This document provides guidance on writing lab reports or research reports. It outlines the typical sections of a scientific report which include an abstract, introduction, materials and methods, results, discussion, tables and figures, and references. The introduction presents background information and the purpose/hypothesis. The materials and methods section describes the experimental procedures. The results section reports the findings without interpretation. The discussion section analyzes and interprets the results in relation to previous research. Tables and figures are used to visually present data.
Struggling to write your lab report? Here is some helpful information to get you started! If you are still struggling, remember that you can come see a Writing Center Coach at the SSTC for additional help and resources.
Scientific integrity calls for some basic originality. Plagiarism can destroy this original creativity and ideation. This presentation defines plagiarism (stealing from others' works) and some of the creative and systematic remedies.
Struggling to write your lab report? Here is some helpful information to get you started! If you are still struggling, remember that you can come see a Writing Center Coach at the SSTC for additional help and resources.
Scientific integrity calls for some basic originality. Plagiarism can destroy this original creativity and ideation. This presentation defines plagiarism (stealing from others' works) and some of the creative and systematic remedies.
Peer Review is the Process used to judge the quality of articles submitted for publication in a scholarly journal. Peer Reviewed articles are considered the best source to use when writing a research paper.
Vince Ricci, University of Tokyo, Center for Innovation in Engineering Education (CIEE).
Please check out the course blog here
http://techwritingtodai.blogspot.com
Special thanks Morimura-sensei, Mr. Entzinger and the CIEE staff.
When writing a paper, always acknowledge all sources clearly and avoid copying other authors’ words verbatim. Failure to do so could lead to loss of tenure/funding and loss of credibility.
Coursera - Introductory Physics I with Laboratory - Laboratory Report No.1Ramesh Kannan
This is my first laboratory experiment for the online course: Introductory Physics I with Laboratory by Dr.Michael F. Schatz. https://class.coursera.org/phys1-002/class
Peer Review is the Process used to judge the quality of articles submitted for publication in a scholarly journal. Peer Reviewed articles are considered the best source to use when writing a research paper.
Vince Ricci, University of Tokyo, Center for Innovation in Engineering Education (CIEE).
Please check out the course blog here
http://techwritingtodai.blogspot.com
Special thanks Morimura-sensei, Mr. Entzinger and the CIEE staff.
When writing a paper, always acknowledge all sources clearly and avoid copying other authors’ words verbatim. Failure to do so could lead to loss of tenure/funding and loss of credibility.
Coursera - Introductory Physics I with Laboratory - Laboratory Report No.1Ramesh Kannan
This is my first laboratory experiment for the online course: Introductory Physics I with Laboratory by Dr.Michael F. Schatz. https://class.coursera.org/phys1-002/class
What are Digital Thermometers?
Digital thermometers are temperature-sensing instruments that are easily portable, have permanent probes, and a convenient digital display.
The way a digital thermometer works depends upon its type. They are generally a resistance temperature detector (RTD), thermocouple digital, or thermistor digital thermometer
Format for Research Papers California State Universit.docxshericehewat
Format for Research Papers
California State University, Bakersfield
Department of Biology
A scientific research report is a form of
communication in which the investigator
succinctly presents and interprets data collected in
an investigation. Writing such reports is similar to
the writing in other scientific disciplines except
that the format will differ as will the criteria for
grading.
Writing the Report
The questions and hypotheses that initiate
an investigation, the resultant data gathered, and
the background information obtained by reading
the literature will lead to conclusions. Your
research report presents these conclusions and the
appropriate evidence (data and relevant literature).
Before writing the report, construct an
outline that logically presents the information to
support your conclusions. Organize the data into
tables and figures to present the evidence in a
logical order. Many authors prefer to construct a
draft by rapidly putting down ideas with little
regard to sentence structure, and to make
corrections later. Others prefer to make revisions
as they proceed. Write the report with a target
audience of other students with experience in
biology equivalent to that of the class for which
the report is written.
Proper use of English is considered
paramount in grading. Your major responsibility
is to make the reader understand exactly what you
mean by using words with precision, clarity, and
economy. Every sentence should be exact and say
something of importance (no "padding").
