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After experiments are completed, researchers attempt to persuade others to accept or reject their hypotheses by presenting the data and their interpretations. Laboratory reports are written to describe and analyze a laboratory experiment that explores a scientific concept. They are typically assigned to enable you to: Conduct scientific research; Formulate a hypothesis(es) about a particular stimulus, event, and/or behavior; Review relevant literature to justify your hypothesis; Allow someone to replicate your study by providing precise details; Apply statistics to test your hypothesis; Explore theoretical explanations; Evaluate research objectively and methodically; Communicate concisely and precisely. The laboratory report or the scientific paper is the vehicle of persuasion. Regardless of variations the goal of laboratory reports remains the same: document your findings and communicate their significance. The purpose of the laboratory report is to convey information about what you have accomplished during your experiment, just as it would if you were in a laboratory after graduation. The laboratory report is your opportunity to show the laboratory instructor what you have learned. It's your opportunity to show that you understand what is going on in the experiment, which is really the most important part of doing it. In addition, it is actually very good practices for getting across your thoughts about the science you is doing in a manner that the reader can understand. Not all laboratory work requires a report. In fact, at times you may conduct an experiment and only document the numerical results. Other times, you'll elaborate on the experiment's details by formally presenting the procedures you followed and the equipment you used. Another type of laboratory report is a project report. A project report is similar to a laboratory report in that they both present data. However, the difference between the two is often the amount of information conveyed. Project reports usually document more than results. Always check with your instructor to know what type of report you are required to write and what information you should include. Laboratory reports typically cover a more narrow scope than project reports. For example, you may be asked to report only the answers to equations or a specific experiment's results. Laboratory reports, like their name, report work completed in a laboratory. The format of a laboratory report may be as simple as filling in blank lines on a worksheet or as complex as writing a full report with an abstract, procedures section, results section, summaries, and conclusions. Laboratory reports usually don't include references; however, as a student, you may refer to information from your textbook and lectures for some reports. Project reports typically cover a broader scope than laboratory reports. In other words, this type of report presents a wider understanding of a specific topic. For example, instead of reporting only the resulting numbers of an experiment, a project report might supply background information or alternate solutions to a problem. Further, a project report does not necessarily document an experiment's results. It may describe a design or concept instead. Because project reports provide a "bigger picture," they usually include references.
A good laboratory report does much more than presenting of the data; it shows the comprehension of the writer with regard to the concepts behind the data. Merely recording the expected and observed results is not sufficient! The most frequent complaint about laboratory reports is based on the perception that an excessive amount of time is needed for the preparation of laboratory reports, and that the return on this investment of time is not proportional. In fact, however, students who are able to report on their laboratory work in clear, organized reports receive higher grades than those who cannot. While report writing can indeed be time-intensive, the time is well spent because it provides students with the opportunity to develop or improve a skill that will be extremely valuable in their future careers. A number of strategies can be deployed to lessen the time spent writing reports. Many frustrations and problems related to report writing can be minimized by proper planning. It is essential that you schedule their weekly activities to allow enough time to write laboratory reports. The time required to complete a report varies for each individual. As you become more proficient, the time required decreases. We are giving below some tips in doing your laboratory reports.
