10

Research 2
Quarter 1–Module 8:
Writing an Abstract

GOVERNMENT PROPERTY
NOT FOR SALE
Research 2 – Grade 10
Alternative Delivery Mode
Quarter 1- Module 8: Writing an Abstract
First Edition, 2020

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Published by the Department of Education - Region III

Secretary : Leonor M. Briones
Undersecretary : Diosdado M. San Antonio
Development Team of the Module

Author: Bernadette E. Hipolito

Language Reviewer: Evelyn I. Domalaon

Content Editor: Marciano V. Cruz, Jr.

Brenda’Lea A. Caranto, PhD
Illustrator: Jayson B. Eugelio

Bernadette E. Hipolito
Layout Artist: Bernadette E. Hipolito
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Chief, Curriculum Implementation Division
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Marinella P. Garcia Sy, PhD
EPS – Science
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 10
Research 2
Quarter 1-Module 8:
Writing an Abstract
4
 Introductory Message

For the facilitator:

Welcome to Research 2 STE
-10 Alternative Delivery Mode (ADM) ModuleWriting
on
an Abstract.

This module was collaboratively designed, developed and reviewed by educators

from public 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 Research 2 STE-10 Alternative Delivery Mode (ADM) Module on Writing an
Abstract.
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

This will give you an idea of the skills or

competencies you are expected to learn in the
What I Need to Know module.

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
What I Know decide to skip this module.
This module has the following parts and corresponding icons:

1
 This is a brief drill or review to help you link the
current lesson with the previous one.
What’s In
In this portion, the new lesson will be introduced to
you in various ways; a story, a song, a poem, a
What’s problem opener, an activity or a situation.
New
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What is It
This comprises activities for independent practice to
solidify your understanding and skills of the topic.
You may check the answers to the exercises using
What’s
the Answer Key at the end of the module.
More
This includes questions or blank sentence/
paragraph to be filled in to process what you learned
What I Have from the lesson.
Learned
This section provides an activity which will help you
transfer your new knowledge or skill into real life
What I Can situations or concerns.
Do

This is a task which aims to evaluate your level of

mastery in achieving the learning competency.
Assessment

In this portion, another activity will be given to you to

Additional enrich your knowledge or skill of the lesson learned.
Activities

This contains answers to all activities in the module.

Answer
Key
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.

2
 What I Need to Know

This module provides varied activities that will help youwriting

in the
abstract of your scientific paper.Varied activities are provided for you to
strengthen your knowledge and skills regarding the topic.
At the end of the module you are expected to:
1. describe an abstract and its key elements;
2. enumerate the factors to be considered in writing the abstract;
3. write an abstract; and
4. appreciate the importance of an abstract.

What I Know

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!
A. TRUE or FALSE
Directions: Read each statement carefully. Write TRUE if it is correct and FALSE
if not.
_________1. The abstract should be written before writing the full scientific paper.
_________2. Huge portion of the abstract must discuss the results of the study.
_________3. Abstract having 250 words is acceptable.
_________4. The abstract must include the purpose of the study, the methods
done, the results and implications of the obtained data.
_________5. The main function of the abstract is to defend the scientific paper.
_________6. An abstract shows what you intended to study or accomplish.
_________7. Discussion of the data obtained (results) is included in the abstract.
_________8. Implications or application of the results must be indicated in the
abstract.
_________9. Important keywords referring to method and content must be
considered in writing the paper’s abstract.
_________10. Abstract helps the reader to decide whether to read or not the
research paper.

3
B. MULTIPLE CHOICE
Direction: Choose the letter of the BEST answer.

___1. The following are the key elements of an abstract, EXCEPT

a. the gap/problem stated in the introduction
b. the review of related literature
c. the result and conclusion of the study
d. the application and implication of the research

___2. The following are the factors to be considered in writing the abstract.
a. verb tense
b. length
c. language
d. all of the above

___3. The following key elements of the abstract can be written in present
simple tense:
a. gap or problem
b. methodology
c. achievements (Discussion/Conclusion)
d. all of the above

___4. The statement: “This indicates that snake plant has the potential in reducing
indoor gases…” denotes
a. the method, the general aim, and the specific aim of the study.
b. the achievement of the study.
c. the implications of the study.
d. the background factual information.