Economy and accuracy require using
straightforward English sentences (subject, verb,
and object). Follow a consistent pattern of tenses.
Write in the active voice unless you have good
reason to use the passive voice. The active is the
natural voice, the one in which people commonly
speak and write.
Quotations are to be avoided. All
sentences should be based on your understanding
of source material that you then write as your own
original sentences. When discussing the works of
others, do not include extraneous information,
such as first names or scientific affiliations. In
scientific writing, the major idea of a paragraph (or
sentence) is placed first. Evidence for the idea,
modifications, exceptions, etc., then follow. This
allows readers to quickly skim research reports by
reading the first sentence in each paragraph.
After finishing a draft, review it to see if
the paragraphs and sentences follow a logical
sequence. Examine the arrangement of paragraphs
within a section; some may belong in another
section. Make sure that the transitions from one
idea to another are clear. Study each sentence to
see if it can be clarified, shortened, or omitted.
Rewrite as necessary to achieve clarity. This type
of review and rewriting is best done after not
looking at the manuscript for a few days. Then,
you should ...
Writing a Scientific Report or PaperResults of careful laborsarantatersall
Writing a Scientific Report or Paper
Results of careful laboratory work are not useful unless they can be presented in a clear, concise manner to others for comment and evaluation. Such presentations are usually in the form of a scientific paper published in a reputable scientific journal. Scientific communications have many things in common, which leads to a rather standard style of writing that allow the results and meaning of experimentation to be quickly grasped by the reader. Scientists do not expect to read attractive, stimulating prose to obtain information from technical scientific papers. The experimental design, results and explanation of results are what are attractive and stimulating not the cleverness of the prose. The following discussion should be useful in helping you prepare your laboratory reports, which are scientific reports.
Read it carefully before beginning your reports. Your laboratory instructor may make additional comments. The specific format of a scientific paper varies among journals. However, the format presented below is the most commonly used. It is the format you must use in your scientific writing for this course.
Part I: Format of a Scientific Report
The scientific report will be composed of seven sections. Each section will have a heading immediately followed by the text, figures or graphs. The order of the sections is: title, abstract, introduction, methods, results, discussion and literature cited.
A) Format regulations:
· typed
· double spaced
· 10-12 font, Times New Roman
· 1 inch margins
· pages numbered
· titled sections
· untitled hypothesis
· Quotes are
NOT
allowed. Everything must be properly paraphrased.
· No website references are permitted as sources. No exceptions.
· Everything must be properly cited. It is considered plagiarism if it is not.
· Write in third person, past tense
The overall presentation/grammar/spelling will be evaluated. Although this is not an English class, these elements are important to the proper communication of science. Before you turn in your final version, use the spell check function and reread your report. You should also take the time to visit the Center for Academic Success to participate in the Read, Write, and Cite Workshop series for additional help on writing your reports.
Note: Never write statements like the following: “My lab report is about…”, “My hypothesis is…”,
or any version of this type of statement.
(1)
Title
Section
Create a title that briefly conveys to the reader the purpose of the paper. The title of your report must be informative. Many readers scan journal article titles and the decision whether or not to pursue an article is based on the information in the title. Generally, this information includes: primary factor(s) manipulated or studied; outcome of manipulation (the response or effects); and organism studied, if relevant. An example of an informative title would be: "The Effect of Varying Serotonin Conce ...
Running Head Title1Title3TitleNameSCI 207 De.docxagnesdcarey33086
Running Head: Title
1
Title
3
Title
Name
SCI 207: Dependence of man on the environment
Instructor
Date
*This template will provide you with the details necessary to finalize a quality Final Lab Report. Utilize this template to complete the Week 5 Final Lab Report and ensure that you are providing all of the necessary information and proper format for the assignment. Before you begin, please note the following important information:
1. Carefully review the Final Lab Report instructions before you begin this assignment.
2. The Final Lab Report should cover all 3 experiments from your Week Two Lab.
3. Review instructor feedback from the Week Three outline of the Final Lab Report and make changes as necessary.
4. Review the Sample Final Lab Report for an example of a final product on a different topic. Your format should look like this sample report before submission.
