The Writing Center • University of North Carolina at Chapel Hill

Scientific Reports

What this handout is about.

This handout provides a general guide to writing reports about scientific research you’ve performed. In addition to describing the conventional rules about the format and content of a lab report, we’ll also attempt to convey why these rules exist, so you’ll get a clearer, more dependable idea of how to approach this writing situation. Readers of this handout may also find our handout on writing in the sciences useful.

Background and pre-writing

Why do we write research reports.

You did an experiment or study for your science class, and now you have to write it up for your teacher to review. You feel that you understood the background sufficiently, designed and completed the study effectively, obtained useful data, and can use those data to draw conclusions about a scientific process or principle. But how exactly do you write all that? What is your teacher expecting to see?

To take some of the guesswork out of answering these questions, try to think beyond the classroom setting. In fact, you and your teacher are both part of a scientific community, and the people who participate in this community tend to share the same values. As long as you understand and respect these values, your writing will likely meet the expectations of your audience—including your teacher.

So why are you writing this research report? The practical answer is “Because the teacher assigned it,” but that’s classroom thinking. Generally speaking, people investigating some scientific hypothesis have a responsibility to the rest of the scientific world to report their findings, particularly if these findings add to or contradict previous ideas. The people reading such reports have two primary goals:

  • They want to gather the information presented.
  • They want to know that the findings are legitimate.

Your job as a writer, then, is to fulfill these two goals.

How do I do that?

Good question. Here is the basic format scientists have designed for research reports:

  • Introduction

Methods and Materials

This format, sometimes called “IMRAD,” may take slightly different shapes depending on the discipline or audience; some ask you to include an abstract or separate section for the hypothesis, or call the Discussion section “Conclusions,” or change the order of the sections (some professional and academic journals require the Methods section to appear last). Overall, however, the IMRAD format was devised to represent a textual version of the scientific method.

The scientific method, you’ll probably recall, involves developing a hypothesis, testing it, and deciding whether your findings support the hypothesis. In essence, the format for a research report in the sciences mirrors the scientific method but fleshes out the process a little. Below, you’ll find a table that shows how each written section fits into the scientific method and what additional information it offers the reader.

states your hypothesis explains how you derived that hypothesis and how it connects to previous research; gives the purpose of the experiment/study
details how you tested your hypothesis clarifies why you performed your study in that particular way
provides raw (i.e., uninterpreted) data collected (perhaps) expresses the data in table form, as an easy-to-read figure, or as percentages/ratios
considers whether the data you obtained support the hypothesis explores the implications of your finding and judges the potential limitations of your experimental design

Thinking of your research report as based on the scientific method, but elaborated in the ways described above, may help you to meet your audience’s expectations successfully. We’re going to proceed by explicitly connecting each section of the lab report to the scientific method, then explaining why and how you need to elaborate that section.

Although this handout takes each section in the order in which it should be presented in the final report, you may for practical reasons decide to compose sections in another order. For example, many writers find that composing their Methods and Results before the other sections helps to clarify their idea of the experiment or study as a whole. You might consider using each assignment to practice different approaches to drafting the report, to find the order that works best for you.

What should I do before drafting the lab report?

The best way to prepare to write the lab report is to make sure that you fully understand everything you need to about the experiment. Obviously, if you don’t quite know what went on during the lab, you’re going to find it difficult to explain the lab satisfactorily to someone else. To make sure you know enough to write the report, complete the following steps:

  • What are we going to do in this lab? (That is, what’s the procedure?)
  • Why are we going to do it that way?
  • What are we hoping to learn from this experiment?
  • Why would we benefit from this knowledge?
  • Consult your lab supervisor as you perform the lab. If you don’t know how to answer one of the questions above, for example, your lab supervisor will probably be able to explain it to you (or, at least, help you figure it out).
  • Plan the steps of the experiment carefully with your lab partners. The less you rush, the more likely it is that you’ll perform the experiment correctly and record your findings accurately. Also, take some time to think about the best way to organize the data before you have to start putting numbers down. If you can design a table to account for the data, that will tend to work much better than jotting results down hurriedly on a scrap piece of paper.
  • Record the data carefully so you get them right. You won’t be able to trust your conclusions if you have the wrong data, and your readers will know you messed up if the other three people in your group have “97 degrees” and you have “87.”
  • Consult with your lab partners about everything you do. Lab groups often make one of two mistakes: two people do all the work while two have a nice chat, or everybody works together until the group finishes gathering the raw data, then scrams outta there. Collaborate with your partners, even when the experiment is “over.” What trends did you observe? Was the hypothesis supported? Did you all get the same results? What kind of figure should you use to represent your findings? The whole group can work together to answer these questions.
  • Consider your audience. You may believe that audience is a non-issue: it’s your lab TA, right? Well, yes—but again, think beyond the classroom. If you write with only your lab instructor in mind, you may omit material that is crucial to a complete understanding of your experiment, because you assume the instructor knows all that stuff already. As a result, you may receive a lower grade, since your TA won’t be sure that you understand all the principles at work. Try to write towards a student in the same course but a different lab section. That student will have a fair degree of scientific expertise but won’t know much about your experiment particularly. Alternatively, you could envision yourself five years from now, after the reading and lectures for this course have faded a bit. What would you remember, and what would you need explained more clearly (as a refresher)?

Once you’ve completed these steps as you perform the experiment, you’ll be in a good position to draft an effective lab report.

Introductions

How do i write a strong introduction.

For the purposes of this handout, we’ll consider the Introduction to contain four basic elements: the purpose, the scientific literature relevant to the subject, the hypothesis, and the reasons you believed your hypothesis viable. Let’s start by going through each element of the Introduction to clarify what it covers and why it’s important. Then we can formulate a logical organizational strategy for the section.

The inclusion of the purpose (sometimes called the objective) of the experiment often confuses writers. The biggest misconception is that the purpose is the same as the hypothesis. Not quite. We’ll get to hypotheses in a minute, but basically they provide some indication of what you expect the experiment to show. The purpose is broader, and deals more with what you expect to gain through the experiment. In a professional setting, the hypothesis might have something to do with how cells react to a certain kind of genetic manipulation, but the purpose of the experiment is to learn more about potential cancer treatments. Undergraduate reports don’t often have this wide-ranging a goal, but you should still try to maintain the distinction between your hypothesis and your purpose. In a solubility experiment, for example, your hypothesis might talk about the relationship between temperature and the rate of solubility, but the purpose is probably to learn more about some specific scientific principle underlying the process of solubility.

For starters, most people say that you should write out your working hypothesis before you perform the experiment or study. Many beginning science students neglect to do so and find themselves struggling to remember precisely which variables were involved in the process or in what way the researchers felt that they were related. Write your hypothesis down as you develop it—you’ll be glad you did.

As for the form a hypothesis should take, it’s best not to be too fancy or complicated; an inventive style isn’t nearly so important as clarity here. There’s nothing wrong with beginning your hypothesis with the phrase, “It was hypothesized that . . .” Be as specific as you can about the relationship between the different objects of your study. In other words, explain that when term A changes, term B changes in this particular way. Readers of scientific writing are rarely content with the idea that a relationship between two terms exists—they want to know what that relationship entails.

Not a hypothesis:

“It was hypothesized that there is a significant relationship between the temperature of a solvent and the rate at which a solute dissolves.”

Hypothesis:

“It was hypothesized that as the temperature of a solvent increases, the rate at which a solute will dissolve in that solvent increases.”

Put more technically, most hypotheses contain both an independent and a dependent variable. The independent variable is what you manipulate to test the reaction; the dependent variable is what changes as a result of your manipulation. In the example above, the independent variable is the temperature of the solvent, and the dependent variable is the rate of solubility. Be sure that your hypothesis includes both variables.

Justify your hypothesis

You need to do more than tell your readers what your hypothesis is; you also need to assure them that this hypothesis was reasonable, given the circumstances. In other words, use the Introduction to explain that you didn’t just pluck your hypothesis out of thin air. (If you did pluck it out of thin air, your problems with your report will probably extend beyond using the appropriate format.) If you posit that a particular relationship exists between the independent and the dependent variable, what led you to believe your “guess” might be supported by evidence?

Scientists often refer to this type of justification as “motivating” the hypothesis, in the sense that something propelled them to make that prediction. Often, motivation includes what we already know—or rather, what scientists generally accept as true (see “Background/previous research” below). But you can also motivate your hypothesis by relying on logic or on your own observations. If you’re trying to decide which solutes will dissolve more rapidly in a solvent at increased temperatures, you might remember that some solids are meant to dissolve in hot water (e.g., bouillon cubes) and some are used for a function precisely because they withstand higher temperatures (they make saucepans out of something). Or you can think about whether you’ve noticed sugar dissolving more rapidly in your glass of iced tea or in your cup of coffee. Even such basic, outside-the-lab observations can help you justify your hypothesis as reasonable.

Background/previous research

This part of the Introduction demonstrates to the reader your awareness of how you’re building on other scientists’ work. If you think of the scientific community as engaging in a series of conversations about various topics, then you’ll recognize that the relevant background material will alert the reader to which conversation you want to enter.

Generally speaking, authors writing journal articles use the background for slightly different purposes than do students completing assignments. Because readers of academic journals tend to be professionals in the field, authors explain the background in order to permit readers to evaluate the study’s pertinence for their own work. You, on the other hand, write toward a much narrower audience—your peers in the course or your lab instructor—and so you must demonstrate that you understand the context for the (presumably assigned) experiment or study you’ve completed. For example, if your professor has been talking about polarity during lectures, and you’re doing a solubility experiment, you might try to connect the polarity of a solid to its relative solubility in certain solvents. In any event, both professional researchers and undergraduates need to connect the background material overtly to their own work.

Organization of this section

Most of the time, writers begin by stating the purpose or objectives of their own work, which establishes for the reader’s benefit the “nature and scope of the problem investigated” (Day 1994). Once you have expressed your purpose, you should then find it easier to move from the general purpose, to relevant material on the subject, to your hypothesis. In abbreviated form, an Introduction section might look like this:

“The purpose of the experiment was to test conventional ideas about solubility in the laboratory [purpose] . . . According to Whitecoat and Labrat (1999), at higher temperatures the molecules of solvents move more quickly . . . We know from the class lecture that molecules moving at higher rates of speed collide with one another more often and thus break down more easily [background material/motivation] . . . Thus, it was hypothesized that as the temperature of a solvent increases, the rate at which a solute will dissolve in that solvent increases [hypothesis].”

Again—these are guidelines, not commandments. Some writers and readers prefer different structures for the Introduction. The one above merely illustrates a common approach to organizing material.

How do I write a strong Materials and Methods section?

As with any piece of writing, your Methods section will succeed only if it fulfills its readers’ expectations, so you need to be clear in your own mind about the purpose of this section. Let’s review the purpose as we described it above: in this section, you want to describe in detail how you tested the hypothesis you developed and also to clarify the rationale for your procedure. In science, it’s not sufficient merely to design and carry out an experiment. Ultimately, others must be able to verify your findings, so your experiment must be reproducible, to the extent that other researchers can follow the same procedure and obtain the same (or similar) results.

Here’s a real-world example of the importance of reproducibility. In 1989, physicists Stanley Pons and Martin Fleischman announced that they had discovered “cold fusion,” a way of producing excess heat and power without the nuclear radiation that accompanies “hot fusion.” Such a discovery could have great ramifications for the industrial production of energy, so these findings created a great deal of interest. When other scientists tried to duplicate the experiment, however, they didn’t achieve the same results, and as a result many wrote off the conclusions as unjustified (or worse, a hoax). To this day, the viability of cold fusion is debated within the scientific community, even though an increasing number of researchers believe it possible. So when you write your Methods section, keep in mind that you need to describe your experiment well enough to allow others to replicate it exactly.

With these goals in mind, let’s consider how to write an effective Methods section in terms of content, structure, and style.

Sometimes the hardest thing about writing this section isn’t what you should talk about, but what you shouldn’t talk about. Writers often want to include the results of their experiment, because they measured and recorded the results during the course of the experiment. But such data should be reserved for the Results section. In the Methods section, you can write that you recorded the results, or how you recorded the results (e.g., in a table), but you shouldn’t write what the results were—not yet. Here, you’re merely stating exactly how you went about testing your hypothesis. As you draft your Methods section, ask yourself the following questions:

  • How much detail? Be precise in providing details, but stay relevant. Ask yourself, “Would it make any difference if this piece were a different size or made from a different material?” If not, you probably don’t need to get too specific. If so, you should give as many details as necessary to prevent this experiment from going awry if someone else tries to carry it out. Probably the most crucial detail is measurement; you should always quantify anything you can, such as time elapsed, temperature, mass, volume, etc.
  • Rationale: Be sure that as you’re relating your actions during the experiment, you explain your rationale for the protocol you developed. If you capped a test tube immediately after adding a solute to a solvent, why did you do that? (That’s really two questions: why did you cap it, and why did you cap it immediately?) In a professional setting, writers provide their rationale as a way to explain their thinking to potential critics. On one hand, of course, that’s your motivation for talking about protocol, too. On the other hand, since in practical terms you’re also writing to your teacher (who’s seeking to evaluate how well you comprehend the principles of the experiment), explaining the rationale indicates that you understand the reasons for conducting the experiment in that way, and that you’re not just following orders. Critical thinking is crucial—robots don’t make good scientists.
  • Control: Most experiments will include a control, which is a means of comparing experimental results. (Sometimes you’ll need to have more than one control, depending on the number of hypotheses you want to test.) The control is exactly the same as the other items you’re testing, except that you don’t manipulate the independent variable-the condition you’re altering to check the effect on the dependent variable. For example, if you’re testing solubility rates at increased temperatures, your control would be a solution that you didn’t heat at all; that way, you’ll see how quickly the solute dissolves “naturally” (i.e., without manipulation), and you’ll have a point of reference against which to compare the solutions you did heat.

Describe the control in the Methods section. Two things are especially important in writing about the control: identify the control as a control, and explain what you’re controlling for. Here is an example:

“As a control for the temperature change, we placed the same amount of solute in the same amount of solvent, and let the solution stand for five minutes without heating it.”

Structure and style

Organization is especially important in the Methods section of a lab report because readers must understand your experimental procedure completely. Many writers are surprised by the difficulty of conveying what they did during the experiment, since after all they’re only reporting an event, but it’s often tricky to present this information in a coherent way. There’s a fairly standard structure you can use to guide you, and following the conventions for style can help clarify your points.

  • Subsections: Occasionally, researchers use subsections to report their procedure when the following circumstances apply: 1) if they’ve used a great many materials; 2) if the procedure is unusually complicated; 3) if they’ve developed a procedure that won’t be familiar to many of their readers. Because these conditions rarely apply to the experiments you’ll perform in class, most undergraduate lab reports won’t require you to use subsections. In fact, many guides to writing lab reports suggest that you try to limit your Methods section to a single paragraph.
  • Narrative structure: Think of this section as telling a story about a group of people and the experiment they performed. Describe what you did in the order in which you did it. You may have heard the old joke centered on the line, “Disconnect the red wire, but only after disconnecting the green wire,” where the person reading the directions blows everything to kingdom come because the directions weren’t in order. We’re used to reading about events chronologically, and so your readers will generally understand what you did if you present that information in the same way. Also, since the Methods section does generally appear as a narrative (story), you want to avoid the “recipe” approach: “First, take a clean, dry 100 ml test tube from the rack. Next, add 50 ml of distilled water.” You should be reporting what did happen, not telling the reader how to perform the experiment: “50 ml of distilled water was poured into a clean, dry 100 ml test tube.” Hint: most of the time, the recipe approach comes from copying down the steps of the procedure from your lab manual, so you may want to draft the Methods section initially without consulting your manual. Later, of course, you can go back and fill in any part of the procedure you inadvertently overlooked.
  • Past tense: Remember that you’re describing what happened, so you should use past tense to refer to everything you did during the experiment. Writers are often tempted to use the imperative (“Add 5 g of the solid to the solution”) because that’s how their lab manuals are worded; less frequently, they use present tense (“5 g of the solid are added to the solution”). Instead, remember that you’re talking about an event which happened at a particular time in the past, and which has already ended by the time you start writing, so simple past tense will be appropriate in this section (“5 g of the solid were added to the solution” or “We added 5 g of the solid to the solution”).
  • Active: We heated the solution to 80°C. (The subject, “we,” performs the action, heating.)
  • Passive: The solution was heated to 80°C. (The subject, “solution,” doesn’t do the heating–it is acted upon, not acting.)

Increasingly, especially in the social sciences, using first person and active voice is acceptable in scientific reports. Most readers find that this style of writing conveys information more clearly and concisely. This rhetorical choice thus brings two scientific values into conflict: objectivity versus clarity. Since the scientific community hasn’t reached a consensus about which style it prefers, you may want to ask your lab instructor.

How do I write a strong Results section?

Here’s a paradox for you. The Results section is often both the shortest (yay!) and most important (uh-oh!) part of your report. Your Materials and Methods section shows how you obtained the results, and your Discussion section explores the significance of the results, so clearly the Results section forms the backbone of the lab report. This section provides the most critical information about your experiment: the data that allow you to discuss how your hypothesis was or wasn’t supported. But it doesn’t provide anything else, which explains why this section is generally shorter than the others.

Before you write this section, look at all the data you collected to figure out what relates significantly to your hypothesis. You’ll want to highlight this material in your Results section. Resist the urge to include every bit of data you collected, since perhaps not all are relevant. Also, don’t try to draw conclusions about the results—save them for the Discussion section. In this section, you’re reporting facts. Nothing your readers can dispute should appear in the Results section.

Most Results sections feature three distinct parts: text, tables, and figures. Let’s consider each part one at a time.

This should be a short paragraph, generally just a few lines, that describes the results you obtained from your experiment. In a relatively simple experiment, one that doesn’t produce a lot of data for you to repeat, the text can represent the entire Results section. Don’t feel that you need to include lots of extraneous detail to compensate for a short (but effective) text; your readers appreciate discrimination more than your ability to recite facts. In a more complex experiment, you may want to use tables and/or figures to help guide your readers toward the most important information you gathered. In that event, you’ll need to refer to each table or figure directly, where appropriate:

“Table 1 lists the rates of solubility for each substance”

“Solubility increased as the temperature of the solution increased (see Figure 1).”

If you do use tables or figures, make sure that you don’t present the same material in both the text and the tables/figures, since in essence you’ll just repeat yourself, probably annoying your readers with the redundancy of your statements.

Feel free to describe trends that emerge as you examine the data. Although identifying trends requires some judgment on your part and so may not feel like factual reporting, no one can deny that these trends do exist, and so they properly belong in the Results section. Example:

“Heating the solution increased the rate of solubility of polar solids by 45% but had no effect on the rate of solubility in solutions containing non-polar solids.”

This point isn’t debatable—you’re just pointing out what the data show.

As in the Materials and Methods section, you want to refer to your data in the past tense, because the events you recorded have already occurred and have finished occurring. In the example above, note the use of “increased” and “had,” rather than “increases” and “has.” (You don’t know from your experiment that heating always increases the solubility of polar solids, but it did that time.)

You shouldn’t put information in the table that also appears in the text. You also shouldn’t use a table to present irrelevant data, just to show you did collect these data during the experiment. Tables are good for some purposes and situations, but not others, so whether and how you’ll use tables depends upon what you need them to accomplish.

