FORMAL LAB REPORT FORMAT
KEEP FOR WHOLE YEAR
Name:
(Lab partners, if applicable)
Date:
Period:
Title and heading descriptive of lab – could even be investigative question (2 pts.)
Title should be descriptive enough that by glancing at it someone would have a basic idea of what your investigation is concerning.
Purpose:
3 The scientific question is stated and the scientific concept is clearly and completely stated using scientific vocabulary with
detailed explanation as to why this investigative process should answer the question. This is the section to include background
research and to explain the reasoning for the hypothesis. When appropriate this section should also be used to describe why the
experimenter has interest or has chosen this purpose/question.
2 Scientific concept is adequately stated using some scientific vocabulary with adequate explanation as to why this investigative
process should answer the question.
1 Scientific concept and explanation is poorly stated, minimal scientific vocabulary used.
0 Scientific concept or explanation is missing or incorrect. Scientific vocabulary is not used.
Hypothesis and Variables:
3 The hypothesis is stated clearly and completely. Reasoning is clear. Clear identification of independent , dependent, and controlled
variables, ideally in separate subheading (when appropriate). NO PERSONAL PRONOUNS.
2 The hypothesis is stated adequately. Adequate identification of independent and dependent variables and controlled variables.
Reasoning shown (If..then..because)
1 The hypothesis is poorly stated. Poor identification of independent and dependent variables and controlled variables. No reason
given.
0 The hypothesis is very limited or missing altogether. Incorrect or missing independent and dependent variables and constants.
Investigative Design:
3 The experimental design matches the stated problem. Variables are held constant. The procedures (including safety) are clear,
complete, detailed, and replicable.
2 The experimental design generally matches the stated problem. Attempt at holding variables constant is made. The procedures
need minor modifications or clarification. An experimental control is included when appropriate.
1 The experimental design matches the stated problem to some extent. Little attempt made to hold variables constant. Procedures are
incomplete. Major modifications required.
0 The experimental design does not match the stated problem, is very incomplete or missing. There is no attempt to hold variables
constant.
Data Presentation:
5 Data are well organized and presented in an appropriate manner. Significant figures are used appropriately in calculations. Charts
and graphs are labeled and explained clearly, with all units and quantities included (STUNT Graphing methods followed – See
back). Sample calculations included (if necessary).
3 Data are organized and presented in an appropriate manner. Minor errors or omissions may be present.
1 Data are poorly organized or presented in an inappropriate manner (wrong type of chart or graph)
0 Data is missing
Conclusions:
6 Conclusions are fully supported by data and address the hypothesis and question. Language concerns hypothesis being supported
or refuted by data. Reliability of data and validity of conclusions are thoroughly discussed (Error Analysis may be included in
separate subheading, if appropriate). NO PERSONAL PRONOUNS.
4 Conclusions are generally supported by data and address the hypothesis and question. Minor errors in interpretation of results may
be present. Discussion of reliability and validity is limited.
2 Conclusions are supported by data and address the hypothesis and question to a limited extent. Major errors in interpretation of
results. Little to no discussion of reliability of the data or validity of conclusions.
0 Conclusions are not supported by data or missing.
Presentation:
3 Ink/Word processed, Format, Neatness, Grammar & Spelling are excellent
2 One of the above is missing
1 Two of the above are missing.
0 SLOPPY – unacceptable. Redo may be required for grading.
STUNT Graphing expectations
S – Scale (appropriate and fits data to entire area of graph)
T – Type (appropriate type of graph for data – pie chart, bar graph, or scatter plot)
U – Units (both axis labeled with quantity and units)
MIX & DRY – manipulated/independent variable on x-axis; dependent/responding variable on y-axis
N – Neat and Clear (Colors, regression statistics and lines included, if necessary)
T – Title and Key (Easy to see distinction between data sets and understand graph)
Peer reviewer
name ______
2 1 0
3 2 1 0
3
2
1
0
3
2
1
0
5
3
1
0
6
4
2
0
3
2
1
0
Criteria
Teacher
Title/heading descriptive of experiment
Purpose
 Question stated (if applicable)
 Explain the concept using scientific vocabulary
 Background research, concepts, and/or reasoning for hypothesis explained
Hypothesis & Variables
 If…then…because…
 Identify independent, dependent, and controlled variables
 No personal pronouns used
Investigative Design
 Design matches problem
 Controlled variables are indeed controlled
 Safety
 Complete & detailed
 Experimental control described thoroughly (if needed)
Data Presentation
 Clearly labeled chart, graph, and/or table with quantities and units (STUNT graph)
 Sample calculations included (if necessary)
 Data matches question and hypothesis
 Sig Figs used correctly in data recording and calculations
Conclusion
 Conclusive statements are supported by DATA (usually several data points)
 Address the hypotheses and question (verified or refuted, NOT “proved” or “disproved”)
 Discuss reliability and validity (could be in separate error analysis sub-heading)
 No personal pronouns used and language is appropriate for the lab
 Evidence that data is understood, thought about, and connected to purpose/question.
