SABUNdle: DEVELOPMENT OF STEM PROJECT-BASED TEACHING AID ON

HOMEMADE SPIDER PLANT (CHLOROPHYTUM COMOSUM) SOAP

A Scientific Research and Capstone Project

Presented to
The Faculty of the
High School Department
Sotero B. Cabahug FORUM for Literacy
Consolacion, Cebu

In Partial fulfillment
Of the requirements for
The Senior High School Curriculum

Cabahug, Kirsten P.
Lumang, Elycca Lin P.
Pesons, Nathanael A.

June 2021
 ABSTRACT

The skincare and cosmetics industries are continuing to thrive, resulting in the

development of new products and services such as soaps, creams, lotions, and

other items that use superior components. Many chemicals are utilized in the

manufacturing of soaps, which can damage or harm the skin. Natural ingredients, on

the other hand, are becoming more popular in personal skin care and cosmetics

products, according to current customer preferences. . The goal of this study is to

discover more about the efficacy of homemade soap manufactured using Spider

plant (Chlorophytum Comosum) and to create a STEM project-based learning

resource called "The SABUNdle" to help students gather more scientific knowledge.

For this paper, soap containing spider plant was prepared by cold saponification and

analyzed for physical and chemical qualities using a Formaldehyde Chemical Test

Kit. According to the results of the experiment, the soap produced had a similar

aroma to commercial soap, a mass of 58.4 mg, and a melting point of 56°C. The

spider plant soap produced froth up to 8mm in height, which vanished after 48

seconds due to its chemical features. It had a pH of 11, and after 10 drops of HCl,

the soap became acidic and precipitated. When exposed to certain metal ions, the

soap generated a precipitate with Calcium Chloride and Iron (III) Chloride, with peak

heights of foam of 0.5mm and 0.7mm, respectively, while Magnesium Chloride

created no precipitate with a peak height of foam of 0.3mm. The instruction manual,

lesson manual, STEM lesson plan, and laboratory report sheet all received a

descriptive equivalent of "good" in the SABUNdle quality evaluation, with weighted

means of 3.5, 3.24, 3.63, and 3.88, respectively. Overall aesthetics, on the other

hand, scored a weighted mean of 3.07, translating to "fair."

 APPROVAL SHEET

In partial fulfillment of the requirements for Senior High School, this thesis entitled

“SABUNdle: Development of STEM Project-Based Learning on Homemade Spider Plant” by

Kirsten P. Cabahug, Elycca Lin P. Lumang, and Nathanael A. Pesons are hereby

recommended for approval.

______________________ PAUL JOHN CALVO

Date Research Adviser

CHRISTINE JOY LACIERDA

Research Co-Adviser

Approved by the Oral Examining Committee with a grade of ______________________.

JOY R. MAGSAYO, Ed.D MAE D. CAPUYAN, Dev Ed.D

Panel Member Panel Member

JAS FELICISIMO CANE

Panel Member

Accepted in partial fulfill of the requirements for Senior High School - Academic Track

(Science, Technology, Engineering, and Mathematics Strand).

DHAREL P. ACUT, LPT ETHEL P. CURARATON

Thesis Advisory Committee Thesis Advisory Committee

GUADALUPE C. LATONIO
Head, Thesis Advisory Committee

RHETT ANTHONY C. LATONIO

CEO, High School Principal
 ACKNOWLEDGEMENT

This section is dedicated to the following persons who are assisting in the

completion of this thesis paper. SABUNdle would not have been possible without the

following individuals' unwavering support and advice in achieving the thesis paper's

envisioned aims.

First and foremost, we would like to express our gratitude to our alma mater,

the Sotero B. Cabahug FORUM for Literacy, for supporting and guiding us to

continue working on our thesis paper despite the pandemic and our tight schedule.

Second, we'd like to express our gratitude to our research advisors, Sir Dharel

Acut, Sir Paul John Calvo, and Ms. Christine Joyce Lacierda, for imparting critical

information and patiently guiding us through all of the topics involved in our study.

We could not have undertaken this journey without them.

Third, we'd want to offer our heartfelt gratitude to our family and friends for

their unwavering support. The unending assistance is truly appreciated.

Above all, we thank God for paving our way to the completion of this thesis

paper, for blessing us, and for guiding us when things don't go as planned. As we

travel this path, may we serve and glorify His name.

 Table of Contents

Chapter

I The Problem and Its Scope 2

Rationale 2

Theoretical-Conceptual Framework 4

Statement of the Problem 8

Significance of the Study 9

Scope and Limitations 10

Definition of Terms 10

II Review of Related Literature 13

Review of Related Readings 13

Review of Related Studies 17

III Research Methodology 21

Research Design 21

Research Materials 22

Data Gathering Procedures 23

Research Procedure 24

Data Analysis 24

Statistical Tools to be Used 25

References 27

IV Appendices 29

Appendix A 30
 List of Tables

Table Title Page

1 Evaluation of SABUNdle
2 Spider plant (chlorophytum comosum) Soap Making Process
3 Development of Spider Plant (chlorophytum comosum) Soap and
Its Physical Properties
4 Chemical Properties of Spider Plant (chlorophytum comosum) soap
5 Evaluation of Instruction Manual
6 Evaluation of Lesson Manual
7 Evaluation of STEM Lesson Plan
8 Evaluation of Overall Aesthetics
9 Evaluation of Laboratory Report Sheet
 LIST OF FIGURES

Figure Title Page

1 Theoretical-Conceptual Framework of the Study

2 Research Procedure Flow Chart
 CHAPTER I

The Problem and its Scope

INTRODUCTION

This chapter explains the extent to which the research area will be explored in

the work and specifies the parameters within the study will be operating.

Rationale

The skin, being the largest organ of the body—22 square feet on average—, has

become one of the main ways the body obtains nutrients. Transdermally, 60% of the

chemicals applied to it are eventually assimilated into the bloodstream. Having said

that, chemicals in ordinary soaps are no laughing matter. They can change our

hormones, promote allergies, cause reproductive problems, and increase the risk of

certain cancers. With these serious side effects, we must pay special attention to

what we put on the skin.

Despite the reality that the particular nature of how soap was found or produced is

unknown, an old unknown recipe thought to be the first has been attributed to the

ancient Babylonians. Ancient clay cylinders containing materials and residue

identical to soap were excavated and now serves as evidence that soapmaking was

known as early as 2800 B.C. According to the inscriptions on the ancient cylinders,

their method of producing soap was boiling fat with wood ashes.

Since then, the soap-making process has significantly evolved, brought about by

industrialization and mankind’s ever-growing advancement in their understanding of

chemistry. With that being said, industrialization paved the way for numerous

technological revolutions enabling a number of synthetic formulations resulting in

modern soap. Along with global trading history, access to a wide array of ingredients

from around the world has been opened allowing broad varieties of soap to emerge.

Modern soaps now contain numerous additional ingredients, including brighteners,

water softeners, and antibacterials/antivirals. With this many additions to the

ingredients of soap, there have been unmonitored repercussions to humans. Among

many of these additions is the chemical Formaldehyde -- a colorless, strong-smelling

gas. Although formaldehyde is not utilized in this case, chemicals that emit

formaldehyde are. Many personal care products, particularly soap, contain

formaldehyde and preservatives that release formaldehyde.