Tables are useful ways to show variation in data, but not to present a great deal of unchanging measurements. If you’re dealing with a scientific phenomenon that occurs only within a certain range of temperatures, for example, you don’t need to use a table to show that the phenomenon didn’t occur at any of the other temperatures. How useful is this table?

A table labeled Effect of Temperature on Rate of Solubility with temperature of solvent values in 10-degree increments from -20 degrees Celsius to 80 degrees Celsius that does not show a corresponding rate of solubility value until 50 degrees Celsius.

As you can probably see, no solubility was observed until the trial temperature reached 50°C, a fact that the text part of the Results section could easily convey. The table could then be limited to what happened at 50°C and higher, thus better illustrating the differences in solubility rates when solubility did occur.

As a rule, try not to use a table to describe any experimental event you can cover in one sentence of text. Here’s an example of an unnecessary table from How to Write and Publish a Scientific Paper , by Robert A. Day:

A table labeled Oxygen requirements of various species of Streptomyces showing the names of organisms and two columns that indicate growth under aerobic conditions and growth under anaerobic conditions with a plus or minus symbol for each organism in the growth columns to indicate value.

As Day notes, all the information in this table can be summarized in one sentence: “S. griseus, S. coelicolor, S. everycolor, and S. rainbowenski grew under aerobic conditions, whereas S. nocolor and S. greenicus required anaerobic conditions.” Most readers won’t find the table clearer than that one sentence.

When you do have reason to tabulate material, pay attention to the clarity and readability of the format you use. Here are a few tips:

  • Number your table. Then, when you refer to the table in the text, use that number to tell your readers which table they can review to clarify the material.
  • Give your table a title. This title should be descriptive enough to communicate the contents of the table, but not so long that it becomes difficult to follow. The titles in the sample tables above are acceptable.
  • Arrange your table so that readers read vertically, not horizontally. For the most part, this rule means that you should construct your table so that like elements read down, not across. Think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). Usually, the point of comparison will be the numerical data you collect, so especially make sure you have columns of numbers, not rows.Here’s an example of how drastically this decision affects the readability of your table (from A Short Guide to Writing about Chemistry , by Herbert Beall and John Trimbur). Look at this table, which presents the relevant data in horizontal rows:

A table labeled Boyle's Law Experiment: Measuring Volume as a Function of Pressure that presents the trial number, length of air sample in millimeters, and height difference in inches of mercury, each of which is presented in rows horizontally.

It’s a little tough to see the trends that the author presumably wants to present in this table. Compare this table, in which the data appear vertically:

A table labeled Boyle's Law Experiment: Measuring Volume as a Function of Pressure that presents the trial number, length of air sample in millimeters, and height difference in inches of mercury, each of which is presented in columns vertically.

The second table shows how putting like elements in a vertical column makes for easier reading. In this case, the like elements are the measurements of length and height, over five trials–not, as in the first table, the length and height measurements for each trial.

  • Make sure to include units of measurement in the tables. Readers might be able to guess that you measured something in millimeters, but don’t make them try.
1058
432
7
  • Don’t use vertical lines as part of the format for your table. This convention exists because journals prefer not to have to reproduce these lines because the tables then become more expensive to print. Even though it’s fairly unlikely that you’ll be sending your Biology 11 lab report to Science for publication, your readers still have this expectation. Consequently, if you use the table-drawing option in your word-processing software, choose the option that doesn’t rely on a “grid” format (which includes vertical lines).

How do I include figures in my report?

Although tables can be useful ways of showing trends in the results you obtained, figures (i.e., illustrations) can do an even better job of emphasizing such trends. Lab report writers often use graphic representations of the data they collected to provide their readers with a literal picture of how the experiment went.

When should you use a figure?

Remember the circumstances under which you don’t need a table: when you don’t have a great deal of data or when the data you have don’t vary a lot. Under the same conditions, you would probably forgo the figure as well, since the figure would be unlikely to provide your readers with an additional perspective. Scientists really don’t like their time wasted, so they tend not to respond favorably to redundancy.

If you’re trying to decide between using a table and creating a figure to present your material, consider the following a rule of thumb. The strength of a table lies in its ability to supply large amounts of exact data, whereas the strength of a figure is its dramatic illustration of important trends within the experiment. If you feel that your readers won’t get the full impact of the results you obtained just by looking at the numbers, then a figure might be appropriate.

Of course, an undergraduate class may expect you to create a figure for your lab experiment, if only to make sure that you can do so effectively. If this is the case, then don’t worry about whether to use figures or not—concentrate instead on how best to accomplish your task.

Figures can include maps, photographs, pen-and-ink drawings, flow charts, bar graphs, and section graphs (“pie charts”). But the most common figure by far, especially for undergraduates, is the line graph, so we’ll focus on that type in this handout.

At the undergraduate level, you can often draw and label your graphs by hand, provided that the result is clear, legible, and drawn to scale. Computer technology has, however, made creating line graphs a lot easier. Most word-processing software has a number of functions for transferring data into graph form; many scientists have found Microsoft Excel, for example, a helpful tool in graphing results. If you plan on pursuing a career in the sciences, it may be well worth your while to learn to use a similar program.

Computers can’t, however, decide for you how your graph really works; you have to know how to design your graph to meet your readers’ expectations. Here are some of these expectations:

  • Keep it as simple as possible. You may be tempted to signal the complexity of the information you gathered by trying to design a graph that accounts for that complexity. But remember the purpose of your graph: to dramatize your results in a manner that’s easy to see and grasp. Try not to make the reader stare at the graph for a half hour to find the important line among the mass of other lines. For maximum effectiveness, limit yourself to three to five lines per graph; if you have more data to demonstrate, use a set of graphs to account for it, rather than trying to cram it all into a single figure.
  • Plot the independent variable on the horizontal (x) axis and the dependent variable on the vertical (y) axis. Remember that the independent variable is the condition that you manipulated during the experiment and the dependent variable is the condition that you measured to see if it changed along with the independent variable. Placing the variables along their respective axes is mostly just a convention, but since your readers are accustomed to viewing graphs in this way, you’re better off not challenging the convention in your report.
  • Label each axis carefully, and be especially careful to include units of measure. You need to make sure that your readers understand perfectly well what your graph indicates.
  • Number and title your graphs. As with tables, the title of the graph should be informative but concise, and you should refer to your graph by number in the text (e.g., “Figure 1 shows the increase in the solubility rate as a function of temperature”).
  • Many editors of professional scientific journals prefer that writers distinguish the lines in their graphs by attaching a symbol to them, usually a geometric shape (triangle, square, etc.), and using that symbol throughout the curve of the line. Generally, readers have a hard time distinguishing dotted lines from dot-dash lines from straight lines, so you should consider staying away from this system. Editors don’t usually like different-colored lines within a graph because colors are difficult and expensive to reproduce; colors may, however, be great for your purposes, as long as you’re not planning to submit your paper to Nature. Use your discretion—try to employ whichever technique dramatizes the results most effectively.
  • Try to gather data at regular intervals, so the plot points on your graph aren’t too far apart. You can’t be sure of the arc you should draw between the plot points if the points are located at the far corners of the graph; over a fifteen-minute interval, perhaps the change occurred in the first or last thirty seconds of that period (in which case your straight-line connection between the points is misleading).
  • If you’re worried that you didn’t collect data at sufficiently regular intervals during your experiment, go ahead and connect the points with a straight line, but you may want to examine this problem as part of your Discussion section.
  • Make your graph large enough so that everything is legible and clearly demarcated, but not so large that it either overwhelms the rest of the Results section or provides a far greater range than you need to illustrate your point. If, for example, the seedlings of your plant grew only 15 mm during the trial, you don’t need to construct a graph that accounts for 100 mm of growth. The lines in your graph should more or less fill the space created by the axes; if you see that your data is confined to the lower left portion of the graph, you should probably re-adjust your scale.
  • If you create a set of graphs, make them the same size and format, including all the verbal and visual codes (captions, symbols, scale, etc.). You want to be as consistent as possible in your illustrations, so that your readers can easily make the comparisons you’re trying to get them to see.

How do I write a strong Discussion section?

The discussion section is probably the least formalized part of the report, in that you can’t really apply the same structure to every type of experiment. In simple terms, here you tell your readers what to make of the Results you obtained. If you have done the Results part well, your readers should already recognize the trends in the data and have a fairly clear idea of whether your hypothesis was supported. Because the Results can seem so self-explanatory, many students find it difficult to know what material to add in this last section.

Basically, the Discussion contains several parts, in no particular order, but roughly moving from specific (i.e., related to your experiment only) to general (how your findings fit in the larger scientific community). In this section, you will, as a rule, need to:

Explain whether the data support your hypothesis

  • Acknowledge any anomalous data or deviations from what you expected

Derive conclusions, based on your findings, about the process you’re studying

  • Relate your findings to earlier work in the same area (if you can)

Explore the theoretical and/or practical implications of your findings

Let’s look at some dos and don’ts for each of these objectives.

This statement is usually a good way to begin the Discussion, since you can’t effectively speak about the larger scientific value of your study until you’ve figured out the particulars of this experiment. You might begin this part of the Discussion by explicitly stating the relationships or correlations your data indicate between the independent and dependent variables. Then you can show more clearly why you believe your hypothesis was or was not supported. For example, if you tested solubility at various temperatures, you could start this section by noting that the rates of solubility increased as the temperature increased. If your initial hypothesis surmised that temperature change would not affect solubility, you would then say something like,

“The hypothesis that temperature change would not affect solubility was not supported by the data.”

Note: Students tend to view labs as practical tests of undeniable scientific truths. As a result, you may want to say that the hypothesis was “proved” or “disproved” or that it was “correct” or “incorrect.” These terms, however, reflect a degree of certainty that you as a scientist aren’t supposed to have. Remember, you’re testing a theory with a procedure that lasts only a few hours and relies on only a few trials, which severely compromises your ability to be sure about the “truth” you see. Words like “supported,” “indicated,” and “suggested” are more acceptable ways to evaluate your hypothesis.

Also, recognize that saying whether the data supported your hypothesis or not involves making a claim to be defended. As such, you need to show the readers that this claim is warranted by the evidence. Make sure that you’re very explicit about the relationship between the evidence and the conclusions you draw from it. This process is difficult for many writers because we don’t often justify conclusions in our regular lives. For example, you might nudge your friend at a party and whisper, “That guy’s drunk,” and once your friend lays eyes on the person in question, she might readily agree. In a scientific paper, by contrast, you would need to defend your claim more thoroughly by pointing to data such as slurred words, unsteady gait, and the lampshade-as-hat. In addition to pointing out these details, you would also need to show how (according to previous studies) these signs are consistent with inebriation, especially if they occur in conjunction with one another. To put it another way, tell your readers exactly how you got from point A (was the hypothesis supported?) to point B (yes/no).

Acknowledge any anomalous data, or deviations from what you expected

You need to take these exceptions and divergences into account, so that you qualify your conclusions sufficiently. For obvious reasons, your readers will doubt your authority if you (deliberately or inadvertently) overlook a key piece of data that doesn’t square with your perspective on what occurred. In a more philosophical sense, once you’ve ignored evidence that contradicts your claims, you’ve departed from the scientific method. The urge to “tidy up” the experiment is often strong, but if you give in to it you’re no longer performing good science.

Sometimes after you’ve performed a study or experiment, you realize that some part of the methods you used to test your hypothesis was flawed. In that case, it’s OK to suggest that if you had the chance to conduct your test again, you might change the design in this or that specific way in order to avoid such and such a problem. The key to making this approach work, though, is to be very precise about the weakness in your experiment, why and how you think that weakness might have affected your data, and how you would alter your protocol to eliminate—or limit the effects of—that weakness. Often, inexperienced researchers and writers feel the need to account for “wrong” data (remember, there’s no such animal), and so they speculate wildly about what might have screwed things up. These speculations include such factors as the unusually hot temperature in the room, or the possibility that their lab partners read the meters wrong, or the potentially defective equipment. These explanations are what scientists call “cop-outs,” or “lame”; don’t indicate that the experiment had a weakness unless you’re fairly certain that a) it really occurred and b) you can explain reasonably well how that weakness affected your results.

If, for example, your hypothesis dealt with the changes in solubility at different temperatures, then try to figure out what you can rationally say about the process of solubility more generally. If you’re doing an undergraduate lab, chances are that the lab will connect in some way to the material you’ve been covering either in lecture or in your reading, so you might choose to return to these resources as a way to help you think clearly about the process as a whole.

This part of the Discussion section is another place where you need to make sure that you’re not overreaching. Again, nothing you’ve found in one study would remotely allow you to claim that you now “know” something, or that something isn’t “true,” or that your experiment “confirmed” some principle or other. Hesitate before you go out on a limb—it’s dangerous! Use less absolutely conclusive language, including such words as “suggest,” “indicate,” “correspond,” “possibly,” “challenge,” etc.

Relate your findings to previous work in the field (if possible)

We’ve been talking about how to show that you belong in a particular community (such as biologists or anthropologists) by writing within conventions that they recognize and accept. Another is to try to identify a conversation going on among members of that community, and use your work to contribute to that conversation. In a larger philosophical sense, scientists can’t fully understand the value of their research unless they have some sense of the context that provoked and nourished it. That is, you have to recognize what’s new about your project (potentially, anyway) and how it benefits the wider body of scientific knowledge. On a more pragmatic level, especially for undergraduates, connecting your lab work to previous research will demonstrate to the TA that you see the big picture. You have an opportunity, in the Discussion section, to distinguish yourself from the students in your class who aren’t thinking beyond the barest facts of the study. Capitalize on this opportunity by putting your own work in context.

If you’re just beginning to work in the natural sciences (as a first-year biology or chemistry student, say), most likely the work you’ll be doing has already been performed and re-performed to a satisfactory degree. Hence, you could probably point to a similar experiment or study and compare/contrast your results and conclusions. More advanced work may deal with an issue that is somewhat less “resolved,” and so previous research may take the form of an ongoing debate, and you can use your own work to weigh in on that debate. If, for example, researchers are hotly disputing the value of herbal remedies for the common cold, and the results of your study suggest that Echinacea diminishes the symptoms but not the actual presence of the cold, then you might want to take some time in the Discussion section to recapitulate the specifics of the dispute as it relates to Echinacea as an herbal remedy. (Consider that you have probably already written in the Introduction about this debate as background research.)

This information is often the best way to end your Discussion (and, for all intents and purposes, the report). In argumentative writing generally, you want to use your closing words to convey the main point of your writing. This main point can be primarily theoretical (“Now that you understand this information, you’re in a better position to understand this larger issue”) or primarily practical (“You can use this information to take such and such an action”). In either case, the concluding statements help the reader to comprehend the significance of your project and your decision to write about it.

Since a lab report is argumentative—after all, you’re investigating a claim, and judging the legitimacy of that claim by generating and collecting evidence—it’s often a good idea to end your report with the same technique for establishing your main point. If you want to go the theoretical route, you might talk about the consequences your study has for the field or phenomenon you’re investigating. To return to the examples regarding solubility, you could end by reflecting on what your work on solubility as a function of temperature tells us (potentially) about solubility in general. (Some folks consider this type of exploration “pure” as opposed to “applied” science, although these labels can be problematic.) If you want to go the practical route, you could end by speculating about the medical, institutional, or commercial implications of your findings—in other words, answer the question, “What can this study help people to do?” In either case, you’re going to make your readers’ experience more satisfying, by helping them see why they spent their time learning what you had to teach them.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

American Psychological Association. 2010. Publication Manual of the American Psychological Association . 6th ed. Washington, DC: American Psychological Association.

Beall, Herbert, and John Trimbur. 2001. A Short Guide to Writing About Chemistry , 2nd ed. New York: Longman.

Blum, Deborah, and Mary Knudson. 1997. A Field Guide for Science Writers: The Official Guide of the National Association of Science Writers . New York: Oxford University Press.

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Briscoe, Mary Helen. 1996. Preparing Scientific Illustrations: A Guide to Better Posters, Presentations, and Publications , 2nd ed. New York: Springer-Verlag.

Council of Science Editors. 2014. Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers , 8th ed. Chicago & London: University of Chicago Press.

Davis, Martha. 2012. Scientific Papers and Presentations , 3rd ed. London: Academic Press.

Day, Robert A. 1994. How to Write and Publish a Scientific Paper , 4th ed. Phoenix: Oryx Press.

Porush, David. 1995. A Short Guide to Writing About Science . New York: Longman.

Williams, Joseph, and Joseph Bizup. 2017. Style: Lessons in Clarity and Grace , 12th ed. Boston: Pearson.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Writing an Introduction for a Scientific Paper

Dr. michelle harris, dr. janet batzli, biocore.

This section provides guidelines on how to construct a solid introduction to a scientific paper including background information, study question , biological rationale, hypothesis , and general approach . If the Introduction is done well, there should be no question in the reader’s mind why and on what basis you have posed a specific hypothesis.

Broad Question : based on an initial observation (e.g., “I see a lot of guppies close to the shore. Do guppies like living in shallow water?”). This observation of the natural world may inspire you to investigate background literature or your observation could be based on previous research by others or your own pilot study. Broad questions are not always included in your written text, but are essential for establishing the direction of your research.

Background Information : key issues, concepts, terminology, and definitions needed to understand the biological rationale for the experiment. It often includes a summary of findings from previous, relevant studies. Remember to cite references, be concise, and only include relevant information given your audience and your experimental design. Concisely summarized background information leads to the identification of specific scientific knowledge gaps that still exist. (e.g., “No studies to date have examined whether guppies do indeed spend more time in shallow water.”)

Testable Question : these questions are much more focused than the initial broad question, are specific to the knowledge gap identified, and can be addressed with data. (e.g., “Do guppies spend different amounts of time in water <1 meter deep as compared to their time in water that is >1 meter deep?”)

Biological Rationale : describes the purpose of your experiment distilling what is known and what is not known that defines the knowledge gap that you are addressing. The “BR” provides the logic for your hypothesis and experimental approach, describing the biological mechanism and assumptions that explain why your hypothesis should be true.

The biological rationale is based on your interpretation of the scientific literature, your personal observations, and the underlying assumptions you are making about how you think the system works. If you have written your biological rationale, your reader should see your hypothesis in your introduction section and say to themselves, “Of course, this hypothesis seems very logical based on the rationale presented.”

  • A thorough rationale defines your assumptions about the system that have not been revealed in scientific literature or from previous systematic observation. These assumptions drive the direction of your specific hypothesis or general predictions.
  • Defining the rationale is probably the most critical task for a writer, as it tells your reader why your research is biologically meaningful. It may help to think about the rationale as an answer to the questions— how is this investigation related to what we know, what assumptions am I making about what we don’t yet know, AND how will this experiment add to our knowledge? *There may or may not be broader implications for your study; be careful not to overstate these (see note on social justifications below).
  • Expect to spend time and mental effort on this. You may have to do considerable digging into the scientific literature to define how your experiment fits into what is already known and why it is relevant to pursue.
  • Be open to the possibility that as you work with and think about your data, you may develop a deeper, more accurate understanding of the experimental system. You may find the original rationale needs to be revised to reflect your new, more sophisticated understanding.
  • As you progress through Biocore and upper level biology courses, your rationale should become more focused and matched with the level of study e ., cellular, biochemical, or physiological mechanisms that underlie the rationale. Achieving this type of understanding takes effort, but it will lead to better communication of your science.