Presentation
 Format
 Neat
 Grammar & spelling
Total out of 25
2
3
1
2
0
1
0
3
2
1
0
3
2
1
0
5
3
1
0
6
4
2
0
3
2
1
0
General guidelines for analyzing lab reports in conclusions (good things to think about)
1.
Start with a statement that relates to the hypothesis and/or question. For example: “The data support the
hypothesis” or “The data were not sufficiently clear to answer our question” or “The hypothesis is not supported by
the data.”
2.
Direct the reader to data in table or graph to support the thesis statement (above).
3.
Delve deeper into the data to explain what the data DO and DO NOT say, again, directing the reader to the data to
support each statement. There should be evidence of THINKING through and UNDERSTANDING data.
4.
Pose questions that are presented by the data. And suggest how these questions might be answered.
5.
Demonstrate the degree of confidence in explanatory statements by using terms (instead of statistics). For example,
“The data provide compelling evidence” or “these data strongly suggest” or “these data might suggest” or “the data
do not reveal a relationship.”
From Brian Wright:
Data: This is where you organize your data. Data can take the form of observations, which are
qualitative, and measurements, which are quantitative. In all labs I expect a qualitative
observation section and in many labs a quantitative data section. Any time you make a table you
are required to use a straight edge. All labels and units as well as significant figures must be used
when making observations.
Calculations: Any time you do any mathematical operations with data you must include it in your
calculations section, even if it is a simple adding or subtracting problem. It is very important to show
every step. Show the correct units and make sure to use significant figures. Remember: do not round
until the end, just keep track of the sig figs as you go. You must show all work that you do and must
keep track of units, labels and sig figs. Label each calculation so that it is very clear as to which part of
the lab the calculation is relevant.
Results: This is where you can report the objective consequences of your experiment. You can report
what happened. This is not where you interpret what anything means. Your results should
somehow reflect the intentions stated in your purpose. Any time you manipulate data using
mathematical operations you get an answer. These are your results. Report what your
calculations equal. This is not a section for you to report what the data means or what the results
imply. It is just a place for you to present the facts.
Discussion: In every lab report I expect the following issues to be discussed:
 Make a statement regarding how the data, observations and results relate to the stated purpose of
the lab. And whether the results supported or refuted the stated hypothesis (do not write “it was
proved…”)
 What went wrong and what effect might those errors have in your results? I am looking for a well
thought out treatment of how the data may be flawed, and what specific effect this would have on
the results.
 Compare your results with known values or theoretical values. Then determine the % error
between the known value and the experimental value.
 What could be done differently to improve the validity of the experimental results?
 What are appropriate follow up experiments?
Guidelines to Scientific Writing
The general purpose of any scientific paper is to report what happened in enough detail that other
people can read your work, follow what you did, and understand your results. It needs to be clear and
concise.
When writing for a science class (at least Mr. Wright’s) please use the following style conventions.
 Write in the past tense.
 Leave out any affective comments regarding how you feel about the experiment or your work.
 People do not do things in science, things happen. Except in an extraordinary circumstance leave
out I, you, we, he, she, it.
 Be clear and concise.
 Make as few assumptions as possible.
 Write using the objective voice. Avoid using colloquialisms.
 Your grade depends on presentation. Be very neat, use rulers, use pens, and if you make a mistake
put a single line through the mistake instead of scribbling all over it.
 Never destroy your data or work; never tear out pages.



Take your time; create something you can be proud of. Do it right the first time.
Make statements that you can support with experimental evidence.
Use a tentative voice in your writing.