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SNC 1D Lab Report Outline
Title
Descriptive title including the independent and dependent variable (should look similar to the question)
 Under the title put your name, your partner(s) name(s)
 Date the experiment was done (when the observations were taken)
Question
A question that will be answered in the lab including the independent and dependent variable
 Include how the dependent variable will be measured
Hypothesis
Use the “If…then…because format
Should be a general prediction related to the question
 Expressed in terms of the independent variable and the dependent variable
Variables
Independent variable – What factor are you choosing to change in the experiment (include values and units)
 Dependent variable – What is going to be measured (include units and how it will be measured)
 Controlled variable(s) – What other factors could influence the results and are going to be kept constant (include
values and units)
Materials (if experiment is from textbook)
reference the textbook (correctly) if it is used for the investigation
eg. Refer to Inquiry Investigation 1-B, The Chemistry of Photosynthesis, ON Science9, Blake et al., 2009
list only changes made to the materials from those listed in the textbook
Materials (if experiment is not from textbook)
 Bulleted list of anything used in the experiment (include number used, units, and values)
 Fully labeled diagram of set-up (include a descriptive title starting with Figure 1:)
Procedure (if experiment is from textbook)
reference the textbook correctly if it is used for the investigation (see above example)
list only changes made to the method
Procedure (if experiment is not from textbook)
if method is original, state the steps using a series of numbered statements that describe exactly what was done to
obtain the observations
Observations
generally include both qualitative and quantitative observations
include units in the headings of the table
Tables are numbered and titled completely (should accurately describe what is included in the table) e.g. Table 1.
Followed by a descriptive title that includes all of the headings from the table
Diagrams are also numbered and titled completely like the tables except diagrams are called “figures” e.g. Fig. 2.
A complete title is included here too, after the number.
rulers must be used; all must be neatly done, detailed and easy to follow
do not include any inferences or assumptions, or processed data, even though the textbook often does in its tables!
Data Analysis and Interpretation (see example on reverse)
1. Sample calculation(s)
 averages, if calculated, or other calculated values are included in this section (only one sample of each
calculation)
2. Summary table(s)
 A table like the observation table that includes the variables and all of the calculated values (must include a
descriptive title starting with Table #: Descriptive title
3. Figure(s) – Graph(s)
Must include a descriptive title including the independent and dependent variable starting with Figure #:
 Dependent variable on the y-axis and independent variable on the x-axis with a trend line when available
4. Other
 may also describe trends seen in the observations
may include questions that are to be answered from the textbook; complete sentences are expected
Conclusion (see example on reverse)
Summarize what was done in the experiment and what was found
 State whether the hypothesis was supported or not
provide evidence for the conclusion using values from the summary table and graph
(i.e. As shown in figure 2 …)
written as a paragraph, grammatically correct
Evaluation (see example on reverse)
this section may not always be included; follow instructions from the teacher
suggest at least 1 experimental or design errors that affected the results
discuss how each affects the results and how to improve each (avoid discussion of human error)
Communication Mechanics
grammatically correct; spelling accurate, no personal pronouns (I, we, our, etc.)
all sections in the correct sequence as outlined in this handout; subheadings included and underlined
 Include a reference when available
Samples
Observations:
Table 1: The root length and qualitative observations for 3 bean seedlings grown in water and 3
bean seedlings grown in chemical extract for 48 hours.
Time
Control Extract
Experimental Extract
(hours)
Root Length(mm) Qualitative Observations Root Length(mm)
Qualitative Observations
0
24
48
Seed 1
Seed 2
Seed 3
0
1.4
0
1.2
0
1.0
Seed 1
Seed 2
Seed 3
Seed 1
Seed 2
Seed 3
0
0.1
0
0.4
0
0.3
Seed 1
Seed 2
Analysis:
Sample Calculation of average growth of bean plant after 24 hours in water.
Root length average = (Seed 1+ Seed 2+ Seed 3)3
= (1.4 mm+ 1.2 mm + 1.0 mm) 3
= 1.2 mm
Table 2: The average root length for 3 bean seedlings grown in water and 3 bean seedlings grown
in chemical extract for 48 hours.
Time
Control Extract
Experimental Extract
(hours)
Average Root Length (mm)
Average Root Length (mm)
0
0
0
24
1.2
0.3
48
2.0
0.9
Average Root Length
(mm)
Figure 2: Average root length for bean seedlings
grown in water or extract for 48 hours
2.5
2
Control
1.5
Extract
Linear (Extract)
1
Log. (Control)
0.5
0
0
24
48
Time (hours)
Sample Conclusion
In the experiment 3 bean seedlings were grown over 48 hours in water and 3 bean seedlings were
grown over 48 hours in chemical extract and it was concluded that the experimental extract was
an inhibitor of plant growth. The bean seedlings grew more in root length after exposure to the
experimental extract condition. . The hypothesis was supported by the evidence gathered as
shown in table 2 after 48 hours the bean seedlings in water grew to be an average of 2.0 mm
while the bean seedlings in extract grew to be an average of 0.9 mm.
Sample Experimental Error
One flaw in this lab is in the way the measurements were taken. Due to the fact that the roots do
not grow in a straight line, the ruler was an inappropriate tool for getting consistent and precise
measurements. As a result of using a ruler the lengths would be measured to be smaller than they
actually were, lowering the average results. Using a thread cut to the length of each root and then
measured on the ruler would improve the confidence in the data.
Seed 3