***Special note on avoiding social justifications: You should not overemphasize the relevance of your experiment and the possible connections to large-scale processes. Be realistic and logical —do not overgeneralize or state grand implications that are not sensible given the structure of your experimental system. Not all science is easily applied to improving the human condition. Performing an investigation just for the sake of adding to our scientific knowledge (“pure or basic science”) is just as important as applied science. In fact, basic science often provides the foundation for applied studies.

Hypothesis / Predictions : specific prediction(s) that you will test during your experiment. For manipulative experiments, the hypothesis should include the independent variable (what you manipulate), the dependent variable(s) (what you measure), the organism or system , the direction of your results, and comparison to be made.

We hypothesized that reared in warm water will have a greater sexual mating response.

(The dependent variable “sexual response” has not been defined enough to be able to make this hypothesis testable or falsifiable. In addition, no comparison has been specified— greater sexual mating response as compared to what?)

We hypothesized that ) reared in warm water temperatures ranging from 25-28 °C ( ) would produce greater ( ) numbers of male offspring and females carrying haploid egg sacs ( ) than reared in cooler water temperatures of 18-22°C.

If you are doing a systematic observation , your hypothesis presents a variable or set of variables that you predict are important for helping you characterize the system as a whole, or predict differences between components/areas of the system that help you explain how the system functions or changes over time.

We hypothesize that the frequency and extent of algal blooms in Lake Mendota over the last 10 years causes fish kills and imposes a human health risk.

(The variables “frequency and extent of algal blooms,” “fish kills” and “human health risk” have not been defined enough to be able to make this hypothesis testable or falsifiable. How do you measure algal blooms? Although implied, hypothesis should express predicted direction of expected results [ , higher frequency associated with greater kills]. Note that cause and effect cannot be implied without a controlled, manipulative experiment.)

We hypothesize that increasing ( ) cell densities of algae ( ) in Lake Mendota over the last 10 years is correlated with 1. increased numbers of dead fish ( ) washed up on Madison beaches and 2. increased numbers of reported hospital/clinical visits ( .) following full-body exposure to lake water.

Experimental Approach : Briefly gives the reader a general sense of the experiment, the type of data it will yield, and the kind of conclusions you expect to obtain from the data. Do not confuse the experimental approach with the experimental protocol . The experimental protocol consists of the detailed step-by-step procedures and techniques used during the experiment that are to be reported in the Methods and Materials section.

Some Final Tips on Writing an Introduction

  • As you progress through the Biocore sequence, for instance, from organismal level of Biocore 301/302 to the cellular level in Biocore 303/304, we expect the contents of your “Introduction” paragraphs to reflect the level of your coursework and previous writing experience. For example, in Biocore 304 (Cell Biology Lab) biological rationale should draw upon assumptions we are making about cellular and biochemical processes.
  • Be Concise yet Specific: Remember to be concise and only include relevant information given your audience and your experimental design. As you write, keep asking, “Is this necessary information or is this irrelevant detail?” For example, if you are writing a paper claiming that a certain compound is a competitive inhibitor to the enzyme alkaline phosphatase and acts by binding to the active site, you need to explain (briefly) Michaelis-Menton kinetics and the meaning and significance of Km and Vmax. This explanation is not necessary if you are reporting the dependence of enzyme activity on pH because you do not need to measure Km and Vmax to get an estimate of enzyme activity.
  • Another example: if you are writing a paper reporting an increase in Daphnia magna heart rate upon exposure to caffeine you need not describe the reproductive cycle of magna unless it is germane to your results and discussion. Be specific and concrete, especially when making introductory or summary statements.

Where Do You Discuss Pilot Studies? Many times it is important to do pilot studies to help you get familiar with your experimental system or to improve your experimental design. If your pilot study influences your biological rationale or hypothesis, you need to describe it in your Introduction. If your pilot study simply informs the logistics or techniques, but does not influence your rationale, then the description of your pilot study belongs in the Materials and Methods section.  

from an Intro Ecology Lab:

         Researchers studying global warming predict an increase in average global temperature of 1.3°C in the next 10 years (Seetwo 2003). are small zooplankton that live in freshwater inland lakes. They are filter-feeding crustaceans with a transparent exoskeleton that allows easy observation of heart rate and digestive function. Thomas et al (2001) found that heart rate increases significantly in higher water temperatures are also thought to switch their mode of reproduction from asexual to sexual in response to extreme temperatures. Gender is not mediated by genetics, but by the environment. Therefore, reproduction may be sensitive to increased temperatures resulting from global warming (maybe a question?) and may serve as a good environmental indicator for global climate change.

         In this experiment we hypothesized that reared in warm water will switch from an asexual to a sexual mode of reproduction. In order to prove this hypothesis correct we observed grown in warm and cold water and counted the number of males observed after 10 days.

Comments:

Background information

·       Good to recognize as a model organism from which some general conclusions can be made about the quality of the environment; however no attempt is made to connect increased lake temperatures and gender. Link early on to increase focus.

·       Connection to global warming is too far-reaching. First sentence gives impression that Global Warming is topic for this paper. Changes associated with global warming are not well known and therefore little can be concluded about use of as indicator species.

·       Information about heart rate is unnecessary because heart rate in not being tested in this experiment.

Rationale

·       Rationale is missing; how is this study related to what we know about D. magna survivorship and reproduction as related to water temperature, and how will this experiment contribute to our knowledge of the system?

·       Think about the ecosystem in which this organism lives and the context. Under what conditions would D. magna be in a body of water with elevated temperatures?

Hypothesis

·       Not falsifiable; variables need to be better defined (state temperatures or range tested rather than “warm” or “cold”) and predict direction and magnitude of change in number of males after 10 days.

·       It is unclear what comparison will be made or what the control is

·       What dependent variable will be measured to determine “switch” in mode of reproduction (what criteria are definitive for switch?)

Approach

·       Hypotheses cannot be “proven” correct. They are either supported or rejected.

Introduction

         are small zooplankton found in freshwater inland lakes and are thought to switch their mode of reproduction from asexual to sexual in response to extreme temperatures (Mitchell 1999). Lakes containing have an average summer surface temperature of 20°C (Harper 1995) but may increase by more than 15% when expose to warm water effluent from power plants, paper mills, and chemical industry (Baker et al. 2000). Could an increase in lake temperature caused by industrial thermal pollution affect the survivorship and reproduction of ?

         The sex of is mediated by the environment rather than genetics. Under optimal environmental conditions, populations consist of asexually reproducing females. When the environment shifts may be queued to reproduce sexually resulting in the production of male offspring and females carrying haploid eggs in sacs called ephippia (Mitchell 1999).

         The purpose of this laboratory study is to examine the effects of increased water temperature on survivorship and reproduction. This study will help us characterize the magnitude of environmental change required to induce the onset of the sexual life cycle in . Because are known to be a sensitive environmental indicator species (Baker et al. 2000) and share similar structural and physiological features with many aquatic species, they serve as a good model for examining the effects of increasing water temperature on reproduction in a variety of aquatic invertebrates.

         We hypothesized that populations reared in water temperatures ranging from 24-26 °C would have lower survivorship, higher male/female ratio among the offspring, and more female offspring carrying ephippia as compared with grown in water temperatures of 20-22°C. To test this hypothesis we reared populations in tanks containing water at either 24 +/- 2°C or 20 +/- 2°C. Over 10 days, we monitored survivorship, determined the sex of the offspring, and counted the number of female offspring containing ephippia.

Comments:

Background information

·       Opening paragraph provides good focus immediately. The study organism, gender switching response, and temperature influence are mentioned in the first sentence. Although it does a good job documenting average lake water temperature and changes due to industrial run-off, it fails to make an argument that the 15% increase in lake temperature could be considered “extreme” temperature change.

·       The study question is nicely embedded within relevant, well-cited background information. Alternatively, it could be stated as the first sentence in the introduction, or after all background information has been discussed before the hypothesis.

Rationale

·       Good. Well-defined purpose for study; to examine the degree of environmental change necessary to induce the Daphnia sexual life
cycle.

How will introductions be evaluated? The following is part of the rubric we will be using to evaluate your papers.

 

0 = inadequate

(C, D or F)

1 = adequate

(BC)

2 = good

(B)

3 = very good

(AB)

4 = excellent

(A)

Introduction

BIG PICTURE: Did the Intro convey why experiment was performed and what it was designed to test?

 

Introduction provides little to no relevant information. (This often results in a hypothesis that “comes out of nowhere.”)

Many key components are very weak or missing; those stated are unclear and/or are not stated concisely. Weak/missing components make it difficult to follow the rest of the paper.

e.g., background information is not focused on a specific question and minimal biological rationale is presented such that hypothesis isn’t entirely logical

 

Covers most key components but could be done much more logically, clearly, and/or concisely.

e.g., biological rationale not fully developed but still supports hypothesis. Remaining components are done reasonably well, though there is still room for improvement.

Concisely & clearly covers all but one key component (w/ exception of rationale; see left) clearly covers all key components but could be a little more concise and/or clear.

e.g., has done a reasonably nice job with the Intro but fails to state the approach OR has done a nice job with Intro but has also included some irrelevant background information

 

Clearly, concisely, & logically presents all key components: relevant & correctly cited background information, question, biological rationale, hypothesis, approach.

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Scientific Papers

Scientific papers are for sharing your own original research work with other scientists or for reviewing the research conducted by others. As such, they are critical to the evolution of modern science, in which the work of one scientist builds upon that of others. To reach their goal, papers must aim to inform, not impress. They must be highly readable — that is, clear, accurate, and concise. They are more likely to be cited by other scientists if they are helpful rather than cryptic or self-centered.

Scientific papers typically have two audiences: first, the referees, who help the journal editor decide whether a paper is suitable for publication; and second, the journal readers themselves, who may be more or less knowledgeable about the topic addressed in the paper. To be accepted by referees and cited by readers, papers must do more than simply present a chronological account of the research work. Rather, they must convince their audience that the research presented is important, valid, and relevant to other scientists in the same field. To this end, they must emphasize both the motivation for the work and the outcome of it, and they must include just enough evidence to establish the validity of this outcome.

Papers that report experimental work are often structured chronologically in five sections: first, Introduction ; then Materials and Methods , Results , and Discussion (together, these three sections make up the paper's body); and finally, Conclusion .

  • The Introduction section clarifies the motivation for the work presented and prepares readers for the structure of the paper.
  • The Materials and Methods section provides sufficient detail for other scientists to reproduce the experiments presented in the paper. In some journals, this information is placed in an appendix, because it is not what most readers want to know first.
  • The Results and Discussion sections present and discuss the research results, respectively. They are often usefully combined into one section, however, because readers can seldom make sense of results alone without accompanying interpretation — they need to be told what the results mean.
  • The Conclusion section presents the outcome of the work by interpreting the findings at a higher level of abstraction than the Discussion and by relating these findings to the motivation stated in the Introduction .

(Papers reporting something other than experiments, such as a new method or technology, typically have different sections in their body, but they include the same Introduction and Conclusion sections as described above.)

Although the above structure reflects the progression of most research projects, effective papers typically break the chronology in at least three ways to present their content in the order in which the audience will most likely want to read it. First and foremost, they summarize the motivation for, and the outcome of, the work in an abstract, located before the Introduction . In a sense, they reveal the beginning and end of the story — briefly — before providing the full story. Second, they move the more detailed, less important parts of the body to the end of the paper in one or more appendices so that these parts do not stand in the readers' way. Finally, they structure the content in the body in theorem-proof fashion, stating first what readers must remember (for example, as the first sentence of a paragraph) and then presenting evidence to support this statement.

The introduction

  • First, provide some context to orient those readers who are less familiar with your topic and to establish the importance of your work.
  • Second, state the need for your work, as an opposition between what the scientific community currently has and what it wants.
  • Third, indicate what you have done in an effort to address the need (this is the task).
  • Finally, preview the remainder of the paper to mentally prepare readers for its structure, in the object of the document.

Context and need

At the beginning of the Introduction section, the context and need work together as a funnel: They start broad and progressively narrow down to the issue addressed in the paper. To spark interest among your audience — referees and journal readers alike — provide a compelling motivation for the work presented in your paper: The fact that a phenomenon has never been studied before is not, in and of itself, a reason to study that phenomenon.

Write the context in a way that appeals to a broad range of readers and leads into the need. Do not include context for the sake of including context: Rather, provide only what will help readers better understand the need and, especially, its importance. Consider anchoring the context in time, using phrases such as recently , in the past 10 years , or since the early 1990s . You may also want to anchor your context in space (either geographically or within a given research field).

Convey the need for the work as an opposition between actual and desired situations. Start by stating the actual situation (what we have) as a direct continuation of the context. If you feel you must explain recent achievements in much detail — say, in more than one or two paragraphs — consider moving the details to a section titled State of the art (or something similar) after the Introduction , but do provide a brief idea of the actual situation in the Introduction . Next, state the desired situation (what we want). Emphasize the contrast between the actual and desired situations with such words as but , however, or unfortunately .

One elegant way to express the desired part of the need is to combine it with the task in a single sentence. This sentence expresses first the objective, then the action undertaken to reach this objective, thus creating a strong and elegant connection between need and task. Here are three examples of such a combination:

To confirm this assumption , we studied the effects of a range of inhibitors of connexin channels . . . on . . .
To assess whether such multiple-coil sensors perform better than single-signal ones , we tested two of them — the DuoPXK and the GEMM3 — in a field where . . . To form a better view of the global distribution and infectiousness of this pathogen , we examined 1645 postmetamorphic and adult amphibians collected from 27 countries between 1984 and 2006 for the presence of . . .

Task and object

An Introduction is usually clearer and more logical when it separates what the authors have done (the task) from what the paper itself attempts or covers (the object of the document). In other words, the task clarifies your contribution as a scientist, whereas the object of the document prepares readers for the structure of the paper, thus allowing focused or selective reading.

For the task,

  • use whoever did the work (normally, you and your colleagues) as the subject of the sentence: we or perhaps the authors;
  • use a verb expressing a research action: measured , calculated , etc.;
  • set that verb in the past tense.

The three examples below are well-formed tasks.

To confirm this assumption, we studied the effects of a range of inhibitors of connexin channels, such as the connexin mimetic peptides Gap26 and Gap27 and anti-peptide antibodies, on calcium signaling in cardiac cells and HeLa cells expressing connexins.
During controlled experiments, we investigated the influence of the HMP boundary conditions on liver flows.
To tackle this problem, we developed a new software verification technique called oblivious hashing, which calculates the hash values based on the actual execution of the program.

The list below provides examples of verbs that express research actions:

apply
We applied Laklöter's principle to . . .
assess We assessed the effects of larger doses of . . . calculate
We calculated the photoluminescence spectrum of . . .
compare We compared the effects of . . . to those of . . . compute We computed the velocity predicted by . . . derive We derived a new set of rules for . . . design We designed a series of experiments to . . . determine We determined the complete nucleotide sequence of . . .
develop We developed a new algorithm to . . . evaluate We evaluated the efficacy and biocompatibility of . . . explore We explored the relationship between . . . implement We implemented a genetic algorithm for . . . investigate We investigated the behavior of . . . measure We measured the concentration of cadmium in . . . model We modeled the diffraction behavior of . . .

For the object of the document,

  • use the document itself as the subject of the sentence: this paper , this letter , etc.;
  • use a verb expressing a communication action: presents , summarizes , etc.;
  • set the verb in the present tense.

The three examples below are suitable objects of the document for the three tasks shown above, respectively.

This paper clarifies the role of CxHc on calcium oscillations in neonatal cardiac myocytes and calcium transients induced by ATP in HL-cells originated from cardiac atrium and in HeLa cells expressing connexin 43 or 26. This paper presents the flow effects induced by increasing the hepatic-artery pressure and by obstructing the vena cava inferior. This paper discusses the theory behind oblivious hashing and shows how this approach can be applied for local software tamper resistance and remote code authentication.

The list below provides examples of verbs that express communication actions:

clarify
This paper clarifies the role of soils in . . . describe This paper describes the mechanism by which . . . detail This paper details the algorithm used for . . . discuss This paper discusses the influence of acidity on . . . explain This paper explains how the new encoding scheme . . . offer This paper offers four recommendations for . . . present This paper presents the results of . . . proposes This paper proposes a set of guidelines for . . . provide This paper provides the complete framework and . . . report This paper reports on our progress so far . . . summarize This paper summarizes our results for 27 patients with . . .

Even the most logical structure is of little use if readers do not see and understand it as they progress through a paper. Thus, as you organize the body of your paper into sections and perhaps subsections, remember to prepare your readers for the structure ahead at all levels. You already do so for the overall structure of the body (the sections) in the object of the document at the end of the Introduction . You can similarly prepare your readers for an upcoming division into subsections by introducing a global paragraph between the heading of a section and the heading of its first subsection. This paragraph can contain any information relating to the section as a whole rather than particular subsections, but it should at least announce the subsections, whether explicitly or implicitly. An explicit preview would be phrased much like the object of the document: "This section first . . . , then . . . , and finally . . . "

Although papers can be organized into sections in many ways, those reporting experimental work typically include Materials and Methods , Results , and Discussion in their body. In any case, the paragraphs in these sections should begin with a topic sentence to prepare readers for their contents, allow selective reading, and — ideally — get a message across.

Materials and methods

Results and discussion.

When reporting and discussing your results, do not force your readers to go through everything you went through in chronological order. Instead, state the message of each paragraph upfront: Convey in the first sentence what you want readers to remember from the paragraph as a whole. Focus on what happened, not on the fact that you observed it. Then develop your message in the remainder of the paragraph, including only that information you think you need to convince your audience.

The conclusion

At the end of your Conclusion , consider including perspectives — that is, an idea of what could or should still be done in relation to the issue addressed in the paper. If you include perspectives, clarify whether you are referring to firm plans for yourself and your colleagues ("In the coming months, we will . . . ") or to an invitation to readers ("One remaining question is . . . ").

If your paper includes a well-structured Introduction and an effective abstract, you need not repeat any of the Introduction in the Conclusion . In particular, do not restate what you have done or what the paper does. Instead, focus on what you have found and, especially, on what your findings mean. Do not be afraid to write a short Conclusion section: If you can conclude in just a few sentences given the rich discussion in the body of the paper, then do so. (In other words, resist the temptation to repeat material from the Introduction just to make the Conclusio n longer under the false belief that a longer Conclusion will seem more impressive.)

The abstract

Typically, readers are primarily interested in the information presented in a paper's Introduction and Conclusion sections. Primarily, they want to know the motivation for the work presented and the outcome of this work. Then (and only then) the most specialized among them might want to know the details of the work. Thus, an effective abstract focuses on motivation and outcome; in doing so, it parallels the paper's Introduction and Conclusion .

Accordingly, you can think of an abstract as having two distinct parts — motivation and outcome — even if it is typeset as a single paragraph. For the first part, follow the same structure as the Introduction section of the paper: State the context, the need, the task, and the object of the document. For the second part, mention your findings (the what ) and, especially, your conclusion (the so what — that is, the interpretation of your findings); if appropriate, end with perspectives, as in the Conclusion section of your paper.

