Lab Report format -
Name _____________________
Problem statement –
□
Formulates a focused problem or research question (RQ) including IV & DV (independent variable and
Dependent variable).
a.
b.
Part 1 - Hypothesis statement –
□ Identify dependent Variable (DV) and includes units of measurement (must be
quantitative) e.g. cm, kg, sec.
□ A hypothesis is given linking the IV with the DV.
□ Statement is in an If, Then format
Score: 1 – 5 pts
Weak  strong
Materials your team used for experiment #1
□ All Apparatus/materials are identified and quantified
1 – 10 pts
List all possible variables.
□ Identify the control, independent variable, and testing/ dependent variable
□ Independent (changed) Variable (IV) identified including range of measurement (s) e.g.
5cm, 10cm, 15cm.
□ A list of all the key controlled and confounding variables, which may affect the DV.
1 – 10 pts
Part 1 - Procedure – include all steps and timelines for the experiment
□ The method is detailed, numbered and can be followed with no previous knowledge (eg
protocol, equipment, sample, numerical amounts, units of measurement).
□ Reference made to controlled table if all points are not referred to in the method.
□ It is clear how the IV will be changed and kept constant (only IV is changed).
□ It is clear how the data (DV) will be measured/collected along with a discussion on the
error of equipment e.g. cm (+-0.5cm).
□ It is clear how all the variables will be controlled/kept constant and how they may affect
the DV using numbers (same temperature i.e. 25oC) – links to validity/reliability.
□ Subjects/equipment are given time to equilibrate in new conditions before measuring
□ 3-5 treatments (ensure reliability/ allow for stats) for IV if manipulating variables/causeeffect i.e. 15oC, 20 oC, 25 oC, 30 oC (Correlation measures degree of relationship and IV is
not manipulated).
□ 3-5 trials for each variable.
Highly Encouraged
□ Diagram/photo is given to help show how variables are kept constant.
□ Identifies relevant qualitative data – must link to DV.
□ Use scientific knowledge to explain how each variable can affect the DV.
□ State relevant confounding variables
□ Error margin included in equipment list i.e. bpm (+-6 bpm).
1 out of 20 pts
Part 1 - Results: Raw Date - quantitative
information
□ Data is raw i.e. what has been measured
and not averages.
□ Table have full descriptive titles containing
both the dependent and independent
variables.
□ Must have units in IV and DV present and
correct.
□ Tables have headings and units (in column
heading).
□ Degree of precision is correct i.e 0.5cm.
□ All the data has the same number of
decimal places/significant figures and these
match the uncertainties.
□ If class data is pooled students own data is
identified in the table.
Encouraged
□ Pooled class data: own raw date presented
in first table, followed by pooled class data
in a second table (own data must be
highlighted).
□ Explain (underneath table) degree of error
and classify it as mechanical or human
error.
Put your raw data here:
Observations – what did you see? Qualitative
information
□
□
Relevant qualitative data is stated i.e.
specific anomalies observed /
modifications to process; other
observational results that cannot be
quantified but build understanding
Any anomalies that might have
impacted your results.
Explain what you saw happen here:
1 to 15 pts
Part 1 - Analysis: interpret your data, why do you think you got the data you got? Explain any
sources of error, or alterations that might have given you different results from the “norm”.
□
□
□
□
□
□
□
□
□
Raw data is averaged and attached to raw data table or presented separately in a concise
format.
Tables have full descriptive titles containing both the dependent and independent
variables.
Tables have headings and units (in column heading).
All the data has the same number of decimal places/significant figures as raw data.
If class data is pooled students own data is identified in the table.
Suitable processing has been carried out e.g.
 Mean
 % differences
Worked examples (ideally 2-3) of all calculations used in experiment
Processing (calculations) are correct.
Obvious anomalies to data are highlighted along with a justification if they are excluded
from calculations.
1 out of 10 pts
Work cited section – you will need to research to find out what people already know about your
topic, as well as some ideas of how to improve your experiment for the next time. This is a good
time to look for scientific vocabulary as well as learn more about your topic.
□ be sure to cite properly MLA,
□ alphabetize and leave spaces,
□ in parenthesis write what search words you used for each resource listed.
□ At least 3-5 sources.
1 out of 15 pts
Summarize your background research –
□ what did each article discuss that is relevant to your experiment. (include the vocabulary
that builds my knowledge about your topic)
□ What new things did you learn? Include this in a way that helps the reader understand
what is going to be tested in your lab activity.
□ Were there any other variables mentioned that you need to consider? Are there other
variables that you did not test that should be recognized, but were held in control in the
experiment.
□ at least a 3 sentence summary for each article to share what was important from the
research, how does it relate to the experiment, and what new info can now be used to
improve the experiment
Encouraged:
□ Put all of this information in a paragraph format which is complete and thorough and
educates the reader on important information that is going to be needed to understand
why your experiment was successful or not.