Having said that, the NASA clean air study, a project led by the National Aeronautics

and Space Administration (NASA) in a joint effort with the Associated Landscape

Contractors of America (ALCA), published findings indicating that several indoor

plants provide a natural method of removing organic pollutants. Among those plants

was Spider Plant (Chlorophytum comosum) where it removed formaldehyde, xylene

and toluene. It was also proven that when exposed to formaldehyde for 24 hours, it

reduced the formaldehyde levels by approximately 88 percent.(M Giese, 1994)

Chlorophytum comosum is one of the most common and famous indoor plants. It is

especially popular with beginners, is easy to grow and reproduce, tolerates neglect,

and can thrive in almost any type of condition. Its common name comes from the

small seedlings that grow on long stems, which resemble spiders. This clumpy
perennial herb is native to the coastal areas of South Africa and has narrow strips of

leaves growing from a central point. The leaves can be pure green or variegated with

vertical white or yellow stripes. The leaves are not flat, but furrowed or folded in the

middle. The thick, fleshy roots and rhizomes have developed to retain water, allowing

them to withstand infrequent irrigation.

Given that this plant has been acknowledged for its purifying properties, it has

pushed the researchers to investigate whether the addition of Spider Plant

(Chlorophytum comosum) to homemade soap would affect its antimicrobial

properties.

Part of the researchers efforts to investigate, the researchers are to create soap

through the cold saponification process. Saponification is a chemical process that

happens when lye reacts with a fat or oil to produce soap. The lye in cold-processed

soap can be neutralized without the need of external heat sources, a process known

as "curing." The absence of heat preserves the essential oils which means that the

cold processing approach is perfect for retaining the potential benefits of plant-based

oils and butters.

By combining sodium hydroxide (lye) with water, combining it with fatty oils, and then

adding essential oils and natural colorants such as clays, cold-process soap is

created. They are then put into molds and let to cure for 24 hours before becoming

soap (saponify). They must cure for another 24 hours after being removed from the

mold before being cut into individual bars of soap. The actual action kicks off at this

moment. The soap "cure" over the following 4-6 weeks as all of the lye is used up to
break down the oils into their cleaning chains and the water evaporates slowly,

producing a soft, firm bar of soap. The lye breaks down the fatty acids in the oils.

They then create a chain that favors water on one end and oil on the other. The

oil-loving end clings to the filth, while the water-loving end clings to the water that

washes it all away.

Having said that, the researchers believe that the cold saponification process is most

convenient and effective in maximizing the properties of the aqueous extract of

Spider Plant (Chlorophytum comosum) when added to soap.

Theoretical-Conceptual Framework
 Figure 1: Theoretical-Conceptual Framework of the Study

This research is based on DepEd Order No.39, s. 2016, which outlines the

fundamental education research agenda. Its objective is to conduct an original and

methodical study to improve current knowledge and comprehension of the unknown

in order to establish facts and principles. It should be capable of producing findings

that are sufficiently relevant to add to and synthesize current information, as well as

correcting and integrating prior knowledge. It is for this reason the researchers chose

it as the study’s major reference. One of the main objectives of this study is to

develop intellectual endeavors to evaluate facts and phenomena and to enhance

scientific knowledge for homemade soap production through this research’s learning

material: the SABUNdle. The SABUNdle stems from the researchers’ belief in Albert

Bandura’s Learning Theory. Bandura carried even farther the significance of

"observation." Bandura's theory moves beyond behavioral theories, which suggest

that all behaviors are learned through conditioning, and cognitive theories, which

take into account psychological influences such as attention and memory. (Cherry,

2021. Verywell Mind). "Fortunately, most human behavior is acquired observationally

through modeling: through seeing others, one gets a concept of how new actions are

accomplished, and on later occasions, this coded knowledge acts as a guide for

action," Bandura continues. He also investigated a "written" teaching model as well

as a "live," whereby the learning was increased if specific explanations and

descriptions were provided. (Kurt, 2020. Educational Technology). He also

examined "Symbolic" models in films, TV programmes, internet media and literature,

where characters (fiction/non-fiction) may lead to learning. This implies that students
can learn by watching a movie or TV show, listening to various online sources of

information (e.g. podcasts) or reading a book. An instructional booklet is included

with the SABUNdle learning kit for the user to utilize as a guide for soap

manufacturing. Users will be able to master the basics of soap manufacturing using

the cold saponification method with the help of the learning kit and instructional

manual.

Similarly, Vygotsky's ideas of human cognition emphasize the essential

significance of social interaction in the formation of cognition, since he was a firm

believer in the importance of community in the process of "creating

meaning."(Vygotsky, 1978). Vygotsky's most well-known notion is the Zone of

Proximal Development (ZPD). The zone of proximal development was described by

Vygotsky as the distinction between what children can and cannot achieve on their

own. He insisted that not respecting this zone, whether by assisting children with

activities they can do on their own or by assisting them insufficiently with challenging

tasks, impedes cognitive growth. Vygotsky argued that children should be educated

in the ZPD, which happens when they can almost complete a task but not quite on

their own without assistance. They can, nevertheless, achieve success with the

appropriate sort of instruction. The instructor then progressively withdraws support

until the learner is able to complete the task without assistance. The metaphor of

scaffolds (the temporary platforms on which construction workers stand) has been

utilized by researchers to this method of teaching. Scaffolding is the temporary

assistance provided by parents or instructors to a kid in order for them to complete a

job. (Lumencandela). In this context, the SABUNdle serves as the learner’s

scaffolding for the production of homemade soap.

This goes hand in hand with Kelly & Knowles Integrated STEM Education. As

more environmental and social impacts of the twenty-first century jeopardizes global

security and economic stability there has been an urgent need to improve STEM

education. The process of integrating science, technology, engineering, and

mathematics in genuine contexts may be as difficult as the global issues that need

the development of a new generation of STEM specialists.

All the aforementioned theories align its purpose of attaining the content and

goals of DepEd-Enhanced BEC. This research's objective is consistent with that of

the DepEd-Enhanced BEC wherein education aspires, in its purpose to reinforce

Filipino values, to promote a strong sense of nationalism, to generate productive

individuals, who contribute to the growth of progressive societies, to ensure

environmental viability and to establish global development alliances. A graduate of

this type of training must be provided with the required skills of information, media

and technology, learning and innovation, life and professional skills, and

communication skills to meet challenges and take advantage of the endless

possibilities in the 21st century. And in an effort to produce more of these individuals,

this research aims to produce its learning material, the SABUNdle, through the

results and findings of this study.

Statement of the Problem

The primary aim of this study is to create homemade soap with the utilization of

spider plant (Chlorophytum comosum) and evaluate its efficacy on certain properties.

It is the researchers’ hypothesis that the addition of spider plant (Chlorophytum

comosum) to homemade soap would enhance certain properties of the soap. In

addition to that, the researchers aim to create learning materials, the SABUNdle, to
enable students to reproduce and create new additions to the product, educating

them to solve issues utilizing the STEM method.

More specifically, it is the intent of this study to answer the following questions:

1.) How will the Coriander (Coriandrum sativum) soap be developed and in what

manner can its physical properties be described?

a.) Color

b.) Odor

c.) Weight

d.) Melting point

2.) How are its chemical properties in terms of...

a.) Oil emulsification,

b.) Foaming capacity,

c.) Alkalinity(Basicity), and

d.) Reaction with metal ions?

2.) How will the SABUNdle be developed in terms of…

a. Design and layout

b. Academic content

c. Instructional manual

d. Lesson Plan

e. Laboratory Report Sheet

3.) And based on the findings of the study, in what manner can this study and the

SABUNdle be improved?

Significance of the Study

 This study hopes to establish an understanding on the efficacy of homemade

soap with the utilization of Spider plant (Chlorophytum Comosum) . Furthermore, this

study is significant to the following:

This research will benefit consumers as it gives awareness of the quality of

soaps that they purchase. It can be used by soap manufacturers, as they are

responsible for providing the consumers’ products, this research can provide

in-depth information on strategies to maintain their ethical and legal obligations to

maintain quality products and services. Moreover, the result of this research will

improve sanitation services and could serve as data to improve their practice of

minimizing risks to hygiene, health and safety and help them evaluate the quality of

care that they will render. STEM students also benefit from the results and learning

material of this study; it would help mold critical thinking, creative and collaborative

skills, and instill a passion for innovation while establishing a connection with the

school, community, and global safety. The results and learning material of this study

will serve as a teaching aid for STEM teachers to significantly increase their learners’

cognitive skills. This aids in their learning process by allowing the learner to explore

the project independently. This research will help healthcare workers in terms of

better sanitation for the worker and the individual in contact. Finally, the ideas

presented in this study may be used as reference data for further study by future

researchers on the topic, or serve as cross-reference that will give them background

or overview for similar research. This may as well become key to testing the validity

of other related findings.

