Lab Reports for Grade 11 and 12 Chemistry - Mc Guckin Science
| |Lab Reports for Grade 11 and 12 Chemistry
| |A good lab report does more than present data; it demonstrates the student's comprehension of the concepts behind the data.| |
| |You need to organize your ideas carefully and express them coherently. | |
| |The Title needs to contain the name of the experiment and the date. Titles should be straightforward, informative, and less| |
| |than ten words (i.e. Not "Lab #4" but "Lab #4: Sample Analysis using a titration of dilute HCl"). | |
| |The Abstract summarizes four essential aspects of the report: the purpose of the experiment, 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 should be one paragraph of about| |
| |100 words. Indent on both sides and use italics. | |
| |The Purpose or Question states the main goal or reason for the experiment. | |
| |The Hypothesis gives your predicted outcome of the experiment | |
| |Materials can usually be a vertical list or lists (not numbered.) Make sure it is accurate and complete. | |
| |Procedure describes the process in chronological order, in numbered steps. Use the past tense passive: “The beaker was | |
| |heated.” | |
| |Results are usually dominated by calculations, tables and figures. Graphics need to be clear, easily read, and labelled. | |
| |Report all values to the correct number of significant digits and report all of the units. | |
| |Sample Calculations gives the detailed mathematical calculations performed in your results section. Report all values to | |
| |the correct number of significant digits and report all of the units. | |
| |Reaction Equations give the balanced chemical reaction of all reactions in the experiment. | |
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| |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. It is a chance for analysis and interpretation: | |
| |What do the results indicate clearly? What have you found? | |
| |Explain how you know what you know and why you are certain. | |
| |What important physical laws or theories have been shown here? How well has the theory been illustrated? Show your | |
| |understanding of the principles the experiment. | |
| |What ambiguities exist? What questions might we raise? Find logical explanations for problems in the data: | |
| |What is the significance of the results? How is this information applied to industry or everyday life? | |
| |Analyze experimental error and analyze the strengths and limitations of your experimental design. Was it avoidable? Was it| |
| |a result of equipment? If the flaws result from the experimental design, explain how the design might be improved. Do not| |
| |say "human error" or “We didn’t do it carefully.” Think of reasons why it was difficult or impossible to be more precise | |
| |based on the equipment and design of the experiment. Think of variables that you were unable to account for or control. | |
| |Was the experiment a FAIR TEST in terms of objective observation, one variable tested at a time and repetition? | |
| |Compare your results to expected results and compare it to similar investigations and accepted values. 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. If there were differences, how can you account for them? | |
| |Conclusion can be very short. Simply state what you know now for sure, as a result of the lab: | |
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| |References include your text book and any outside reading you have done. Use APA style. | |
This handout was adapted from information found below:
Laboratory Reports. (2002). Toronto: University of Toronto, Engineering Communication Centre. Retrieved August 20, 2010, .
Lab report Evaluation
| |Excellent |Good |Satisfactory |Needs Improvement |
|Style and Components |All required elements are|All required elements|One required element is |Several required |
| |present and additional |are present. A few |missing, but additional |elements are missing. |
| |elements that add to the |errors in spelling, |elements that add to the |Several errors in |
| |report (e.g., thoughtful |punctuation and |report (e.g., thoughtful |spelling, punctuation |
| |comments, graphics) have |grammar. |comments, graphics) have |and grammar. |
| |been added. No errors in | |been added. Several | |
| |spelling, punctuation and| |errors in spelling, | |
| |grammar. | |punctuation and grammar. | |
|Results, calculations and Equations |Data is displayed very |Data is displayed |Data is displayed |Data is not displayed |
| |clearly, labelled and |clearly, labelled and|somewhat clearly, |clearly, labelled and |
| |calculations are done |calculations are done|labelled and calculations|calculations are done |
| |with the correct |with the correct |are done with the correct|with the correct |
| |significant digits and |significant digits |significant digits and |significant digits and |
| |units. |and units. |units. |units. |
| |Equations are balanced |Equations are |Equations have a few |Equations are not |
| |and correct and detailed |balanced and correct.|mistakes or are not |balanced or have many |
| | | |balanced. |mistakes. |
|Discussion |Report illustrates an |Report illustrates an|Report illustrates a |Report illustrates |
| |accurate and thorough |accurate |limited understanding of |inaccurate |
| |understanding of |understanding of most|scientific concepts |understanding of |
| |scientific concepts |scientific concepts |underlying the lab. |scientific concepts |
| |underlying the lab. |underlying the lab. |Limited analysis and |underlying the lab. |
| |Complete and thorough |Complete analysis and|interpretation of the |Weak analysis and |
| |analysis and |interpretation of the|experiment. Application,|interpretation of the |
| |interpretation of the |experiment. |error and limitations are|experiment. |
| |experiment. Application,|Application, error |somewhat explained |Application, error and |
| |error and limitations are|and limitations are |A few background sources |limitations are not |
| |carefully explained |explained. |are used / not cited |carefully explained. |
| |Several reputable |A few reputable |correctly/ not reputable |No background sources |
| |background sources were |background sources |sources. |or incorrect citations.|
| |used and cited correctly.|are used and cited | | |
| | |correctly. | | |
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