it aims to develop young
innovators to equip them with the scientific and research writing skills needed to
continue research work and eventually, produce more discoveries which will help the
society in general.

2
This module was designed to assist you identify and practice the technical writing
skills while doing them with fun and at your individual pace. This material will
provide you opportunities to do independent learning in the safety of your homes.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

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 Answer Key This contains answers to all activities in the
module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the IMRAD format. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 3 – Introductions in Scientific Research Report

After going through this module, you are expected to:

1. Identify the correct sections of the Introductions in Scientific Research

Report;
2. Distinguish the appropriate contents for each sub-section and
3. Share the importance of research proposal and paper in everyday life.

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 What I Know

Match the section of the research (column A) to its appropriate content (Column B).
CAPITALIZE the letter of your answers and write them in a separate sheet of paper.

Column A Column B
1. Result a. shows that you are knowledgeable about
your field to your study and existing research

2. IMRaD b. shows that you arrived at your results by

applying valid and reliable processes and
experimentation.

3. Conclusion c. reflects organization, classification, and

analyzation and categorization of data
gathered.

4. Introduction d. Introduction
Methods
Results
Discussion

5. Method e. shows whether the hypothesis was

strengthened, weakened or falsified.

f. introduce issues here that have not been

mentioned earlier.

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 Lesson
Introductions in Scientific
3 Research Report
Looking around you, have you thought of any societal issue that you would
like to seek answers for? It could be a problem on garbage segregation, water
pollution or expensive medicines. Young innovators like you will find that there are
endless things to discover and solve but always remember that in Scientific Work,
background study and establishing how relevant the perceived problem is are
essential.

What’s In

The INTEL-ISEF recommends that scientific projects have a project

proposal/plan and IMRaD paper. A project proposal is a brief, detailing of the
rationale, research questions, methodology and risk assessment of a project
completed before experimentation. This proposal has the following parts:

Project Title
Preliminaries
Student/s’ Name
Adult Sponsors
ISEF Prescribed Forms
Project Proposal Proper
Rationale
Research Questions and Hypothesis (Experimental Studies) or Engineering
Goals and Expected Outcomes (Engineering Projects)
Materials
Procedure
Data Analysis and List
Risk Assessment
Bibliography

On the other hand, the IMRaD paper contains in-depth explanation and
analysis of everything that happened in the study. It has the following contents:

Introduction
Materials
Results
Discussion

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 What’s New

WebLink!
Let’s try to relate and connect! Write a word inside each circle that is linked to the
word in the main web.

1.

INTRODUCE

2.

METHOD

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3.

RESULTS

4.

DISCUSSION

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 What is It

Introductions in Scientific Research Report

• Introduction
This section leads the reader from a general view to a specific field of
research. It discusses the context being done by summarizing the
background information, the status and gaps of the topic, the general
purpose of the study, the expected outcomes of the project, research
questions, and hypotheses.
The Introduction is a “mental road map” that must satisfy the following questions:
• What was I studying?
• Why was this topic important to investigate?
• What did we know about this topic before I did this study?
• How will this study advance our knowledge?
Sub-sections
• Rationale
It shows the general aspect of the paper—background of the study, the
current happening or condition of the topic, and the problem area or gaps
in the present knowledge and the specific part—the statement of
purpose of the study and the forecast statement which entails what the
research aims to achieve.
A well-written Rationale is essential because first impression lasts, and
you never get a second good impression. The first paragraph of a paper
gives readers with their impressions about the sensibility of your point, your
writing style and the general quality of the study. A disorganized and faulty
introduction will create negative reaction instead.

There are phases associated with writing the Rationale:

1. Establish an area to research by:
▪ Presenting general statements of the topic and/or;
▪ Drawing an overview on current research on the subject and/or;
▪ Highlighting the importance of the topic.
2. Identify a research niche (specialized corner of a scientific field where
the proponent has a potential to conduct research and create
important, new knowledge for a certain period of time) by:
▪ Opposing an existing belief;
▪ Revealing an existing gap in current research about the topic.
3. Place the research within the research niche by:
▪ Stating the intent of the study;
▪ Outlining the key details of the study (expected outcomes and
purpose).