___5. The statement: “An anti-illegal logging device was constructed to signal
local officials in Biak na Bato, San Miguel, Bulacan when anyone cuts trees in
prohibited area” implies that the writer:
a. combines the methodology and provides details.
b. indicates the achievement of the study.
c. presents the implications of the study.
d. provide background factual information.

4
 What’s In

Direction: Match the parts of a scientific paper (Column A) with its description
in (Column B).

Column A Column B

___1. Introduction a.Summarizes and interprets the

result of the research
___2. Methodology
b. Summarizes the whole research

___3. Results c. Shows the data obtained from the

procedures done in the research
d. Describes the gap/problem,
___4 Discussion significance, scope and limitation of
the study
e. Discusses the results of the study
___5. Conclusion and compare these to other
existing and related results.
f. Shows the step by step procedures
and materials used in the study

What’s New

A. Suppose you are a young Filipino scientist prompted to look for related studies
about the potential of turmeric ginger against Transmissible Gastroenteritis Virus
(TGEV) - an alpha-group coronavirus that infects pigs using the internet.

1. What keywords will you enter in the search tab and why?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. What do you think will appear in the results?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 5

B. The title and the abstract are two of the important parts of a research paper
What information does each part gives to the reader?

1. Title
_______________________________________________________________
_______________________________________________________________

2. Abstract
_______________________________________________________________
_______________________________________________________________

Notes to the Teacher

The activities in this module are arranged from simple to complex to help
the learner gradually master the desired learning competency. Give him/her the
needed support and guidance so that he/she will be able to perform the tasks to
prepare him/her later in writing the abstract of the scientific paper.

What is It

Writing an Abstract for an IMRaD Paper

An abstract is the representation of the whole research paper. It should enable
the readers to understand the important key content and result of the paper
even without reading the whole article. Thus, and abstract should have
independent validity and credibility (Glasman-Deal 2009, 197).
It is also important to include key words for method and content to facilitate access
to the abstract once uploaded to a data base or internet.
Key Elements of an Abstract
The abstract shows the highlights of the paper in 150-250 words paragraph.
Abstract is done after a full draft of the paper is written.
The abstract is consists of the following: a brief but precise statement about the
problem, issue or gap (that you stated in the introduction), followed by the
description of the research method and design (methodology), the major findings
(from the result and discussion), the achievement or the reached conclusion, and
the applications or results’ implications.
An abstract for an IMRaD paper consists of:
• 25% on the issue/gap/ purpose of the research paper (introduction)
6
 • 25% on the methodology
• 35% on the results, discussion, conclusion
• 15% on the application/ implications of the research.

The abstract is derived from the parts of the research paper. However, it does not
mean that you are going to copy and paste those parts to create a 150250 words
abstract. You just need to adapt or modify those to meet the standards of an
abstract.
The following are the factors to be considered in writing an abstract (excerpted
from Glasman-Deal 2009, pp. 201-204):
1. The length. An abstract is usually written in 150-250 words in single
paragraph. The length varies depending on the type of abstract required by
the publisher.

2. The language. The abstract is less technical than the paper itself. It should
include the important phrases and keywords that readers want in your paper.
Key words are important in data base so that people can easily locate your
work.

3. Verb tense. Abstract has limited words. Omitting phrase and words might
cause misinterpretation of your works, thus careful and accurate use of verb
tense is important.

How the key elements in the abstract are expressed?

1. The gap/problem is normally in the Present Simple tense:
The main problem, however, is…
We examine why these models have difficulty with…

However, this assumption is not valid when…

This is complicated by…

However, this assessment cannot be based solely on…

Although it is known theoretically that…

2. When you are referring to what the paper itself does or what is
actually in the paper itself, use the Present Simple tense, for
example:
This paper presents a new methodology for…
In this paper we apply…
This study reports an improved design for…

In this paper we extend an existing approach to…

8
 We consider a novel system of…
The implications for learning algorithms are discussed…

3. When you are referring to your methodology, or what you did during the
research period, it is common to use the Past Simple tense, for example:
Two catalysts were examined in order to…
Samples were prepared for electron microscopy using…

A crystallizer was constructed using…

The effect of pH was investigated by means of…
The data obtained were evaluated using…
A permeameter was used to investigate…

4. It is also possible to use the Present Simple tense to talk about your
methodology, especially when you are referring to calculations or
equations which can be found in the paper itself:
Numerical examples are analyzed in detail…
The calculated wavelengths are compared to…
Several models are created using…
The accuracy is evaluated by…

