UNIVERSIDAD PEDAGOGICA Y TECNOLOGICA DE COLOMBIA
LICENCIATURA EN CIENCIAS NATURALES Y EDUCACION AMBIENTAL
GENERAL BIOLOGY LABORATORY
WRITING LABORATORY REPORTS
Researchers in biology communicate the results and
significance of their work by publishing articles in
professional journals where they will be seen and
read by other investigators. Laboratory reports are
written in the same general format as journal articles
to communicate research in an effective and scientific
manner.
All laboratory reports should include the following:
TITLE: The title should indicate what the laboratory
report is about. It should be brief, start with a key
word, and indicate the nature of the investigation.
ABSTRACT. In a paragraph or two, explain the
objectives of the research, how the experiment was
conducted, the findings of the experiment, and finally,
the implications and conclusions of the experiment.
INTRODUCTION. All laboratory reports should begin
with a short section describing (1) the purpose of the
investigation, (2) justifications for performing the
experiment; (3) the hypothesis to be tested; (4)
predictions about possible outcomes; (5) how
observations of others – for example, in references
you have read – relate to your research; (6) the
rationale for our experimental approach; and (7) how
the information you gain can be used by others.
Reference materials should be cited (paraphrase your
citations, avoiding the use of direct quotations).
Always write the introduction in the active voice.
MATERIALS AND METHODOS. This section should
contain a description of how you tested your
hypothesis, including (1) experimental procedures
followed, with a description of the different
treatments you used; (2) the materials and
equipment (you may identify these as they are
discussed, rather than listing them separately), (3) the
location of the study; and (4) any statistical
techniques used. The reader should be able to
reproduce your experiment after reading this section.
This section is usually written in paragraph form and
in the past tense.
RESULTS. In this part of the laboratory report, you
organize and summarize the data generated by your
experiment. General trends in the data should be
discussed. Use tables and figures and graphs, as
appropriate, to summarize the quantitative data. Date
organized by statistical measures, such as means (a
measure of central tendency) or standard errors (a
measure of reliability), should be included in the form
of tables and figures.
Also, you should describe the important aspects of
your data in words. Make sure to label your tables
and figures properly so they can be understood
without having to read every word in the Results
section. Remember to give all graphs and tables a title
and make sure that all axes of graphs are clearly
designated. Concisely state the results of any
statistical analysis you perform. Interpretations are
not made in this section.
DISCUSSION. In this section you should discuss and
interpret your interpretation of the experimental
results with regard to your hypothesis. Also discuss
how the findings of other investigators relate to your
results. It is helpful to note any limitations (e.g., small
sample size) or problems (e.g., faulty equipment) that
may have affected your results. Suggest how the
investigation might have been improved. Do not
overstate this aspect of the discussion; include it only
if you think there is considerable room for
improvement. In this section, you should also indicate
the importance and possible applications of your
findings and propose any new questions that
occurred to you as the result of your study.
BIBLIOGRAPHY. The bibliography references should
be placed in alphabetical order by author in a special
section at the end of your report. The correct style for
a bibliographic entry is as follows:
Last name, first and middle initial (for first author) and
first and middle initial and last name (of second
author); extend series for additional authors. Date
(year). Title of article. Title of journal (italics or
underlined) volume (issue number, optional): pages.
For example:
Des Jarlais, D.C. and S.R. Friedman, 1994, “AIDS and
the use of injected drugs”, Scientific American 270(2):
82-88
APPENDIX. Include raw data (all recorded
observations), sample calculations, additional tables
or figures not mentioned in the text, and any other
relevant and necessary materials.