Scope and Limitations

“SABUNdle: development of a STEM project-based learning on homemade

soap” is an experimental study done by researchers from Sotero B. Cabahug

FORUM for Literacy focusing on creating homemade soap with the use of spider

plant (Chlorophytum comosum) while integrating STEM Education. It aims to

investigate whether the addition of Spider Plant (Chlorophytum comosum) to

homemade soap would affect its properties such as its foaming capacity and pH

level. The process of saponification would be used to create the product which

would then be tested through titration using a Formaldehyde Chemical Test Kit. This

study does not include the testing of any anti-microbial properties of soap. It only

aims to compare the formaldehyde content commonly found on commercial soap. It

is also the goal of this study to develop a STEM project-based learning material

called “The SABUNdle” to enhance scientific knowledge for homemade soap

production.

Definition of Terms

Cold saponification process - uses the heat generated from the combination of the

fatty acids (acid) in the melted oils and fats with sodium hydroxide (base) to facilitate

the saponification process, which takes 18–24 h to complete.

Foaming Capacity - the foaming capacity is determined by the amount of foam

created by the soap, its stability and the time it takes to lose a percentage of its

volume.
Formaldehyde - a natural occurring organic compound which is used in many

personal care products, particularly in soap

Formaldehyde-releasing agents - these are used as preservatives in a wide range of

personal care products, such as soap, and release small amounts of formaldehyde

over time

Lye-solution - occurs when sodium hydroxide is dissolved in water. This triggers a

chemical reaction that turns the oils of a soap recipe into solid soap.

NASA clean air study - a project led by National Aeronautics and Space

Administration (NASA) in association with the Associated Landscape Contractors of

America (ALCA) where its results suggest certain common indoor plants that may

provide a natural way of removing toxic agents such as benzene, formaldehyde, and

trichloroethylene from the air, helping neutralize the effects of sick building

syndromes.

Project-based learning - is an educational strategy that uses student-directed

instructional procedures to create a product with real-world linkages and applications

Spider Plant - a perennial flowering, air purifying, house plant which was involved in

the study of NASA and was confirmed to be able to remove formaldehyde, xylene

and toluene.
SABUNdle - is the teaching medium used by the researchers to aid students in

reproducing and creating new additions to the product, educating them to solve

issues utilizing the STEM method.

STEM method - refers to the methods used, integrating STEM studies. It focuses on

closing the learning gap by putting students at the center of the experience,

transforming them into active learners.

 CHAPTER II
Review of Related Literature

This chapter primarily presents the different researches and other forms of literature

from both local and foreign researches, which have significant bearings on the

variables included in this research.

Review of Related Readings

Soaps

According to Dr. Dadu (2017), choosing the right soap is essential for every

one of all ages. It was said that showering and bathing is a part of a human’s daily

life. However, it is good to be informed about the bath products, especially soaps,

which people have been using on a daily basis. Choosing the apt bath soap is a

serious need or necessity since it frequently comes into contact with the skin. The

skin's pH level is a major factor contributing to skin problems, in which it’s a warning

for everyone to avoid buying soaps with the skin pH level between 9 and 11, an

example of it is a commercial soap. This may lead to skin problems. It is a must to be

careful in choosing the right bath soap to apply.

Several epidermal barrier functions, like skin barrier regeneration and

antimicrobial response, are related to the acidic nature of the skin surface pH

(ss-pH). However, the epidermal acidification is known to be fragile and it is

commonly accepted that cosmetic products, especially soaps and skin cleansing

products, can induce significant changes in ss-pH (Surber et al. 2018). ss-pH even

increases after a single washing procedure or after rinsing the skin with water alone.

The skin pH recovery needs time up to several hours before it can reach the

physiological level. In this context, cleansing and skin care products with a pH level

of 4.0-5.0 may be helpful. This is the reason why the researchers monitor the pH

level of the soap to ensure its quality.

Soaps are used for removing grease and dirt from our clothes. But all soaps

are not equally effective in their cleansing action. The dirt is held on the surface of

the cloth by grease or oil droplets. Whenever soap is applied on a dirty wet cloth, the

non-polar alkyl group dissolves in grease (non-polar) while the polar –COONa group

dissolves in water (polar). In this way an emulsion is formed between grease and

water which appears as foam. The dirt along with the emulsion is washed away

when the cloth is treated with excess of water. Thus, the washing capacity of soap

depends upon its foaming capacity, i.e. the extent to which it produces foam with

water. (Puhan, 2015)

Homemade/ Organic Soap

To begin with, most organic soaps are cruelty-free, which means they haven't

been tested on animals. Natural and organic products are also beneficial for the

environment. Chemicals and pesticides, which may contaminate the water supply,

air, and soil, are not used to cultivate organic components. Although organic soap

may not lead the charge in saving the world, it does contribute to the overall effort.

(Group, 2021) In addition, many people have sensitive skin that does not respond
well to soaps that are high in chemicals. This may be avoided, or at least decreased,

skin issues caused by irritating chemical components if organic soap is used since

herbicides, chemical fertilizers, and pesticides are not and have not been used in the

production of organic soap. (Group, 2021) Simply said, organic soap is better for the

skin. Plant-derived base oils, glycerin, and essential oils are among the natural

components. Synthetic mass-market soap, on the other hand, is made out of

petroleum-based lathering chemicals, synthetic scents, harsh colors, and potentially

harmful preservatives. (Davis, 2018)

Foaming Capacity

Foam from soap is created from the three different substances that undergo a

chemical reaction. Carlson (2018) states that its ability to cling on to surfaces

considers it ideal for washing, and other cleaning processes. Stevenson (1952) adds

that foams are able to suck oil into the junctions between the lamellae formed by

foaming, which separate the air bubbles, where the oil is dispersed as fine droplets,

forming an emulsion of oil.

Coriander

STEM Education

The integration of STEM education is important for modern education.

Countries need to maintain a supply of qualified STEM graduates to meet their

economic needs and to compete globally (Kanematsu et. al, 2015). This educational

initiative was to provide all students with critical thinking skills that would make them

creative problem solvers and ultimately more marketable in the workforce. It is

perceived that any student who participates in STEM Education, particularly in the
K-12 setting would have an advantage if they chose not to pursue a post-secondary

education or would have an even greater advantage if they did attend college,

particularly in a STEM field (Butz et. al, 2004).

Review of Related Studies

STEM Method

This study integrates the STEM method and according to As more

environmental and social impacts of the twenty-first century jeopardizes global

security and economic stability there has been an urgent need to improve STEM

education. The process of integrating science, technology, engineering, and

mathematics in genuine contexts may be as difficult as the global issues that need

the development of a new generation of STEM specialists. The learning approach

stresses the students' ability to analyze, appraise, solve issues, and make decisions.