5. Run your Final Lab Report through Turnitin using the student folder to ensure protection from accidental plagiarism
Title
Abstract
The abstract should provide a brief summary of the methods, results, and conclusions. It should very briefly allow the reader to see what was done, how it was done, and the results. It should not exceed 200 words and should be the last part written (although it should still appear right after the title page).
Introduction
The introduction should describe the background of water quality and related issues using cited examples. You should include scholarly sources in this section to help explain why water quality research is important to society. When writing this section, make sure to cite all resources in APA format.
The introduction should also contain the objective for your study. This objective is the reason why the experiment is being done. Your final report should provide an objective that describes why we want to know the answer to the questions we are asking.
Finally, the introduction should end with your hypotheses. This section should include a hypothesis for each one of the three experiments. These hypotheses should be the same ones posed before you began your experiments. You may reword them following feedback from your instructor to illustrate a proper hypothesis, however, you should not adjust them to reflect the “right” answer. You do not lose points for an inaccurate hypothesis; scientists often revise their hypotheses based on scientific evidence following an experiment.
Materials and Methods
The materials and methods section should provide a brief description of the specialized materials used in your experiment and how they were used. This section needs to summarize the instructions with enough detail so that an outsider who does not have a copy of the lab instructions knows what you did. However, this does not mean writing every little step like “dip the pH test strip in the water, then shake the test strips,” these steps can be simplified to read “we used pH test strips to measure water pH”, etc. Additionally, this se.
How to write a Scientific Manuscript – Pubrica.pdfPubrica
Writing a scientific manuscript is difficult for even the brightest minds, but it is highly satisfying once the project is completed. Researchers meticulously create manuscripts to share their original ideas and fresh discoveries with the scientific community and the general public.
Learn More : https://bit.ly/3ioFNT1
Reference: https://pubrica.com/
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SLA Laboratory Report Grading Rubric
Criterion 0 11 (F) 13 (D) 15 (C) 17 (B) 20 (A)
1. INTRODUCTION-
HYPOTHESIS -states
the concept to be
examined, the specific
question asked and
expected outcome. May
include abstract and/or
background concepts
No
report
or
section
missing
1. Experiment topic
missing.
2. Hypothesis missing or
erroneous.
3. No prediction or
expected outcomes
4. No abstract present
where required.
1. Experiment topic poorly
stated or missing.
2. Hypothesis poorly stated or
erroneous.
3. Expected outcome not
related to hypothesis.
4. Inadequate abstract where
required.
1. Experiment topic stated at an
elementary level.
2. Hypothesis clearly stated.
3. Expected outcome supports
hypothesis.
4. Basic abstract present if
required.
1. Experimental concept clearly
stated with some background
support.
2. Hypotheses adequately stated
and related to experimental
concept.
3. Expected outcome logically &
clearly supports hypothesis.
4. Adequate & complete abstract
if required.
1. Experimental concept
clearly stated, logically
related to background
support.
2. Hypothesis clearly,
completely & precisely
stated, related to experimental
concept.
3. Outcome related to
hypothesis
4. Complete, correct abstract
if required.
2. MATERIALS &
METHODS- materials
needed and procedure
followed are accurate,
complete, and organized
sufficient to replicate
the experiment.
No
report
or
section
missing
1. Significant errors
and/or omissions in
materials and/or methods.
2. Cannot replicate with
this information.
1. Some materials or
procedural information
missing.
2. Little or no clear
organization.
3. Cannot replicate with this
information
1. Materials and procedures
accurate and complete.
2. Poorly organized, difficult to
follow.
3. Minimal information present
needed to possibly replicate.
1. Materials and procedure
complete & accurate.
2. Coherent and logical
organization.
3.Replication possible
1. Materials and procedures
complete & accurate.
2. Information is well
organized, gives clear,
accurate and complete steps
to follow.
3. Exact replication is
unambiguous.
3. RESULTS- Data and
analyses presented are
accurate and complete
including explanations
that demonstrate
understanding.
No
report
or
section
missing
Data are not accurate or
are incomplete.