A detailed comparison is made between…

The method is illustrated on blends of homopolymers…

5. Results can be expressed in either the Present Simple tense, for

example:
We find that oxygen reduction may occur up to 20 microns from the interface…
The model consistently under predicts…
The ratio shifts towards…
We show that this theory also applies to…

We find that this does not vary…

These examples illustrate that over potential is better described in terms of…

Or, more commonly, in the Past Simple tense, for example:

The hydrocarbons showed a marked increase in…
No dilation was observed…
This was consistent with…

9
 These profiles were affected by… This
finding correlated with…

BUT be aware that the sentence may use two different tenses. Even if the first
part of the sentence is in the Past Simple tense (We found/It was found etc.)
you can decide to put the finding/result itself or the implication of the result in the
Present Simple tense if you believe it is strong enough to be considered as a
fact or truth:
The experiments demonstrated there are two matrices…
It was found that proteins are produced from…
The results demonstrated that the morphology is different…

This image suggested that there is a direct relationship between…

Some of the reasons behind that choice are discussed in the unit on
Introductions and the unit on Result. In addition to the reasons given there, it is
worth noting that the Abstract tends to present the contents of the paper in
fairly direct way, not only because of the word limits imposed by editors,
but also to engage the attention of the reader. This influences the
decision to use the Present Simple for the results or the implications, even
though those implications may have been stated in the Past Simple in the article
itself.

6. Achievements can be expressed in the Present Perfect tense, as

in the Discussion/Conclusion:
We have obtained accurate quantitative LIF measurements…
This investigation has revealed that…
We have devised a strategy which allows…
We have demonstrated the feasibility of this approach by…
A novel material has been produced which…
Three-dimensional FE predictions have confirmed that…
Considerable insight has been gained concerning… and

also in the Present Simple tense:

This process can successfully be combined with…

The framework described here is both simple and universal…

The value of our approach lies in…

10
 This provides a powerful tool for…
This novel film is mechanically robust and is able to…

7. Applications are normally stated in the Present Simple tense:

This process is suitable for the production of…
This framework can be used to evaluate…
This approach can be applied to…
This demonstrates potential for general applicability to…
These profiles may serve as a predictor for…
This framework can be used to evaluate…

ABSTRACT?
VERB TENSE?

Figure 1. A student thinking what verb tense to be used in writing an abstract.

What’s More

Independent Activity 1

11
Directions: Read thoroughly the sample abstract below, then answer the
succeeding questions.

Cytotoxic and Genotoxic Potential of the Money Tree (Pachira aquatica)

Stem and Leaf Extracts

Jordan Ferdin A. Halili, Jane Nicole N. Catacutan, Melissa C. Gaudario,

Maries Ann R. Silvestre, Mary Lorraine F. Lorido and Rich Milton R. Dulay

Institute of Biology, College of Science, University of the Philippines-Diliman, Quezon

City; Juan R. Liwag Memorial High School, Gapan City, Nueva Ecija; Department of
Biology, Central Luzon State University, Science City of Muñoz, Nueva Ecija

(1) There is a global demand for the discovery of anticancer drugs. This study was
designed as an anticancer prescreening to evaluate the cytotoxic and genotoxic
potential of stem and leaf extracts of Money Tree, Pachira aquatica, one of the
plant species with limited scientific studies. (2) Bioactivity of P. aquatica extracts
was initially assessed using brine shrimp lethality assay (BSLA). Plant and animal
models of cell proliferation were used to investigate cytostatic and cytocidal
effects. Onion root tip chromosomal aberration assay (ORTCAA) was conducted
to examine antimitotic and genotoxic activities. Embryotoxicity and teratogenicity
were determined using zebrafish development toxicity assay (ZDTA). (3) Using
BSLA, P. aquatica leaf extract had an estimated LC50 value of 11.87 ug/mL,
which indicated that it was bioactive and toxic. ORTCAA revealed that all stem
extract concentrations reduced mitotic indices, which were comparable to 5mg/mL
of maleic hydrazide (positive control) while all the leaf extract concentrations
induced mitotic block at prophase/metaphase boundary.

