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    Pesebre - Capstone (W1)

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    Jeanny Mae Pesebre
    This document contains the notes from Jeanny Mae T. Pesebre's CAPSTONE class. It summarizes the activities and lessons from Week 1, including developing a research question and distinguishing basic from applied research. Key points covered include identifying statements of problems that require scientific inquiry versus no inquiry, and characteristics of good research questions such as being testable with one independent and dependent variable. The document also includes pre-test questions, activities evaluating sample research problems, and a post-assessment of the material learned.

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    Pesebre - Capstone (W1)

    Uploaded by

    Jeanny Mae Pesebre
    43 views4 pages
    This document contains the notes from Jeanny Mae T. Pesebre's CAPSTONE class. It summarizes the activities and lessons from Week 1, including developing a research question and distinguishing basic from applied research. Key points covered include identifying statements of problems that require scientific inquiry versus no inquiry, and characteristics of good research questions such as being testable with one independent and dependent variable. The document also includes pre-test questions, activities evaluating sample research problems, and a post-assessment of the material learned.

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    PESEBRE - CAPSTONE (W1)

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    This document contains the notes from Jeanny Mae T. Pesebre's CAPSTONE class. It summarizes the activities and lessons from Week 1, including developing a research question and distinguishing basic from applied research. Key points covered include identifying statements of problems that require scientific inquiry versus no inquiry, and characteristics of good research questions such as being testable with one independent and dependent variable. The document also includes pre-test questions, activities evaluating sample research problems, and a post-assessment of the material learned.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    43 views4 pages

    Pesebre - Capstone (W1)

    Uploaded by

    Jeanny Mae Pesebre
    This document contains the notes from Jeanny Mae T. Pesebre's CAPSTONE class. It summarizes the activities and lessons from Week 1, including developing a research question and distinguishing basic from applied research. Key points covered include identifying statements of problems that require scientific inquiry versus no inquiry, and characteristics of good research questions such as being testable with one independent and dependent variable. The document also includes pre-test questions, activities evaluating sample research problems, and a post-assessment of the material learned.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Jeanny Mae T.

    Pesebre Quarter 3

    STEM 12 - GAUSS Week 1 SUBJECT TEACHER:

    SUB: CAPSTONE Mrs. Ma. Victoria C. Magayon

    Session 1:
    Pre-test (p. 4)

    1. SI

    2. NSI

    3. SI

    4. NSI

    5. NSI

    Activity #1 - Learn from This (pp. 5-6)

    Process Question for the story of Gregorio Zara.

    1. Who is the featured Filipino Scientist in the story?

    ➜ The featured Filipino Scientist in the story was Gregorio Zara.

    2. What is his invention?

    ➜ His invention was a videophone.

    3. What was the contribution of his invention in todays educational settings?

    ➜ His contribution to today's educational settings was that he made learning more accessible, especially
    in times of pandemic where physical classes are still not allowed. Through his invention, the learning of
    students made it possible because teacher and student could easily communicate with one another.

    Activity #2 - Simple Idea Matters: Turning research ideas into research projects (pp. 6-7)

    1. What specific concern or idea that your group considered as you come up with your idea in your
    Science investigatory project?
    ➜ Our specific concern or idea, as we came up with our idea in our science investigatory project, is the
    risk of mosquitoes on us that might cause diseases such as dengue and malaria. With this in mind, we
    want to offer something that will aid in the prevention of this disease.

    2. What specific problem do you intend to solve in your Science Investigatory Project? Kindly explain
    your answer?

    ➜ The specific problem that we intend to solve in our science investigatory project is how we can find an
    alternative solution for repelling mosquitoes. 

    3. In what way did you verify that your idea or inquiry is plausible for a research project?

    ➜ For a research project, we verify that our idea or inquiry is plausible for the reason that there's a
    present problem. A problem that needs action to resolve. 

    4. In what way did you find out that the limitation or the boundary of your Science Investigatory Project?

    ➜ We found the limitation or the boundary of our science investigatory project in the way of having only
    a mosquito as our test subject in testing the effectiveness of our repellent.

    Activity #3 - Turning Research Ideas into a Scientific Question (p. 8)

    Table of Sorted Statement of the Problem

    Require a Scientific Inquiry No Need of Scientific Inquiry

    1. How will the number of worms affect the 2. Which sunscreen brand provides more UV
    growth of 3 plants in a week with the same protection, according to SPF content?
    amount of sunlight and water?

    3. How salty does water have to be an egg to float 5. Which comes first, egg or chicken?
    on it?

    4. Which type of wood burns the fastest?

    Process Questions:
    1. What is your observation on the statements that that require a scientific inquiry?
    ➜ My observation of the statements that require a scientific inquiry is that they can be proved or
    disproved by experiment. 

    2. What is your observation on the statements that are in no need of scientific inquiries?
    ➜ My observation of the statements that are in no need of scientific inquiry is that they can't be
    disproved or proved by experiment. 
    3. Can you describe the characteristics of the statement of the problem that are for scientific inquiry?

    ➜ The characteristics of the statement of the problem that are for scientific inquiry are the following:

    1. A scientific question should be significant and worthwhile.

    2. A scientific question should not be too broad.

    3. A scientific question should be testable.

    4. A scientific question should have one independent variable and one dependent variable.

    Session 2:
    Activity #3.a - Learn from This (p. 9)

    Process questions for Activity 3a.

    1. Write the similarities of the basic and applied research.

    ➜ The similarities between basic and applied research are that both are types of scientific research that
    seek to prove a hypothesis.

    2. Write the difference between the basic and applied research.

    ➜ The difference between basic and applied research is that basic research tries to expand existing
    scientific knowledge, while applied research is a scientific study that helps solve problems in real life.

    Activity #4 - (p. 10)

    1. D

    2. B

    3. D

    4. B

    5. A

    Process Questions:

    1. What item/s did you mark as to broad? Cite the keyword that makes the statement of the problem
    broad.
    ➜ 5 - come first

    2. What item/s did you mark as too limited? Cite the keywords that make the statement too limited.

    ➜ 2 & 4 - sunscreen brands provide more UV protection, SPF content & type of woods, burns the
    fastest

    3. What item/s did you mark as statement as common and has no worth of in quiry? Cite the keywords
    that make it common.

    ➜ None.
    4. What item/s did you mark as “just right”? Cite keywords that make it “just right" statement of the
    problem.

    ➜ 1 & 3 - number of worms, affect the growth, in a given time & How salty, to float

    What I have learned? (p. 12)

    1. A

    2. B

    3. C

    4. D

    5. E

    6. A

    7. B

    8. D

    9. B

    10. C

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