PRE-LABORATORY REPORT: I. Introduction: The introduction discusses the problem being studied and the relevant theory. Ideally, it would take up about 4-5 sentences. The main idea here is to give the reader an idea of what you are going to do in a short paragraph. There are different styles to do this. You should try to write it in your own words, rather than paraphrasing or quoting the laboratory manual (but if you have to, be sure to include the appropriate references). It's always a good idea to read the entire experiment in the manual before you begin your introduction. I suggest the following: 1) Background sentences: state why you want to do the experiment, why is it relevant, what other kinds of similar experiments have been done in the past. 2) Goal: In one sentence, state what you are going to do in the experiment and what you hope to find. This is probably the most important part of the introduction. You should also list explicitly any main chemicals with which you are dealing (vinegar, aspirin, NaOH) and any techniques you will be utilizing (titration, recrystallization, spectrophotometry, etc.). For example, "In this experiment, we will determine the buffer capacity of a weak acid buffer of acetic acid / acetate ion by titration with both a strong acid, HCl, and a strong base, NaOH." 3) Other procedures or theory: If you need to elaborate on some of the techniques you stated in your goal (or couldn't state in your goal), you can write a couple more sentences about them afterwards. Or you can add anything else that you might think is relevant, like additional major procedural steps you will take. Keep it short! II. Procedural Flowchart: This part of the pre-laboratory should take no more than one page. A good flowchart should give a reader an immediate idea of what's need to be done in the laboratory except in a less detailed format. Think of a flowchart as a "road map" of the experiment. It gives a reader a "pictorial" representation of the experimental procedure. In general there are two major steps when constructing the flowchart. First, read the experimental procedure carefully. Second, rewrite the procedures in a flowchart format. Keep in mind that the flowchart should be brief and cover all the steps in a simple and easy to follow manner. There should be no complicated sentences or paragraphs in the flowchart. You will have to do a lot of rewriting in order to simplify the procedures into a flowchart format. This is exactly why we want you to do it. This gives you a chance to THINK about what you read and how to rewrite it in a way that can be implemented into a flowchart. Always remember to reference where the experimental procedures are coming from in the pre-laboratory report. Please DO NOT simply copy the entire procedure (or majority of the procedure) and make it looks like a flowchart.
IN-LABORATORY RESPONSIBILITY: I. Data-taking: Always write in pen. You can't really erase anything, anyway, because of the carbon paper below it. White-out is a big no-no, too. Always record data directly into your laboratory notebook. I know some people like to be neat, and have nice formatting and all that, but it's more important to make sure you record all of the data immediately in case you forget what you wanted to say later or you forget to copy other data into your notebook. Never scratch something out completely. Yeah, nobody's perfect and of course also nobody wants to be reminded of that, but you may discover that you were right in the first place, and now you wish you could read what you wrote before. Also, if you make a mistake it's a good idea to keep a record if it so you (or someone else trying to do your experiment) can remember to not make the same mistake twice. II. Observations: In addition to writing down all those numbers (data), you should keep an eye (nose, ear, etc.) on what is actually happening in the experiment. If you add one thing to another and it evolves a gas, gets hot or cold, changes color or odor, precipitates a solid, reacts really quickly or slowly, or anything noticeable, you should write down that observation in your laboratory notebook. Other things to consider including are: make and type of any machine you are using, concentrations of all the standards you used, and etc. One of the reasons you are doing this goes back to what I said about mistakes earlier. An experiment is exactly that: an experiment. If it turns out that you get an unexpected result, you can go back and trace your observations to see where the error occurred. If you don't have any observations, this is really hard to do. The bottom line: write what you do and do what you write.
POST-LABORATORY REPORT: I. Data again? Recopy your data from the in-laboratory here in a nice neat format (tables are usually nice and neat). This is your chance to organize it into a more readable form now that you are done with the experiment and impress the TA with your organizational skills. II. Calculations: It's a good idea to write out all the formulas you use in your calculations. Personally, I like to work through the problem using just the formula, and then plug in the numbers at the end to get my final answer. Also, show all of your work. One more point is to be sure to include the units when you are doing a calculation, and don't drop the units halfway through the calculation. This is actually a pretty powerful tool because if your answer has the wrong units you know you must have made an error somewhere along the way. Conversely, if your answer has the correct units, you could still be wrong, but at least you are on the right track (and probably much of the time your answer is correct, too!) You can even do the calculation using just units and no numbers and see if the units cancel out in the right way to test if you method is good (this is called dimensional analysis). III. Conclusion: The conclusion is a lot like the introduction except, instead of a summary of what you are going to do; it's a summary of what you did. The reason you have a conclusion is because your laboratory report might be long and the reader may not remember all the important points that you stated. Also, it gives you a chance to explain anything that might have gone wrong or could be improved, as well as propose future experiments. Like the introduction, it should be short and to the point. Again, these are only our suggestions, but here's what I think you should always include: What you did: Reiterate your procedures briefly (including any changes you made). What you found: Restate any results that you may have calculated (with errors if applicable). You don't need to include the raw data, but if you calculated an average over several trials, state the average (not each trial). Usually you want to report the results as x +/- y (like 2.345 +/- 0.003), where y is the absolute error in x. Another option, if you calculated the relative error, is x +/- z% (like 2.345 +/- 0.5%), where z is the relative error. What you think: What do your results mean? Are they good? Bad? Why or why not? Basically, comment on the results. If your experimental error (RAD, RSD) is small or large compared to the inherent error (the error in the standards and equipment used), comment on what this means, too. Errors: Speculate on possible sources of error.