Although the structure of the abstract parallels the Introduction and Conclusion sections, it differs from these sections in the audience it addresses. The abstract is read by many different readers, from the most specialized to the least specialized among the target audience. In a sense, it should be the least specialized part of the paper. Any scientist reading it should be able to understand why the work was carried out and why it is important (context and need), what the authors did (task) and what the paper reports about this work (object of the document), what the authors found (findings), what these findings mean (the conclusion), and possibly what the next steps are (perspectives). In contrast, the full paper is typically read by specialists only; its Introduction and Conclusion are more detailed (that is, longer and more specialized) than the abstract.

An effective abstract stands on its own — it can be understood fully even when made available without the full paper. To this end, avoid referring to figures or the bibliography in the abstract. Also, introduce any acronyms the first time you use them in the abstract (if needed), and do so again in the full paper (see Mechanics: Using abbreviations ).

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Teaching Resources & Guides > How to Teach Science Tips > Writing a Science Report  

Writing a Science Report

With science fair season coming up as well as many end of the year projects, students are often required to write a research paper or a report on their project. Use this guide to help you in the process from finding a topic to revising and editing your final paper.

Brainstorming Topics

Sometimes one of the largest barriers to writing a research paper is trying to figure out what to write about. Many times the topic is supplied by the teacher, or the curriculum tells what the student should research and write about. However, this is not always the case. Sometimes the student is given a very broad concept to write a research paper on, for example, water. Within the category of water, there are many topics and subtopics that would be appropriate. Topics about water can include anything from the three states of water, different water sources, minerals found in water, how water is used by living organisms, the water cycle, or how to find water in the desert. The point is that “water” is a very large topic and would be too broad to be adequately covered in a typical 3-5 page research paper.

When given a broad category to write about, it is important to narrow it down to a topic that is much more manageable. Sometimes research needs to be done in order to find the best topic to write about. (Look for searching tips in “Finding and Gathering Information.”) Listed below are some tips and guidelines for picking a suitable research topic:

  • Pick a topic within the category that you find interesting. It makes it that much easier to research and write about a topic if it interests you.
  • You may find while researching a topic that the details of the topic are very boring to you. If this is the case, and you have the option to do this, change your topic.
  • Pick a topic that you are already familiar with and research further into that area to build on your current knowledge.
  • When researching topics to do your paper on, look at how much information you are finding. If you are finding very little information on your topic or you are finding an overwhelming amount, you may need to rethink your topic.
  • If permissible, always leave yourself open to changing your topic. While researching for topics, you may come across one that you find really interesting and can use just as well as the previous topics you were searching for.
  • Most importantly, does your research topic fit the guidelines set forth by your teacher or curriculum?

Finding and Gathering Information

There are numerous resources out there to help you find information on the topic selected for your research paper. One of the first places to begin research is at your local library. Use the Dewey Decimal System or ask the librarian to help you find books related to your topic. There are also a variety of reference materials, such as encyclopedias, available at the library.

A relatively new reference resource has become available with the power of technology – the Internet. While the Internet allows the user to access a wealth of information that is often more up-to-date than printed materials such as books and encyclopedias, there are certainly drawbacks to using it. It can be hard to tell whether or not a site contains factual information or just someone’s opinion. A site can also be dangerous or inappropriate for students to use.

You may find that certain science concepts and science terminology are not easy to find in regular dictionaries and encyclopedias. A science dictionary or science encyclopedia can help you find more in-depth and relevant information for your science report. If your topic is very technical or specific, reference materials such as medical dictionaries and chemistry encyclopedias may also be good resources to use.

If you are writing a report for your science fair project, not only will you be finding information from published sources, you will also be generating your own data, results, and conclusions. Keep a journal that tracks and records your experiments and results. When writing your report, you can either write out your findings from your experiments or display them using graphs or charts .

*As you are gathering information, keep a working bibliography of where you found your sources. Look under “Citing Sources” for more information. This will save you a lot of time in the long run!

Organizing Information

Most people find it hard to just take all the information they have gathered from their research and write it out in paper form. It is hard to get a starting point and go from the beginning to the end. You probably have several ideas you know you want to put in your paper, but you may be having trouble deciding where these ideas should go. Organizing your information in a way where new thoughts can be added to a subtopic at any time is a great way to organize the information you have about your topic. Here are two of the more popular ways to organize information so it can be used in a research paper:

  • Graphic organizers such as a web or mind map . Mind maps are basically stating the main topic of your paper, then branching off into as many subtopics as possible about the main topic. Enchanted Learning has a list of several different types of mind maps as well as information on how to use them and what topics fit best for each type of mind map and graphic organizer.
  • Sub-Subtopic: Low temperatures and adequate amounts of snow are needed to form glaciers.
  • Sub-Subtopic: Glaciers move large amounts of earth and debris.
  • Sub-Subtopic: Two basic types of glaciers: valley and continental.
  • Subtopic: Icebergs – large masses of ice floating on liquid water

Different Formats For Your Paper

Depending on your topic and your writing preference, the layout of your paper can greatly enhance how well the information on your topic is displayed.

1. Process . This method is used to explain how something is done or how it works by listing the steps of the process. For most science fair projects and science experiments, this is the best format. Reports for science fairs need the entire project written out from start to finish. Your report should include a title page, statement of purpose, hypothesis, materials and procedures, results and conclusions, discussion, and credits and bibliography. If applicable, graphs, tables, or charts should be included with the results portion of your report.

2. Cause and effect . This is another common science experiment research paper format. The basic premise is that because event X happened, event Y happened.

3. Specific to general . This method works best when trying to draw conclusions about how little topics and details are connected to support one main topic or idea.

4. Climatic order . Similar to the “specific to general” category, here details are listed in order from least important to most important.

5. General to specific . Works in a similar fashion as the method for organizing your information. The main topic or subtopic is stated first, followed by supporting details that give more information about the topic.

6. Compare and contrast . This method works best when you wish to show the similarities and/or differences between two or more topics. A block pattern is used when you first write about one topic and all its details and then write about the second topic and all its details. An alternating pattern can be used to describe a detail about the first topic and then compare that to the related detail of the second topic. The block pattern and alternating pattern can also be combined to make a format that better fits your research paper.

Citing Sources

When writing a research paper, you must cite your sources! Otherwise you are plagiarizing (claiming someone else’s ideas as your own) which can cause severe penalties from failing your research paper assignment in primary and secondary grades to failing the entire course (most colleges and universities have this policy). To help you avoid plagiarism, follow these simple steps:

  • Find out what format for citing your paper your teacher or curriculum wishes you to use. One of the most widely used and widely accepted citation formats by scholars and schools is the Modern Language Association (MLA) format. We recommended that you do an Internet search for the most recent format of the citation style you will be using in your paper.
  • Keep a working bibliography when researching your topic. Have a document in your computer files or a page in your notebook where you write down every source that you found and may use in your paper. (You probably will not use every resource you find, but it is much easier to delete unused sources later rather than try to find them four weeks down the road.) To make this process even easier, write the source down in the citation format that will be used in your paper. No matter what citation format you use, you should always write down title, author, publisher, published date, page numbers used, and if applicable, the volume and issue number.
  • When collecting ideas and information from your sources, write the author’s last name at the end of the idea. When revising and formatting your paper, keep the author’s last name attached to the end of the idea, no matter where you move that idea. This way, you won’t have to go back and try to remember where the ideas in your paper came from.
  • There are two ways to use the information in your paper: paraphrasing and quotes. The majority of your paper will be paraphrasing the information you found. Paraphrasing is basically restating the idea being used in your own words.   As a general rule of thumb, no more than two of the original words should be used in sequence when paraphrasing information, and similes should be used for as many of the words as possible in the original passage without changing the meaning of the main point. Sometimes, you may find something stated so well by the original author that it would be best to use the author’s original words in your paper. When using the author’s original words, use quotation marks only around the words being directly quoted and work the quote into the body of your paper so that it makes sense grammatically. Search the Internet for more rules on paraphrasing and quoting information.

Revising and Editing Your Paper

Revising your paper basically means you are fixing grammatical errors or changing the meaning of what you wrote. After you have written the rough draft of your paper, read through it again to make sure the ideas in your paper flow and are cohesive. You may need to add in information, delete extra information, use a thesaurus to find a better word to better express a concept, reword a sentence, or just make sure your ideas are stated in a logical and progressive order.

After revising your paper, go back and edit it, correcting the capitalization, punctuation, and spelling errors – the mechanics of writing. If you are not 100% positive a word is spelled correctly, look it up in a dictionary. Ask a parent or teacher for help on the proper usage of commas, hyphens, capitalization, and numbers. You may also be able to find the answers to these questions by doing an Internet search on writing mechanics or by checking you local library for a book on writing mechanics.

It is also always a good idea to have someone else read your paper. Because this person did not write the paper and is not familiar with the topic, he or she is more likely to catch mistakes or ideas that do not quite make sense. This person can also give you insights or suggestions on how to reword or format your paper to make it flow better or convey your ideas better.

More Information:

  • Quick Science Fair Guide
  • Science Fair Project Ideas

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How to Write an Experimental Research Paper

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  • M. N. Pamir M.D. 2 , 3  

Part of the book series: Acta Neurochirurgica Supplements ((NEUROCHIRURGICA,volume 83))

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The art and practice of academic neurosurgery are mastered by defining and learning the pertinent basic principles and skills. This article aims to present general guidelines to one of the many roles of a neurosurgeon: Writing an experimental research paper.

Every research report must use the “IMRAD formula: introduction, methods, results and discussion”. After the IMRAD is finished, abstract should be written and the title should be “created”. Your abstract should answer these questions: “Why did you start?, what did you do?, what answer did you get?, and what does it mean?”. Title of the research paper should be short enough to catch glance and memory of the reader and be long enough to give the essential information of what the paper is about.

Writing about the results of the experiment is no easier than the research itself. As surgery, writing a scientific paper is also an improvisation, but general principles should be learned and used in practice. The most effective style of learning basic skills to construct a research paper is the “trial and error” type.

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Pamir, M.N. (2002). How to Write an Experimental Research Paper. In: Kanpolat, Y. (eds) Research and Publishing in Neurosurgery. Acta Neurochirurgica Supplements, vol 83. Springer, Vienna. https://doi.org/10.1007/978-3-7091-6743-4_18

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How To Write A Lab Report | Step-by-Step Guide & Examples

Published on May 20, 2021 by Pritha Bhandari . Revised on July 23, 2023.

A lab report conveys the aim, methods, results, and conclusions of a scientific experiment. The main purpose of a lab report is to demonstrate your understanding of the scientific method by performing and evaluating a hands-on lab experiment. This type of assignment is usually shorter than a research paper .

Lab reports are commonly used in science, technology, engineering, and mathematics (STEM) fields. This article focuses on how to structure and write a lab report.

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Table of contents

Structuring a lab report, introduction, other interesting articles, frequently asked questions about lab reports.

The sections of a lab report can vary between scientific fields and course requirements, but they usually contain the purpose, methods, and findings of a lab experiment .

Each section of a lab report has its own purpose.

  • Title: expresses the topic of your study
  • Abstract : summarizes your research aims, methods, results, and conclusions
  • Introduction: establishes the context needed to understand the topic
  • Method: describes the materials and procedures used in the experiment
  • Results: reports all descriptive and inferential statistical analyses
  • Discussion: interprets and evaluates results and identifies limitations
  • Conclusion: sums up the main findings of your experiment
  • References: list of all sources cited using a specific style (e.g. APA )
  • Appendices : contains lengthy materials, procedures, tables or figures

Although most lab reports contain these sections, some sections can be omitted or combined with others. For example, some lab reports contain a brief section on research aims instead of an introduction, and a separate conclusion is not always required.

If you’re not sure, it’s best to check your lab report requirements with your instructor.

Prevent plagiarism. Run a free check.

Your title provides the first impression of your lab report – effective titles communicate the topic and/or the findings of your study in specific terms.

Create a title that directly conveys the main focus or purpose of your study. It doesn’t need to be creative or thought-provoking, but it should be informative.

  • The effects of varying nitrogen levels on tomato plant height.
  • Testing the universality of the McGurk effect.
  • Comparing the viscosity of common liquids found in kitchens.

An abstract condenses a lab report into a brief overview of about 150–300 words. It should provide readers with a compact version of the research aims, the methods and materials used, the main results, and the final conclusion.

Think of it as a way of giving readers a preview of your full lab report. Write the abstract last, in the past tense, after you’ve drafted all the other sections of your report, so you’ll be able to succinctly summarize each section.

To write a lab report abstract, use these guiding questions:

  • What is the wider context of your study?
  • What research question were you trying to answer?
  • How did you perform the experiment?
  • What did your results show?
  • How did you interpret your results?
  • What is the importance of your findings?

Nitrogen is a necessary nutrient for high quality plants. Tomatoes, one of the most consumed fruits worldwide, rely on nitrogen for healthy leaves and stems to grow fruit. This experiment tested whether nitrogen levels affected tomato plant height in a controlled setting. It was expected that higher levels of nitrogen fertilizer would yield taller tomato plants.

Levels of nitrogen fertilizer were varied between three groups of tomato plants. The control group did not receive any nitrogen fertilizer, while one experimental group received low levels of nitrogen fertilizer, and a second experimental group received high levels of nitrogen fertilizer. All plants were grown from seeds, and heights were measured 50 days into the experiment.

The effects of nitrogen levels on plant height were tested between groups using an ANOVA. The plants with the highest level of nitrogen fertilizer were the tallest, while the plants with low levels of nitrogen exceeded the control group plants in height. In line with expectations and previous findings, the effects of nitrogen levels on plant height were statistically significant. This study strengthens the importance of nitrogen for tomato plants.

Your lab report introduction should set the scene for your experiment. One way to write your introduction is with a funnel (an inverted triangle) structure:

  • Start with the broad, general research topic
  • Narrow your topic down your specific study focus
  • End with a clear research question

Begin by providing background information on your research topic and explaining why it’s important in a broad real-world or theoretical context. Describe relevant previous research on your topic and note how your study may confirm it or expand it, or fill a gap in the research field.

This lab experiment builds on previous research from Haque, Paul, and Sarker (2011), who demonstrated that tomato plant yield increased at higher levels of nitrogen. However, the present research focuses on plant height as a growth indicator and uses a lab-controlled setting instead.

Next, go into detail on the theoretical basis for your study and describe any directly relevant laws or equations that you’ll be using. State your main research aims and expectations by outlining your hypotheses .

Based on the importance of nitrogen for tomato plants, the primary hypothesis was that the plants with the high levels of nitrogen would grow the tallest. The secondary hypothesis was that plants with low levels of nitrogen would grow taller than plants with no nitrogen.

Your introduction doesn’t need to be long, but you may need to organize it into a few paragraphs or with subheadings such as “Research Context” or “Research Aims.”

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A lab report Method section details the steps you took to gather and analyze data. Give enough detail so that others can follow or evaluate your procedures. Write this section in the past tense. If you need to include any long lists of procedural steps or materials, place them in the Appendices section but refer to them in the text here.

You should describe your experimental design, your subjects, materials, and specific procedures used for data collection and analysis.

Experimental design

Briefly note whether your experiment is a within-subjects  or between-subjects design, and describe how your sample units were assigned to conditions if relevant.

A between-subjects design with three groups of tomato plants was used. The control group did not receive any nitrogen fertilizer. The first experimental group received a low level of nitrogen fertilizer, while the second experimental group received a high level of nitrogen fertilizer.

Describe human subjects in terms of demographic characteristics, and animal or plant subjects in terms of genetic background. Note the total number of subjects as well as the number of subjects per condition or per group. You should also state how you recruited subjects for your study.

List the equipment or materials you used to gather data and state the model names for any specialized equipment.

List of materials

35 Tomato seeds

15 plant pots (15 cm tall)

Light lamps (50,000 lux)

Nitrogen fertilizer

Measuring tape

Describe your experimental settings and conditions in detail. You can provide labelled diagrams or images of the exact set-up necessary for experimental equipment. State how extraneous variables were controlled through restriction or by fixing them at a certain level (e.g., keeping the lab at room temperature).

Light levels were fixed throughout the experiment, and the plants were exposed to 12 hours of light a day. Temperature was restricted to between 23 and 25℃. The pH and carbon levels of the soil were also held constant throughout the experiment as these variables could influence plant height. The plants were grown in rooms free of insects or other pests, and they were spaced out adequately.

Your experimental procedure should describe the exact steps you took to gather data in chronological order. You’ll need to provide enough information so that someone else can replicate your procedure, but you should also be concise. Place detailed information in the appendices where appropriate.

In a lab experiment, you’ll often closely follow a lab manual to gather data. Some instructors will allow you to simply reference the manual and state whether you changed any steps based on practical considerations. Other instructors may want you to rewrite the lab manual procedures as complete sentences in coherent paragraphs, while noting any changes to the steps that you applied in practice.

If you’re performing extensive data analysis, be sure to state your planned analysis methods as well. This includes the types of tests you’ll perform and any programs or software you’ll use for calculations (if relevant).

First, tomato seeds were sown in wooden flats containing soil about 2 cm below the surface. Each seed was kept 3-5 cm apart. The flats were covered to keep the soil moist until germination. The seedlings were removed and transplanted to pots 8 days later, with a maximum of 2 plants to a pot. Each pot was watered once a day to keep the soil moist.

The nitrogen fertilizer treatment was applied to the plant pots 12 days after transplantation. The control group received no treatment, while the first experimental group received a low concentration, and the second experimental group received a high concentration. There were 5 pots in each group, and each plant pot was labelled to indicate the group the plants belonged to.

50 days after the start of the experiment, plant height was measured for all plants. A measuring tape was used to record the length of the plant from ground level to the top of the tallest leaf.

In your results section, you should report the results of any statistical analysis procedures that you undertook. You should clearly state how the results of statistical tests support or refute your initial hypotheses.

The main results to report include:

  • any descriptive statistics
  • statistical test results
  • the significance of the test results
  • estimates of standard error or confidence intervals

The mean heights of the plants in the control group, low nitrogen group, and high nitrogen groups were 20.3, 25.1, and 29.6 cm respectively. A one-way ANOVA was applied to calculate the effect of nitrogen fertilizer level on plant height. The results demonstrated statistically significant ( p = .03) height differences between groups.

Next, post-hoc tests were performed to assess the primary and secondary hypotheses. In support of the primary hypothesis, the high nitrogen group plants were significantly taller than the low nitrogen group and the control group plants. Similarly, the results supported the secondary hypothesis: the low nitrogen plants were taller than the control group plants.

These results can be reported in the text or in tables and figures. Use text for highlighting a few key results, but present large sets of numbers in tables, or show relationships between variables with graphs.

You should also include sample calculations in the Results section for complex experiments. For each sample calculation, provide a brief description of what it does and use clear symbols. Present your raw data in the Appendices section and refer to it to highlight any outliers or trends.

The Discussion section will help demonstrate your understanding of the experimental process and your critical thinking skills.

In this section, you can:

  • Interpret your results
  • Compare your findings with your expectations
  • Identify any sources of experimental error
  • Explain any unexpected results
  • Suggest possible improvements for further studies

Interpreting your results involves clarifying how your results help you answer your main research question. Report whether your results support your hypotheses.

  • Did you measure what you sought out to measure?
  • Were your analysis procedures appropriate for this type of data?

Compare your findings with other research and explain any key differences in findings.

  • Are your results in line with those from previous studies or your classmates’ results? Why or why not?

