SHS
CAPSTONE
PROJECT/RESEARCH
Quarter 3 – MELC 1-2
Week 1-2
The Scientific Problem
REGION VI – WESTERN VISAYAS
Capstone Project/Research
Activity Sheet No. 1 - The Scientific Problem
First Edition, 2021
Published in the Philippines
By the Department of Education
Region 6 – Western Visayas
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.
This Learning Activity Sheet is developed by DepEd Region 6 – Western
Visayas.
ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or
transmitted in any form or by any means electronic or mechanical without written
permission from the DepEd Regional Office 6 – Western V
Development Team of Physical Science Activity Sheet
Writer: RONILO V. APONTE
Division of Iloilo Management Team:
Dr. Roel F. Bermejo
Dr. Ferdinand S. Sy.
Dr. Novelyn M. Vilchez
Dr. Azucena T. Falales
Ruben S. Libutaque
Lilibeth E. Larupay
Corazon C. Alarcon
Regional Management Team
Ramir B. Uytico
Pedro T. Escobarte, Jr.
Elena P. Gonzaga
Donald T. Genine
Rovel R. Salcedo
Moonyeen C. Rivera
Anita S. Gubalane
Minda L. Soldevilla
Daisy L. Lopez
Joseph M. Pagalaran
Introductory Message
Welcome to Capstone Research!
The Learning Activity Sheet is a product of the collaborative efforts of the
Schools Division of Iloilo and DepEd Regional Office VI - Western Visayas through the
Curriculum and Learning Management Division (CLMD). This is developed to guide
the learning facilitators (teachers, parents and responsible adults) in helping the
learners meet the standards set by the K to 12 Basic Education Curriculum.
The Learning Activity Sheet is self-directed instructional materials aimed to
guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.
For learning facilitator:
The Capstone Research Activity Sheet will help you facilitate the leaching-
learning activities specified in each Most Essential Learning Competency (MELC) with
minimal or no face-to-face encounter between you and learner. This will be made
available to the learners with the references/links to ease the independent learning.
For the learner:
The Capstone Research Activity Sheet is developed to help you continue learning
even if you are not in school. This learning material provides you with meaningful
and engaging activities for independent learning. Being an active learner, carefully
read and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.
Name of Learner: _
Grade and Section: _ Date: _
CAPSTONE RESEARCH ACTIVITY SHEET NO. 1
The Scientific Problem
I. Learning Competency with Code
1. Identify a scientific problem or question (STEM_RP12-Ia-e-1)
2. Differentiate applied and basic research problems (STEM_RP12-IIa-e-2)
II. Background Information for Learners
In previous research related lessons, you have learned that research has a wide
coverage of application. In this course, you will utilize your Science and Mathematics
knowledge to provide solution to existing scientific problems or extends knowledge in the
chosen field of study.
Capstone project is a culminating assignment similar to a college thesis which
involves a wider range of activities like critical thinking, deep analysis, and the ability to use
different media. Study under Capstone project may be classified into applied research or basic
research.
Applied research creates practical solutions for specific problems while Basic
research seeks to expand knowledge in the field of study.
Development of a Capstone Project
As a guideline, a capstone project will revolve around the following framework:
1. Selecting a topic. It’s maybe a design, a solution to an existing problem or providing new
information about a certain topic, etc. Or this can be your subject of interest presented in
previous research subjects (Practical Research 1 and 2 or Inquiries, Investigations, and
Immersion.
2. Do a literature review. As background information to fill gaps that will give you a strong
foundation to work on and can spot any areas to improve upon.
3. Research your topic. Make sure your research is on target with your readings, feasible,
safe (constraints in the new normal), and practical.
4. Presenting your proposed study. Includes title proposal, scientific concepts the study is
anchored, variables, research questions, and sound methods.
Learners’ skills needed in Capstone project development
1. Critical thinking, problem-solving, oral communication skills, research skills, and teamwork.
2. Collaboration and the skills to connect with the community and analyze important issues,
problems, and ideas.