No mathematical analysis
or explanation.
Data incomplete or incorrect.
Mathematical analyses and/or
explanations lack
demonstration of basic
understanding.
Raw data complete and well
organized.
Mathematical analyses and
explanations attempted.
Evidence of basic understanding.
Raw data complete and well
organized.
Mathematical analyses and
explanations are clear and show
adequate understanding of all of
the results.
Raw data complete and well
organized.
How to write a Scientific Manuscript – Pubrica.pptxPubrica
Writing a scientific manuscript is difficult for even the brightest minds, but it is highly satisfying once the project is completed. Researchers meticulously create manuscripts to share their original ideas and fresh discoveries with the scientific community and the general public.
Learn More : https://bit.ly/3ioFNT1
Reference: https://pubrica.com/
Why Pubrica:
When you order our services, we promise you the following – Plagiarism free | always on Time | 24*7 customer support | Written to international Standard | Unlimited Revisions support | Medical writing Expert | Publication Support | Bio statistical experts | High-quality Subject Matter Experts.
Contact us:
Web: https://pubrica.com/
Blog: https://pubrica.com/academy/
Email: sales@pubrica.com
WhatsApp : +91 9884350006
United Kingdom: +44-1618186353
Palestine last event orientationfvgnh .pptxRaedMohamed3
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. •
•
•
www.learningcommons.uoguelph.ca 2.
Summarize the major points from the discussion/con-
clusion. Focus on the points that directly relate to your
hypothesis/question.
For each type of information, use the same tense as in
each corresponding section (i.e., past tense for meth-
ods and results, present tense for theory and conclu-
sions).
Introduction
Why did you study this problem?
The introduction should identify the problem or issue and
provide the background information (on previous work
and/or theories) that the reader needs to understand your
experiment. To do this, the introduction contains a brief
literature review to describe previous research conducted
on the problem, and to explain how the current experi-
ment will help to clarify or expand the knowledge. The
introduction should end with a purpose statement (some-
times in the form of a hypothesis or null hypothesis): one
sentence which specifically states the question your experi-
ment was designed to answer. e.g.,
The purpose of this investigation was to determine the effects
of environmentally realistic exposures of acid precipitation on
productivity of field-grown and chamber-grown peanuts. (as a
purpose statement)
or
The hypothesis was that environmentally realistic exposures of
acid precipitation would affect the productivity of both field-
grown and chamber-grown peanuts. (as a hypothesis)
or
The null hypothesis was that environmentally realistic expo-
sures of acid precipitation would not affect the productivity
of either field-grown or chamber-grown peanuts. (as a null
hypothesis)
Use resources such as your textbook, course notes, and
journal articles to build the foundation, and use examples
of similar experiments/results that others have done that
support your hypothesis. Don’t forget to document your
sources using appropriate referencing style for your disci-
pline (see the Fastfacts series on referencing).
Use any appropriate background information from the
lab manual and the lectures.
Clearly state your purpose and hypothesis at the end.
Use the present tense for most of the information in
the Introduction (for current or accepted theory), but
the present perfect and the past where logic demands
(for specific results of previous studies).
Materials and Methods
What did you do? How did you do it?
In this section you will describe how and when you did
your work, including experimental design, experimental
apparatus, methods of gathering and analyzing data, and
types of control.
Include complete details and write this section clearly
enough to allow readers to duplicate the experiment if
they so wish. (In writing lab reports for undergradu-
ate courses, you may not always be required to write
a detailed materials and methods section because
the methods are already described in the laboratory
manual; check with your instructors about how much
information to include in the written report.)
Write in past tense because you have already done the
experiment. Use complete sentences, and do not write
in the form of instructions or as a list of materials as in
a laboratory manual.
Use either first person active voice or in passive voice
to describe what you did. Check whether your pro-
fessors will accept the use of the first person in your
report. e.g.,
(first person active voice) I filled six petri plates with
agar.
(passive voice) Six petri plates were filled with agar.
Methods adapted from other sources should be refer-
enced.
Photographs, maps and diagrams may be used to help
describe the experimental setup (see Tables and Fig-
ures in this Fastfacts handout).