An effective Discussion section will also highlight the strengths and limitations of a study.

  • Did you have high internal validity or reliability?
  • How did you establish these aspects of your study?

When describing limitations, use specific examples. For example, if random error contributed substantially to the measurements in your study, state the particular sources of error (e.g., imprecise apparatus) and explain ways to improve them.

The results support the hypothesis that nitrogen levels affect plant height, with increasing levels producing taller plants. These statistically significant results are taken together with previous research to support the importance of nitrogen as a nutrient for tomato plant growth.

However, unlike previous studies, this study focused on plant height as an indicator of plant growth in the present experiment. Importantly, plant height may not always reflect plant health or fruit yield, so measuring other indicators would have strengthened the study findings.

Another limitation of the study is the plant height measurement technique, as the measuring tape was not suitable for plants with extreme curvature. Future studies may focus on measuring plant height in different ways.

The main strengths of this study were the controls for extraneous variables, such as pH and carbon levels of the soil. All other factors that could affect plant height were tightly controlled to isolate the effects of nitrogen levels, resulting in high internal validity for this study.

Your conclusion should be the final section of your lab report. Here, you’ll summarize the findings of your experiment, with a brief overview of the strengths and limitations, and implications of your study for further research.

Some lab reports may omit a Conclusion section because it overlaps with the Discussion section, but you should check with your instructor before doing so.

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A lab report conveys the aim, methods, results, and conclusions of a scientific experiment . Lab reports are commonly assigned in science, technology, engineering, and mathematics (STEM) fields.

The purpose of a lab report is to demonstrate your understanding of the scientific method with a hands-on lab experiment. Course instructors will often provide you with an experimental design and procedure. Your task is to write up how you actually performed the experiment and evaluate the outcome.

In contrast, a research paper requires you to independently develop an original argument. It involves more in-depth research and interpretation of sources and data.

A lab report is usually shorter than a research paper.

The sections of a lab report can vary between scientific fields and course requirements, but it usually contains the following:

  • Abstract: summarizes your research aims, methods, results, and conclusions
  • References: list of all sources cited using a specific style (e.g. APA)
  • Appendices: contains lengthy materials, procedures, tables or figures

The results chapter or section simply and objectively reports what you found, without speculating on why you found these results. The discussion interprets the meaning of the results, puts them in context, and explains why they matter.

In qualitative research , results and discussion are sometimes combined. But in quantitative research , it’s considered important to separate the objective results from your interpretation of them.

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FAQs About Experimental Research Papers (APA)

What is a research paper? 

A researcher uses a research paper to explain how they conducted a research study to answer a question or test a hypothesis. They explain why they conducted the study, the research question or hypothesis they tested, how they conducted the study, the results of their study, and the implications of these results. 

What is the purpose of an experimental research paper? 

A research paper is intended to inform others about advancement in a particular field of study. The researcher who wrote the paper identified a gap in the research in a field of study and used their research to help fill this gap. The researcher uses their paper to inform others about the knowledge that the results of their study contribute. 

What sections are included in an experimental research paper?

A typical research paper contains a Title Page, Abstract, Introduction, Methods, Results, Discussion, and References section. Some also contain a Table and Figures section and Appendix section. 

What citation style is used for experimental research papers? 

APA (American Psychological Association) style is most commonly used for research papers. 

Structure Of Experimental Research Papers (APA)

  • Answers the question of “What is this paper about and who wrote it?”
  • Located on the first page of the paper 
  • The author’s note acknowledges any support that the authors received from others
  • A student paper also includes the course number and name, instructor’s name, and assignment due date
  • Contains a title that summarizes the purpose and content of the research study and engages the audience 
  • No longer than 250 words
  • Summarizes important background information, the research questions and/or hypothesis, methods, key findings, and implications of the findings
  • Explains what the topic of the research is and why the topic is worth studying
  • Summarizes and discusses prior research conducted on the topic 
  • Identifies unresolved issues and gaps in past research that the current research will address
  • Ends with an overview of the current research study, including how the independent and dependent variables, the research questions or hypotheses, and the objective of the research 
  • Explains how the research study was conducted 
  • Typically includes 3 sections: Participants, Materials, and Procedure
  • Includes characteristics of the subjects, how the subjects were selected and recruited, how their anonymity was protected, and what feedback was provided to the participants
  • Describes any equipment, surveys, tests, questionnaires, informed consent forms, and observational techniques 
  • Describes the independent and dependent variables, the type of research design, and how the data was collected
  • Explains what results were found in the research study 
  • Describes the data that was collected and the results of statistical tests 
  • Explains the significance of the results 
  • Accepts or denies the hypotheses 
  • Details the implications of these findings 
  • Addresses the limitations of the study and areas for future research 
  • Includes all sources that were mentioned in the research study 
  • Adheres to APA citation styles
  • Includes all tables and/or figures that were used in the research study 
  • Each table and figure is placed on a separate page 
  • Tables are included before figures
  • Begins with a bolded, centered header such as “ Table 1 ”
  • Appends all forms, surveys, tests, etc. that were used in the study 
  • Only includes documents that were referenced in the Methods section 
  • Each entry is placed on a separate page 
  • Begins with a bolded, centered header such as “ Appendix A ”

Tips For Experimental Research Papers (APA)

  • Initial interest will motivate you to complete your study 
  • Your entire study will be centered around this question or statement 
  • Use only verifiable sources that provide accurate information about your topic 
  • You need to thoroughly understand the field of study your topic is on to help you recognize the gap your research will fill and the significance of your results
  • This will help you identify what you should study and what the significance of your study will be 
  • Create an outline before you begin writing to help organize your thoughts and direct you in your writing 
  • This will prevent you from losing the source or forgetting to cite the source 
  • Work on one section at a time, rather than trying to complete multiple sections at once
  • This information can be easily referred to as your write your various sections 
  • When conducting your research, working general to specific will help you narrow your topic and fully understand the field your topic is in 
  • When writing your literature review, writing from general to specific will help the audience understand your overall topic and the narrow focus of your research 
  • This will prevent you from losing sources you may need later 
  • Incorporate correct APA formatting as you write, rather than changing the formatting at the end of the writing process 

Checklist For Experimental Research Papers (APA)

  • If the paper is a student paper, it contains the title of the project, the author’s name(s), the instructor's name, course number and name, and assignment due date
  • If the paper is a professional paper, it includes the title of the paper, the author’s name(s), the institutional affiliation, and the author note
  • Begins on the first page of the paper
  • The title is typed in upper and lowercase letters, four spaces below the top of the paper, and written in boldface 
  • Other information is separated by a space from the title

Title (found on title page)

  • Informs the audience about the purpose of the paper 
  • Captures the attention of the audience 
  • Accurately reflects the purpose and content of the research paper 

Abstract 

  • Labeled as “ Abstract ”
  • Begins on the second page 
  • Provides a short, concise summary of the content of the research paper 
  • Includes background information necessary to understand the topic 
  • Background information demonstrates the purpose of the paper
  • Contains the hypothesis and/or research questions addressed in the paper
  • Has a brief description of the methods used 
  • Details the key findings and significance of the results
  • Illustrates the implications of the research study 
  • Contains less than 250 words

Introduction 

  • Starts on the third page 
  • Includes the title of the paper in bold at the top of the page
  • Contains a clear statement of the problem that the paper sets out to address 
  • Places the research paper within the context of previous research on the topic 
  • Explains the purpose of the research study and what you hope to find
  • Describes the significance of the study 
  • Details what new insights the research will contribute
  • Concludes with a brief description of what information will be mentioned in the literature review

Literature Review

  • Labeled as “ Literature Review”
  • Presents a general description of the problem area 
  • Defines any necessary terms 
  • Discusses and summarizes prior research on the selected topic 
  • Identifies any unresolved issues or gaps in research that the current research plans to address
  • Concludes with a summary of the current research study, including the independent and dependent variables, the research questions or hypotheses, and the objective of the research  
  • Labeled as “ Methods ”
  • Efficiently explains how the research study was conducted 
  • Appropriately divided into sections
  • Describes the characteristics of the participants 
  • Explains how the participants were selected 
  • Details how the anonymity of the participants was protected 
  • Notes what feedback the participants will be provided 
  • Describes all materials and instruments that were used 
  • Mentions how the procedure was conducted and data collected
  • Notes the independent and dependent variables 
  • Includes enough information that another researcher could duplicate the research 

Results 

  • Labeled as “ Results ”
  • Describes the data was collected
  • Explains the results of statistical tests that were performed
  • Omits any analysis or discussion of the implications of the study 

Discussion 

  • Labeled as “ Discussion ”
  • Describes the significance of the results 
  • Relates the results to the research questions and/or hypotheses
  • States whether the hypotheses should be rejected or accepted 
  • Addresses limitations of the study, including potential bias, confounds, imprecision of measures, and limits to generalizability
  • Explains how the study adds to the knowledge base and expands upon past research
  • Labeled as “ References ”
  • Correctly cites sources according to APA formatting 
  • Orders sources alphabetically
  • All sources included in the study are cited in the reference section 

Table and Figures (optional)

  •  Each table and each figure is placed on a separate page 
  • Tables and figures are included after the reference page
  • Tables and figures are correctly labeled
  • Each table and figure begins with a bolded, centered header such as “ Table 1 ,” “ Table 2 ,”

Appendix (optional) 

  • Any forms, surveys, tests, etc. are placed in the Appendix
  • All appendix entries are mentioned in the Methods section 
  • Each appendix begins on a new page
  • Each appendix begins with a bolded, centered header such as “ Appendix A, ” “ Appendix B ”

Additional Resources For Experimental Research Papers (APA)

  • https://www.mcwritingcenterblog.org/single-post/how-to-conduct-research-using-the-library-s-resources
  • https://www.mcwritingcenterblog.org/single-post/how-to-read-academic-articles
  • https://researchguides.ben.edu/source-evaluation   
  • https://researchguides.library.brocku.ca/external-analysis/evaluating-sources
  • https://writing.wisc.edu/handbook/assignments/planresearchpaper/
  • https://nmu.edu/writingcenter/tips-writing-research-paper
  • https://writingcenter.gmu.edu/guides/how-to-write-a-research-question
  • https://www.unr.edu/writing-speaking-center/student-resources/writing-speaking-resources/guide-to-writing-research-papers
  • https://drive.google.com/drive/folders/1F4DFWf85zEH4aZvm10i8Ahm_3xnAekal?usp=sharing
  • https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
  • https://libguides.elmira.edu/research
  • https://www.nhcc.edu/academics/library/doing-library-research/basic-steps-research-process
  • https://libguides.wustl.edu/research
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Study/Experimental/Research Design: Much More Than Statistics

Kenneth l. knight.

Brigham Young University, Provo, UT

The purpose of study, experimental, or research design in scientific manuscripts has changed significantly over the years. It has evolved from an explanation of the design of the experiment (ie, data gathering or acquisition) to an explanation of the statistical analysis. This practice makes “Methods” sections hard to read and understand.

To clarify the difference between study design and statistical analysis, to show the advantages of a properly written study design on article comprehension, and to encourage authors to correctly describe study designs.

Description:

The role of study design is explored from the introduction of the concept by Fisher through modern-day scientists and the AMA Manual of Style . At one time, when experiments were simpler, the study design and statistical design were identical or very similar. With the complex research that is common today, which often includes manipulating variables to create new variables and the multiple (and different) analyses of a single data set, data collection is very different than statistical design. Thus, both a study design and a statistical design are necessary.

Advantages:

Scientific manuscripts will be much easier to read and comprehend. A proper experimental design serves as a road map to the study methods, helping readers to understand more clearly how the data were obtained and, therefore, assisting them in properly analyzing the results.

Study, experimental, or research design is the backbone of good research. It directs the experiment by orchestrating data collection, defines the statistical analysis of the resultant data, and guides the interpretation of the results. When properly described in the written report of the experiment, it serves as a road map to readers, 1 helping them negotiate the “Methods” section, and, thus, it improves the clarity of communication between authors and readers.

A growing trend is to equate study design with only the statistical analysis of the data. The design statement typically is placed at the end of the “Methods” section as a subsection called “Experimental Design” or as part of a subsection called “Data Analysis.” This placement, however, equates experimental design and statistical analysis, minimizing the effect of experimental design on the planning and reporting of an experiment. This linkage is inappropriate, because some of the elements of the study design that should be described at the beginning of the “Methods” section are instead placed in the “Statistical Analysis” section or, worse, are absent from the manuscript entirely.

Have you ever interrupted your reading of the “Methods” to sketch out the variables in the margins of the paper as you attempt to understand how they all fit together? Or have you jumped back and forth from the early paragraphs of the “Methods” section to the “Statistics” section to try to understand which variables were collected and when? These efforts would be unnecessary if a road map at the beginning of the “Methods” section outlined how the independent variables were related, which dependent variables were measured, and when they were measured. When they were measured is especially important if the variables used in the statistical analysis were a subset of the measured variables or were computed from measured variables (such as change scores).

The purpose of this Communications article is to clarify the purpose and placement of study design elements in an experimental manuscript. Adopting these ideas may improve your science and surely will enhance the communication of that science. These ideas will make experimental manuscripts easier to read and understand and, therefore, will allow them to become part of readers' clinical decision making.

WHAT IS A STUDY (OR EXPERIMENTAL OR RESEARCH) DESIGN?

The terms study design, experimental design, and research design are often thought to be synonymous and are sometimes used interchangeably in a single paper. Avoid doing so. Use the term that is preferred by the style manual of the journal for which you are writing. Study design is the preferred term in the AMA Manual of Style , 2 so I will use it here.

A study design is the architecture of an experimental study 3 and a description of how the study was conducted, 4 including all elements of how the data were obtained. 5 The study design should be the first subsection of the “Methods” section in an experimental manuscript (see the Table ). “Statistical Design” or, preferably, “Statistical Analysis” or “Data Analysis” should be the last subsection of the “Methods” section.

Table. Elements of a “Methods” Section

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The “Study Design” subsection describes how the variables and participants interacted. It begins with a general statement of how the study was conducted (eg, crossover trials, parallel, or observational study). 2 The second element, which usually begins with the second sentence, details the number of independent variables or factors, the levels of each variable, and their names. A shorthand way of doing so is with a statement such as “A 2 × 4 × 8 factorial guided data collection.” This tells us that there were 3 independent variables (factors), with 2 levels of the first factor, 4 levels of the second factor, and 8 levels of the third factor. Following is a sentence that names the levels of each factor: for example, “The independent variables were sex (male or female), training program (eg, walking, running, weight lifting, or plyometrics), and time (2, 4, 6, 8, 10, 15, 20, or 30 weeks).” Such an approach clearly outlines for readers how the various procedures fit into the overall structure and, therefore, enhances their understanding of how the data were collected. Thus, the design statement is a road map of the methods.

The dependent (or measurement or outcome) variables are then named. Details of how they were measured are not given at this point in the manuscript but are explained later in the “Instruments” and “Procedures” subsections.

Next is a paragraph detailing who the participants were and how they were selected, placed into groups, and assigned to a particular treatment order, if the experiment was a repeated-measures design. And although not a part of the design per se, a statement about obtaining written informed consent from participants and institutional review board approval is usually included in this subsection.

The nuts and bolts of the “Methods” section follow, including such things as equipment, materials, protocols, etc. These are beyond the scope of this commentary, however, and so will not be discussed.

The last part of the “Methods” section and last part of the “Study Design” section is the “Data Analysis” subsection. It begins with an explanation of any data manipulation, such as how data were combined or how new variables (eg, ratios or differences between collected variables) were calculated. Next, readers are told of the statistical measures used to analyze the data, such as a mixed 2 × 4 × 8 analysis of variance (ANOVA) with 2 between-groups factors (sex and training program) and 1 within-groups factor (time of measurement). Researchers should state and reference the statistical package and procedure(s) within the package used to compute the statistics. (Various statistical packages perform analyses slightly differently, so it is important to know the package and specific procedure used.) This detail allows readers to judge the appropriateness of the statistical measures and the conclusions drawn from the data.

STATISTICAL DESIGN VERSUS STATISTICAL ANALYSIS

Avoid using the term statistical design . Statistical methods are only part of the overall design. The term gives too much emphasis to the statistics, which are important, but only one of many tools used in interpreting data and only part of the study design:

The most important issues in biostatistics are not expressed with statistical procedures. The issues are inherently scientific, rather than purely statistical, and relate to the architectural design of the research, not the numbers with which the data are cited and interpreted. 6

Stated another way, “The justification for the analysis lies not in the data collected but in the manner in which the data were collected.” 3 “Without the solid foundation of a good design, the edifice of statistical analysis is unsafe.” 7 (pp4–5)

The intertwining of study design and statistical analysis may have been caused (unintentionally) by R.A. Fisher, “… a genius who almost single-handedly created the foundations for modern statistical science.” 8 Most research did not involve statistics until Fisher invented the concepts and procedures of ANOVA (in 1921) 9 , 10 and experimental design (in 1935). 11 His books became standard references for scientists in many disciplines. As a result, many ANOVA books were titled Experimental Design (see, for example, Edwards 12 ), and ANOVA courses taught in psychology and education departments included the words experimental design in their course titles.

Before the widespread use of computers to analyze data, designs were much simpler, and often there was little difference between study design and statistical analysis. So combining the 2 elements did not cause serious problems. This is no longer true, however, for 3 reasons: (1) Research studies are becoming more complex, with multiple independent and dependent variables. The procedures sections of these complex studies can be difficult to understand if your only reference point is the statistical analysis and design. (2) Dependent variables are frequently measured at different times. (3) How the data were collected is often not directly correlated with the statistical design.

For example, assume the goal is to determine the strength gain in novice and experienced athletes as a result of 3 strength training programs. Rate of change in strength is not a measurable variable; rather, it is calculated from strength measurements taken at various time intervals during the training. So the study design would be a 2 × 2 × 3 factorial with independent variables of time (pretest or posttest), experience (novice or advanced), and training (isokinetic, isotonic, or isometric) and a dependent variable of strength. The statistical design , however, would be a 2 × 3 factorial with independent variables of experience (novice or advanced) and training (isokinetic, isotonic, or isometric) and a dependent variable of strength gain. Note that data were collected according to a 3-factor design but were analyzed according to a 2-factor design and that the dependent variables were different. So a single design statement, usually a statistical design statement, would not communicate which data were collected or how. Readers would be left to figure out on their own how the data were collected.

MULTIVARIATE RESEARCH AND THE NEED FOR STUDY DESIGNS

With the advent of electronic data gathering and computerized data handling and analysis, research projects have increased in complexity. Many projects involve multiple dependent variables measured at different times, and, therefore, multiple design statements may be needed for both data collection and statistical analysis. Consider, for example, a study of the effects of heat and cold on neural inhibition. The variables of H max and M max are measured 3 times each: before, immediately after, and 30 minutes after a 20-minute treatment with heat or cold. Muscle temperature might be measured each minute before, during, and after the treatment. Although the minute-by-minute data are important for graphing temperature fluctuations during the procedure, only 3 temperatures (time 0, time 20, and time 50) are used for statistical analysis. A single dependent variable H max :M max ratio is computed to illustrate neural inhibition. Again, a single statistical design statement would tell little about how the data were obtained. And in this example, separate design statements would be needed for temperature measurement and H max :M max measurements.

