Lab Report Guide

Overview
Purpose Science Writing Style
When scientists make discoveries, they write Science writing is different from other styles of
reports to share their discoveries with the world. writing you may know, such as persuasive and
Likewise, after you complete an experiment, you narrative writing. As with all types of writing, science
can write a report to share what you discovered. writing has its own style. Its main features are that it
Writing a lab report is an important skill because it is precise and avoids bias.
helps you demonstrate what you learned in a Science writing is precise. While being concise,
science experiment. It also helps you practice use descriptive language and specific details to
writing accurately and clearly about technical help readers who did not make the observation
things—a skill that is valuable in the real world. “see” what you observed. For example, below are
This guide describes the format and style of lab two alternatives to writing “The liquid had bubbles”
reports. It has many tips that will help you write that are more precise:
stronger lab reports. Use it as a reference  “The liquid had small bubbles the size usually
throughout your science studies. seen in soda”

Lab Report Format  “The liquid produced bubbles the size of grapes
or marbles."
Although lab reports vary somewhat in format, they
Science writing avoids bias. Be sure to use
typically include all of the components below, in the
order shown: objective language, avoiding subjective descriptions
such as “The liquid had huge bubbles.” Also, write
Section Category Page # using the third-person voice so that you can put the
science topic in the starring role. By avoiding
Part 1 Introduction (Title, purpose, 2-3 personal pronouns such as I, we, you, he, she, and
question, hypothesis, they, science writing allows readers to focus on the
variables) science topic, undistracted by thoughts about the
person who did the work.
Part 2 Materials and Procedure 4

Part 3 Data (Table and Graphs) 5 Writing this way takes practice for most
students. At first, your writing may feel and
Part 4 Analysis and Conclusion 6
sound formal or stiff. But in time, your writing
Follow this format throughout this course. The will become clear and precise.
remaining pages of this guide explain how to write
each of the above sections of your lab report. At the
end, there are also:

 Tips for Using Your Student Guide and the Lab

Lesson
 Lab Report Checklist
 Lab Report Guide

Part 1: Pre-Lab Information

Title Hypothesis (or Prediction)
Title your lab report with a few words that A hypothesis (or prediction) is an initial answer to a
summarize the lab investigation. question—a possible explanation or expectation
based on prior knowledge or research. Before most
Purpose labs, you will formulate a hypothesis (or prediction),
and it should be listed among the pre-lab
The lab report should begin with one or two
information of your lab report.
sentences that state the purpose of the
investigation—what you want to see, practice, learn A good scientific hypothesis states conditions,
about, or test. The purpose statement answers the expected results, and possible reasons. For
question “What are you trying to find out by doing example, you could respond to the basketball
this experiment?” question above with a hypothesis such as “If the
court surface is smooth concrete like at the park,
The three most common types of labs are:
then the basketball will bounce higher, because
 inquiry labs: you measure how changing one smooth surfaces have better contact with the ball.”
variable affects another variable Like this hypothesis, hypotheses are often
structured using the format “If … then …
 discovery lab: you see a scientific
because…,” which is described below:
phenomenon—perhaps for the first time.
 forensic lab: you gather and analyze data as  The “If” portion of the hypothesis describes
evidence to build an argument in response to a something that you will change in the experiment.
question, as in a court case.  The “then” portion of the hypothesis describes
what you think will happen as a result of that
All three types of labs give you an opportunity to
change.
learn important scientific skills and concepts.
 The “because” portion of the hypothesis
Question describes the reason why you think that change
will occur. It should be much more than “because
At its core, science is about inquiry—the act of I think so.” It should state why.
asking questions and seeking answers. Most labs
begin as the result of a question, and the pre-lab This format clearly identifies the variables that must
information of your lab report should include a be measured when you test the hypothesis through
question. For example, you may have noticed that an experiment. Generally, the lab lesson will
you seem to play basketball better at the court in provide guidance if an alternative to the “If… then…
the park than you do at home in my driveway. After because…” format is appropriate for the prediction.
doing some thinking and research, you realize that
the surface of the court at the park is different than Special Note about Inquiry Labs:
your driveway. As a result, you might formula a
For inquiry labs, questions are generally
scientific question, “What is the effect of the court
structured “What is the effect of X on Y?”
surface on the height that the basketball bounces?”
Hypotheses will generally be in the form “If X
To answer this question scientifically, you could
[describe how you will change X during the
perform several experiments and gather data.
experiment], then Y will [predict how Y will
change in response], because [give your
reason].” In many inquiry labs the variables
lend themselves to a scatterplot (X-Y plot).