The STS learning model encourages students to participate in setting, planning,

implementing, obtaining information, and evaluating learning. According to

Yuenyong, learning through the STS learning strategy becomes more relevant since

science and technology are directly related to their lives and have an influence on

society. (M, Primastuti and S, Atun 2018 J. Phys). If science, technology,

engineering, and mathematics were viewed as human body parts, science would be

the musculoskeletal system, engineering would be the brain, technology would be

the hands, and mathematics would be the heart and blood. As a result, these

seemingly disparate fields are in fact intertwined. It helps students to grasp and use

the knowledge gained via cooperation in order to study one topic thoroughly while
also learning other STEM disciplines at the same time, using higher-order levels of

thinking. Within the process, it promotes self-regulation and the acquisition of

life-long learning abilities. STEM (science, technology, engineering, and

mathematics) is an interdisciplinary approach to learning that combines hard

academic principles with real-world applications (Bruce-Davis et al., 2014; Gerlach,

2012). STEM includes cooperation and problem solving by including a questioning

and responding approach with research, and students are engaged in processes of

inquiry, design, and/or study. STEM is ideal for PjBL because of the inherent overlap

between science, technology, engineering, and mathematics (Capraro & Jones,

2013). As a result, STEM and project-based learning complement one other. Thus,

an integrated approach is required to comprehend and learn about various

disciplines, which are inextricably linked in real life. (Angkun, O, 2013). STEM

project-based learning may help students develop their emotional domains of

creativity, such as adventure, curiosity, imagination, and challenge (Lou et al., 2017).

The PjBL approach differs from the traditional model in that students lead their own

learning via inquiry and collaborate to study and produce projects that represent their

knowledge (Bell, 2010;Cervantes, 2013; McGrath, 2004).

Spider Plant (Chlorophytum comosum)

Chlorophytum comosum is one of many herbs in the genus Chlorophytum

(Asparagaceae) that are known for their therapeutic potential, containing a wide

range of pharmacologically important substances such as alkaloids, vitamins,

minerals, proteins, carbohydrates, saponins, polysaccharides, steroids, and

flavonoids. (Deore et. al, 2015; Singh et. al, 2012; Visavadiya et. al, 2007 ). It is a

medicinal plant which has got maximum demand and commercial value today as one
of the fast growing evergreen plants of Chlorophytum species traditionally known to

be used against bronchitis, cough, fracture, burns, it also shows hepatoprotective,

anti-tumor properties and cytotoxicity against cancerous cell line.(Areshidze et. al,

2013; Rohit et. al, 2012)

In a study where the experimental group consists of rats with toxic liver

damage, studies suggest that the enzymatic hydrolyzate of Chlorophytum comosum

has significant hepatoprotective properties, reducing the intensity of the inflammatory

process. It was observed a pronounced positive effect of the hydrolyzate on liver

regeneration, as evidenced by differences in the mitotic, necrotic, apoptotic index

and the proliferation rate in experimental groups. (Areshidze, et. al, July 2013) The

extract of Chlorophytum comosum has also been proven to be effective in being a

support means in cases of dysbacteriosis associated with lack of E. coli, as well as

to reduce the overly high number of Candida spp. (Bondareva et. al, 2017)

C. comosum roots also have anti-tumor-promoter activity. (Mimaki et. al, 1996). The

n-butanol extract from roots of C. comosum induces definite apoptosis in various

human cell lines. It was also found that C. comosum contains a new physiological

activity that can induce apoptosis in human cell lines. All together, results show that

the induction of apoptosis is the cause of the antiproliferative effects of C. comosum

roots. (Hirohisa et. al, 2005)

Studies have also shown that ornamental plants have the ability to absorb,

distribute and/or transport organic pollutants to microorganisms associated with

higher plants living both in the rhizosphere (Wolverton and Wolverton 1996) and
phyllosphere (Sorkhoh et al. 2011). Higher plants, especially spider plants, can

absorb and degrade/detoxify a variety of contaminants in the air. Leaf size, structure,

the thicker layer of waxes, pubescence and surface roughness usually correspond to

a higher absorption of pollutants from both indoor and outdoor air (Peart 1992). With

that being said, The spider plant, Chlorophytum comosum L., is one of 120 plant

species tested for phytoremediation of contaminants in indoor air.(Soreanu et al.

2013). A study that evaluated the ability of Chlorophytum comosum to take up

particulate matter,the sum of all solid and liquid particles suspended in air, many of

which are hazardous, it showed that Spider plants (Chlorophytum comosum L.)

grown indoors accumulate particulate matter of both categories and all size fractions,

irrespective of their location and the type of activity taking place in the examined

room. They therefore phytoremediate particulate matter from indoor air.

(Gawronska, 2014) It has the ability to remove formaldehyde, nitrogen dioxide,

carbon oxide, ozone, benzene, toluene, cigarette smoke and ammonia (Peart 1992;

Giese et al. 1994; Costa et al. 1995; Cornejo et al. 1999; Wolverton 2008). It has

been shown by Giese et al. (1994) that the spider plant uses formaldehyde as a

source of energy and carbon for biosynthesis of new molecules.

With the studies that have been aforementioned, the researchers have

hypothesized that using the aqueous extract of Chlorophytum comosum would

improve the quality of homemade soap.

Soap

Soap may be described as a chemical product or a combination of chemical

compounds formed when fatty acids or fatty triglycerides react with a metal radical
(or organic base). Soap is also defined as any water-soluble salt of fatty acids

containing eight or more carbon atoms. The metals sodium and potassium are

widely employed in soap production, resulting in water-soluble soaps that are used

for washing and cleaning (Kuntom et al. 1994). Natural soaps' sensory and chemical

properties are determined by the production method as well as the chemical makeup

of the feedstock ingredients utilized during formation. The amount and content of the

component fatty acids in the starting oil define the soap's characteristics. Oil blends

can be utilized in both hot and cold soap making processes. Vegetable oil blends can

be made by combining different vegetable oils in varying amounts, such as coconut

oil, palm kernel oil, groundnut oil, and shea butter. (Kuntom et al. 1996) The

hardness and solubility of the final soap are determined by the kind and purity of the

base (alkali) used. Harder, more durable soaps are made with sodium hydroxide,

whereas soft soap bars or liquid soaps are made with potassium hydroxide.

(Bernecke et al. 2013) The carbon chain length, degree of unsaturation (number of

double bonds), and distribution and content of saponified fatty acids all influence the

final performance of soap. Unsaturated fatty acids provide moisturizing, conditioning,

or skin nourishing qualities, whereas saturated fatty acids create light open foams

(lather) and a firm, hard consistency. (Friedman et al. 1996; Bernecke, 2013; Burke,

2005; Vivian et al. 2014)

Homemade/Organic Soap

The production of soaps creates no byproducts, and the minimal amount of

energy is required for the saponification reaction, and it is less harmful to nature

(Maotsela, 2019) Friedman et al. 1996)

Cold Saponification Process

 According to Gerea (2016), soap manufacturing is a never-ending process.

It's like a scientific experiment that can be done at home and almost always works if

you know how to do it. During the soap-making process, saponification occurs when

triglycerides are mixed with a strong base to create fatty acid metal salts.

Saponification is the name given to a chemical process that happens when a

vegetable oil or animal fat is combined with a strong alkali, according to Hamner

(2006). The fats are first hydrolyzed into free fatty acids, which subsequently mix

with the alkali to create crude soap in the saponification process. Depending on the

procedure, glycerol (glycerine) is released and either left in or washed away and

recovered as a valuable byproduct.(Cavitch and Miller, 1994)The result of this

reaction will subsequently be used to make soap, which is the study's core aim. The

hardness, fragrance, cleaning, lather, and moisturizing properties of soaps are all

determined by the distribution of unsaturated and saturated fatty acids. To improve

the quality and sensory appeal of soaps, plant extracts such as rosemary,

vegetables, and essential oils are commonly included. (Vidal et al, 2018) Artisan

soap makers favor the cold saponification process for the reason that it is superior in

retaining antioxidants and plant extract properties, essential oil fragrance and its

flexibility for creative customization and addition of fresh ingredients. Cold

saponification employs heat created by the reaction of fatty acids (acid) in melted oils

and fats with sodium hydroxide (base) to speed up the saponification process, which

takes 18–24 hours to complete and 3–4 weeks to cure. (Burke, 2005)

Foaming Capacity

Soaps work as a cleaning agent by lowering water's surface tension. Surface

tension, or surface energy, is generated by uneven attraction between molecules on

opposing sides of any surface or interface. A detergent (cleaning agent) binds the

two surfaces together, reducing the proportion of different cohesive forces at the

surface and therefore lowering the surface energy. The detergent's adsorption on the

solid surface allows water to moisten the surface and roll up oil films into tiny

droplets. Soaps and detergents' cleaning (or washing) capabilities are determined by

the decrease in water's surface tension that they induce. Grease or oil droplets hold

the filth in place on the cloth's surface. The non-polar alkyl group dissolves in grease

(non-polar) when soap is applied to a filthy wet cloth, but the polar –COONa group

dissolves in water (polar). In this technique, a foamy emulsion is created between

the grease and the water. When the fabric is treated with too much water, the dirt

and emulsion are rinsed away. As a result, soap's washing capacity is determined by

its foaming capacity, or the degree to which it creates foam when mixed with water.