As stated earlier, drawing conclusions from the data depends more on how the data were measured than on how they were analyzed. 3 , 6 , 7 , 13 So a single study design statement (or multiple such statements) at the beginning of the “Methods” section acts as a road map to the study and, thus, increases scientists' and readers' comprehension of how the experiment was conducted (ie, how the data were collected). Appropriate study design statements also increase the accuracy of conclusions drawn from the study.

CONCLUSIONS

The goal of scientific writing, or any writing, for that matter, is to communicate information. Including 2 design statements or subsections in scientific papers—one to explain how the data were collected and another to explain how they were statistically analyzed—will improve the clarity of communication and bring praise from readers. To summarize:

  • Purge from your thoughts and vocabulary the idea that experimental design and statistical design are synonymous.
  • Study or experimental design plays a much broader role than simply defining and directing the statistical analysis of an experiment.
  • A properly written study design serves as a road map to the “Methods” section of an experiment and, therefore, improves communication with the reader.
  • Study design should include a description of the type of design used, each factor (and each level) involved in the experiment, and the time at which each measurement was made.
  • Clarify when the variables involved in data collection and data analysis are different, such as when data analysis involves only a subset of a collected variable or a resultant variable from the mathematical manipulation of 2 or more collected variables.

Acknowledgments

Thanks to Thomas A. Cappaert, PhD, ATC, CSCS, CSE, for suggesting the link between R.A. Fisher and the melding of the concepts of research design and statistics.

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Many believe that a scientist’s most difficult job is not conducting an experiment but presenting the results in an effective and coherent way. Even when your methods and technique are sound and your notes are comprehensive, writing a report can be a challenge because organizing and communicating scientific findings requires patience and a thorough grasp of certain conventions. Having a clear understanding of the typical goals and strategies for writing an effective lab report can make the process much less troubling.

General Considerations

It is useful to note that effective scientific writing serves the same purpose that your lab report should. Good scientific writing explains:

  • The goal(s) of your experiment
  • How you performed the experiment
  • The results you obtained
  • Why these results are important

While it’s unlikely that you’re going to win the Nobel Prize for your work in an undergraduate laboratory course, tailoring your writing strategies in imitation of professional journals is easier than you might think, since they all follow a consistent pattern. However, your instructor has the final say in determining how your report should be structured and what should appear in each section. Please use the following explanations only to supplement your given writing criteria, rather than thinking of them as an indication of how all lab reports must be written.

In Practice

The Structure of a Report

The traditional experimental report is structured using the acronym “IMRAD” which stands for I ntroduction, M ethods, R esults and D iscussion. The “ A ” is sometimes used to stand for A bstract. For help writing abstracts, please see Sweetland’s resource entitled “What is an abstract, and how do I write one?”

Introduction: “What am I doing here?” The introduction should accomplish what any good introduction does: draw the reader into the paper. To simplify things, follow the “inverted pyramid” structure, which involves narrowing information from the most broad (providing context for your experiment’s place in science) to the most specific (what exactly your experiment is about). Consider the example below.

Most broad: “Caffeine is a mild stimulant that is found in many common beverages, including coffee.”

Less broad: “Common reactions to caffeine use include increased heart rate and increased respiratory rate.”

Slightly more specific (moving closer to your experiment): Previous research has shown that people who consume multiple caffeinated beverages per day are also more likely to be irritable.

Most specific (your experiment): This study examines the emotional states of college students (ages 18-22) after they have consumed three cups of coffee each day.

See how that worked? Each idea became slightly more focused, ending with a brief description of your particular experiment. Here are a couple more tips to keep in mind when writing an introduction:

  • Include an overview of the topic in question, including relevant literature A good example: “In 1991, Rogers and Hammerstein concluded that drinking coffee improves alertness and mental focus (citation 1991).
  • Explain what your experiment might contribute to past findings A good example: “Despite these established benefits, coffee may negatively impact mood and behavior. This study aims to investigate the emotions of college coffee drinkers during finals week.”
  • Keep the introduction brief There’s no real advantage to writing a long introduction. Most people reading your paper already know what coffee is, and where it comes from, so what’s the point of giving them a detailed history of the coffee bean? A good example: “Caffeine is a psychoactive stimulant, much like nicotine.” (Appropriate information, because it gives context to caffeine—the molecule of study) A bad example: “Some of the more popular coffee drinks in America include cappuccinos, lattés, and espresso.” (Inappropriate for your introduction. This information is useless for your audience, because not only is it already familiar, but it doesn’t mention anything about caffeine or its effects, which is the reason that you’re doing the experiment.)
  • Avoid giving away the detailed technique and data you gathered in your experiment A good example: “A sample of coffee-drinking college students was observed during end-of-semester exams.” ( Appropriate for an introduction ) A bad example: “25 college students were studied, and each given 10oz of premium dark roast coffee (containing 175mg caffeine/serving, except for Folgers, which has significantly lower caffeine content) three times a day through a plastic straw, with intervals of two hours, for three weeks.” ( Too detailed for an intro. More in-depth information should appear in your “Methods” or “Results” sections. )

Methods: “Where am I going to get all that coffee…?”

A “methods” section should include all the information necessary for someone else to recreate your experiment. Your experimental notes will be very useful for this section of the report. More or less, this section will resemble a recipe for your experiment. Don’t concern yourself with writing clever, engaging prose. Just say what you did, as clearly as possible. Address the types of questions listed below:

  • Where did you perform the experiment? (This one is especially important in field research— work done outside the laboratory.)
  • How much did you use? (Be precise.)
  • Did you change anything about them? (i.e. Each 5 oz of coffee was diluted with 2 oz distilled water.)
  • Did you use any special method for recording data? (i.e. After drinking coffee, students’ happiness was measured using the Walter Gumdrop Rating System, on a scale of 1-10.)
  • Did you use any techniques/methods that are significant for the research? (i.e. Maybe you did a double blinded experiment with X and Y as controls. Was your control a placebo? Be specific.)
  • Any unusual/unique methods for collecting data? If so, why did you use them?

After you have determined the basic content for your “methods” section, consider these other tips:

  • Decide between using active or passive voice

There has been much debate over the use of passive voice in scientific writing. “Passive voice” is when the subject of a sentence is the recipient of the action.

  • For example: Coffee was given to the students.

“Active voice” is when the subject of a sentence performs the action.

  • For example: I gave coffee to the students.

The merits of using passive voice are obvious in some cases. For instance, scientific reports are about what is being studied, and not about YOU. Using too many personal pronouns can make your writing sound more like a narrative and less like a report. For that reason, many people recommend using passive voice to create a more objective, professional tone, emphasizing what was done TO your subject. However, active voice is becoming increasingly common in scientific writing, especially in social sciences, so the ultimate decision of passive vs. active voice is up to you (and whoever is grading your report).

  • Units are important When using numbers, it is important to always list units, and keep them consistent throughout the section. There is a big difference between giving someone 150 milligrams of coffee and 150 grams of coffee—the first will keep you awake for a while, and the latter will put you to sleep indefinitely. So make sure you’re consistent in this regard.
  • Don’t needlessly explain common techniques If you’re working in a chemistry lab, for example, and you want to take the melting point of caffeine, there’s no point saying “I used the “Melting point-ometer 3000” to take a melting point of caffeine. First I plugged it in…then I turned it on…” Your reader can extrapolate these techniques for him or herself, so a simple “Melting point was recorded” will work just fine.
  • If it isn’t important to your results, don’t include it No one cares if you bought the coffee for your experiment on “3 dollar latte day”. The price of the coffee won’t affect the outcome of your experiment, so don’t bore your reader with it. Simply record all the things that WILL affect your results (i.e. masses, volumes, numbers of trials, etc).

Results: The only thing worth reading?

The “results” section is the place to tell your reader what you observed. However, don’t do anything more than “tell.” Things like explaining and analyzing belong in your discussion section. If you find yourself using words like “because” or “which suggests” in your results section, then STOP! You’re giving too much analysis.

A good example: “In this study, 50% of subjects exhibited symptoms of increased anger and annoyance in response to hearing Celine Dion music.” ( Appropriate for a “results” section—it doesn’t get caught up in explaining WHY they were annoyed. )

In your “results” section, you should:

  • Display facts and figures in tables and graphs whenever possible. Avoid listing results like “In trial one, there were 5 students out of 10 who showed irritable behavior in response to caffeine. In trial two…” Instead, make a graph or table. Just be sure to label it so you can refer to it in your writing (i.e. “As Table 1 shows, the number of swear words spoken by students increased in proportion to the amount of coffee consumed.”) Likewise, be sure to label every axis/heading on a chart or graph (a good visual representation can be understood on its own without any textual explanation). The following example clearly shows what happened during each trial of an experiment, making the trends visually apparent, and thus saving the experimenter from having to explain each trial with words.
Amount of coffee consumed (mg) Response to being poked with a pencil (number of expletives
uttered)
50 0
75 1
100 3
125 4
150 7 ½
  • Identify only the most significant trends. Don’t try to include every single bit of data in this section, because much of it won’t be relevant to your hypothesis. Just pick out the biggest trends, or what is most significant to your goals.

Discussion: “What does it all mean?”

The “discussion” section is intended to explain to your reader what your data can be interpreted to mean. As with all science, the goal for your report is simply to provide evidence that something might be true or untrue—not to prove it unequivocally. The following questions should be addressed in your “discussion” section:

  • Is your hypothesis supported? If you didn’t have a specific hypothesis, then were the results consistent with what previous studies have suggested? A good example: “Consistent with caffeine’s observed effects on heart rate, students’ tendency to react strongly to the popping of a balloon strongly suggests that caffeine’s ability to heighten alertness may also increase nervousness.”
  • Was there any data that surprised you? Outliers are seldom significant, and mentioning them is largely useless. However, if you see another cluster of points on a graph that establish their own trend, this is worth mentioning.
  • Are the results useful? If you have no significant findings, then just say that. Don’t try to make wild claims about the meanings of your work if there is no statistical/observational basis for these claims—doing so is dishonest and unhelpful to other scientists reading your work. Similarly, try to avoid using the word “proof” or “proves.” Your work is merely suggesting evidence for new ideas. Just because things worked out one way in your trials, that doesn’t mean these results will always be repeatable or true.
  • What are the implications of your work? Here are some examples of the types of questions that can begin to show how your study can be significant outside of this one particular experiment: Why should anyone care about what you’re saying? How might these findings affect coffee drinkers? Do your findings suggest that drinking coffee is more harmful than previously thought? Less harmful? How might these findings affect other fields of science? What about the effects of caffeine on people with emotional disorders? Do your findings suggest that they should or should not drink coffee?
  • Any shortcomings of your work? Were there any flaws in your experimental design? How should future studies in this field accommodate for these complications. Does your research raise any new questions? What other areas of science should be explored as a result of your work?

Resources: Hogg, Alan. "Tutoring Scientific Writing." Sweetland Center for Writing. University of Michigan, Ann Arbor. 3/15/2011. Lecture. Swan, Judith A, and George D. Gopen. "The Science of Scientific Writing." American Scientist . 78. (1990): 550-558. Print. "Scientific Reports." The Writing Center . University of North Carolina, n.d. Web. 5 May 2011. http://www.unc.edu/depts/wcweb/handouts/lab_report_complete.html

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72 Easy Science Experiments Using Materials You Already Have On Hand

Because science doesn’t have to be complicated.

Easy science experiments including a "naked" egg and "leakproof" bag

If there is one thing that is guaranteed to get your students excited, it’s a good science experiment! While some experiments require expensive lab equipment or dangerous chemicals, there are plenty of cool projects you can do with regular household items. We’ve rounded up a big collection of easy science experiments that anybody can try, and kids are going to love them!

Easy Chemistry Science Experiments

Easy physics science experiments, easy biology and environmental science experiments, easy engineering experiments and stem challenges.

Skittles form a circle around a plate. The colors are bleeding toward the center of the plate. (easy science experiments)

1. Taste the Rainbow

Teach your students about diffusion while creating a beautiful and tasty rainbow! Tip: Have extra Skittles on hand so your class can eat a few!

Learn more: Skittles Diffusion

Colorful rock candy on wooden sticks

2. Crystallize sweet treats

Crystal science experiments teach kids about supersaturated solutions. This one is easy to do at home, and the results are absolutely delicious!

Learn more: Candy Crystals

3. Make a volcano erupt

This classic experiment demonstrates a chemical reaction between baking soda (sodium bicarbonate) and vinegar (acetic acid), which produces carbon dioxide gas, water, and sodium acetate.

Learn more: Best Volcano Experiments

4. Make elephant toothpaste

This fun project uses yeast and a hydrogen peroxide solution to create overflowing “elephant toothpaste.” Tip: Add an extra fun layer by having kids create toothpaste wrappers for plastic bottles.

Girl making an enormous bubble with string and wire

5. Blow the biggest bubbles you can

Add a few simple ingredients to dish soap solution to create the largest bubbles you’ve ever seen! Kids learn about surface tension as they engineer these bubble-blowing wands.

Learn more: Giant Soap Bubbles

Plastic bag full of water with pencils stuck through it

6. Demonstrate the “magic” leakproof bag

All you need is a zip-top plastic bag, sharp pencils, and water to blow your kids’ minds. Once they’re suitably impressed, teach them how the “trick” works by explaining the chemistry of polymers.

Learn more: Leakproof Bag

Several apple slices are shown on a clear plate. There are cards that label what they have been immersed in (including salt water, sugar water, etc.) (easy science experiments)

7. Use apple slices to learn about oxidation

Have students make predictions about what will happen to apple slices when immersed in different liquids, then put those predictions to the test. Have them record their observations.

Learn more: Apple Oxidation

8. Float a marker man

Their eyes will pop out of their heads when you “levitate” a stick figure right off the table! This experiment works due to the insolubility of dry-erase marker ink in water, combined with the lighter density of the ink.

Learn more: Floating Marker Man

Mason jars stacked with their mouths together, with one color of water on the bottom and another color on top

9. Discover density with hot and cold water

There are a lot of easy science experiments you can do with density. This one is extremely simple, involving only hot and cold water and food coloring, but the visuals make it appealing and fun.

Learn more: Layered Water

Clear cylinder layered with various liquids in different colors

10. Layer more liquids

This density demo is a little more complicated, but the effects are spectacular. Slowly layer liquids like honey, dish soap, water, and rubbing alcohol in a glass. Kids will be amazed when the liquids float one on top of the other like magic (except it is really science).

Learn more: Layered Liquids

Giant carbon snake growing out of a tin pan full of sand

11. Grow a carbon sugar snake

Easy science experiments can still have impressive results! This eye-popping chemical reaction demonstration only requires simple supplies like sugar, baking soda, and sand.

Learn more: Carbon Sugar Snake

12. Mix up some slime

Tell kids you’re going to make slime at home, and watch their eyes light up! There are a variety of ways to make slime, so try a few different recipes to find the one you like best.

Two children are shown (without faces) bouncing balls on a white table

13. Make homemade bouncy balls

These homemade bouncy balls are easy to make since all you need is glue, food coloring, borax powder, cornstarch, and warm water. You’ll want to store them inside a container like a plastic egg because they will flatten out over time.

Learn more: Make Your Own Bouncy Balls

Pink sidewalk chalk stick sitting on a paper towel

14. Create eggshell chalk

Eggshells contain calcium, the same material that makes chalk. Grind them up and mix them with flour, water, and food coloring to make your very own sidewalk chalk.

Learn more: Eggshell Chalk

Science student holding a raw egg without a shell

15. Make naked eggs

This is so cool! Use vinegar to dissolve the calcium carbonate in an eggshell to discover the membrane underneath that holds the egg together. Then, use the “naked” egg for another easy science experiment that demonstrates osmosis .

Learn more: Naked Egg Experiment

16. Turn milk into plastic

This sounds a lot more complicated than it is, but don’t be afraid to give it a try. Use simple kitchen supplies to create plastic polymers from plain old milk. Sculpt them into cool shapes when you’re done!

Student using a series of test tubes filled with pink liquid

17. Test pH using cabbage

Teach kids about acids and bases without needing pH test strips! Simply boil some red cabbage and use the resulting water to test various substances—acids turn red and bases turn green.

Learn more: Cabbage pH

Pennies in small cups of liquid labeled coca cola, vinegar + salt, apple juice, water, catsup, and vinegar. Text reads Cleaning Coins Science Experiment. Step by step procedure and explanation.

18. Clean some old coins

Use common household items to make old oxidized coins clean and shiny again in this simple chemistry experiment. Ask kids to predict (hypothesize) which will work best, then expand the learning by doing some research to explain the results.

Learn more: Cleaning Coins

Glass bottle with bowl holding three eggs, small glass with matches sitting on a box of matches, and a yellow plastic straw, against a blue background

19. Pull an egg into a bottle

This classic easy science experiment never fails to delight. Use the power of air pressure to suck a hard-boiled egg into a jar, no hands required.

Learn more: Egg in a Bottle

20. Blow up a balloon (without blowing)

Chances are good you probably did easy science experiments like this when you were in school. The baking soda and vinegar balloon experiment demonstrates the reactions between acids and bases when you fill a bottle with vinegar and a balloon with baking soda.

21 Assemble a DIY lava lamp

This 1970s trend is back—as an easy science experiment! This activity combines acid-base reactions with density for a totally groovy result.

Four colored cups containing different liquids, with an egg in each

22. Explore how sugary drinks affect teeth

The calcium content of eggshells makes them a great stand-in for teeth. Use eggs to explore how soda and juice can stain teeth and wear down the enamel. Expand your learning by trying different toothpaste-and-toothbrush combinations to see how effective they are.

Learn more: Sugar and Teeth Experiment

23. Mummify a hot dog

If your kids are fascinated by the Egyptians, they’ll love learning to mummify a hot dog! No need for canopic jars , just grab some baking soda and get started.

24. Extinguish flames with carbon dioxide

This is a fiery twist on acid-base experiments. Light a candle and talk about what fire needs in order to survive. Then, create an acid-base reaction and “pour” the carbon dioxide to extinguish the flame. The CO2 gas acts like a liquid, suffocating the fire.

I Love You written in lemon juice on a piece of white paper, with lemon half and cotton swabs

25. Send secret messages with invisible ink

Turn your kids into secret agents! Write messages with a paintbrush dipped in lemon juice, then hold the paper over a heat source and watch the invisible become visible as oxidation goes to work.

Learn more: Invisible Ink

26. Create dancing popcorn

This is a fun version of the classic baking soda and vinegar experiment, perfect for the younger crowd. The bubbly mixture causes popcorn to dance around in the water.

Students looking surprised as foamy liquid shoots up out of diet soda bottles

27. Shoot a soda geyser sky-high

You’ve always wondered if this really works, so it’s time to find out for yourself! Kids will marvel at the chemical reaction that sends diet soda shooting high in the air when Mentos are added.

Learn more: Soda Explosion

Empty tea bags burning into ashes

28. Send a teabag flying

Hot air rises, and this experiment can prove it! You’ll want to supervise kids with fire, of course. For more safety, try this one outside.

Learn more: Flying Tea Bags

Magic Milk Experiment How to Plus Free Worksheet

29. Create magic milk

This fun and easy science experiment demonstrates principles related to surface tension, molecular interactions, and fluid dynamics.