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Example of a Rationale:

FUNGICIDAL ACTIVITY OF GOLD NANOPARTICLES (AuNP)

FORMED USING CITRATE SYNTHESIS METHOD AGAINST
Candida albicans

(Somar Israel D. Fernando, Arren Christian M. de Guia, Paula

Blanca V. Gaban and Khristina G. Judan Cruz, 2017)

In recent years, nanotechnology has made an impact and Background

has generated much interest and applications in the field of drug information
delivery and pharmacology due to its unique properties (Kamat about the
and Hotchandani, 2002). Nanoparticles are now immensely used general topic
to enhance treatment of diseases due to their reduced dimensions of your study:
and consequentially, its efficiency in drug delivery processes owing Nanotechnology
to their extremely small size and large relative surface area. In
applications as an antimicrobial agent, these properties lead to
their increased contact with bacteria or fungi significantly
improving their bactericidal and fungicidal activity.
With this growing interest and recognition of its importance,
several researches have now focused on its synthesis using several
methods including chemical, sonochemical, or photochemical Current
paths (Daniel and Astruc, 2004). The most common chemical Research or
technique is precipitation of gold nanoparticles in aqueous Status of the
solution from a dissolved gold precursor by a reducing agent and Area of
use of a stabilizing agent to prevent agglomeration of the particles. Study:
One of the most common stabilizing agents is sodium citrate (Paz Recent status of
et al., 2014a, p. 4007). Because of its simple procedure, the Nanotechnology
classical citrate method remains one of the most reliable pathways Application and
Synthesis
of mono dispersed gold colloids synthesis (Enustun and Turkevich,
Process
1963). Gold in its substance form has long been considered an
inert, noble metal with some therapeutic and medicinal value.
AuNPs are also thought to be relatively non-cytotoxic (Connor et
al, 2005).
In biology, AuNPs are used for the development of
biosensors, DNA labels (Groning et al., 2001; Tang et al., 2006)
and for the development of medicines (Paciotti et al., 2004).
Synthesized gold nanoparticles (AuNPs) in the classical citrate
synthesis method accentuate an extensive range of applications in
the field of medicine for preeminent treatment of diseases (Paz et
al., 2014b, p. 4021). The increasing concerns on antibiotic Present Gaps
resistance (Goffeau, 2008) has also brought about the use of or Problem
metallic nanoparticles for the control of bacteria (Ahmed and Areas of the
Ikram, 2015) as well as fungi to prevent the development of Topic:
resistant strains. Although antifungal drug resistance does not Limitation and
seem to be as much of a problem as resistance to antibacterial Drug Resistance
of Available
agents in bacteria, one long-term concern is that the number of
Anti-fungal
fundamentally different types of antifungal agents that are Treatments

11
available for treatment remains extremely limited (Kim et al., Brief
2009a, p.22). Among the resistant fungi is Candida albicans, a explanation
natural fauna on humans that cause virulence when mucosal of the
barriers are at stake. It displays an acquired mechanism for Subject of
antifungal resistance and readily adapts to changes in the the Study:
environment and new hosts during the course of its association Candida albicans
with the host (Hampe et al., 2017). Antifungal drug resistance Gaps/Problem
long-term concern is that the number of fundamentally different Area of Existing
types of antifungal agents that are available for treatment remains Research
extremely limited. Therefore, there is an inevitable and vital need Expected
for drugs with novel antimicrobial mechanisms without developing Outcome and
resistance (Kim et al., 2009b, p.235-242). Benefits

As a reader, how can you judge the quality of the study through the rationale?
______________________________________________________________________
__________________________________________________________________________________

Try thinking of a social issue or concern that you would like to focus on or
“introduce” in your future study. Write it in the space provided. _____________
_________________________________________________________________________________
_________________________________________________________________________________

• Research Question/Statement of the Problem

A research question is an answerable inquiry into a specific issue in a
scientific study. It is considered as the initial step in a research project. It is
“initial” in the sense that it is the first active step that a proponent takes or
does in the project after finding out what he/she would like to investigate.

Steps to Developing a Research Question:

Choose an interesting general topic.
Most experienced researchers focus on topics which they are really
interested in exploring. Start from a broad topic that you would like to
know more about.
Do some preliminary research on your general topic.
Make a few quick readings in current journals, periodicals, online
scientific questions to see the studies that have already been done and
to assist you narrow the focus of your project.
Consider the audience/readers.
Ask yourself if the audience would be interested in the topic you are
pursuing. Know your readers so that you would also know which issues
are relevant, important, and timely for them. (They say that in reality,
Chapter II-Review of Related Literature and Studies comes first.)
Start asking questions.
Taking into the abovementioned factors, start asking yourself open-
ended questions specifically, “how” and “why” about the chosen topic.

Evaluate the questions.