(Puhan, 2015)

pH Level of Soap

The acid mantle refers to the fact that the skin's surface is somewhat acidic.

(Falco, 1986) According to studies, the skin's hydrogen potential (pH) rises in

proportion to the pH of the cleanser used. Dehydrative effect, irritation, and

propionibacterial count all increase as pH rises. (Gehring et al. 1991; Baranda et al.

2002; Korting et al. 1987). In another research, pH paper was used to measure the

pH of soaps/cleansers, and it was discovered that most soaps used by the general

public have a pH of 7 to 9. In addition, just three of the samples analyzed had a pH

that was comparable to that of normal skin.(Tyebkhan G, 2001)

 CHAPTER III

Research Methodology

This chapter provides an overview of the research methodologies used in the study.

The researcher discusses the research design that was adopted for the purposes of

this study, as well as the rationale for doing so. The equipment utilized for data

collection is also explained, as are the methods followed to carry out this

investigation. The methods used to examine the data are also discussed by the

researcher. Finally, the ethical problems that were addressed during the process are

examined.

Research Design

In evaluating the Chlorophytum comosum soap, this research used a quantitative —

true experiment design with the inclusion of the correlational approach to meet the

study's aims. Quantitative research design is a formal, objective, and systematic

method for obtaining knowledge about variables using numerical data. It's a tool for

describing and investigating connections between and among variables (Lamar,

2005). The researchers chose this approach in order to categorize characteristics,

count them, and build statistical models to explain what they found in the samples.

By identifying trends, the researchers will be able to draw logical inferences and

descriptive analyses from the collected data.

In order to find the solution to the study questions, the time series

quasi-experimental research design was utilized. The presence of a periodic

measurement procedure on some group or person, as well as the introduction of an

experimental modification into this time series of data, is the essence of the
time-series design. This entails giving one group a test and then having the

researchers observe them over time. The performance of time series research

designs is compared to its own past performance, which is a distinguishing trait. The

researchers would be able to describe changes over time by using a time series

quasi-experimental design, which would allow them to examine the foaming capacity

of the samples over time.

In evaluating the SABUNdle learning kit, the researchers used both a

qualitative and quantitative approach. The data are treated statistically with the use

of means equivalent to a specific descriptive analysis. The researchers are to draw

logical conclusions from the gathered data by uncovering trends in thought and

opinions

Research Respondents

The method employed was a non-probability subjective sampling strategy. * Science

were chosen as respondents since one of their scientific topics is Chemistry, and

they have the prior knowledge required to apply the SABUNdle to their requirements,

as well as selected science instructors to obtain information and opinions from

experts in the area. The researchers selected to interview sixteen (16) Grade 11

students from the school year 2021-2022, as well as three (3) science teachers from

a private institution named Sotero B. Cabahug FORUM for Literacy in Pulpogan,

Consolacion, Cebu, for a total of 19 people.

Research Materials
Plant biotechnology provides an edge in terms of future environmental, economical,

and social advantages. However, with the decrease in certain species of flora,

researchers must consider specific ethical issues surrounding this field. The

researchers emphasize that the flora used in the experiment will not be endangered,

and the experiment is ensured to pose no threat to the environment. Moreover,

human health issues emerge from evolving plant research such as potential toxicity

and allergies. Chlorophytum comosum is a common allergen, so the researchers

advise that the product be kept away from those with moderate to severe pollen

allergies.

The following equipment and components are required to produce the primary

subject of this study, handmade organic soap:

Chlorophytum comosum extract

The Chlorophytum comosum extract is acquired by boiling its leaves in water
for about 30 minutes, followed by separating the leaves from the extract.
Oils
The types of oils the researchers will utilize are pre manufactured olive oil and
coconut oil.
Water
The experiment will require tap water with the absence of oils, acids, and
alkaline.
Sodium Hydroxide
The Sodium Hydroxide required to make the lye solution will be obtained by
the researchers via purchase.
Coloring
Powdered dye will be used to add color to the product.
Immersion/stick blender
The procedures in this research involves numerous mixing and to aid the
researchers in that step, a stick blender is utilize
Mould
The soap mixture will first be place inside a mould for it to cool and take
shape
Data Gathering Procedures

Figure 2:

Research Procedure Flow Chart

Research Procedure

The Capstone Project is a complex task that culminates the Grade 12 STEM students'

academic and intellectual experiences. This project provides a once-in-a-lifetime chance to

conduct autonomous group study in order to provide an innovative solution to a real-world

problem. The Capstone Project is an inquiry-based process that entails identifying a topic,

obtaining information, analyzing and assessing evidence, making conclusions, and sharing the
knowledge acquired. This project has also integrated a STEM learning approach. The STEM

learning method is being used to engage the participants in problem-solving activities that they

have chosen. To assess the impact of science and technology, students must first understand

the concept of science, which may be assessed by student learning outcomes. As the

twenty-first century's environmental and social consequences endanger global security and

economic stability, there is an urgent need to strengthen STEM education.

This project will then be presented to a panel for approval.

Data Analysis

Determining of foaming capacity:

The following are the steps to determining the foaming capacity of the

samples: Fill flasks with water and add soap. To obtain a solution, warm the

components. Take multiple test tubes and fill them with water and the soap solution.

Repeat the procedure in different test tubes for each soap solution. Close the test

tube's mouth and shake hard for a minute. Repeat with equal force for all test tubes.

Start the timer right away and watch the pace at which the froth disappears.

Determining of pH level:

Researchers dip a finger into water and touch the soap in a circular motion.

Then, the pH test strip will be put on the wet portion of the bar soap. The test strip

will be compared to the color pH scale given.

Statistical Tools to be Used

 𝑎×𝑛×𝑚
For the determination of Formaldehyde, the equation % = 𝑤
was used

Where,

a = volume of titrant used to produce color change in sample

n = normality of the titrant

m = molecular weight of acid

w = weight of sample in grams

Calculation of Percent Difference

It is applied when comparing two experimental quantities, E₁ and E₂, neither of

𝐸1− 𝐸2
which can be considered the “correct” value, the equation % difference = 1 is
2
(𝐸1+𝐸2)

used.

Calculation of mean

∑𝑋
𝑀 = 𝑁

Where,

M = mean

X = values

N = number of values

Evaluation of SABUNdle:

MEAN RANGE INTERPRETATION

4.21-5 Excellent
 3.41-4.2 Good

2.61-3.4 Fair

1.81-2.6 Needs Improvement

1-1.8 Poor

CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The SABUNdle is a STEM project-based learning approach based on the

qualities of Spider Plant soap that has been developed as part of the research.

It is the purpose of this chapter to examine the findings from the data
collected, as well as their interpretations with respect to the statement of the problem

Table 1. Coriander (Coriandrum sativum) soap making process

Step Method

1 Coriander (Coriandrum sativum) is boiled in 100 grams of

water for 30 minutes with occasional stirring, to obtain its
extract.