Learn more: Magic Milk Experiment

Two side-by-side shots of an upside-down glass over a candle in a bowl of water, with water pulled up into the glass in the second picture

30. Watch the water rise

Learn about Charles’s Law with this simple experiment. As the candle burns, using up oxygen and heating the air in the glass, the water rises as if by magic.

Learn more: Rising Water

Glasses filled with colored water, with paper towels running from one to the next

31. Learn about capillary action

Kids will be amazed as they watch the colored water move from glass to glass, and you’ll love the easy and inexpensive setup. Gather some water, paper towels, and food coloring to teach the scientific magic of capillary action.

Learn more: Capillary Action

A pink balloon has a face drawn on it. It is hovering over a plate with salt and pepper on it

32. Give a balloon a beard

Equally educational and fun, this experiment will teach kids about static electricity using everyday materials. Kids will undoubtedly get a kick out of creating beards on their balloon person!

Learn more: Static Electricity

DIY compass made from a needle floating in water

33. Find your way with a DIY compass

Here’s an old classic that never fails to impress. Magnetize a needle, float it on the water’s surface, and it will always point north.

Learn more: DIY Compass

34. Crush a can using air pressure

Sure, it’s easy to crush a soda can with your bare hands, but what if you could do it without touching it at all? That’s the power of air pressure!

A large piece of cardboard has a white circle in the center with a pencil standing upright in the middle of the circle. Rocks are on all four corners holding it down.

35. Tell time using the sun

While people use clocks or even phones to tell time today, there was a time when a sundial was the best means to do that. Kids will certainly get a kick out of creating their own sundials using everyday materials like cardboard and pencils.

Learn more: Make Your Own Sundial

36. Launch a balloon rocket

Grab balloons, string, straws, and tape, and launch rockets to learn about the laws of motion.

Steel wool sitting in an aluminum tray. The steel wool appears to be on fire.

37. Make sparks with steel wool

All you need is steel wool and a 9-volt battery to perform this science demo that’s bound to make their eyes light up! Kids learn about chain reactions, chemical changes, and more.

Learn more: Steel Wool Electricity

38. Levitate a Ping-Pong ball

Kids will get a kick out of this experiment, which is really all about Bernoulli’s principle. You only need plastic bottles, bendy straws, and Ping-Pong balls to make the science magic happen.

Colored water in a vortex in a plastic bottle

39. Whip up a tornado in a bottle

There are plenty of versions of this classic experiment out there, but we love this one because it sparkles! Kids learn about a vortex and what it takes to create one.

Learn more: Tornado in a Bottle

Homemade barometer using a tin can, rubber band, and ruler

40. Monitor air pressure with a DIY barometer

This simple but effective DIY science project teaches kids about air pressure and meteorology. They’ll have fun tracking and predicting the weather with their very own barometer.

Learn more: DIY Barometer

A child holds up a pice of ice to their eye as if it is a magnifying glass. (easy science experiments)

41. Peer through an ice magnifying glass

Students will certainly get a thrill out of seeing how an everyday object like a piece of ice can be used as a magnifying glass. Be sure to use purified or distilled water since tap water will have impurities in it that will cause distortion.

Learn more: Ice Magnifying Glass

Piece of twine stuck to an ice cube

42. String up some sticky ice

Can you lift an ice cube using just a piece of string? This quick experiment teaches you how. Use a little salt to melt the ice and then refreeze the ice with the string attached.

Learn more: Sticky Ice

Drawing of a hand with the thumb up and a glass of water

43. “Flip” a drawing with water

Light refraction causes some really cool effects, and there are multiple easy science experiments you can do with it. This one uses refraction to “flip” a drawing; you can also try the famous “disappearing penny” trick .

Learn more: Light Refraction With Water

44. Color some flowers

We love how simple this project is to re-create since all you’ll need are some white carnations, food coloring, glasses, and water. The end result is just so beautiful!

Square dish filled with water and glitter, showing how a drop of dish soap repels the glitter

45. Use glitter to fight germs

Everyone knows that glitter is just like germs—it gets everywhere and is so hard to get rid of! Use that to your advantage and show kids how soap fights glitter and germs.

Learn more: Glitter Germs

Plastic bag with clouds and sun drawn on it, with a small amount of blue liquid at the bottom

46. Re-create the water cycle in a bag

You can do so many easy science experiments with a simple zip-top bag. Fill one partway with water and set it on a sunny windowsill to see how the water evaporates up and eventually “rains” down.

Learn more: Water Cycle

Plastic zipper bag tied around leaves on a tree

47. Learn about plant transpiration

Your backyard is a terrific place for easy science experiments. Grab a plastic bag and rubber band to learn how plants get rid of excess water they don’t need, a process known as transpiration.

Learn more: Plant Transpiration

Students sit around a table that has a tin pan filled with blue liquid wiht a feather floating in it (easy science experiments)

48. Clean up an oil spill

Before conducting this experiment, teach your students about engineers who solve environmental problems like oil spills. Then, have your students use provided materials to clean the oil spill from their oceans.

Learn more: Oil Spill

Sixth grade student holding model lungs and diaphragm made from a plastic bottle, duct tape, and balloons

49. Construct a pair of model lungs

Kids get a better understanding of the respiratory system when they build model lungs using a plastic water bottle and some balloons. You can modify the experiment to demonstrate the effects of smoking too.

Learn more: Model Lungs

Child pouring vinegar over a large rock in a bowl

50. Experiment with limestone rocks

Kids  love to collect rocks, and there are plenty of easy science experiments you can do with them. In this one, pour vinegar over a rock to see if it bubbles. If it does, you’ve found limestone!

Learn more: Limestone Experiments

Plastic bottle converted to a homemade rain gauge

51. Turn a bottle into a rain gauge

All you need is a plastic bottle, a ruler, and a permanent marker to make your own rain gauge. Monitor your measurements and see how they stack up against meteorology reports in your area.

Learn more: DIY Rain Gauge

Pile of different colored towels pushed together to create folds like mountains

52. Build up towel mountains

This clever demonstration helps kids understand how some landforms are created. Use layers of towels to represent rock layers and boxes for continents. Then pu-u-u-sh and see what happens!

Learn more: Towel Mountains

Layers of differently colored playdough with straw holes punched throughout all the layers

53. Take a play dough core sample

Learn about the layers of the earth by building them out of Play-Doh, then take a core sample with a straw. ( Love Play-Doh? Get more learning ideas here. )

Learn more: Play Dough Core Sampling

Science student poking holes in the bottom of a paper cup in the shape of a constellation

54. Project the stars on your ceiling

Use the video lesson in the link below to learn why stars are only visible at night. Then create a DIY star projector to explore the concept hands-on.

Learn more: DIY Star Projector

Glass jar of water with shaving cream floating on top, with blue food coloring dripping through, next to a can of shaving cream

55. Make it rain

Use shaving cream and food coloring to simulate clouds and rain. This is an easy science experiment little ones will beg to do over and over.

Learn more: Shaving Cream Rain

56. Blow up your fingerprint

This is such a cool (and easy!) way to look at fingerprint patterns. Inflate a balloon a bit, use some ink to put a fingerprint on it, then blow it up big to see your fingerprint in detail.

Edible DNA model made with Twizzlers, gumdrops, and toothpicks

57. Snack on a DNA model

Twizzlers, gumdrops, and a few toothpicks are all you need to make this super-fun (and yummy!) DNA model.

Learn more: Edible DNA Model

58. Dissect a flower

Take a nature walk and find a flower or two. Then bring them home and take them apart to discover all the different parts of flowers.

DIY smartphone amplifier made from paper cups

59. Craft smartphone speakers

No Bluetooth speaker? No problem! Put together your own from paper cups and toilet paper tubes.

Learn more: Smartphone Speakers

Car made from cardboard with bottlecap wheels and powered by a blue balloon

60. Race a balloon-powered car

Kids will be amazed when they learn they can put together this awesome racer using cardboard and bottle-cap wheels. The balloon-powered “engine” is so much fun too.

Learn more: Balloon-Powered Car

Miniature Ferris Wheel built out of colorful wood craft sticks

61. Build a Ferris wheel

You’ve probably ridden on a Ferris wheel, but can you build one? Stock up on wood craft sticks and find out! Play around with different designs to see which one works best.

Learn more: Craft Stick Ferris Wheel

62. Design a phone stand

There are lots of ways to craft a DIY phone stand, which makes this a perfect creative-thinking STEM challenge.

63. Conduct an egg drop

Put all their engineering skills to the test with an egg drop! Challenge kids to build a container from stuff they find around the house that will protect an egg from a long fall (this is especially fun to do from upper-story windows).

Learn more: Egg Drop Challenge Ideas

Student building a roller coaster of drinking straws for a ping pong ball (Fourth Grade Science)

64. Engineer a drinking-straw roller coaster

STEM challenges are always a hit with kids. We love this one, which only requires basic supplies like drinking straws.

Learn more: Straw Roller Coaster

Outside Science Solar Oven Desert Chica

65. Build a solar oven

Explore the power of the sun when you build your own solar ovens and use them to cook some yummy treats. This experiment takes a little more time and effort, but the results are always impressive. The link below has complete instructions.

Learn more: Solar Oven

Mini Da Vinci bridge made of pencils and rubber bands

66. Build a Da Vinci bridge

There are plenty of bridge-building experiments out there, but this one is unique. It’s inspired by Leonardo da Vinci’s 500-year-old self-supporting wooden bridge. Learn how to build it at the link, and expand your learning by exploring more about Da Vinci himself.

Learn more: Da Vinci Bridge

67. Step through an index card

This is one easy science experiment that never fails to astonish. With carefully placed scissor cuts on an index card, you can make a loop large enough to fit a (small) human body through! Kids will be wowed as they learn about surface area.

Student standing on top of a structure built from cardboard sheets and paper cups

68. Stand on a pile of paper cups

Combine physics and engineering and challenge kids to create a paper cup structure that can support their weight. This is a cool project for aspiring architects.

Learn more: Paper Cup Stack

Child standing on a stepladder dropping a toy attached to a paper parachute

69. Test out parachutes

Gather a variety of materials (try tissues, handkerchiefs, plastic bags, etc.) and see which ones make the best parachutes. You can also find out how they’re affected by windy days or find out which ones work in the rain.

Learn more: Parachute Drop

Students balancing a textbook on top of a pyramid of rolled up newspaper

70. Recycle newspapers into an engineering challenge

It’s amazing how a stack of newspapers can spark such creative engineering. Challenge kids to build a tower, support a book, or even build a chair using only newspaper and tape!

Learn more: Newspaper STEM Challenge

Plastic cup with rubber bands stretched across the opening

71. Use rubber bands to sound out acoustics

Explore the ways that sound waves are affected by what’s around them using a simple rubber band “guitar.” (Kids absolutely love playing with these!)

Learn more: Rubber Band Guitar

Science student pouring water over a cupcake wrapper propped on wood craft sticks

72. Assemble a better umbrella

Challenge students to engineer the best possible umbrella from various household supplies. Encourage them to plan, draw blueprints, and test their creations using the scientific method.

Learn more: Umbrella STEM Challenge

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Science doesn't have to be complicated! Try these easy science experiments using items you already have around the house or classroom.

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Experimentation in Scientific Research: Variables and controls in practice

by Anthony Carpi, Ph.D., Anne E. Egger, Ph.D.

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Did you know that experimental design was developed more than a thousand years ago by a Middle Eastern scientist who studied light? All of us use a form of experimental research in our day to day lives when we try to find the spot with the best cell phone reception, try out new cooking recipes, and more. Scientific experiments are built on similar principles.

Experimentation is a research method in which one or more variables are consciously manipulated and the outcome or effect of that manipulation on other variables is observed.

Experimental designs often make use of controls that provide a measure of variability within a system and a check for sources of error.

Experimental methods are commonly applied to determine causal relationships or to quantify the magnitude of response of a variable.

Anyone who has used a cellular phone knows that certain situations require a bit of research: If you suddenly find yourself in an area with poor phone reception, you might move a bit to the left or right, walk a few steps forward or back, or even hold the phone over your head to get a better signal. While the actions of a cell phone user might seem obvious, the person seeking cell phone reception is actually performing a scientific experiment: consciously manipulating one component (the location of the cell phone) and observing the effect of that action on another component (the phone's reception). Scientific experiments are obviously a bit more complicated, and generally involve more rigorous use of controls , but they draw on the same type of reasoning that we use in many everyday situations. In fact, the earliest documented scientific experiments were devised to answer a very common everyday question: how vision works.

  • A brief history of experimental methods

Figure 1: Alhazen (965-ca.1039) as pictured on an Iraqi 10,000-dinar note

Figure 1: Alhazen (965-ca.1039) as pictured on an Iraqi 10,000-dinar note

One of the first ideas regarding how human vision works came from the Greek philosopher Empedocles around 450 BCE . Empedocles reasoned that the Greek goddess Aphrodite had lit a fire in the human eye, and vision was possible because light rays from this fire emanated from the eye, illuminating objects around us. While a number of people challenged this proposal, the idea that light radiated from the human eye proved surprisingly persistent until around 1,000 CE , when a Middle Eastern scientist advanced our knowledge of the nature of light and, in so doing, developed a new and more rigorous approach to scientific research . Abū 'Alī al-Hasan ibn al-Hasan ibn al-Haytham, also known as Alhazen , was born in 965 CE in the Arabian city of Basra in what is present-day Iraq. He began his scientific studies in physics, mathematics, and other sciences after reading the works of several Greek philosophers. One of Alhazen's most significant contributions was a seven-volume work on optics titled Kitab al-Manazir (later translated to Latin as Opticae Thesaurus Alhazeni – Alhazen's Book of Optics ). Beyond the contributions this book made to the field of optics, it was a remarkable work in that it based conclusions on experimental evidence rather than abstract reasoning – the first major publication to do so. Alhazen's contributions have proved so significant that his likeness was immortalized on the 2003 10,000-dinar note issued by Iraq (Figure 1).

Alhazen invested significant time studying light , color, shadows, rainbows, and other optical phenomena. Among this work was a study in which he stood in a darkened room with a small hole in one wall. Outside of the room, he hung two lanterns at different heights. Alhazen observed that the light from each lantern illuminated a different spot in the room, and each lighted spot formed a direct line with the hole and one of the lanterns outside the room. He also found that covering a lantern caused the spot it illuminated to darken, and exposing the lantern caused the spot to reappear. Thus, Alhazen provided some of the first experimental evidence that light does not emanate from the human eye but rather is emitted by certain objects (like lanterns) and travels from these objects in straight lines. Alhazen's experiment may seem simplistic today, but his methodology was groundbreaking: He developed a hypothesis based on observations of physical relationships (that light comes from objects), and then designed an experiment to test that hypothesis. Despite the simplicity of the method , Alhazen's experiment was a critical step in refuting the long-standing theory that light emanated from the human eye, and it was a major event in the development of modern scientific research methodology.

Comprehension Checkpoint

  • Experimentation as a scientific research method

Experimentation is one scientific research method , perhaps the most recognizable, in a spectrum of methods that also includes description, comparison, and modeling (see our Description , Comparison , and Modeling modules). While all of these methods share in common a scientific approach, experimentation is unique in that it involves the conscious manipulation of certain aspects of a real system and the observation of the effects of that manipulation. You could solve a cell phone reception problem by walking around a neighborhood until you see a cell phone tower, observing other cell phone users to see where those people who get the best reception are standing, or looking on the web for a map of cell phone signal coverage. All of these methods could also provide answers, but by moving around and testing reception yourself, you are experimenting.

  • Variables: Independent and dependent

In the experimental method , a condition or a parameter , generally referred to as a variable , is consciously manipulated (often referred to as a treatment) and the outcome or effect of that manipulation is observed on other variables. Variables are given different names depending on whether they are the ones manipulated or the ones observed:

  • Independent variable refers to a condition within an experiment that is manipulated by the scientist.
  • Dependent variable refers to an event or outcome of an experiment that might be affected by the manipulation of the independent variable .

Scientific experimentation helps to determine the nature of the relationship between independent and dependent variables . While it is often difficult, or sometimes impossible, to manipulate a single variable in an experiment , scientists often work to minimize the number of variables being manipulated. For example, as we move from one location to another to get better cell reception, we likely change the orientation of our body, perhaps from south-facing to east-facing, or we hold the cell phone at a different angle. Which variable affected reception: location, orientation, or angle of the phone? It is critical that scientists understand which aspects of their experiment they are manipulating so that they can accurately determine the impacts of that manipulation . In order to constrain the possible outcomes of an experimental procedure, most scientific experiments use a system of controls .

  • Controls: Negative, positive, and placebos

In a controlled study, a scientist essentially runs two (or more) parallel and simultaneous experiments: a treatment group, in which the effect of an experimental manipulation is observed on a dependent variable , and a control group, which uses all of the same conditions as the first with the exception of the actual treatment. Controls can fall into one of two groups: negative controls and positive controls .

In a negative control , the control group is exposed to all of the experimental conditions except for the actual treatment . The need to match all experimental conditions exactly is so great that, for example, in a trial for a new drug, the negative control group will be given a pill or liquid that looks exactly like the drug, except that it will not contain the drug itself, a control often referred to as a placebo . Negative controls allow scientists to measure the natural variability of the dependent variable(s), provide a means of measuring error in the experiment , and also provide a baseline to measure against the experimental treatment.

Some experimental designs also make use of positive controls . A positive control is run as a parallel experiment and generally involves the use of an alternative treatment that the researcher knows will have an effect on the dependent variable . For example, when testing the effectiveness of a new drug for pain relief, a scientist might administer treatment placebo to one group of patients as a negative control , and a known treatment like aspirin to a separate group of individuals as a positive control since the pain-relieving aspects of aspirin are well documented. In both cases, the controls allow scientists to quantify background variability and reject alternative hypotheses that might otherwise explain the effect of the treatment on the dependent variable .

  • Experimentation in practice: The case of Louis Pasteur

Well-controlled experiments generally provide strong evidence of causality, demonstrating whether the manipulation of one variable causes a response in another variable. For example, as early as the 6th century BCE , Anaximander , a Greek philosopher, speculated that life could be formed from a mixture of sea water, mud, and sunlight. The idea probably stemmed from the observation of worms, mosquitoes, and other insects "magically" appearing in mudflats and other shallow areas. While the suggestion was challenged on a number of occasions, the idea that living microorganisms could be spontaneously generated from air persisted until the middle of the 18 th century.

In the 1750s, John Needham, a Scottish clergyman and naturalist, claimed to have proved that spontaneous generation does occur when he showed that microorganisms flourished in certain foods such as soup broth, even after they had been briefly boiled and covered. Several years later, the Italian abbot and biologist Lazzaro Spallanzani , boiled soup broth for over an hour and then placed bowls of this soup in different conditions, sealing some and leaving others exposed to air. Spallanzani found that microorganisms grew in the soup exposed to air but were absent from the sealed soup. He therefore challenged Needham's conclusions and hypothesized that microorganisms suspended in air settled onto the exposed soup but not the sealed soup, and rejected the idea of spontaneous generation .