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 After writing your questions, evaluate them to determine whether they
would be effective or needing revising.
Ask yourself the following guide questions:
▪ Is your question clear? There can be multiple research work
available about any topic, the questions must be as clear as
possible to be effective in directing the research.
▪ Is the question focused? The questions must be specific enough
to be answered with a specific statement.
▪ Is your research question complex? The questions should NOT
just be answered by a simple “yes” or “no” or by easily-searched
facts (like in Basic Research). The questions must need research,
investigation and analysis and begin with “how,” “why,” or
“if…how?”
Begin your research.
Now that you have constructed the research questions, start thinking
about the possible direction the project could take. Which sources
should you reference your study from? Which research process will
provide you different perspectives and answers to your questions?

Practical Tips in Writing a Research Question:

▪ Specify the concern or issue.
▪ Decide what you want to know about the specific concern or issue.
▪ Turn the specific topic and concern into a question format.
▪ Ensure that the question is answerable.
▪ Check that the question is neither too broad or too narrow.
▪ Make sure that the research question is analytical rather than descriptive.

Scientific Testable Questions:

A testable question is one that can be answered by designing and conducting
an experiment.
Testable questions are always about changing one thing (Independent Variable)
to see what the effect is on another thing (Dependent Variable) while
maintaining the other factors (Controlled Variables) constant.
• Independent Variable- the variable which is controlled, changed or
manipulated.
• Dependent Variable- the variable which is affected by the change or
control; this is what researchers observe for any effect brought by the
independent variable.
• Controlled Variable- the variable that must be held constant or
maintained to ensure that only the independent variable/s affect/s the
dependent variable.

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 INDEPENDENT DEPENDENT
VARIABLE VARIABLE

Manipulated Measured

Cause Effect

Example of Testable Questions:

1. If the length of the ramp is changed, how will it affect the speed of a car
going down the ramp? (Does this need experiment to be proven? Yes!)
2. How does changing the curve of a rocket’s fins affect its flight? (Does this
need experiment to be proven? Yes!)
3. How does temperature affect a magnet’s strength? (Does this need
experiment to be proven? Yes!)

Testable Question Formats:

• Does changing ______ affect _________?
• How does changing ___________ affect _____________?
• If ________ is changed, how will it affect ___________?

Compare the following examples of Research Questions:

Bad: Does medication help alleviate attention deficit hyperactivity disorder

(ADHD)?

Good: How effective are the various types of medication in treating elementary
students with ADHD?

Bad: Is exercise good for health?

Good: What is the effect of regular brisk walking exercises on the blood pressure
of middle-aged patients diagnosed with Hypertension II?

Bad: What is Diabetes Mellitus?

Good: How does work-related stress increase the susceptibility of middle-aged

teachers to develop Diabetes Mellitus Type II?

Have you ever thought of any social concern or issue you would like to
explore? If so, write down the questions which you would like to solve in a
possible study regarding this topic.
__________________________________________________________________________________
__________________________________________________________________________________

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 • Hypothesis/es
A hypothesis (pl. hypotheses) is a specific, testable statement of what the
proponent/s predict/s will be the outcome of the study. This usually
involves the proposal of a possible relationship between two variables—
independent and dependent. Conventionally, the hypothesis is written in
two forms, null and alternative hypothesis.
Alternative Hypothesis (Ha): the hypothesis that the researcher supports
as the outcome of the experiment.
Null Hypothesis (HӨ): the hypothesis that describes the remaining possible
outcome or the opposite of what is supported.

Guide Questions in Forming Hypothesis/es:

• Is the language clear and focused?
• Does the hypothesis introduce the research topic?
• Does the hypothesis include both an independent and dependent
variable? Are they easy to identify?
• Can the hypothesis be tested through experimentation?
• Does the hypothesis explain what you expect to happen during your
experiment?

Example (1): A researcher conducted a study with a testable question,

“How does addition of organic matter affect the growth of beans?”
Expected outcome: Organic matter may increase the growth of beans.
Expected Outcome= Alternative Hypothesis
Alternative Hypothesis (Ha): The addition of organic matter will
significantly increase the growth of beans.
Opposite Outcome= Null Hypothesis
Null Hypothesis (HӨ): The addition of organic matter will not significantly
increase the growth of beans.

Example (2): If the temperature in an oven is increased, how will it affect

the time a block of ice melts?
Expected outcome: The block of ice will melt faster when the temperature
is increased.
Expected Outcome= Alternative Hypothesis
Alternative Hypothesis (Ha): The increase in temperature will significantly
increase the time it takes the block of ice melts.
Opposite Outcome= Null Hypothesis
Null Hypothesis (HӨ): The increase in temperature will not increase the
time it takes the block of ice melts.