2 The extract was cooled for 10 minutes and poured into a

separate container.

3 Sodium hydroxide was poured into water in two batches

to create the lye solution, and set aside to cool.

4 A mixture of 95% olive oil and 5% coconut oil was made.

5 Powdered dye was added for aesthetic purposes.

6 The lye-solution was poured and stirred until there was a

light trace.
 7 The aqueous extract was added and then stirred.

8 The mixture was put into a silicone mold.

9 The silicone mold was covered with cardboard, and left to

harden and saponify for 8-15 hours.

Table 2 Development of Coriander (Coriandrum sativum) soap and Its Physical

Properties

Physical Property Observation

Color Light Yellow

Odor A mixture of olive oil and coriander. Its smell is much

similar to commercial soap

Weight 58.4g

Melting point 56℃ or 132.8℉

Color, odor, weight, and melting point were the four physical qualities the

researchers evaluated from Coriander soap (Coriandrum sativum). Olive oil and

coriander gave it an aroma comparable to commercial soap, and it turned out to be a

light yellow hue. It had a mass of 58.4 grams and a melting point of 56°C, which is

equivalent to 132.8°F..

Table 3 Chemical Properties of Spider plant soap

Chemical Property

Foaming Capacity 8mm peak height of foam. Disappeared after 48 seconds

pH level 10

Acid Test The soap solution required 10 drops of HCl. Precipitate

formed.

Oil emulsification The emulsification is stable

with water

Reaction with Metal Ions

 Precipitate

Calcium Chloride 0.5mm peak height of foam produced with a cloudy

solution(precipitate) at the bottom.

Magnesium Chloride 0.3mm peak height of foam. No precipitate formed.

Iron(III) Chloride 0.7mm peak height of foam produced and precipitate

formed.

Oil Emulsification

Calcium Chloride The emulsification is not stable

Magnesium Chloride The emulsification is not stable

Iron(III) Chloride The emulsification is not stable

The researchers observed four chemical properties for Coriander (Coriandrum

sativum) soap: foaming capacity, pH level, and an acid test. The Coriander

(Coriandrum sativum) soap created foam up to 8mm in height, and started to

disappear after 48 seconds. It had a pH level of 9, and the soap became acidic after

10 drops of HCl, forming precipitate. The researchers also observed its reaction with

metal ions namely calcium chloride, magnesium chloride, and iron(III) chloride.

When exposed to calcium chloride, its foam rose up to 0.5mm in height with a cloudy

solution(precipitate) at the bottom. When exposed to magnesium chloride, its foam

rose up to 0.3mm in height with no precipitate forming. When exposed to iron(III)

chloride, its foam rose up to 0.7mm in height, forming precipitate. The researchers

also observed the emulsification state of the soap. When exposed to calcium

chloride, the emulsification is not stable. When exposed to magnesium chloride, the

emulsification is not stable as well. Lastly, when exposed to iron (III) chloride, the

emulsification is also not stable.

Because the soap molecule is both hydrophilic and hydrophobic, it both attracts and

repels water. Oil molecules may be broken down into smaller pieces and engulfed by

water molecules connected to soap molecules because their uncharged and charged

ends interact in the same solution, resulting in an oil-in-water emulsion.

Lesson Plan
Quality of SABUNdle

Table 4. Evaluation of Instruction Manual

Instruction Manual

Evaluation Criteria Weighted Mean Descriptive

Equivalent

Listed clear procedures for implementation 3.25 Fair

Listed all materials needed for 3.75 Good

implementation

Total Mean 3.55 Good

The instruction manual was evaluated by five respondents. Based on the

responses, the researchers listed fairly understandable procedures for

implementation, resulting in a weighted mean of 3.2, and the researchers listed a

good amount of materials needed for implementation, resulting in a weighted mean

of 3.8. The instruction manual resulted in a total mean of 3.5 for the evaluation

criteria.

Table 5. Evaluation of Lesson Manual

Lesson Manual

Evaluation Criteria Weighted Mean Descriptive

 Equivalent

Identifies the strand and topic 3.38 Fair

Lesson is understandable for students 3.00 Fair

Connects the lesson the soap activity 3.50 Good

The length was sufficient to deliver the 3.50 Fair

learning content

The information was at an appropriate 3.25 Fair

level to understand the learning objectives

The content is relevant to answer the 3.00 Fair

objectives of the study

Organization of content is in logical order 3.00 Fair

Total Mean 3.23 Good

Based on the responses, the lesson manual fairly identifies the strand and

topic, resulting in a weighted mean of 3.4. The lesson is fairly understandable for

students, resulting in a weighted mean of 3.2. The lesson connects to the soap

activity well, resulting in a weighted mean of 3.6. The length was fairly sufficient to

deliver the learning content, resulting in a weighted mean of 3.4. The information

was at a fairly appropriate level to understand the learning objectives, resulting in a

weighted mean of 3. The content is fairly relevant to answer the objectives of the

study, resulting in a weighted mean of 3.2. Finally, the organization of content is in a

fairly logical order, resulting in a weighted mean of 3. In summary, the Lesson

Manual garnered a total mean of 3.24.

Table 6 Evaluation of STEM Lesson Plan

STEM Lesson Plan

Evaluation Criteria Weighted Descriptive Equivalent

Mean
The Learning Objectives were appropriate 3.63 Fair
based on the context of homemade soap

Learning Objectives were specific, 3.63 Good

measureable, attainable, relevant and time
bounded

Stages

● Background Review 4.00 Good

● Identification of Social Issues 3.38 Fair

● Identification of Potential Solutions 3.38 Fair

● Benefits of Product and 4.5 Excellent

Customization Options

● Development of Product 3.63 Fair

● Presentation and Evaluation of 3.63 Fair

Product

Total Mean 3.72 Good

Based on the responses, the STEM lesson plan presented learning objectives

that were fairly appropriate based on the context of homemade soap, resulting in a

weighted mean of 3.6. The Learning Objectives were ideally specific, measurable,

attainable, relevant and time bounded, resulting in a weighted mean of 3.6. A scale

was also given for each stage of the STEM lesson plan. The background review was

good, resulting in a weighted mean of 4. The identification of social issues were fair,

resulting in a weighted mean of 3.4. The 6identification of potential solutions were

fair, resulting in a weighted mean of 3.4. The benefits of product and customization

options were excellent, resulting in a weighted mean of 4.4. The development of the

product was fair, resulting in a weighted mean of 3.4. Finally, the presentation and

evaluation of the product was fair, resulting in a weighted mean of 3.2. The STEM

lesson plan as a whole resulted in a total mean of 3.63.

Table 7 Evaluation of Overall Aesthetics
Overall Aesthetics

Evaluation Criteria Weighted Mean Descriptive

Equivalent

Design is appealing and enticing to people or 3.13 Fair

students

Fonts are clear and readable 3.25 Fair

Captures the attention of people or students 2.63 Fair

Total Mean 3.00 Fair

The evaluation of overall aesthetics was divided into three criteria: the design is

appealing and enticing to people or students, the fonts are clear and readable, and it

captures the attention of people or students. The design was fairly appealing and

enticing to people or students, resulting in a weighted mean of 3.2. The fonts were

fairly clear and readable, resulting in a weighted mean of 3.2. The aesthetics fairly

captured the attention of people or students, resulting in a weighted mean of 2.8.

The overall aesthetics gave a total mean of 3.07.

