Sample Investigatory Project

Sample 1

Situation

You’ve just moved into the house of your dreams. It’s either brand new or newly
renovated. One problem: You’re not alone. Thousands of unwanted boarders have moved in
with youtermites, roaches, and antsthey’re there to stay. What’s worse, they’re feasting on
your important documents, books, magazines, clothes, food, and even the cabinets they’re
stored in. Don’t be surprised that later they’ll be eating you out of your house and home,
literally.

What do you do? Do what comes naturally. Solve the problem with appropriate insect
killers. But most insect killers are toxic to humans. For many years, chlorine-based insecticides
have protected lumber from wood-destroying insects. Now, an alternative solution is being
sought which could be less expensive and above all, safe.

This project aims to determine if an aqueous extract from chili pepper leaves have a
deleterious effect on household pests. The study will be limited to termites, which are believed
to be more destructive and difficult to control than the other household pests.

Title: Effects of Chili Pepper Leaf Extract on Termites

Part I

Problem: Does an aqueous extract from chili pepper leaves have a deleterious effect on
termites?

Hypothesis:

 An aqueous extract from chili pepper leaves does not have a deleterious effect on
termites.

Experimental Design

 Materials

chili paper leaves mortar and pestle

water beam balance
tripod graduated cylinder
alcohol lamp beaker
scissors cotton cloth (katsa)
tin can cover with sand about 30 termites
2 plastic sprays timer

 Variables
 Controlled variables

number of termites number of application

size of container for termites concentration of extract
same location without sunlight

Independent variable (manipulated variable): amount of extract solution per

application

Dependent variable (responding variable): number of dead termites

Container A Container B Container C

Control Setup same size of
container;
same location
without sunlight
no extract
Experimental Setups same size of same size of
container; container;
10 termites; 10 termites;
same location same location
without sunlight without sunlight
10 mL extract 20 mL extract

 Procedure

1. Gather about ¼ kg of fresh chili pepper leaves. Dry the leaves under the sun for
2 to 3 days or until the leaves have turned brittle.
2. Cut the dried leaves into very tiny pieces, then grind into find powder.
3. Mix 5 grams of chili powder and 100 mL of water in a beaker. Stir well.
4. Boil the mixture, then strain with katsa while hot. Set aside the liquid to cool.
5. Construct three equal-sized containers with fine screen as cover. Label the
containers A, B, and C. Container C will have the control setup.
6. Place 10 termites into each container. Fill one plastic spray with 10 mL, the other
with 20 mL of the liquid extract.
7. Spray the termites in Container A with 10 mL liquid extract. Do the same in
Container B using 10 mL instead. Do not spray anything into Container C.
8. Check on the termites every hour for five hours. Note down your hourly
observations.
Results

Time Observations
Container A Container B Container C

First hour

Second hour

Third hour

Fourth hour

Analysis and Discussions

1. Compare your observations of the termites in the three containers after the first and
second hours. Is there any pattern in the way the termites were affected?
2. Were all the termites killed after the fifth hour? If not, what could be the possible reasons
for this occurrence?
3. How did your group’s results compare with those of the other groups?
4. What changes would you now make in this experiment based on the information you now
have?
5. What would be a better concentration for the chili pepper extract to be considered an
effective insecticide?

Conclusion
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Background Information About Chili Pepper
(from Wikipedia, the three encyclopedia)

The chilli pepper (also spelled chili pepper, chile) is the fruit of the plant Capsicum of the family
Solanaceae. It was discovered in the Carribean by Columbus and named it “pepper” because
of its similarity with the Old World peppers of the Piper genus. Columbus brought the first chili
peppers to Spain in 1493.

The most common species of chili peppers are: Capsicum annuum, which includes many
common varieties such as bell peppers and jalapeños; Capsicum frutescens, which includes
cayenne and Tabasco peppers; Capsicum chinense, which includes the hottest peppers such
as habaneros and Scotch bonnets; Capsicum pubescens, which includes the South America
rocoto peppers; and Capsicum baccatum, which includes the chiltepin. Though there are only a
few commonly used species, there are far more cultivars and different ways preparing chili
peppers that have different common names for culinary use. Green and red bell peppers, for
example, are the same cultivar of C. annuum, with the green ones being immature. In the same
species are the jalapeño, the chipotle, which is a smoked jalapeño, the poblano, ancho (which is
a dried poblano), New Mexico, Anaheim, Serrano, and others. Jamaicans, Scotch bonnets, and
habaneros are common varieties of C. chinense. Species C. frutescens appears as chiles de
arbol, aji, pequin, Tabasco, cayenne, cherry peppers, and others.

The fruit is eaten cooked or raw for its fiery hot flavor. Indian, Szechuan and Thai cuisines are
particularly associated with the chili pepper, although the plant was unknown in Asia until
Europeans introduced it there.