Figure 2. Students performing an experiment

12
Prominent chromosomal aberrations observed were bridges and stickiness
suggesting genotoxicity of the extracts. ZDTA showed 100% embryonic death at
20,
100 and 200 ug/mL of both extracts after 12-hour post-treatment application.
(4) Moreover, cytological abnormalities in onion cells and early zebrafish
embryonic death implied the activation of apoptosis. Based on the results,
Money
Tree extracts have promising cytostatic (inhibition of growth, division and
differentiation) and cytocidal (lethal) effects, which are important qualities of an
anticancer drug. (5) The Money Tree is therefore a potential source of a
nature-based chemotherapeutic compound.

Keywords: anticancer prescreening, brine shrimp lethality, cytotoxic, genotoxic,

Pachira aquatica, zebrafish

1. How many words does this abstract have? ____________________

2. What particular part of the research paper the numbered sentences

can be categorized?
(1) = __________________________________________________
(2) = __________________________________________________
(3) = __________________________________________________
(4) = __________________________________________________
(5) = __________________________________________________

3. Recall the parts of a research paper. What parts are not in the abstract?
_________________________________________________________
_________________________________________________________
_________________________________________________________

Independent Assessment 1
Directions: Based from Independent Activity 1, fill in the blanks with words or
phrases to complete the paragraph below.
The first part was obtained from the (1) __________________of the
research paper. It manifests the gap, issues or problem answered by the study.
The second part was obtained from the methodology of the paper that shows the
(2) __________________. The third part presents the (3)

13
__________________while the fourth shows the (4) __________________.
Lastly, the fifth indicates the (5) __________________of the result of the
research.

Independent Activity 2
A. Directions. Match the puzzle pieces which shows the elements and its
corresponding percentage in writing an abstract. Using your own
words, describe in one sentence each complementary pieces of puzzle.

1. Introduction a. 25%

e. 10%

2. Results, b. 15%
Discussion

f. 25%

3. Methodology
c. 35%

4. Application, d. 30%
Implication

1._________________________________________________________
2._________________________________________________________
3._________________________________________________________
4._________________________________________________________
_________________________________________________________

B. Directions: Read the sample abstract below. Then answer the questions
that follow.
ZnO-embedded filter paper: Preliminary screening of its potential use as POU
water purifier

Geraldine C. Añasco, Camille P. Marcelo, Christine M. Cepres, Lycha Shaine F. Espiritu

Prenza National High School, Marilao, Bulacan

14
(1). Bacterial contamination is one of the major threats posed to drinking water resources
because they cause diseases that could be life threatening when ingested. (2).
Moreover, nanotechnology displays better approaches for treatment of water because
of its enhanced properties. (3) This study is conducted to evaluate the potential use of
ZnO-embedded filter paper as point-of-use (POU) water purification method in inactivating
the pathogens from contaminated drinking water. (4) Preliminary procedures
were performed by synthesizing first the zinc oxide nanoparticles using precipitation
method. (5) Meanwhile, embedding of ZnO particles was done by soaking the papers in
the decanted ZnO and ethanol solution. (6) Paper sheets were characterized. (7)
Scanning electron microscopy (SEM) analysis revealed the nanorod-like morphology of
the embedded ZnO particles with size range of 60-70 nm while energy dispersive x-
ray (EDX) and UV-Vis spectrophotometer analysis shows the presence of synthesized
ZnO particles on the cellulose fibers. (8) Agar disc diffusion test displays that the
samples can inhibit the growth of Escherichia coli and Staphylococcus aureus. t-test for
Correlated Samples was not applied to E. coli Count, Coliform Count, and S. aureus
Count since the mean value after posttest result was not computed due to the outlier of 0
count, which implies high effectivity. (9) In the Total Plate Count, since the tcomp= 1.063
is less than the tcrit= ±4.30 at α=0.05, the null hypothesis is accepted therefore there is no
significant difference between the mean value of the pretest and posttest results. (10) But
with respect to the mean difference, there is. Overall, the percolation is effective.

Keywords: nanoparticles, zinc oxide, SEM, EDX, UV-Vis spectrophotometer,

point-of-use method, bacterial contamination, water resources

Write the number that corresponds to the parts of the abstract. You may write
more than one number for each part.
1.Introduction - _______________________________________
2.Methodology - _______________________________________
3.Results/Discussion - _______________________________________
4. Conclusion - _______________________________________

5. Implication - _______________________________________

Independent Assessment 2
Directions: Read the sample abstract on the next page. Highlight each sentence
using the color code indicated in the table to determine what
element of abstract it is.