Science professionals write several different kinds of laboratory reports. Laboratory reports may be classified according to whether they are complete reports on a project, short reports on one or more tests, or short reports on one or more techniques. The laboratory report should always be written for the convenience of the reader. Thus, for example, each section of the report should be headlined and the sections should be arranged in an appropriate, easily-understood sequence. In the context of the purpose for which it is written, the laboratory report serves to describe what you did during the laboratory session, how you manipulated the raw data, and what you conclude as a result. While it may seem logical to you to write a report in a chronological or historical sequence, such an approach is not the most useful for your readers, who would find such a report difficult to scan for the items of interest. Think of the document as a performance document, i.e., proof that you understand what you did and that you can apply it in practical situations. The form, length, content and emphasis are determined by the purpose of the report and the intended audience[s]. However, the structure of all reports is similar, and includes sections that describe objectives, methods and procedure, results and conclusions. We are giving here a general format for laboratory reports that you can adapt as needed. Typical components of the report include: Title Page; Abstract; Introduction; Methods and Materials (or Equipment); Experimental Procedure; Results; Discussion; Conclusion; References; Appendices; Further Reading. 1) The Title Page needs to contain the name of the experiment, the names of laboratory partners, and the date. Titles should be straightforward, informative, and less than ten words (i.e. Not "Laboratory #4" but "Laboratory #4: Sample Analysis using the Debye-Sherrer Method"). 2) The Abstract summarizes four essential aspects of the report: the purpose of the experiment (sometimes expressed as the purpose of the report), key findings, significance and major conclusions. The abstract often also includes a brief reference to theory or methodology. The information should clearly enable readers to decide whether they need to read your whole report. The abstract can be one paragraph of 100-200 words as per requirement (the sample below given is 191 words). Sample Abstract: This experiment examined the effect of line orientation and arrowhead angle on a subject's ability to perceive line length, thereby testing the Müller-Lyer illusion. The Müller-Lyer illusion is the classic visual illustration of the effect of the surrounding on the perceived length of a line. The test was to determine the point of subjective equality by having subjects adjust line segments to equal the length of a standard line. Twenty-three subjects were tested in a repeated measures design with four different arrowhead angles and four line orientations. Each condition was tested in six randomized trials. The lines to be adjusted were tipped with outward pointing arrows of varying degrees of pointedness, whereas the standard lines had inward pointing arrows of the same degree. Results showed that line lengths were overestimated in all cases. The size of error increased with decreasing arrowhead angles. For line orientation, overestimation was greatest when the lines were horizontal. This last is contrary to our expectations. Further, the two factors functioned independently in their effects on subjects' point of subjective equality. These results have important implications for human factors design applications such as graphical display interfaces. 3) The introduction is more narrowly focused than the abstract. It states the objective of the experiment and provides the reader with background to the experiment. State the topic of your report clearly and concisely, in one or two sentences: Example: The purpose of this experiment was to identify the specific element in a metal powder sample by determining its crystal structure and atomic radius. These were determined using the Debye-Sherrer (powder camera) method of X-ray diffraction. A good introduction also provides whatever background theory, previous research, or formulas the reader needs to know. Usually, an instructor does not want you to repeat the laboratory manual, but to show your own comprehension of the problem. For example, the introduction that followed the example above might describe the Debye-Sherrer method, and explain that from the diffraction angles the crystal structure can be found by applying Bragg's law. If the amount of introductory material seems to be a lot, consider adding subheadings such as: Theoretical Principles or Background. 