Well-known dishes with a strong chili flavor are salsa, Mexican chile con carne and Indian
vindaloo. Chili powder is a spice made of the dried ground chiles, usually of the Mexican
“Ancho” variety, but with small amount of cayenne added for heat. Bottled hot sauces such as
Tabasco are made from chiles such as the cayenne (not, oddly, from Tabasco peppers), which
may be fermented.

The substance that gives chilis their head is called capsaicin (8-methyl-N-vanillyl-6-
nonenamide). It causes pain and inflammation if consumed to excess, and can even burn the
skin on contact in high concentrations (habanero peppers, for example, are routinely picked with
gloves). It is also the primary ingredient in pepper spray, which is used as a defensive weapon.
The “heat” of chili peppers is measured in Scoville units. Bell peppers rank at zero Scoville
units, jalapeños at 3000-6000 Scoville units, and habanero at 300,000 Scoville units.

Sample 2

Situation
 Garbage can be seen everyday, everywhere, whether in an urban or rural area. Some
garbage are piled on sidewalks. Some are contained in plastic bags. Both are collected in
garbage trucks and eventually end in dumpsites. What happens to garbage in the dumpsites?
The biodegradable materials decompose producing materials that are offensive to the eyes and
nose.

Title: Decomposition Rates of Biodegradable Materials

Part I

Problem: Do biodegradable materials decompose at different rates?

Hypothesis:

 Biodegradable materials decompose at the same rate.

Experimental Design: Version 1

This is suggested if your school has ample open spaces for burying the biodegradable
materials. Otherwise you can do Version 1 of the Experimental Design.

 Materials

soil (one type) freshly-cut grass

barbecue sticks fish entrails
hand spades waste cooked food
garden shovels fruit peelings
ruler paper
5 small boxes

 Variables

Controlled variables

size of holes kind of soil

mass of biodegradable materials amount of sunlight
amount of water

Independent variable (manipulated variable): kind of biodegradable materials

Dependent variable (responding variable): rate of decomposition

Hole A Hole B Hole C Hole D Hole E

Control
Setup
Experimental same size of same size of same size of same size of same size of
hole; hole; hole; hole; hole;
 Setups 20 g freshly- 20 g fish 20 g fruit 20 g cooked 20 g paper;
cut grass; entrails; peelings; food; same amount
same amount same amount same amount same amount of water;
of water; of water; of water; of water; same kind
same kind same kind same kind same kind and amount
and amount and amount and amount and amount of soil;
of soil; of soil; of soil; of soil; same amount
same amount same amount same amount same amount of sunlight
of sunlight of sunlight of sunlight of sunlight

 Procedure

1. Observe the properties of each material. Write your observations in column 2 of

Table 1.
2. Locate an area in the schoolyard where the samples will be burned. This area
should be at least one meter away from other class groups.

Safety rules: Hand species and shovels have sharp edges. Be careful with them
to avoid cuts. Be sure to wash your hands because when you finish you may
have soil bacteria on them.

3. Dig 5 square holes measuring 15 cm x 15 cm that is 10 cm deep.

4. Place the materials in their respective holes as shown in the experimental setups
below.
5. Cover the materials with the soil that you removed earlier.
6. Insert one end of a barbecue stick over the soil cover of one sample. Attach a
numbered flag to the other end. This will serve as marker so you can identify the
material when it is time to dig it.
7. Predict the decomposition rates of the materials. Which material will decompose
fastest? slowly? slowest?
8. Keep the materials buried for 15 days. After 15 days, return to the site with your
group mates. Bring along your shovels and spades.
9. Carefully remove the soil cover. Observe the samples and note down changes
that have occurred. Record your observations in a table similar to Table 1.
10. When you have finished your observations, carefully return the soil cover. Wait
for another 15 days to see the final results.
11. After 15 days, return to the site with your 6 boxes, spades, and shovels.
Carefully remove the soil cover. Dig up the samples and transfer them carefully
to their respective boxes to bring them to class. NOTE: The samples may be
brittle and tend to fall apart.
12. Observe the contents of the boxes. Compare the changes with those you
observed after the first 15 days. Record your observations in Table 1.

Results

Date samples were buried: __________________

Date samples were dug up: __________________

Table 1
 Biodegradation Investigation
Observations
Materials Before burying After burying
15 days after 30 days after

Grass

Fish entrails

Fruit peelings

Cooked food

Paper

Analysis and Discussions

1. Compare the kinds of materials and their rates of decomposition after 15 days and after 30
days. Were your predictions correct?

2. Is there any pattern in the decomposition rate of biodegradable materials?

3. Based on your observations, what recommendations would you make to the town or city
mayor who is planning to build a landfill in his area?