In your project, what do you think will be the outcome? Base your answers in
the research questions you constructed earlier. ____________________________
__________________________________________________________________________________
__________________________________________________________________________________

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 What’s More

Independent Activity 1: Let’s Construct!

Build good introduction, research questions and hypotheses. For the Introduction,
arrange the contents according to the structure discussed earlier and put the correct
sequence of numbers in the boxes after the write-up. For research questions and
hypotheses, construct statements based on the clues written in the parentheses.
Write your answers on the space provided.

ANTIBACTERIAL ACTIVITY OF PLANT EXTRACTS AND PHYTOCHEMICALS ON

ANTIBIOTIC-RESISTANT BACTERIA

The antimicrobial properties of plants have been investigated by a number

of researchers worldwide, especially in Latin America. In Argentina, a
research tested 122 known plant species used for therapeutic treatments.
It was documented that among the compounds extracted from these
plants, twelve inhibited the growth of Staphylococcus aureus, ten inhibited
Escherichia coli, and four inhibited Aspergillus niger and also reported that
the most potent compound was one extracted from Tabebuia impetiginosa. 1
The antimicrobial properties of compounds obtained from Parthenum
argentatum against Candida albicans, Torulopsis, Hansemula, Klebsiella
pneumoniae and Pseudomonas aeruginosa were detected. Work done was
observed that the substances extracted from nine known plants in Uruguai
did not show any activity against C. albicans and Saccharomyces
cerevisiae, but inhibited the growth of Bacillus subtilis, E. coli and P.
aeruginosa.

Even though pharmacological industries have produced a number of new

antibiotics in the last three decades, resistance to these drugs by
microorganisms has increased. In general, bacteria have the genetic ability
to transmit and acquire resistance to drugs, which are utilized as
2
therapeutic agents. Such a fact is cause for concern, because of the
number of patients in hospitals who have suppressed immunity, and due
to new bacterial strains, which are multi-resistant. Consequently, new
infections can occur in hospitals resulting in high mortality.

Hence, more studies pertaining to the use of plants as therapeutic agents

should be emphasized, especially those related to the control of antibiotic
resistant microbes. The objective of this research was to evaluate the
potential of plant extracts and phytochemicals on standard microorganism 3
strains as well as multi-drug resistant bacteria, which were isolated from
hospitals. Moreover, we investigated the synergistic effects of extracts with
antimicrobial activity in association with antibiotics against drugs
resistant bacteria.

16
The problem of microbial resistance is growing and the outlook for the use
of antimicrobial drugs in the future is still uncertain. Therefore, actions
must be taken to reduce this problem, for example, to control the use of
antibiotic, develop research to better understand the genetic mechanisms 4
of resistance, and to continue studies to develop new drugs, either
synthetic or natural. The ultimate goal is to offer appropriate and efficient
antimicrobial drugs to the patient.

Research Questions:

1. _______________________________________________________________________________
(You want to find out the antibacterial activity of plant extract “A” on multi-resistant
bacteria.)
2. _______________________________________________________________________________
(You want to find out the antibacterial activity of phytochemical “A” on multi-resistant
bacteria.)

Hypotheses:

Ha: _____________________________________________________________________________
(Expected Outcome: Presence of Antibacterial Activity on Multi-Resistant Bacteria)
HӨ: _____________________________________________________________________________
(Opposite of the Expected Outcome)

Independent Assessment 1: Teach Me!

Say that you are Teacher (your name). You have students who are going to start a
paper for their research class. Using what you learned and remember from the
discussion, complete the workflow tips in constructing a good introduction for a
scientific research report. Use your OWN WORDS in summarizing and write them in
the process flow below.

Forming Research Questions Making Hypotheses

Writing Rationale 1. 1.
1. 2. 2.
2. 3. 3.
3. 4. 4.
5. 5.

17
 What I Have Learned

Complete the following statements by filling in the blanks with the appropriate words.
Answer in the space provided.

1. The ________ leads the reader from a general point to a specific area of research. It
discusses the content being done by summarizing the ________. It also emphasizes
the importance of the study by discussing the _____ and _____ of the topic, the general
______, the expected ______, _________ and _______.

2. ________ shows the general aspect of the paper--_______ of the study, the _____
happening of the topic, and the _____ in the present knowledge. Specifically, it
discusses the statement of the _______ and the _____ statement.

3. ________ is an answerable statement into a specific issue in a study. It is

considered as the “______” step as it is the first active step done by the proponent.

4. ________ is the one that can be answered by ______ and ______. They are about
changing one thing--_______ to see its effect on the other--_______ while keeping other
factors--_____ unchanged.