4) Methods and Materials (or Equipment) can usually be a simple list, but make sure it is accurate and complete. In some cases, you can simply direct the reader to a laboratory manual or standard procedure: "Equipment was set up as in CHE 276 manual." 5) Experimental Procedure describes the process in chronological order. Using clear paragraph structure, explain all steps in the order they actually happened, not as they were supposed to happen. If your professor says you can simply state that you followed the procedure in the manual, be sure you still document occasions when you did not follow that exactly (e.g. "At step 4 we performed four repetitions instead of three, and ignored the data from the second repetition"). If you've done it right, another researcher should be able to duplicate your experiment. 6) Results are usually dominated by calculations, tables and figures; however, you still need to state all significant results explicitly in verbal form, for example: Using the calculated lattice parameter gives, then, R = 0.1244nm. Graphics need to be clear, easily read, and well labeled (e.g. Figure 1: Input Frequency and Capacitor Value). An important strategy for making your results effective is to draw the reader's attention to them with a sentence or two, so the reader has a focus when reading the graph. In most cases, providing a sample calculation is sufficient in the report. Leave the remainder in an appendix. Likewise, your raw data can be placed in an appendix. Refer to appendices as necessary, pointing out trends and identifying special features. 7) Discussion is the most important part of your report, because here, you show that you understand the experiment beyond the simple level of completing it. Explain. Analyze. Interpret. Some people like to think of this as the "subjective" part of the report. By that, they mean this is what is not readily observable. This part of the laboratory focuses on a question of understanding "What is the significance or meaning of the results?" To answer this question, use both aspects of discussion: More particularly, focus your discussion with strategies like these: Compare expected results with those obtained: If there were differences, how can you account for them? Saying "human error" implies you're incompetent. Be specific; for example, the instruments could not measure precisely, the sample was not pure or was contaminated, or calculated values did not take account of friction. Analyze experimental error: Was it avoidable? Was it a result of equipment? If an experiment was within the tolerances, you can still account for the difference from the ideal. If the flaws result from the experimental design explain how the design might be improved. Explain your results in terms of theoretical issues: Often laboratories are intended to illustrate important physical laws, such as Kirchhoff's voltage law, or the Müller-Lyer illusion. Usually you will have discussed these in the introduction. In this section move from the results to the theory. How well has the theory been illustrated? Relate results to your experimental objective(s): If you set out to identify an unknown metal by finding its lattice parameter and its atomic structure, you'd better know the metal and its attributes. Compare your results to similar investigations: In some cases, it is legitimate to compare outcomes with classmates, not to change your answer, but to look for any anomalies between the groups and discuss those. Analyze the strengths and limitations of your experimental design: This is particularly useful if you designed the thing you're testing (e.g. a circuit). 8) Conclusion can be very short in most laboratories. Simply state what you know now for sure, as a result of the laboratory: Example: The Debye-Sherrer method identified the sample material as nickel due to the measured crystal structure (fcc) and atomic radius (approximately 0.124nm). Notice that, after the material is identified in the example above, the writer provides a justification. We know it is nickel because of its structure and size. This makes a sound and sufficient conclusion. Generally, this is enough; however, the conclusion might also be a place to discuss weaknesses of experimental design, what future work needs to be done to extend your conclusions or what the implications of your conclusion are. 9. References include your laboratory manual and any outside reading you have done. 10) Appendices typically include such elements as raw data, calculations, graphs pictures or tables that have not been included in the report itself. Each kind of item should be contained in a separate appendix. Make sure you refer to each appendix at least once in your report. For example, the results section might begin by noting: "Micrographs printed from the Scanning Electron Microscope are contained in Appendix A."
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