Element of an Abstract Color Code

15
Introduction Yellow
Methodology Light Green
Results/Discussion Orange
Conclusion Light Blue
Implication Pink

16
 Development of antibacterial contact lenses containing
metallic nanoparticles

Davood Kharaghani, Debarun Dutta, Parastoo Gitigard, Yasushi Tamada, Anna Katagiri,
Duy-Nam Phan, Mark D.P. Willcov, and Ick Soo Kim

Nano Fusion Technology Research Group, Division of Frontier Fibers, Institute for
Fiber Engineering (IFES), Interdisciplinary Cluster for Cutting Edge Research (ICCER),
Shinshu University, Tokida 3-15-1, Ueda, Nagano, 386-8567, Japan
School of Optometry and Vision Science, University of New South Wales, Sydney, NSW,
2052, Australia
aculty of Textile Science and Technology Bioresource and Environmental Science,
Shinshu University, Tokida 3-15-1, Ueda, Nagano, 386-8567, Japan

Contact lens wear can result in adverse events including bacterially-driven

corneal infection and inflammation. These are the result of various kinds of bacteria
adhering to contact lenses and either initiating infection of the cornea or producing
inflammation of the cornea and conjunctiva. In order to reduce the incidence of these
events antimicrobial contact lenses are being developed. In this study, antimicrobial
contact lenses containing nanoparticles of silver or copper, or a combination of the two,
were produced and evaluated. Silver and copper nanoparticles were produced in
polyvinyl alcohol (PVA) polymers by incorporating salts of these metals and then
reducing the salts to nanoparticles with sodium hydroxide. Incorporation of nanoparticles
into the PVA was confirmed using transmission electron microscopy, attenuated total
reflection (ATR) spectroscopy and X-ray photoelectron spectroscopy (XPS). The
nanoparticle-containing polymers were then evaluated for physical characteristics such
as tensile strength, water content and coloration. PVA containing polymers were
evaluated for cytotoxicity to mammalian cells using a standard assay, and for
antimicrobial activity using three different assays that measured their ability to inhibit
microbial growth on agar plates, inhibit microbial growth in bacterial suspensions, and to
inhibit the viability of adherent bacteria. Nanoparticles of between 50 and 75 nm were
produced in PVA polymers. The production of nanoparticles was also confirmed by
characteristic spectral peaks in ATR and XPS. The addition of silver or copper
nanoparticles doubled the strength of PVA polymers but halved their elongation before
fracture. Silver-containing PVA was cytotoxic
but PVA containing copper alone was not
cytotoxic. In the agar diffusion assay and
inhibition of microbial growth in suspension
only silver-containing lenses produced
antibacterial activity, but silver and copper
nanoparticle-containing lenses reduced
bacterial adhesion to lenses. Both silver and
copper nanoparticle-containing lenses were
antibacterial, but this depended on the assay
used. PVA containing only copper was not
cytotoxic. This indicates the
copper nanoparticle-containing
lenses might be useful to control bacterial
colonization of lenses, and hence the production of bacterially-drive
adverse events during lens wears. Figure 3. Putting contact lens in the eyes

17
Independent Activity 3

Directions: Construct clear and concise sentences from the excerpt of the
scientific research below to create the introductory (25%),
methodology (25%), results and discussion (35%) and conclusion/
application/implication (15%) parts of the abstract.

A. Introduction

Reducing Nutrient Pollution in Wastewater using Water Spinach through

Phytoremediation

Sophia RY. Alabado, Ma. Nicole DC. Flores, Yesha Nicole R. Lazaro
and Farrah M.. Ramos

San Miguel National High School, San Miguel, Bulacan

Most of the industries nowadays dump their wastewater mixed with different
organic chemicals, toxic materials, nutrients, and biodegradable organic substance on
different bodies of water, which is why clean water is becoming a scarce resource. In the
Philippines, only one percent of the contaminated wastewater are being treated
nationwide due to the immense financial burden of the struggling economy.

