Lab Reports in a Physics Classroom

In typical high-school science classrooms, hands-on lab activities provide students with opportunities to make connections between theoretical concepts and real world situations, develop questions regarding the application and function of those concepts, and apply scientific principles of inquiry as they seek out answers.

Lab experiments – both “recipe” labs in which procedures are provided and self-directed inquiry-based actives – address the common Stream A of the Ontario Curriculum for all science courses; Overall Expectations for this stream (taken from Grade 11 University Preparation Physics) are as follows:

• A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);
• A2. identify and describe careers and Canadian contributions related to the fields of science under study.

Lab reports, which follow similar conventions across all scientific disciplines, are the primary formal method by which students convey information and results obtained through any lab activity. The composition of these reports addresses each of the major elements and skills demanded by Overall Expectation A1, as Students initiate and plan a scientific inquiry, execute the lab activity while collecting and recording data in accordance with the laboratory etiquette and conventions, analyze the data that they have collected through a variety of written, graphical, and mathematical means, and then report – i.e. communicate – the results that they have obtained and the conclusion that they have reached with reference to experimental data. Such reports consist of several distinct, titled sections:

1. Title: A clear and straightforward reflection of the content of the report.
2. Abstract: A brief summary of the experiment, its objectives, results, and conclusions.
3. Introduction: A statement that explains the physical principles or theory that relate to the experiment that the student has undertaken, possibly involving a review of, or reference to, scientific literature, that addresses the reasons and purposes for the experiment.
4. Objective(s)/Hypothesis: A concise statement of the purpose of the experiment or the expectations for its outcome. Often included in the introduction.
5. Theory (If there is no introduction): A presentation of the physics that is associated with the experiment, including derivations of equations, theoretical predictions for the experiment to be carried out, and an explanation of the the physical principles that the experiment is designed to test.
6. Procedure/Methods: A clear and concise set of instructions that detail the steps by which the experiment was performed.
7. Data: A representation of raw experimental data, generally tabulated, that often includes estimated uncertainties.
8. (Data) Analysis: An analysis of the experimental data in light of your objectives/hypothesis and theoretical principles. This section includes graphical representations and interpretations of data.
9. Results/Discussion: A discussion of the lab's results that emphasizes interpretation and the relation of experimental data to theory. The results section may replace both the data and analysis components, reflecting the same information.
10. Conclusion: A concise response to the experiment's objectives with reference to results.

Convention dictates that the lab report should be written in the passive voice and the third person in order to create an air of impartiality and detachment.

As noted above, some variance exists in the lab report formats employed in different institutions: many teachers or schools eliminate the “Materials and Methods” section, especially if the report reflects on the results of a “recipe lab,” or term it the “Procedure;” others forgo an “Introduction” or replace it with an internal “Theory” component that serves much the same purpose. Recipe labs generally have as their objective the confirmation of a pre-established theory, while inquiry activities designed to address questions to which students do not have an answer may require a “Hypothesis” section. If students know their goal – determine the coefficient of static friction of a textbook and a calculator, for instance – they may list that as their objective and develop an associated procedure or method to achieve the objective that they have set.

In order to teach students the conventions of the lab report format, I would rely heavily on the use of exemplars. Together with students, I would generate a set of observations as my class explores a mentor text. After providing students with a checklist, I would then ask them to assess a variety of exemplars that reflect levels 1, 2, 3, and 4 quality, having them identify strengths, flaws, and areas for improvement. Student groups would then grade the exemplars based on achievement chart levels.

A number of useful strategies are available at the NCSU website, including the following outline:

http://www.ncsu.edu/labwrite/instructors/intro_teachinglwr.htm#introlabreports

Introduction to Lab Reports (for those without access to ppt)

1. Brainstorm with your students what they think the purpose of a lab report is.
   
2. After discussing the purpose, ask students to list and describe the parts of a lab report. You may use the “Parts of a Lab Report” overhead and/or the handout during this discussion.
   
3. Have students brainstorm the differences between a lab report and a scientific journal article. Click the following link to show them a sample journal article, http://www.journals.uchicago.edu/AJHG/journal/issues/v66n6/991447/991447.html or find one of your own. Use “A Comparison of the Scientific Article and the Lab Report” as an overhead or handout during this discussion.
   
4. Pass out a sample lab report and “Guide for Analyzing a Laboratory Report” handout.
   
5. Put students into groups and either assign each group analyze one part of the lab report, or have each group analyze the entire lab report.
   
6. Have an open discussion where groups share what they learned during this activity.
   

Handouts you’ll need:

1. OVERHEAD/HANDOUT: Parts of a Lab Report with Brief Descriptions
   
2. OVERHEAD/HANDOUT: A Comparison of the Scientific Article and the Lab Report
   
3. A Sample Lab Report (choose one from this link)
   
4. Guide for Analyzing a Lab Report

Provide students with the following handout as a resource for analyzing exemplars in class.

http://www.ncsu.edu/labwrite/instructors/ta-analysisguide.pdf

Once students have become familiar with basic lab report format, introduce sample lab reports from the following web site. Though these reports reflect college level work, they allow students to look beyond the requirements of their grade level, making connections and comparisons to more advanced material that will allow them to better understand the conventions of their own format.

http://www.ncsu.edu/labwrite/res/labreport/res-sample-labrep.html

My next series of posts will consist of several exemplars that represent level four work at grades 11 and 12, as noted alongside each mentor text.