III. Activity Proper
Directions: Working individually or in small group while facilitated by your teacher. Read and
follow the procedure carefully. Write the answers of the brainstorming activity in your research
logbook.
Activity 1: Leading or loading question?
Materials
• Readings-Literature review in the field of study and/or photos of the identified problem.
Given a sample concept map of a particular learner in the problem identification process,
answer the guide questions to come up with the proposed study.
Weak Immune System Method: Iodine Titration
Vitamin C is an antioxidant
Compute for Vitamin
Eat food rich in Antioxidant Determination of Vitamin C content C content &/or
Color intensity
in locally grown vegetables
Figure 1.1. Concept map of a Science Investigation
Guide Questions:
1. What is the problem or topic you have identified from the concept map?
_ _ _
2. What is the proposed solution to the problem or design or specimen to be investigated?
_ _
3. What scientific concepts the proposed study is anchored?
_ _ _
4. What variables (Independent, Dependent and Controlled) are involved in the study?
_ _ _
5. Based from the given Independent Variable and Dependent Variable, what is the title of
the proposed study? (Ideally maximum of 12 words)
_
6. What scientific questions can be formulated based from Independent and Dependent
Variables involved in the study?
_ _ _
7. Is the proposed study BASIC or APPLIED? Explain briefly.
_ _ _
8. What safety measures are to be considered in doing this study?
_ _ _
Activity 2
Directions: In doing this activity you need to follow the health and safety protocols in your
locality. If allowable and safe, conduct a visual scanning in your vicinity about an existing
problem. And do the following:
1. If you have a topic already in mind, proceed to the initial review of literature to equip
you with the conceptual knowledge and updates about the topic of interest in terms of
procedure, recent findings, and application.
2. While doing the narrowing of your topic from complex to specific scientific problem/s,
along the way make a concept map (Figure 1.2), so that you can trace the development of
your problem identification.
3. Collaborate with your group mates or if alone, you can consult your research teacher.
4. Classify the proposed study whether it’s BASIC or APPLIED.
Figure 1.2. Concept mapping in the formulation of scientific problem from general to
specific
6. Write your main activities in your logbook.
Guide Questions:
1. What is the specific scientific problem or topic you have identified?
_ _
2. What is your proposed solution to the problem or design or specimen to be investigated?
_ _
3. What scientific concepts your proposed study is anchored?
_ _
4. What variables (Independent, Dependent and Controlled) are involved in your study?
_ _
5. Based from the given Independent Variable and Dependent Variable, what is the title of
your proposed study? (Ideally maximum of 12 words)
_ _
6. What scientific questions can be formulated based from Independent and Dependent
Variables involved in the study?
_ _
7. Is the proposed study BASIC or APPLIED? Explain briefly.
_ _
8. Why proposed this scientific study? Did you consider several ethical and safety
considerations?
(For guidance, aligned your answer on the development of a capstone project)
IV. Reflection:
Do you think that the problem you presented has the characteristics of a good
research problem? Why?
OPTIONAL: VIRTUAL PRESENTATION OF PROJECT TITLE (For learners under online
class). Rubric for rating the oral defense
To a Very Great Extent To a Great To Some To a Little Not at all
( 17-20) Extent Extent Extent (1-4)
(13-16) (9-12) (5-8)
-The problem is specific, relevant, and time- One or two Three or Five or six Seven of the
bound. of the given four of the of the given given criteria
-The proposed solution is strongly anchored criteria is given criteria is is not
not criteria is not observed.
to scientific or mathematic concept.
observed. not observed.
-The variables are clearly defined. observed.
-The procedure is practical and applicable.
-The data to be collected and analyzed are
identified.
-The presenter/s show/s knowledge of the
proposed study.
-The presentation strongly imply thorough
literature review, collaboration, and
consultation.
V. Reference
Formplus (2021). Basic vs Applied Research: 15 Key Differences. Retrieved from
https://www.formpl.us/blog/basic-applied-research
PapersOwl (2020). What is a Capstone Project?. Retrieved from
https://papersowl.com/blog/what-is-capstone-project