Conclusion
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Experimental Design: Version 2

 Materials

5 medium-sized glass jars soil (one type)

5 framed wire mesh as jars covers freshly-cut grass
marking pen fish entrails
waste cooked food fruit peelings
paper

 Variables

Controlled variables

size of glass jars kind of soil

mass of biodegradable materials amount of soil
amount of sunlight

Independent variable (manipulated variable): kind of biodegradable materials

Dependent variable (responding variable): rate of decomposition

 Procedure

1. Collect soil from one plot enough to fill 5 glass jars.

2. Label 5 medium-sized glass jars according to the experimental setups shown
below.
3. Fill ¾ of each jar with the same kind of soil.
4. Observe the properties of each material. Write your observations in column 2 of
Table 2.
5. Place about 20 grams of freshly cut grass into Jar A, 20 grams of fish entrails into
Jar B, 20 grams of fruit peelings into Jar C, 20 grams of waste cooked food into
Jar D, and 20 grams of paper into Jar E. Bury all of them in the soil, making sure
that not a single piece comes out of the soil’s top surface. Position some pieces
near the side of the jar so that you can see the changes on the materials.
6. With a marking pen, circle the location of each piece on the outside of the jar.
Cover the jar with a fine wire mesh. Place the jars near an open window. Make
sure that all the jars receive equal amount of sunlight.
7. Predict the decomposition rates of the materials. Which material will decompose
fastest? slowly? slowest?

8. Observe the materials again the following day. Repeat your Observations after
one week, two weeks, three weeks, and four weeks. Write your observations in
Table 2.
  Experimental Setups

A B C
Soil + grass Soil + fish entrails Soil + fruit peelings

D E
Soil + waste cooked food Soil + pepper
Results

Date samples were buried: __________________

Date samples were dug up: __________________

Table 2

Biodegradation Investigation
Observations
Materials Before After burying
 burying one week two weeks three weeks four weeks
after after after after

Grass

Fish entrails

Fruit peelings

Waste cooked
food

Paper

Analysis and Discussions

1. Compare the kinds of materials and their rates of decomposition. Were your predictions
correct?

2. Is there any pattern in the decomposition rate of biodegradable materials?

3. How did your results compare with the results of others?

4. What changes would you now make in this experiment based on the information you now
have?

5. If you were asked for recommendations, what would you give to a town or city mayor who
is planning to build a landfill in his area?

Conclusion
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Part II

Problem: What is the effect of varying soil type on the rate of decomposition of biodegradable
materials?

Hypothesis:

 The decomposition of biodegradable materials is not affected by the type of soil used
in the decomposition.

Experimental Design:

 Materials

3 medium-sized glass jars 3 soil samples (clay, loam, sand)

3 framed wire mesh as jars covers marking pen
fish entrails

 Variables

Controlled variables

size of glass jars amount of soil

mass of biodegradable materials amount of water
amount of sunlight

Independent variable (manipulated variable): kinds of soil

Dependent variable (responding variable): rate of decomposition

 Procedure

1. Collect 3 different kinds of soil samples enough to fill 3 glass jars.

2. Label 3 medium-sized glass jars according to the experimental setups shown
below.
3. Fill ¾ of each jar with a different soil samples.
4. Observe the properties of each soil sample and the fish entrails. Write your
observations of each in column 2 of Table 3.
5. Place about 20 grams of fish entrails into Jar A. Bury them all in soil A, making
sure that not a single piece comes out of the soil’s top surface. Position some
pieces near the side of the jar so that you can see the changes on the materials.
Repeat this step for soil sample B and C.
6. With a marking pen, circle the location of each piece on the outside of the jar.
Cover the jars with a fine wire mesh. Place the jars near an open window. Make
sure that all the jars receive equal amount of sunlight.

7. Predict the decomposition rates of the fish entrails in different kinds of soil. In
which soil will the material decompose fastest? slowly? slowest?
 8. Observe the materials again the following day. Repeat your Observations after
one week, two weeks, three weeks, and four weeks. Write your observations in
Table 3.

 Experimental Setups

Hole A Hole B Hole C Hole D

Control no soil
Setup same size of
bottle;
20 g fruit
peelings;
same amount
of water;
same amount
of soil;
same amount
of sunlight
Experimental Soil A Soil B Soil C
Setups same size of same size of same size of
bottle; bottle; bottle;
20 g fruit 20 g fruit 20 g fruit
peelings; peelings; peelings;
same amount same amount same amount
of water; of water; of water;
same amount same amount same amount
of soil; of soil; of soil;
same amount same amount same amount
of sunlight of sunlight of sunlight

Results

Date samples were buried: __________________

Date samples were dug up: __________________
 Table 3

Biodegradation Investigation
Observations
Materials Before After burying
burying one week two weeks three weeks four weeks
after after after after

Soil A

Soil B

Soil C

Analysis and Discussions

1. Compare the fish entrails and their rates of decomposition in three soil samples. Were
your predictions correct?

2. Is there any pattern in the decomposition rate of fish entrails?

3. How did you results compare with the results of others?

4. What changes would you now make in this experiment based on the information you now
have?

5. If you were asked for recommendations, what would you give to a town or city mayor who
is planning to build a landfill in his area?

Conclusion
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