Needham countered, arguing that the growth of bacteria in the soup was not due to microbes settling onto the soup from the air, but rather because spontaneous generation required contact with an intangible "life force" in the air itself. He proposed that Spallanzani's extensive boiling destroyed the "life force" present in the soup, preventing spontaneous generation in the sealed bowls but allowing air to replenish the life force in the open bowls. For several decades, scientists continued to debate the spontaneous generation theory of life, with support for the theory coming from several notable scientists including Félix Pouchet and Henry Bastion. Pouchet, Director of the Rouen Museum of Natural History in France, and Bastion, a well-known British bacteriologist, argued that living organisms could spontaneously arise from chemical processes such as fermentation and putrefaction. The debate became so heated that in 1860, the French Academy of Sciences established the Alhumbert prize of 2,500 francs to the first person who could conclusively resolve the conflict. In 1864, Louis Pasteur achieved that result with a series of well-controlled experiments and in doing so claimed the Alhumbert prize.

Pasteur prepared for his experiments by studying the work of others that came before him. In fact, in April 1861 Pasteur wrote to Pouchet to obtain a research description that Pouchet had published. In this letter, Pasteur writes:

Paris, April 3, 1861 Dear Colleague, The difference of our opinions on the famous question of spontaneous generation does not prevent me from esteeming highly your labor and praiseworthy efforts... The sincerity of these sentiments...permits me to have recourse to your obligingness in full confidence. I read with great care everything that you write on the subject that occupies both of us. Now, I cannot obtain a brochure that I understand you have just published.... I would be happy to have a copy of it because I am at present editing the totality of my observations, where naturally I criticize your assertions. L. Pasteur (Porter, 1961)

Pasteur received the brochure from Pouchet several days later and went on to conduct his own experiments . In these, he repeated Spallanzani's method of boiling soup broth, but he divided the broth into portions and exposed these portions to different controlled conditions. Some broth was placed in flasks that had straight necks that were open to the air, some broth was placed in sealed flasks that were not open to the air, and some broth was placed into a specially designed set of swan-necked flasks, in which the broth would be open to the air but the air would have to travel a curved path before reaching the broth, thus preventing anything that might be present in the air from simply settling onto the soup (Figure 2). Pasteur then observed the response of the dependent variable (the growth of microorganisms) in response to the independent variable (the design of the flask). Pasteur's experiments contained both positive controls (samples in the straight-necked flasks that he knew would become contaminated with microorganisms) and negative controls (samples in the sealed flasks that he knew would remain sterile). If spontaneous generation did indeed occur upon exposure to air, Pasteur hypothesized, microorganisms would be found in both the swan-neck flasks and the straight-necked flasks, but not in the sealed flasks. Instead, Pasteur found that microorganisms appeared in the straight-necked flasks, but not in the sealed flasks or the swan-necked flasks.

Figure 2: Pasteur's drawings of the flasks he used (Pasteur, 1861). Fig. 25 D, C, and B (top) show various sealed flasks (negative controls); Fig. 26 (bottom right) illustrates a straight-necked flask directly open to the atmosphere (positive control); and Fig. 25 A (bottom left) illustrates the specially designed swan-necked flask (treatment group).

Figure 2: Pasteur's drawings of the flasks he used (Pasteur, 1861). Fig. 25 D, C, and B (top) show various sealed flasks (negative controls); Fig. 26 (bottom right) illustrates a straight-necked flask directly open to the atmosphere (positive control); and Fig. 25 A (bottom left) illustrates the specially designed swan-necked flask (treatment group).

By using controls and replicating his experiment (he used more than one of each type of flask), Pasteur was able to answer many of the questions that still surrounded the issue of spontaneous generation. Pasteur said of his experimental design, "I affirm with the most perfect sincerity that I have never had a single experiment, arranged as I have just explained, which gave me a doubtful result" (Porter, 1961). Pasteur's work helped refute the theory of spontaneous generation – his experiments showed that air alone was not the cause of bacterial growth in the flask, and his research supported the hypothesis that live microorganisms suspended in air could settle onto the broth in open-necked flasks via gravity .

  • Experimentation across disciplines

Experiments are used across all scientific disciplines to investigate a multitude of questions. In some cases, scientific experiments are used for exploratory purposes in which the scientist does not know what the dependent variable is. In this type of experiment, the scientist will manipulate an independent variable and observe what the effect of the manipulation is in order to identify a dependent variable (or variables). Exploratory experiments are sometimes used in nutritional biology when scientists probe the function and purpose of dietary nutrients . In one approach, a scientist will expose one group of animals to a normal diet, and a second group to a similar diet except that it is lacking a specific vitamin or nutrient. The researcher will then observe the two groups to see what specific physiological changes or medical problems arise in the group lacking the nutrient being studied.

Scientific experiments are also commonly used to quantify the magnitude of a relationship between two or more variables . For example, in the fields of pharmacology and toxicology, scientific experiments are used to determine the dose-response relationship of a new drug or chemical. In these approaches, researchers perform a series of experiments in which a population of organisms , such as laboratory mice, is separated into groups and each group is exposed to a different amount of the drug or chemical of interest. The analysis of the data that result from these experiments (see our Data Analysis and Interpretation module) involves comparing the degree of the organism's response to the dose of the substance administered.

In this context, experiments can provide additional evidence to complement other research methods . For example, in the 1950s a great debate ensued over whether or not the chemicals in cigarette smoke cause cancer. Several researchers had conducted comparative studies (see our Comparison in Scientific Research module) that indicated that patients who smoked had a higher probability of developing lung cancer when compared to nonsmokers. Comparative studies differ slightly from experimental methods in that you do not consciously manipulate a variable ; rather you observe differences between two or more groups depending on whether or not they fall into a treatment or control group. Cigarette companies and lobbyists criticized these studies, suggesting that the relationship between smoking and lung cancer was coincidental. Several researchers noted the need for a clear dose-response study; however, the difficulties in getting cigarette smoke into the lungs of laboratory animals prevented this research. In the mid-1950s, Ernest Wynder and colleagues had an ingenious idea: They condensed the chemicals from cigarette smoke into a liquid and applied this in various doses to the skin of groups of mice. The researchers published data from a dose-response experiment of the effect of tobacco smoke condensate on mice (Wynder et al., 1957).

As seen in Figure 3, the researchers found a positive relationship between the amount of condensate applied to the skin of mice and the number of cancers that developed. The graph shows the results of a study in which different groups of mice were exposed to increasing amounts of cigarette tar. The black dots indicate the percentage of each sample group of mice that developed cancer for a given amount cigarette smoke "condensate" applied to their skin. The vertical lines are error bars, showing the amount of uncertainty . The graph shows generally increasing cancer rates with greater exposure. This study was one of the first pieces of experimental evidence in the cigarette smoking debate , and it helped strengthen the case for cigarette smoke as the causative agent in lung cancer in smokers.

Figure 3: Percentage of mice with cancer versus the amount cigarette smoke

Figure 3: Percentage of mice with cancer versus the amount cigarette smoke "condensate" applied to their skin (source: Wynder et al., 1957).

Sometimes experimental approaches and other research methods are not clearly distinct, or scientists may even use multiple research approaches in combination. For example, at 1:52 a.m. EDT on July 4, 2005, scientists with the National Aeronautics and Space Administration (NASA) conducted a study in which a 370 kg spacecraft named Deep Impact was purposely slammed into passing comet Tempel 1. A nearby spacecraft observed the impact and radioed data back to Earth. The research was partially descriptive in that it documented the chemical composition of the comet, but it was also partly experimental in that the effect of slamming the Deep Impact probe into the comet on the volatilization of previously undetected compounds , such as water, was assessed (A'Hearn et al., 2005). It is particularly common that experimentation and description overlap: Another example is Jane Goodall 's research on the behavior of chimpanzees, which can be read in our Description in Scientific Research module.

  • Limitations of experimental methods

research papers science experiments

Figure 4: An image of comet Tempel 1 67 seconds after collision with the Deep Impact impactor. Image credit: NASA/JPL-Caltech/UMD http://deepimpact.umd.edu/gallery/HRI_937_1.html

While scientific experiments provide invaluable data regarding causal relationships, they do have limitations. One criticism of experiments is that they do not necessarily represent real-world situations. In order to clearly identify the relationship between an independent variable and a dependent variable , experiments are designed so that many other contributing variables are fixed or eliminated. For example, in an experiment designed to quantify the effect of vitamin A dose on the metabolism of beta-carotene in humans, Shawna Lemke and colleagues had to precisely control the diet of their human volunteers (Lemke, Dueker et al. 2003). They asked their participants to limit their intake of foods rich in vitamin A and further asked that they maintain a precise log of all foods eaten for 1 week prior to their study. At the time of their study, they controlled their participants' diet by feeding them all the same meals, described in the methods section of their research article in this way:

Meals were controlled for time and content on the dose administration day. Lunch was served at 5.5 h postdosing and consisted of a frozen dinner (Enchiladas, Amy's Kitchen, Petaluma, CA), a blueberry bagel with jelly, 1 apple and 1 banana, and a large chocolate chunk cookie (Pepperidge Farm). Dinner was served 10.5 h post dose and consisted of a frozen dinner (Chinese Stir Fry, Amy's Kitchen) plus the bagel and fruit taken for lunch.

While this is an important aspect of making an experiment manageable and informative, it is often not representative of the real world, in which many variables may change at once, including the foods you eat. Still, experimental research is an excellent way of determining relationships between variables that can be later validated in real world settings through descriptive or comparative studies.

Design is critical to the success or failure of an experiment . Slight variations in the experimental set-up could strongly affect the outcome being measured. For example, during the 1950s, a number of experiments were conducted to evaluate the toxicity in mammals of the metal molybdenum, using rats as experimental subjects . Unexpectedly, these experiments seemed to indicate that the type of cage the rats were housed in affected the toxicity of molybdenum. In response, G. Brinkman and Russell Miller set up an experiment to investigate this observation (Brinkman & Miller, 1961). Brinkman and Miller fed two groups of rats a normal diet that was supplemented with 200 parts per million (ppm) of molybdenum. One group of rats was housed in galvanized steel (steel coated with zinc to reduce corrosion) cages and the second group was housed in stainless steel cages. Rats housed in the galvanized steel cages suffered more from molybdenum toxicity than the other group: They had higher concentrations of molybdenum in their livers and lower blood hemoglobin levels. It was then shown that when the rats chewed on their cages, those housed in the galvanized metal cages absorbed zinc plated onto the metal bars, and zinc is now known to affect the toxicity of molybdenum. In order to control for zinc exposure, then, stainless steel cages needed to be used for all rats.

Scientists also have an obligation to adhere to ethical limits in designing and conducting experiments . During World War II, doctors working in Nazi Germany conducted many heinous experiments using human subjects . Among them was an experiment meant to identify effective treatments for hypothermia in humans, in which concentration camp prisoners were forced to sit in ice water or left naked outdoors in freezing temperatures and then re-warmed by various means. Many of the exposed victims froze to death or suffered permanent injuries. As a result of the Nazi experiments and other unethical research , strict scientific ethical standards have been adopted by the United States and other governments, and by the scientific community at large. Among other things, ethical standards (see our Scientific Ethics module) require that the benefits of research outweigh the risks to human subjects, and those who participate do so voluntarily and only after they have been made fully aware of all the risks posed by the research. These guidelines have far-reaching effects: While the clearest indication of causation in the cigarette smoke and lung cancer debate would have been to design an experiment in which one group of people was asked to take up smoking and another group was asked to refrain from smoking, it would be highly unethical for a scientist to purposefully expose a group of healthy people to a suspected cancer causing agent. As an alternative, comparative studies (see our Comparison in Scientific Research module) were initiated in humans, and experimental studies focused on animal subjects. The combination of these and other studies provided even stronger evidence of the link between smoking and lung cancer than either one method alone would have.

  • Experimentation in modern practice

Like all scientific research , the results of experiments are shared with the scientific community, are built upon, and inspire additional experiments and research. For example, once Alhazen established that light given off by objects enters the human eye, the natural question that was asked was "What is the nature of light that enters the human eye?" Two common theories about the nature of light were debated for many years. Sir Isaac Newton was among the principal proponents of a theory suggesting that light was made of small particles . The English naturalist Robert Hooke (who held the interesting title of Curator of Experiments at the Royal Society of London) supported a different theory stating that light was a type of wave, like sound waves . In 1801, Thomas Young conducted a now classic scientific experiment that helped resolve this controversy . Young, like Alhazen, worked in a darkened room and allowed light to enter only through a small hole in a window shade (Figure 5). Young refocused the beam of light with mirrors and split the beam with a paper-thin card. The split light beams were then projected onto a screen, and formed an alternating light and dark banding pattern – that was a sign that light was indeed a wave (see our Light I: Particle or Wave? module).

Figure 5: Young's split-light beam experiment helped clarify the wave nature of light.

Figure 5: Young's split-light beam experiment helped clarify the wave nature of light.

Approximately 100 years later, in 1905, new experiments led Albert Einstein to conclude that light exhibits properties of both waves and particles . Einstein's dual wave-particle theory is now generally accepted by scientists.

Experiments continue to help refine our understanding of light even today. In addition to his wave-particle theory , Einstein also proposed that the speed of light was unchanging and absolute. Yet in 1998 a group of scientists led by Lene Hau showed that light could be slowed from its normal speed of 3 x 10 8 meters per second to a mere 17 meters per second with a special experimental apparatus (Hau et al., 1999). The series of experiments that began with Alhazen 's work 1000 years ago has led to a progressively deeper understanding of the nature of light. Although the tools with which scientists conduct experiments may have become more complex, the principles behind controlled experiments are remarkably similar to those used by Pasteur and Alhazen hundreds of years ago.

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COMMENTS

  1. Writing a Research Paper for Your Science Fair Project

    These notes will help you write a better summary. The purpose of your research paper is to give you the information to understand why your experiment turns out the way it does. The research paper should include: The history of similar experiments or inventions. Definitions of all important words and concepts that describe your experiment.

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  6. How to write a research paper

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  7. How to Write a Scientific Paper: Practical Guidelines

    The present article, essentially based on TA Lang's guide for writing a scientific paper [ 1 ], will summarize the steps involved in the process of writing a scientific report and in increasing the likelihood of its acceptance. Figure 1. The Edwin Smith Papyrus (≈3000 BCE) Figure 2.

  8. Scientific Reports

    You did an experiment or study for your science class, and now you have to write it up for your teacher to review. ... explains how you derived that hypothesis and how it connects to previous research; gives the purpose of the experiment/study: Methods: ... Scientific Papers and Presentations, 3rd ed. London: Academic Press. Day, Robert A. 1994

  9. PDF The Complete Guide to Writing a Report for a Scientific Experiment

    papers that have passed through rigorous peer-review. As researchers can't discuss the vast number of topics relevant to the research, they only introduce them with appropriate and up-to-date references. Experiment In this section, you need to explain the set-up for the experiment and the procedure used. At times,

  10. Science Fair Project Final Report

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  11. Writing an Introduction for a Scientific Paper

    Dr. Michelle Harris, Dr. Janet Batzli,Biocore. This section provides guidelines on how to construct a solid introduction to a scientific paper including background information, study question, biological rationale, hypothesis, and general approach. If the Introduction is done well, there should be no question in the reader's mind why and on ...

  12. PDF Writing a Research Paper for Your Science Fair Project

    The purpose of your research paper is to give you the information to understand why your experiment turns out the way it does. The research paper should include: The history of similar experiments or inventions. Definitions of all important words and concepts that describe your experiment. Answers to all your background research plan questions.

  13. PDF A Guide to Writing a Scientific Paper: A Focus on High School Through

    Moreover, learning to write a research paper provides a tool to improve science literacy as indicated in the National Research Council's National Science Education Standards (1996), and A Framework for K-12 Science Education (2011), the underlying foundation for the Next Generation Science Standards currently being developed.

  14. Scientific Papers

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  16. How to Write an Experimental Research Paper

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  17. 100 Science Topics for Research Papers

    Research Sources. Science: As a premier publication in the field, Science publishes peer-reviewed research and expert-curated information. Nature: Publishes peer-reviewed articles on biology, environment, health, and physical sciences. Nature is an authoritative source for current information. If articles are difficult to read, you can search ...

  18. How To Write A Lab Report

    The main purpose of a lab report is to demonstrate your understanding of the scientific method by performing and evaluating a hands-on lab experiment. This type of assignment is usually shorter than a research paper. Lab reports are commonly used in science, technology, engineering, and mathematics (STEM) fields.

  19. PDF Writing the Science Lab Report or Research Paper

    The scientific lab report, or research paper, is the cornerstone of professional discussion in the sciences. Professional journals and college departments use it as a basic template to report findings. It is in this format that findings and new experiments are submitted for peer review. Professionalism is a required aspect of this type of writing.

  20. (PDF) Design of experiments application, concepts, examples: State of

    Abstract and Figures. Design of Experiments (DOE) is statistical tool deployed in various types of system, process and product design, development and optimization. It is multipurpose tool that ...

  21. Experimental Research Papers

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  22. Study/Experimental/Research Design: Much More Than Statistics

    Study, experimental, or research design is the backbone of good research. It directs the experiment by orchestrating data collection, defines the statistical analysis of the resultant data, and guides the interpretation of the results. When properly described in the written report of the experiment, it serves as a road map to readers, 1 helping ...

  23. How Do I Present Findings From My Experiment in a Report?

    The introduction should accomplish what any good introduction does: draw the reader into the paper. To simplify things, follow the "inverted pyramid" structure, which involves narrowing information from the most broad (providing context for your experiment's place in science) to the most specific (what exactly your experiment is about).

  24. 70 Easy Science Experiments Using Materials You Already Have

    43. "Flip" a drawing with water. Light refraction causes some really cool effects, and there are multiple easy science experiments you can do with it. This one uses refraction to "flip" a drawing; you can also try the famous "disappearing penny" trick. Learn more: Light Refraction With Water.

  25. How I turned seemingly 'failed' experiments into a ...

    I spent the next 6 months designing and performing new experiments. The data drastically improved the quality of our manuscript, and I felt more confident. We resubmitted and the paper was soon published. It was a hard road to get the paper published, and later to complete my Ph.D. But I became a better scientist in the process.

  26. Experimentation in Scientific Research

    Experimentation in practice: The case of Louis Pasteur. Well-controlled experiments generally provide strong evidence of causality, demonstrating whether the manipulation of one variable causes a response in another variable. For example, as early as the 6th century BCE, Anaximander, a Greek philosopher, speculated that life could be formed from a mixture of sea water, mud, and sunlight.

  27. Effect of hydrochloric acid on the properties of Ni-MOF nanostructures

    In this paper, we investigate the effect of hydrochloric acid on the energy storage characteristics of nickel-based metal-organic framework (Ni-MOF) nanostructures. ... low resistance, excellent cycling stability, and compatibility with the electrolyte. Currently, research focuses on carbon materials, conductive polymers, and transition ...

  28. Learners' challenges in understanding and performing experiments: a

    2. Inquiry-based learning (IBL) and experiments. IBL has been considered as an essential component of science education for more than 50 years (Stender et al., Citation 2018).Due to its long-lasting importance and the extensive literature on the topic, the term IBL is accompanied by a variety of descriptions and connotations (Abrams et al., Citation 2008; Anderson, Citation 2002; Blanchard et ...

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  30. physical science experiments: Topics by Science.gov

    The Influence of Hands On Physics Experiments on Scientific Process Skills According to Prospective Teachers' Experiences. ERIC Educational Resources Information Center. Hirça, Necati. 2013-01-01. In this study, relationship between prospective science and technology teachers' experiences in conducting Hands on physics experiments and their physics lab I achievement was investigated.