Describe any procedures that you altered compared to
the lab manual or published procedures.
Results
What did you find?
In the results, you present your observations and data with
no interpretations or conclusions about what they mean. A
well-written and well-organized results section will provide
the framework for the discussion section.
Record all your results, using complete sentences, usu-
ally in the order the observations were made.
•
•
•
•
•
•
•
•
•
3. •
•
•
•
www.learningcommons.uoguelph.ca 3.
Tables and graphs should be used to supplement the
text and to present the data in a more understand-
able form (see Tables and Figures in this Fastfacts
handout). Raw data will probably be most effective in
table format, with the highlights summarized in graph
form.
The written text of the results section may be as short
as one sentence summarizing the highlights and di-
recting the reader to specific tables and figures.
Include results that went “wrong” or were unexpected.
This may be useful information for someone trying to
repeat the experiment.
Use both words and numbers to describe your results,
and use proper terminology.
Use past tense to describe your results.
Sample or detailed calculations for a lab report in a
course may be included in a separate section titled
“Calculations” or in an Appendix at the end of the
report. Check with your course instructors for specific
requirements in a particular course.
Discussion
What does it mean? How does it relate to previous work
in the field?
Explain what you think your data mean.
Describe patterns and relationships that emerged.
Discuss why you observed what you did, how it hap-
pened (or the most likely reason), and how it relates to
the purpose of the experiment.
Compare these results to trends described in the litera-
ture and to theoretical behaviour.
Support your interpretations with references to course
material, the lab manual, and comments from the TA
or instructor during the lab. You may also be asked to
use other resources (peer reviewed journal articles) for
a more in-depth discussion; if you do, remember to
reference properly (see References in this handout).
Continue to be descriptive; the readers may not read
each result and jump to the discussion to find out why
it happened, so provide them with enough informa-
tion to understand the discussion. Remind the reader
of your own results, when relevant, without repeating
endless details from Results. e.g.,
The temperature increased during the second phase because of
the drug treatment. (Discussion statement)
not
The temperature increased during the second phase. (repeti-
tion of Results statement)
If your result section was well organized, you can fol-
low it as a guide while you are writing the discussion.
You can refer to the same tables and figures to explain
the changes/trends/unexpected results.
Accept or reject your hypothesis and explain why. It
is acceptable to reject your hypothesis as long as you
can prove it to be untrue and explain why the results
did not turn out as you predicated. You can’t argue the
results, but if something went wrong or was damaged,
disturbed, or contaminated; if there were changes
to the experimental procedure; or if equipment was
faulty, you need to include this information and ex-
plain how it may have affected the results.
If your lab manual includes questions to be answered
in the Discussion, integrate your responses into a
logical discussion, rather than answering them one by
one. And don’t include only the answers to the ques-
tions – use them as a guideline for supplementing your
discussion, not limiting it.
Your final paragraph is the conclusion. Include a brief
restatement of the purpose and the main results and
how they are relevant to the field of study. Also in-
clude any future direction for your results or changes
you would make the next time to produce results that
are more significant or noteworthy.
This section will be written in the past tense when
you are describing your experiment, and present tense
when comparing to current theory.
Tables and Figures
Tables and figures are often used in a report to present
complicated data. Use the following guidelines to incorpo-
rate them effectively.
Tables are referred to as tables, and all other items
(graphs, photographs, drawings, diagrams, maps, etc.)
are referred to as figures.
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4. www.learningcommons.uoguelph.ca 4.
Numbering: All tables and figures must be numbered.
Tables and figures are assigned numbers in the order
they are mentioned in the text. Tables and figures are
numbered independently of each other (i.e., Table 1
and 2, and then Figure 1 and 2 as well).
All tables and figures must have self-explanatory titles
so that the reader can understand their content with-
out the text. e.g.,
Table 1. Percent of soybean plants exhibiting visible injury
after exposure to acid precipitation.
Labeling: Tables are usually labeled at the top and
figures at the bottom.
Each table or figure MUST be introduced within
the text, with a comment that should point out the
highlight(s) or significant trend(s), not every piece of
data that is shown. e.g., Do not write:
The plant was 4.0 cm on day 1, 4.2 cm on day 3, and 5.0 cm
on day 4.