Table 8 Evaluation of Laboratory Report Sheet

Laboratory Report Sheet

Evaluation Criteria Weighted Descriptive

Mean Equivalent

Instructions were clear and concisely presented Fair

3.25

It allows students to evaluate the quality and 3.63 Good

properties of Coriander soap
Post-Laboratory questions

● Questions are relevant to the topic and 3.88 Good

assesses the students’ learning from the
activity

● Questions gradually lead students into 3.88 Good

formulating a conclusion on the lesson
and activity

● Number of questions are enough to 4.25 Excellent

assess the students’ learning from the
activity

Total Mean 3.78 Good

The evaluation of the Laboratory Report Sheet was divided into three criteria,

instructions were clear and concisely presented, it allows students to evaluate the

quality and properties of Coriander soap, and Post-Laboratory Questions, which

were then divided into three sub criteria: the questions are relevant to the topic and

assesses the students’ learning from the activity, the questions gradually lead

students into formulating a conclusion on the lesson and activity, and the number of

questions are enough to assess the students’ learning from the activity. The

questions were fairly clear and concisely presented, resulting in a weighted mean of

3.2. It allowed the students to evaluate the quality and properties of Coriander soap

well, resulting in a weighted mean of 3.8. The questions in the post-lab were ideally

relevant to the topic and assesses the students’ learning from the activity, resulting in

a weighted mean of 4, the questions gradually lead students into formulating a

conclusion on the lesson and activity well, resulting in a weighted mean of 4, finally,

the number of questions are plentiful enough to assess the students’ learning from

the activity, resulting in a weighted mean of 4.4. The Laboratory report sheet resulted

in a total mean of 3.88.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of findings of the study followed by the

conclusion constructed by the researchers and the proposed recommendations for

further similar studies

Summary of Findings

In this research, the major goal is to make handmade soap with the use of the spider

plant (Chlorophytum comosum) and analyze its effectiveness on several aspects.

The researchers have also created the SABUNdle, a teaching tool for instructors to

use during laboratory activities, as an extra teaching approach.It is hoped that the

study's findings and materials would be used by STEM educators to improve the

cognitive capabilities of their students dramatically. Students benefit from this by

being able to work independently on the assignment. The SABUNdle was given to

eight (8) Science instructors along with an evaluation form to assess the SABUNdle's

effectiveness as a teaching tool.

The following conclusions may be drawn from the gathered data:

1. Coriander soap made by the researchers has a light yellow hue and

weighs 58.4 grams. It has a fragrance comparable to conventional

soaps, which is a plus. Spider plant(Chlorophytum comosum) extract

and leaves are among the natural ingredients used in the soap.

Synthetic mass-market soap, on the other hand, contains

 petroleum-based lathering ingredients and synthetic smells, as well as

possibly toxic preservatives, according to a research by Davis, 2018.

The researchers' Spider plant soap has just the chemical components

necessary to make soap, and nothing more. Because of this, those

with sensitive skin would not have to worry about harsh chemicals in

their soap. Herbicides, chemical fertilizers, and pesticides are not and

have not been used in the creation of this organic soap, therefore skin

irritations caused by these irritating chemical components may be

avoided or at least reduced.

2. Because it was able to fulfill all of the requirements, the soap made

with coriander proved to be an efficient product. It was able to combine

oil and water into an emulsion. Soaps and detergents are able to clean

because of their capacity to emulsify or distribute water-insoluble

compounds and retain them in suspension in water. This ability gives

soaps and detergents their cleaning power. When combined with water,

the soap was also able to produce foam. This is an essential

characteristic to evaluate, since foaming capacity is directly correlated

to a substance's ability to adhere to surfaces, making foamed soap an

excellent choice for washing and other types of cleaning activities. With

a pH level of 10, it is considered to be non-irritating to the skin and has

a powerful ability to produce lather. When the soap was mixed with

water that included metal ions, it caused a reaction that produced a

precipitate that was intractable and known as scum.

3. According to the average assessment that all of the respondents gave,

the academic substance of the SABUNdle is above average. However,

 some tweaks to its aesthetics and design could be in order. There is

room for improvement in the ranking of whether or not the SABUNdle is

successful in attracting the attention of people; now, it is somewhat

below average. In general, after some of the SABUNdle's components

have been modified, this could be a useful teaching aid.

Conclusion

Soapmakers choose cold saponification since it retains antioxidants and plant

extract qualities, as well as essential oil smell and its ability to be customized for

creative customisation and addition of fresh ingredients, making it ideal for this study.

It takes 18–24 hours for the saponification process to be completed and 3–4 weeks

for the cure when using cold saponification, which uses heat released when fatty

acids (acids) in melted oils and fats react with sodium hydroxide (a base). Because

the saponification procedure in the soap made from Spider plant(Chlorophytum

comosum) extract uses the least amount of energy and produces no byproducts, the

organic character of this soap makes it less hazardous to the environment. Also, the

inclusion of a spider plant to the soap did not cause any problems either. The soap's

pH level and foaming capability were both excellent. Soap's washing capacity is also

measured by its foaming capacity, or the amount of foam it generates when

combined with water. As a result, the cleaning activity of Spider plant soap will be

comparable to that of industrially manufactured soaps. Experiments have shown that

the spider plant soap is capable of producing a stable emulsion and scum, putting it

on an equal footing with conventional soaps.

When it came to the SABUNdle, the materials and academic information

provided were adequate. Although a number of design and visual tweaks are
required to make it more appealing to kids, it's a worthwhile endeavor. As a result,

pupils will be more likely to open the SABUNdle's cover and study its contents if the

design is attractive. For a more diverse audience, the material should also be

reworked. In order to maximize student learning and focus on the course contents, it

is essential that the material be more engaging and shorter.

Recommendations

1. As a result of funding constraints, it is strongly advised that the STS learning

approach be included into the study process. Since many fields of science

involved in this study are interconnected in real life, understanding and

learning about them requires a multidisciplinary approach.

2. So that the SABUNdle may be utilized and saved for the following round of

students, the contents should be treated with care.

3. In order to produce SABUNdle, a larger soap mold is recommended since the

one used for trials only worked well enough.

4. It is important to store Sodium Hydroxide, the primary base used in the

saponification process, in an airtight container with as little exposure to air as

possible. This will allow the base to maintain its potency. The experiments

conducted by the researcher found that the second batch of soap did not

successfully saponify and cure because the sodium hydroxide combined with
 the carbon dioxide and moisture already present in the air to form sodium

bicarbonate.

REFERENCES

Alarde, H.P.., Bartolabac, K.J., Acut, D.P. (2021). Development of an Arduino-based

Photobioreactor (AbPBR) to investigate Algae growth rate and Carbon dioxide

(CO2) removal efficiency. In review-International Journal of Robotics and

Automation, Indonesia.

Alarde, H.P.., Bartolabac, K.J., Acut, D.P., Morales, J.J.., Calvo, P.J., Curaraton, E.P.,

Latonio, R.A.C., Cane, J.F., Magsayo, J.R., Capuyan, M. (2021). STEAM

Education for the Filipino Youth in the New Normal utilizing do-it-yourself

Photobioreactors. Research Paper presented to the 4th International Annual

Meeting on STEM Education, Keelung, Taiwan.

Blaak, J., & Staib, P. (2018). The relation of pH and skin cleansing. In Surber C.,

Abels C., & Maibach H. (Eds.), Research and Development and Regulatory

Affairs, 54, 132-154. https://doi.org/10.1159/000489527

Dadu, N. (2017). The importance of right soap. Agenda-The Sunday Magazine.

https://www.dailypioneer.com/2017/sunday-edition/the-importance--of-the-right-

soap.html?fbclid=IwAR1fHH82Y34aDHQSkFceD9k1nq3fcGBiO-b3Rr457JLc5a

LnpV1NBshicx8

Gamale, J.N.L., Acut, D.P., Niere, K.M.F.P., Silagan, G.S.S., Curaraton, E.P.,

Latonio, G.C. & Latonio, R.A.C. & Magsayo, J.R. (2021). Development of a

do-it-yourself (D.I.Y.) gel electrophoresis apparatus for Grade-12 STEM general

biology students. Journal of Physics: Conference Series, 1835 (1), 012033.

https://doi.org/10.1088/1742-6596/1835/1/012033

Gawrońska, H., & Bakera, B. (2014). Phytoremediation of particulate matter from

indoor air by chlorophytum comosum L. plants. Air Quality, Atmosphere & Air,

8(3), 265-272. https://doi.org/10.1007/s11869-014-0285-4

Kunwar, G. Preparation of soap & determining foaming capacity of different soaps.