5. A specific, testable statement of the possible outcome of the study is called

_________. It is usually written in two forms, ______ and ______.

6. ____________ is the possible outcome statement that the researcher supports.

7. ____________ is the possible outcome statement that is the opposite of what is

supported.

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 What I Can Do

You Complete Me!

Answer the following questions based on what you have learned in the lesson. Open
your eyes and mind. Be creative and innovative! Write your ideas in the space
provided below.

1. Which societal or environmental concern would you like to address?

__________________________________________________________________________________
__________________________________________________________________________________

2. Using the internet (if possible), books, journals, newspaper, magazines, and other
reference materials, research on the present condition, status, and societal impact
of the problem you would like to address. Write the following points you investigated.
_________________________________________________________________________________
_________________________________________________________________________________
3. What are the gaps or deficiencies in the research conducted in the past? ________
__________________________________________________________________________________
__________________________________________________________________________________
4. Now, let us try to construct your own Rationale!
Rearrange the points according to what was discussed in Rationale. Rewrite the data
you gathered in your paper.

19
5. Which specific questions would you like to focus and explore in the problem you
would like to address? Write at least 2 scientific testable questions.
Q1: ______________________________________________________________________________
Q2: ______________________________________________________________________________

6. Construct a null and an alternative hypothesis for each question.

Q1 (Ha): _________________________________________________________________________
(HӨ): ____________________________________________________________________________

Q2 (Ha): _________________________________________________________________________
(HӨ): ____________________________________________________________________________

20
 21
Lesson 3 cont.
5. hypothesis, alternative, null
6. Alternative
7. Null
2. Does the hypothesis
Lesson 3 resistant bacteria.
introduce the research
Ho: Plant extract A will not
What I Know topic?
have antibacterial effect on
1. C 3. Does the hypothesis
multi resistant bacteria.
2. D include Indep. And
3. hazards
Dependent Variable?
3. E 6. experiment
4. Can the hypothesis be
4. A 7. function
tested?
5. B 8. brief
5. Does the hypothesis
Indep. Assessment 1:
explain what you want to
What’s More (I.Activity 1) Writing Rationale:
happen?
1. 4 1. Establish an area to
What I Have Learned
2. 2 research
1. Introduction; background
3. 1 2. Identify research niche
info; status & gaps; purpose
3. Place research within
4. 3 of the study; outcomes;
research niche.
RQ: research questions &
Forming Res. Questions:
1. What is the effect of plant hypothesis
1. Choose an interesting
exract “A” on multi resistant 2. rationale; background of
general topic
bacteria? the study; current; problem
2. Do preliminary reseacrh
2. What is the effect of phyto- area/gaps; purpose, forecast
3. Consider audience/reader
Chemical “A” on multiresistant 3. research questions, initial
4. Start asking questions
4. testable question;
bacteria 5. Evaluate the questions
designing & conducting
Hypothesis: Making Hypothesis:
experiment; Independent
Ha: Plant extract A has anti 1. Is the language clear and
and Dependent Variable;
Bacterial effect on multi focused?
Constant Variable
2. Student/s’ Name’s
13. Risk Assessment
Answer Key
References
Biswas, Bipul, Kimberly Rogers, Fredrick McLaughlin, Dwayne Daniels, and Anand Yadav.
“Antimicrobial Activities of Leaf Extracts of Guava (Psidium Guajava L.) on Two
Gram-Negative and Gram-Positive Bacteria.” International Journal of Microbiology.
Hindawi, October 20, 2013. https://www.hindawi.com/journals/ijmicro/2013/746165/.

Caintic, Helen E., and Juanita M. Cruz. “Chapter 9 and 10.” Essay. In Scientific Research
Manual, 108–24. Manila: C & E Publishing, 2008.

Fernando, Somar Israel. “FUNGICIDAL ACTIVITY OF GOLD NANOPARTICLES

(AuNP) FORMED USING CITRATE SYNTHESIS METHOD AGAINST Candida
Albicans .” International Journal of Biology, Pharmacy and Allied Sciences, April 1,
2018. ijbpas.com.

“IMRaD Results Discussion.” The Writing Center. Accessed September 21, 2020.
https://writingcenter.gmu.edu/guides/imrad-results-discussion.

“Organizing Academic Research Papers: Purpose of Guide.” Research Guides. Accessed

September 21, 2020. https://library.sacredheart.edu/c.php?g=29803.

“Research Guides: Organizing Academic Research Papers: Purpose of Guide.” Purpose of

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