1 out of 25 pts
#2 trial - Hypothesis statement:
□ Identify dependent Variable (DV) and includes units of measurement (must be quantitative)
e.g. cm, kg, sec.
□ A hypothesis is given linking the IV with the DV.
□ Statement is in an If, Then format
Score: 1 – 5
pts
Weak  strong
Materials used – your team used for experiment #1
□ All Apparatus/materials are identified and quantified
(what and how much)
1 – 10 pts
Variables –list all and identify the control, independent and dependent variables
□ Identify the control, independent variable, and testing/ dependent variable
□ Independent (changed) Variable (IV) identified including range of measurement (s) e.g. 5cm,
10cm, 15cm.
□ A list of all the key controlled and confounding variables, which may affect the DV.
1 – 10 pts
Procedure #2: write in clear complete stepwise progression. Draw your experimental design or
insert a picture.
□ It is clear how the IV will be changed and kept constant (only IV is changed).
□ It is clear how the data (DV) will be measured/collected along with a discussion on the error
of equipment e.g. cm (+-0.5cm).
□ It is clear how all the variables will be controlled/kept constant and how they may affect the
DV using numbers (same temperature i.e. 25oC) – links to validity/reliability.
□ Subjects/equipment are given time to equilibrate in new conditions before measuring
□ 3-5 treatments (ensure reliability/ allow for stats) for IV if manipulating variables/causeeffect i.e. 15oC, 20 oC, 25 oC, 30 oC (Correlation measures degree of relationship and IV is not
manipulated).
□ 3-5 trials for each variable.
1out of 20 pts
Highly Encouraged
□ Use scientific knowledge to explain how each variable can affect the DV.
□ State relevant confounding variables
□ Error margin included in equipment list i.e. bpm (+-6 bpm).
Part 2 - Data – quantitative information
Observations – qualitative information
Part 2 - Analysis: interpret your data, why do you think you got the data you got? Explain any
sources of error, or alterations that might have given you different results from the “norm”.
□
□
□
□
□
□
□
□
□
Raw data is averaged and attached to raw data table or presented separately in a
concise format.
Tables have full descriptive titles containing both the dependent and independent
variables.
Tables have headings and units (in column heading).
All the data has the same number of decimal places/significant figures as raw data.
If class data is pooled students own data is identified in the table.
Suitable processing has been carried out e.g.
 Mean
 % differences
Worked examples (ideally 2-3) of all calculations used in experiment
Processing (calculations) are correct.
Obvious anomalies to data are highlighted along with a justification if they are excluded
from calculations.
1 to 15 pts
(proper location of
data in columns,
complete
information)
1 out of 15 pts
Part 2 - Processed Data Presentation: this is the place for graphs, charts or other diagrams. Any
Visuals that will show your results –
□ Correct graphs have been selected for processed data ie scatter plots, bar charts, line
graphs.
□ Processed data (averages) and not raw data is plotted on graph.
□ Graph has a fully descriptive title to match data tables.
□ Suitable scales are used for the axes.
□ Axes have labels & units.
□ Independent variable is on (x) axis and dependent data is on (y) axis (in general)
□ Error bars if used are accompanied by an explanation of what the values mean.
□ Legend/key included if relevant.
□ Scatter graphs plotted with ‘x’ only have a line of best fit if there is a correlation, if there
is no relationship no correlation is required.
Encouraged
□ Description of relationship written under each graph.
□ Error margin added on axis with relevant unit of data.
Attach graph or photos in this section
1 out of 15 pts
Conclusion:
□ Thesis statement: what your project was about, and why it is important.
□ Did your data agree with your hypothesis?
Discuss
□ Discuss trends in processed data/graphs using numbers.
□ Is your data valid? Were there problems that you think might mean your data is
incorrect.
□ Reference to qualitative data (observations) to explain trends or anomalies (if relevant).
Explain
□ Explanation of the ‘science’ to explain results (references are given for research on
background material).
□ How could you improve the experiment? What areas from the research could be used to
improve your experimental procedure?
Compare
□ Compare own results with literature values or other researchers in text books/journals
(referenced).
Encouraged
□ Hypothesis rejected/accepted.
□ Discussion on whether the research is valid and the measurement reliable.
□ Major weaknesses (aspect 2) are supported through discussion of trends/anomalies
1out of 15 pts
What did you as an individual do well during this experiment?
How has this lab helped you better understand science related to Meteorology?
What do you still want to know on this topic that was not covered in class or the lab activities?
Use the following scale to evaluate yourself during the experiment:
1) My work ethic and effort during the experimental phases
1 = not very motivated, and did not help much
3 = we all worked equally and shared the work
5 = I did all of the work, and my lab partners were not very motivated
2) Lab report writing effort:
1 = I put in minimal effort and hoped no one would notice
2 = I just filled in spaces and hoped it would be good enough.
3 = I did as much as I could, but did not understand how to do it all
4 = I tried to fill in everything, but there are some areas I still do not understand
5 = got it all, and put in a lot of time and effort