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 Lab Report Guide

Variables
In a lab experiment, you observe and measure
The last part of the pre-lab information section of
variables against a scale. That scale can take many
your lab report should be a description of the
forms:
variables. There could be up to four types of
variables, described below: Quantitative Variables Scales are usually a pre-
established numerical scale, such as centimeters,
 Independent Variable (IV): This is the factor that
degrees Celsius, time, as measured using tools
is directly manipulated in the experiment.
such as rulers, thermometers, and clocks. They can
Sometimes, you will also hear this called the
also be a count of the number of times something
manipulated variable. In the traditional format of
occurs.
“If X…then Y” for a hypothesis, the independent
variable is X. Qualitative Variables Scales can be a descriptive
scale created for the variable, such as a list of
 Dependent Variable (DV): This is the observable
possible colors of paint chips. They can also be a
factor that varies due to changes to the
pre-established set of options, such as physical
independent variable. Sometimes it is called the
change and chemical change or the three possible
responding variable. In the traditional format of “If
genotypes of a mouse’s fur color, BB, Bb, and bb.
X…then Y” for a hypothesis, the independent
variable is Y.
 Constant Variables: These are variables that
could affect the dependent variable, but which
you prevent from changing during the experiment.
Holding other variables constant allows an
experiment to focus on the relationship between
the independent variable and dependent variable.
 Controls: Controls are treatments that provide a
baseline for comparison. Controls are not used in
every experiment, but they can be helpful for
seeing what happens when a variable is
unchanged or seeing what happens when a
variable is changed in a specific (controlled) way
that demonstrates a certain set of conditions.
Having a control to compare your experimental
conditions against allows you to see better what
has actually changed.

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 Lab Report Guide

Part 2: Materials and Procedures

apparatus and materials that you used, especially if
Materials you made substitutions to the apparatus and
List all the supplies you will need to conduct the materials described in the Student Guide for the
experiment. Include the names of the materials, lab.
quantities, SI units, and even brand names if the
brand may have affected your results. Trials: For some labs, you will repeat the
experiment to collect additional sets of data. By
Procedure performing additional trials, you can refine how
you execute the lab procedure, increase
Create a numbered list summarizing the steps you accuracy, and avoid one-time results. Instead
carried out in completing the lab. If you made any of performing additional trials, you also may be
changes to the original instructions in the Student able to combine your data with the data of other
Guide (either upon the advice of your teacher or on students if you are all performing the same
your own) be sure to identify them. Describe each experiment.
step with accurate, concise language so that
someone who has never performed the experiment
could repeat it. Be sure to include details about any

Part 3: Data (Tables and Graphs)

While doing the lab procedure, you collected data that connects two points on the graph provides a
on a data sheet or in your lab notebook. Your lab slope, which can have meaning as a rate of how
report should display that data using formal tables one variable changes relative to another. This slope
and graphs. Use the descriptions below to choose has a mathematical formula. These graphs can be
the right displays to make your data clear to the very helpful when looking at changes over time.
reader and reveal what is important about the data.
Pie Graphs: These graphs are used to show parts
Tables: Be sure to label each column and row in of a whole or percentages.
the headers. Quantitative data should include all
Scatterplots: These graphs show each pair (X, Y)
measurements and calculations, including correct
as a point in the coordinate plane. They differ from
SI units of measurement. Make sure units are
line graphs in that individual points are not
consistent and that you use an appropriate number
connected to each other with one line sequentially.
of significant figures. For data that is qualitative,
Instead the points express a trend. This trend can
describe the things you saw, heard, felt, or even
be calculated mathematically as a regression
smelled during the experiment. (See the sections
equation and correlation value that measures how
titled “Science Writing Style” and “Variables” for
closely the data follow the general trend.
more guidance.)

Bar Graphs: Use these graphs for comparison of In an inquiry lab, if the data is numerical, the X
two or more sets of conditions or categories (independent) and Y (dependent) variables
appear their usual places on the horizontal and
Histograms: Use this type of bar graph to show the
vertical axes, respectively.
frequency of ranges of values.