Sunbeam School Lahartara VARANASI.

https://www.academia.edu/27612399/Chemistry

Kuznik, F. (1999). Spider plants and clean air. National Wildlife Federation.

https://www.nwf.org/Magazines/National-Wildlife/1999/Spider-Plants-and-Clean

-Air

Mahr, S. Spider plant, chlorophytum comosum. Wisconsin Horticulture Division of

Extension.

https://hort.extension.wisc.edu/articles/spider-plant-chlorophytum-comosum/
Mejia, L. (2011). Formaldehyde in cosmetics: what’s the verdict?. Women’s Health

Magazine.

https://www.womenshealthmag.com/style/a19908043/formaldehyde-in-cosmeti

cs-what-s-the-verdict/

Puhan, S.S. (2015). Formation of soap & foaming capacity of soap. Atomic Energy

Central School OSCOM Department of Chemistry.

https://www.slideshare.net/puhanswarup/formation-of-soap-foaming-capacity-of

-soap

Rawat, A. (2019). Spider plant benefits that will make your jaw drop. Ferns n petals.

https://www.fnp.com/article/spider-plant-benefits-that-will-make-your-jaw-drop

Segovia. (2021). History of soap and it’s origin. Sheaqueen.

https://sheaqueen.com/uncategorized/history-of-soap-and-its-origin/

Sullano, J.II. Mariquit, A.G., Mar, J.L.M., Acut, D.P., Calvo, P.J., Curaraton, E.,

Latonio, R.A., Cane, J.F., Magsayo, J.R., Capuyan, M. (2021). EduKahon:

Water Roboat Learning Kit for Teaching STEM Concepts Remotely. Research

Paper presented to the 4th International Annual Meeting on STEM Education,

Keelung, Taiwan.

Surber, C., Abels, C., & Maibach, H. (Eds.). (2018). pH of the Skin: Issues and

Challenges (vol. 54). Karger Medical and Scientific Publishers.

https://books.google.com.ph/books?hl=en&lr=&id=dLJqDwAAQBAJ&oi=fnd&pg=PP1

&dq=Surber%202018&ots=HBNpJ6ls_6&sig=Vu3om0olVRO02jOsdizQsjqgqhA&redi

r_esc=y&fbclid=IwAR0FzdIeqVDn9C013YfjkpIeVXbUQyxAfCLAZ1kYIrC0yD802v9jR

MlrixA#v=onepage&q=%20Several%20epidermal%20barrier%20functions&f=false
APPENDICES
 APPENDIX A

Educational Booklet
 Appendix B
Directional Manual
 Appendix C
Laboratory Report Sheet

Name:_________________________________ Date:_____________

Properties of Soap:

pH level:
1. Dip a finger into water and touch the soap in a circular motion.
2. Put the pH test strip on the wet portion of the bar soap.
3. Compare the test strip to the color pH scale given. Record observation.

pH level of soap:_______
Foaming Capacity:
1. Fill the tube with water and add soap.
2. To obtain a solution, warm the components.
3. Close the test tube's mouth and shake hard for a minute.
4. Repeat with equal force for detergent.
5. Start the timer right away and watch the pace at which the froth disappears.

Tube #1: Soap Tube #2: Detergent

Emulsification of Oils:
1. Place 4 drops of mineral oil in each of three tubes
2. Add 5 mL of distilled water to one tube
3. 5 mL of your soap solution to another test tube
4. 5 mL of detergent in the last tube
5. Shake the tubes briefly and record your observations.

Tube #1: Water Tube #2: Soap Solution Tube #3: Detergent Solution
 Reaction with metal ions

The metal cations Mg2+, Ca2+, and Fe3+, which are frequent components of "hard" water,
form insoluble complexes with the sodium and potassium salts of popular soaps. The
insoluble compounds, scum, build up on the surface of the water. Most detergents, on the
other hand, don't react in the same way and may be used in both "hard" and "soft" water.

1. Dissolve 0.35 g of soap in 25 mL of distilled water

2. Add 2.5 mL of solution in 3 clean test tubes and shake
3. Add 3 drops of 5% calcium chloride to one tube. Observe
4. Add 3 drops of 5% magnesium chloride to the other tube. Observe
5. Add 3 drops of 5% Iron chloride to the other tube. Observe
6. Repeat using detergent.

Tube #1: Soap plus CaCl2 Tube #2: Soap plus MgCl2 Tube #3: Soap plus FeCl3

Tube #1: Detergent plus CaCl2 Tube #2: Detergent plus MgCl2 Tube #3: Detergent plus FeCl3

Acid or Base Test

Phenolphthalein is a chemical which turns pink in basic solution, with pH greater than 7.0,
but which is colorless in acidic solutions

1. Add a small pellet of soap to 1.5 mL of ethanol in a test tube

2. Add two drops of phenolphthalein. Observe reaction
Observation:

Dilute Acid Test:

1. Add sulfuric acid to the remaining soap solution from the experiment with metal ions
until it turns acidic (pH 1)
2. Repeat step 18 using detergent.Observe

Tube #1: Soap solution Tube #2: Detergent

Post Laboratory Questions

1. Based on your observations, is soap an acid or a base? Why?

2. In which liquid does oil disperse, and how is its dispersal tied to emulsion?
 Appendix D
SABUNdle Rating Sheet

Name:__________________________________ Date:____________
School:__________________________________ Subject:__________

INSTRUCTIONS: Shade the circle of the appropriate numerical rating in the table below
according to each evaluation criteria.

Evaluation Criteria Poor Needs Fair Good Excellent

Improvement

1 2 3 4 5

Instruction Manual

● Listed clear procedures for ○ ○ ○ ○ ○

implementation

● Listed all materials needed for ○ ○ ○ ○ ○

implementation

Lesson Manual

● Identifies the strand and topic

● Lesson is understandable to ○ ○ ○ ○ ○
person or students

● Connects the lesson to the soap ○ ○ ○ ○ ○

making activity.

SABUNdle Kit

● Construction

❖ Neat, clean, legible, safe ○ ○ ○ ○ ○

materials

❖ All materials fit inside ○ ○ ○ ○ ○

closed container

● Materials

❖ Materials are clearly ○ ○ ○ ○ ○

labeled

❖ Has all required materials ○ ○ ○ ○ ○

listed on the instruction
manual needed to
implement activities
 ❖ Creatively constructed ○ ○ ○ ○ ○

❖ Concrete materials that ○ ○ ○ ○ ○

encourage manipulation

❖ Enhances students’ ○ ○ ○ ○ ○
learning

● Aesthetics

❖ Design is appealing and ○ ○ ○ ○ ○

enticing to people or
students.

❖ Fonts are clear and ○ ○ ○ ○ ○

readable

❖ SABUNdle kit captures ○ ○ ○ ○ ○

the attention of people or
students

Laboratory Report Sheet (for teachers

only)

● Instructions were clear and ○ ○ ○ ○ ○

concisely presented

● It allowed students to evaluate ○ ○ ○ ○ ○

the quality and properties of the
products they have produced

● Post Laboratory Questions

❖ Questions are relevant to ○ ○ ○ ○ ○

the topic and assesses
the students’ learning
from the activity

❖ Questions gradually lead ○ ○ ○ ○ ○

students into formulating
a conclusion on the
lesson and activity.