In most Asian countries, piggery and chicken businesses are growing rapidly due
to the population demand. But the wastewaters are one of the top problems of farmers
due to its environmental degradation and threats to public health. Disposal of its wastes
poses pollution problems environmentally and economically. The nitrogen and
phosphorus from the wastewater are from pigs and chickens feces and urine. Pigs and
chicken feeds contain 58% of nitrogen, way too high for the pigs and chicken to digest
causing the excretion of the N to be too high. It is considered nutrient pollution wherein
excessive amount of Nitrogen and Phosphorous can cause eutrophication due to the
growth of algae. In order to solve the problem, phytoremediation can be done. It is a
cheap way of degrading amount of wastes using plants. Ipomoea aquatica can be used
because of its ability to process waste including the excess nutrients.

Experimental Set-up 1 Experimental Set-up 2

Experimental Set-up 3 Negative Control

 16
Figure 4. Water spinach’ phytoremediation experimental design
Many laundry shops are booming in the cities these days, but because of the
limit in wastewater treatment, it is considered an environmental problem. The
concentrations of some pollutant such as COD, phosphate and surfactant in some
water bodies are frequently higher than the local and national standard due to the
laundry houses which dispose the wastewater straight to the environment and
community without treatment. There is a negative impact in humans and
environment because of the presence of contaminants. Arsenic, Cadmium, Chromium,
Copper, Lead, Mercury, Nickel, Silver, and Zinc are heavy metals that were studied, in
household washing products the major heavy metals contributor to influent wastewater.
The plant species must have high uptake of pollutant, ability of roots to take up large
quantities of water, rapid growth rate, high tolerance in polluted water, good natural
adaption to the local climate and smoothly control in dispersion. The effect of the
treatment depends on plant species and their ages, the root zone interaction and the
type of wastewater.

Hydroponic systems have been utilized as one of the standard methods for plant
biology research and are also used in commercial production for several crops. Within
the plant research community, numerous hydroponic systems have been designed to
study plant responses to biotic and abiotic stresses. The general objective of this study
is to evaluate the potential of the water spinach in absorbing Nitrogen and Phosphorus
on piggery with poultry wastewater and Lead and Zinc on Laundry Wastewater.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

B. Methodology

Collection of Plant Sample. A kilogram of plant sample was collected from San
Agustin, San Miguel, Bulacan. The sample was washed twice in running water and
once in distilled water.

Plant Identification and Authentication. Plant sample was brought to the Institute of
Biology Jose Vera Santos Memorial Herbarium (PUH), College of Science, University of
the Philippines, Diliman, Quezon City.

Collection of wastewater samples.

Seven liters each of the wastewater were collected. The piggery with poultry
wastewater was collected at a local piggery and poultry farm in Brgy. Buliran, San
Miguel, Bulacan, and the laundry wastewater was collected at Aqua Ryza laundry shop
in Brgy. Sta. Rita (old), San Miguel, Bulacan.
19
Construction of the hydroponics system. The hydroponics system was constructed
by the researchers. Two storage boxes were bought at a local supermarket store.
This served as the container of the wastewater. Two Styrofoam were also bought at a
school supplies store, serving as the floater. Two set of net pots were bought at a local
gardening store, these serves as the pots for the water spinach. 12 holes with a
diameter of 5.5 cm were cut in the Styrofoam, with the intervals of 2.5 cm.

Planting of the plant sample in the hydroponic system. The plant sample was cut
with an average size of the shoots at 9. 2 cm and the roots at 9.5 cm. The roots were
submerged in to the water.

Observation period. The water spinach was observed for 3 weeks.

Wastewater samples analysis (before). After three weeks of phytoremediaton, a liter

of the water sample each was collected and brought to Philippine Coconut Authority for
analyses.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
C. Results and Discussion

In this study the phytoremediation of Water Spinach (I. aquatica) was proven to
decrease the nutrient pollutants such as Nitrogen and Phosphorus in Piggery with
Poultry Wastewater and Zinc and Lead to Laundry Wastewater. The following are the
different types of phytoremediation mechanisms:

1. Rhizosphere biodegradation. In this process, the natural substances were

released by the plants through its roots, supplying nutrients to microorganisms in
the soil.
2. Phyto-stabilization. In this process, the plant produced chemical compounds that
will incapacitate contaminants, rather than to reduced them.