Simply state:
The plant increased in height over a 4-day period (Figure 1).
Tables and figures may be placed at the end of the
paper, or within the text as soon as possible after they
are mentioned without interrupting the text (i.e., at
the end of a paragraph or section). Check with your
professors for their preference.
Avoid referring to the table below because you don’t
know exactly what the final placement of the table will
be. Refer to the specific table or figure number, and
the readers will always be able to find the information.
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The tables and figures should enhance the report, but
the reader should be able to understand and follow the
results even if the tables/figures were removed.
References
Also called “Literature Cited” or “References Cited,” this
is a list only of papers and resources actually mentioned
(cited) within the report. (NOTE: A “Bibliography,” on
the other hand, refers to a list of all materials used to get
background knowledge on a subject; you will not usually
be required to include one in a scientific lab report.)
Scientific lab reports are written for the sole purpose of
sharing information. If readers want more information
about something, they need to be able to find the exact
place it was originally written. References also give credit
to the person who did the work and provide your work
with authority.
The reference list is provided on a separate page at the
end of the report.
Remember that ALL information within the report
that is not your original work or ideas should be refer-
enced (even if not quoted directly, but paraphrased or
summarized – quotations are rare in scientific writing).
Reference your lab manual, textbook, and any journal
articles used.
In-text citations usually occur in one of two places in
the sentence: Smith (1999) has also found that E.coli
is one of the only microbes to . . . . or E.coli is one of the
only microbes to . . . (Smith 1999).
There are several standard styles for documenting ref-
erences. Check with your lab manual, your professors,
or your TA for their preference. You may be asked to
follow the format of a particular journal in your field.
If so, follow that format exactly. For more information
about standard formats, see the Fastfacts handouts
CBE Referencing Style.
General Tips about the Formal
Lab Report
Lab reports are the foundation of scientific research. They
allow scientists to share information and lead to new dis-
coveries. Consider your lab report to be a part of this body
of knowledge and write it effectively. Following are some
general tips.
A formal lab report may take several hours to write
properly, so plan ahead.
The more depth and thought you put into the report,
especially the discussion, the better it will help you
to understand the course material and improve your
grade.
Do not copy from friends. This is a form of academic
misconduct that is easily detected and is subject to
severe penalties.
Always check with your instructor or TA for detailed
instructions about the format: for example, you might
ask if the tables and figures should be included in the
Results section or at the end of your report.
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5. 5.
Writing Services
The Learning Commons, 1st Floor, Library
www.learningcommons.uoguelph.ca
writing@uoguelph.ca
(519) 824-4120 ext. 53632
Additional Relevant Fastfacts
Improving Your Writing
Plagiarism and Academic Integrity
Need Advice or More Information?
Writing Services, located in the Learning Commons on
the 1st floor of the Library, is the best source on campus
and online for advice and information on writing issues.
Peer Helpers from a variety of disciplines offer indi-
vidual writing assistance to first-year students and ESL
students. And all University of Guelph students – un-
dergraduate and graduate – are entitled to three free
individual writing consultations per semester with our
professional staff. Appointments are recommended.
Visit the Learning Commons home page to find out
about all our writing programs and services, or e-mail
questions to writing@uoguelph.ca.
Fastfacts handouts (like this one) provide information
on a range of learning, writing, and academic com-
puting issues and are free to registered students. The
complete range of Fastfacts is available on the Learn-
ing Commons website.
More detailed information on writing university pa-
pers can be found in our Learning Commons publi-
cations, available for purchase at the Learning Com-
mons reception desk or the campus bookstore.
Workshops, seminars, and short courses on learning,
studying and writing topics are offered regularly each
semester. Please contact the Learning Commons for
details.
Please note that this material is protected by copyright.
For permission to reproduce this document in any form,
contact Writing Services, The Learning Commons,
University of Guelph. This document has links which are
active when the handout is viewed on our website: www.
learningcommons.uoguelph.ca/ByFormat/OnlineResourc-
es/Fastfacts/index.html
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