Line Graphs: Use these graphs to show change in

one variable as a second variable is changed.
Typically, the individual data points are plotted, and
then lines are added to show trends. A line segment

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 Lab Report Guide

Part 4: Analysis and Conclusion

Analysis Conclusion
The analysis portion of your lab report should The conclusion portion of your lab report should
describe the data and results in words. You should: explain your new understandings as a result of the
lab experiment. It should also address the question
 analyze and state the relationship between the
that originally led to the experiment.
independent and dependent variables describing
how the dependent variable reacted to the  Determine whether the hypothesis was
change in the independent variable. If you used a supported. First, restate your hypothesis. A
control, you should compare to the control. hypothesis is not an answer, so it cannot be
 explain all trends in the data, as well as any described as “correct” or “incorrect.” Avoid this
specific observations during the lab that were common error. Instead, state whether the
interesting. hypothesis was “supported” or “not supported” by
your results. Be sure to explain how and why you
 Describe specific data points that help explain the
have made that conclusion.
outcome of experiment
 Present and interpret statistics such as the range,  Identify possible sources of error. Scientific
variance, standard deviation, trend equation, or errors are factors that could have contributed to
correlation. the uncertainty in the outcome of your
experiment. Could measurements have been
 Interpret graphs with descriptions in words. more accurate? Could you have performed more
trials? Could environmental factors, such as the
Background Research
lab’s lighting or temperature, have had an effect?
Before you do an experiment, you usually have State these possible sources of error and analyze
prior knowledge about the topic—things you or estimate how much they may have affected
learned from reliable sources such as your teacher, your results.
books, online resources, doing experiments in the
Even if your hypothesis is not supported by the
past, etc. Sometimes, you may do a bit of this
results of the lab, you can still produce an excellent
research before performing an experiment, and
lab report as long as you show a thorough
sometimes, you may do additional research after
understanding of the scientific concepts. This is
the experiment, before you write the conclusion of
often where your results are linked to your
your lab report. Your teacher may provide specific
background research. You will explain your method,
guidance about what you should research, the type
findings, and suggest revisions for future
and number of sources you should use, when you
experiments. In this section, you should explain
should do the research, and how that research
applications of the experiment describing how these
should appear in your lab report. Your teacher may
findings or similar experiments could be used in the
also ask you to relate the experiment to another
real world to benefit society. Lastly, you may also
specific topic or context. Be sure to consider all of
include any additional related questions you may
these things as you write your analysis and
want to explore in the future.
conclusion.

In an inquiry lab, the analysis and conclusion

will focus on the relationship of X and Y.

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 Lab Report Guide

Tips for Using Your Student Guide and the Lab Lesson
Besides this guide, you can also use the lab lesson  The Student Guide usually provides tables for
and Student Guide. Here are some tips: you to use for collecting data. The data table in
your lab report can often replicate this format.
 Your lab report’s title should match the title of the
lab in the Student Guide and in the online lesson.  The Instruction phase of the lesson usually
includes tips from your on-screen teacher for
 Your purpose statement may be inspired by the
learning how to fill in and interpret the data.
purpose statement that appears at the top of the
first page of the Student Guide.  The Student Guide may also provide you specific
questions to consider as you analyze your
 Your lab question and hypothesis should be
results. Be sure to address them in the analysis
formulated during the Warm-up of the lab lesson.
and conclusion of in your lab report.
If you forgot what you wrote, you can revisit the
Warm-up and copy, paste, and proofread your  If you are struggling with the lab report, your
question and hypothesis. teacher has access to additional activities that will
help you reflect on your lab experience.
 The variables are generally listed in the header
of the student guide.

Lab Report Checklist

Pre-Lab Information Data—Tables and Graphs

 Did you title your lab report?  Did you organize all data in a clearly labeled table
and/or graph?
 Did you state the purpose of the experiment?
 Did you state the question you posed before the  Did you check that your data is accurate and
complete?
experiment?
 Did you restate the hypothesis (or prediction) you  Did you title any tables and graphs? Did you label
formulated before the experiment? rows, columns, axes, etc., and include units?

 Did you list all variables, labeling the independent Analysis and Conclusion
and dependent variables? Did you indicate any
 Did you interpret your data and graphs in the
constants or controls?
analysis, and not just restate your findings?
Materials and Procedure  Did you determine whether your data supported
or refuted the hypothesis?
 Did you make a list of materials? Including
quantities and SI units?  Did you describe possible sources of errors?
 Did you present the steps of the procedure as  Did you suggest ways to improve or further your
numbered list? Did you note any changes to the lab investigation?
original procedure?
Overall
 Did you make sure your writing was precise,
unbiased, and concise?
 Did you meet the content and format expectations
of your teacher?

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