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3. Phyto-accumulation (also called phyto-extraction). Contaminants as well as other
nutrients were absorbed by the plant roots. The contaminant mass was not removed
but ends up in plant’s shoots and leaves. This method was primarily to the wastes
carrying metals.
4. Hydroponic Systems for Treating Water Streams (Rhizofiltration). This process
was similar to phyto-accumulation, but the plants used for clean-up and raised
that the roots were in water. The plants were harvested and disposed when the
roots Became saturated with contaminants.
5. Phyto-volatilization. In this process, plants uptake water carrying organic
contaminants and through their leaves, they released the contaminants into the air.
6. Phyto-degradation. In this process, plants actually destroyed and removed
contaminants within plant tissues.

Hydraulic Control. In this process, trees were used to remediate by controlling

groundwater movement. When the roots reached down towards the water table, trees
act as natural pumps and took a large quantity of water.

According to Qiuzhuo Zhang, Varenyam Achal, Yatong Xu, Wei-Ning Xiang,

Bioremediation done by the microorganisms in the roots of water spinach have the
removal mechanism of nitrogen, while the phytoremediation of phosphorus was mainly
done by the plant (leaves, stem, roots).

According to Karnchanawong and Sanjitt, Water Spinach as the removal

mechanism of phosphorus was mainly because of plant absorption. Water Spinach (I.
aquatica) was a perfect choice for removal of N and P because of its very high
marketable value compared to many aquatic plants. Based on the above, then the
primary role of Water Spinach was to reduced Nitrogen and Phosphorus in
piggery/poultry wastewater and Lead and Zinc in Laundry Wastewater, will be able to
explain the tendency of decrease of N and P as well as the decrease of Zn and Pb.
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D. Conclusion and Application/Implication

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 Based on the results of the study, it can be concluded that Water Spinach
(I. aquatica) is capable of absorbing nutrient pollutants and heavy metals in the piggery/ poultry
wastewater and laundry wastewater according from the UV- Vis
Spectrophotometry test of Philippine Coconut Authority. It revealed that the value of
Nitrogen and Phosphorus decreased significantly. The N significantly decreased by
44.44% and P also showed significant difference of 27.89% in piggery/poultry
wastewater. The Zn significantly decreased by 64.19% and the Pb also showed
significant difference of 77.69% in the laundry wastewater. The results also showed the
growth rate of the water spinach. The roots length increased by 145% while the shoots
were increased by 110.53% in piggery/poultry wastewater. The root length increased by
103.45% while the shoot length increased by 47.37% in laundry wastewater. This
proved that the water spinach is capable of decreasing the nutrient pollution and heavy
metals
from the pigs and chicken wastewater and laundry wastewater from San Miguel,
Bulacan.

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Reminders

1. Write in the third person. Instead of writing “I found” or “we evaluated”,

replace them with “It was found out that”, “based on the results” , the
researchers found “.
2. Draft the abstract and trim it down to the required word limit. Be careful
in losing the important points in the abstract.
3. Do not forget to include important key words and phrases.
4. Write only information covered in your research paper.
5. Proof-read. Do not just check for grammar and typographical errors,
ensure that all important key elements are present. Proofreader should
have background on the nature of your research to preserve operational
and technical matters.
Independent Assessment 3
Directions: Consolidate what you created in activity 3 to develop a 250-word
abstract. You will be scored based on the rubric below.

Scale Description

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 Complete, clear and concise. The number of words is within the
5 prescribed number. The sentences are expressed in proper tenses.
Important keywords are included. No need for revision.
Complete and Concise. The number of words is within the
4 prescribed number. The sentences are expressed in proper tenses.
Important keywords are included. Slight revision needed
Complete, not clear and not concise. The number of words is not
within the prescribed number. The sentences are not expressed in
3
proper tenses. Important keywords are not included. Needs major
revision
Incomplete, not clear and not concise. The number of words is not
within the prescribed number. The sentences are not expressed in
2
proper tenses. Important keywords are not included. Needs major
revision.

1 No output
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 What I Have Learned

Direction: With your own words complete the statements below.

1. Abstract is the summary of a full research paper. It should contain

the following key elements:

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2. The factors to be considered in writing the abstract are

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3. An abstract is important to a researcher who is looking for related

studies because

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 22

What I Can Do

Observe the illustration below.

Methodology
Results, Discussion
introduction
Conclusion

abstract

Figure 5. A hand is useful with Figure 6. A scientific research, like a

complete fingers hand is useful with complete
parts

Write the importance of writing an abstract.

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Compare the importance of abstract to a finger as part of a hand.

____________________________________________________________

Assessment

A. Multiple Choice

Direction: Choose the letter of the BEST answer.

___1. The purpose of the abstract is to summarize the research paper. Which
should NOT be included in the abstract?
a. the purpose of the research
b. the conclusions from the results and discussion
c. the related literature
d. the experimental method

23
___2. The abstract should have the following characteristics:
a. validity
b. credibility
c. brief and concise
d. all of the above.
___3. The statement: “This automated alcohol dispenser can reduce
contact to surface and can be used in malls and other public
areas”, denotes
a. Gap or problem
b. Methodology
c. combination of achievements and application
d. related literature
___ 4. “A novel brick materials has been produced from the mixing clay and
shredded PET bottles” is a statement that implies
a. gap or problem
b. a combination of achievements and methodology
c. combination of achievements and application
d. related literature
___5. The phrase: “Blood samples of mice was analyzed to evaluate if they
developed anti-bodies on COVID-19 virus” shows the _____________.
a. gap or problem
b. methodology done
c. combination of achievements and application
d. combination of methodology and implication

B. TRUE or FALSE
Directions. Read each statement carefully. Write TRUE if it is correct and
FALSE if not.

_________1. Achievements of the study can be written in present perfect tense

or present simple tense.

_________2. Discussion of results should occupy the highest percentage of

the parts of an abstract.
_________3. Scientific abstract having 200 words is acceptable.
_________4. It is acceptable to omit key phrases and words to meet the word
limit.
_________5. You should create completely new sentences that is different
from those found in the research body.
_________6. An abstract is more technical than the full text itself.

26
_________7. Discussion of the data obtained (results) is included in the
abstract.
_________8. Implications or application of the results must be written in the
first to second sentences of an abstract.
_________9. Important keywords referring to method and content must be
considered in writing the paper’s abstract.
_________10. Citations made in some parts of the full research paper should not
be included in the abstract.

Additional Activity

Directions: Below is a sample of a full research paper. Use what you have
learned in this module to construct a 250-word abstract.

28
29
30
31
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References
Alabado, Sophia RY, Ma. Nicole DC. Flores, Yesha Nicole R. Lazaro and
Farrah M. Ramos.”Reducing nutrient poluution in waster using water spinach
through phytoremediation”. Unpublished thesis. 2019
Añasco,Geraldine, C., Camille P. Marcelo, Christine M. Cepres, Lycha Shaine
F. Espiritu. “ ZnO-embedded filter paper: Preliminary screening of its
potential use as POU water purifier”, Unpublished thesis.2019
Chauhan, Amit S., Rekha Bhadauria, Atul K. Singh, Sharad S Lodhi, Dinesh K.
Chaturvedi, and Vinayak S. Tomar. “Determination of Lead
and Cadmium in cosmetic products”. Journal of Chemical
and Pharmaceutical Research 2, (2010):6, 92-97.
https:// www.researchgate.net/publication/
/284673991_Determination_of_lead_and_cadmium_in_cosmetic_
products

Glasman-Deal, Hilary. Science Research Writing for Non-native Speakers of

English. London: Imperial College Press, 2010.

Halili, Jordan Ferdin A., Jane Nicole N. Catacutan, Melissa C. Gaudario, Maries
Ann R. Silvestre, Mary Lorraine F. Lorido and Rich Milton R. Dulay. “Cytotoxic
and genotoxic potential of the money tree (Pachira aquatica) stem and leaf
extracts. Science Diliman 31 No. 2 (2019), 27-48. doi:
https://journals.upd.edu.ph/index.php/sciencediliman/ article/ view/7157
Helmenstine, Anne Marie. “How to write an abstract for a scientific paper.”
ThoughtCo. June 26, 2019. https://www.thoughtco.com/writing-an-
abstract-for-a-scientific-paper-609106
Kharaghani, Davood, Debarun Dutta, Parastoo Gitigard, Yasushi Tamada, Anna
Katagiri, Duy-Nam Phan, Mark D.P. Willcov, and Ick Soo Kim.
“Development of antibacterial contact lenses containing metallic
nanoparticles” Elsevier 79, (2019): 106034. doi: https://
doi.org/10.1016/j.polymertesting.2019.106034
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 For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
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