EXAMPLE OF A LAB REPORT
ROOT GROWTH AS A FUNCTION OF MOISTURE
Abstract. The purpose of this investigation is to
determine whether the amount of moisture available
to seeds affects the rate of seedling growth as
measured by root length. Corn seeds (Zea mays) were
Adaptado: Biology Laboratory Manual Moore, R. Darrel, S. 2014
Docente: Andrea Sanabria
 UNIVERSIDAD PEDAGOGICA Y TECNOLOGICA DE COLOMBIA
LICENCIATURA EN CIENCIAS NATURALES Y EDUCACION AMBIENTAL
GENERAL BIOLOGY LABORATORY
subjected to three different moisture levels, and their Table 1. Mean Root Lengths after One Week for seeds
roots were measured after one week. Seeds given 7.5 germinated at three different moisture Levels.
and 15.0 ml of water appeared to grow faster than Moisture Level Mean Root Length (cm)*
(ml of water)
those given 3.0 ml of water, but there was little 3.0 1.59 (0.394)
difference between seeds given 7.5 ml and 15.0 ml of 7.5 11.4 (1.61)
water. There may be an optimum level or range of 15.0 13.8 (2.87)
moisture for seed growth. * Standard deviations in parentheses (see following page)

Introduction Discussion
Research findings suggest that pea seeds germinate Based on the length of roots at one week, seedlings
and grow at a faster rate (measured by root growth in given 7.5 or 15.0 ml of water grew faster that those
terms of root length) when provided weekly with 15 given 3.0 ml of water. There was less difference
ml of water as opposed to 5ml of water (Smith; 1987). between those given 7.5 ml and those given 15.0 ml.
My hypothesis, constructed from previous My conclusion is that corn seeds germinate and grow
observations and information, is that other cultivated faster when moisture is provided in greater
seeds germinate and grow faster when moisture is quantities, up to a point. Because the growth at 15.0
provided in greater quantities. Corn, chosen as a ml was not much greater than that at 7.5 ml, this
typical, representative cultivated crop, will be used to study raises the question of whether there might be
test this hypothesis. Root growth is considered a an optimum range of moisture for seed germination
reliable indicator of seedling growth. I predict that and seedling growth. On the basis of the results of
corn seedlings given more water will have longer this study, the hypothesis presented above can be
roots. The results of this study could contribute to our neither accepted nor rejected. Additional
knowledge about corn and its requirements for experimentation with different kinds of seeds at more
growth. moisture levels is required. Also, the length of the
longest root might not be a reliable indicator of
Materials and Methods growth; total root length would seem to be a better
Materials required for this experiment (list is optional) measure. Perhaps some indicator of growth in
Corn seeds addition to root length should be used (root biomass,
Metric ruler etc.).
Graduated cylinder (to measure water) Investigations of this sort have important
Petri dishes applications. If it is found that there are optimum
Filter paper levels or ranges of moisture for the growth of corn at
various stages, those geographic areas in which water
Corn seeds, chosen randomly, were treated with is scarce might benefit from this information. In such
three different moisture levels in Petri dishes areas, the amount of water supplemented could be
containing absorbent filter paper. There groups of limited to that necessary to achieve the known
eight corn seeds each received total quantities of 3.0 optimum degree of moisture for growth.
ml, 7.5 ml, or 15.0 ml of water, measured using a
graduated cylinder, over a period of one week. The Bibliography
Petri dishes were covered and placed in the same Smith, J. K. 1987. Peas need water. J. Botany 85 (31):
growth (environmental) chamber so that all 53-59
conditions other than moisture level were identical
for the three groups of seeds. All seeds were grown at Appendix (additional or raw data may be included in
32°C. All seeds were watered at the same time. After this section)
one week, the length of the longest root of each
seedling was measured using a metric ruler. Group Measured root lengths at the three moisture levels
Root Length (cm)
means and standard deviations were calculated.
3.0 ml 7.5 ml 15.0 ml
1.8 11.5 13.5
Results
2.1 13.7 14.0
The mean root lengths for the three groups of
1.8 9.5 16.7
seedlings grown at different moisture levels are listed
1.1 12.1 14.0
in Table 1. The mean root length of seedlings
1.2 11.0 12.1
provided with 15.0 ml of water was greater than the
1.1 10.3 17.2
mean for those given 3.0 ml of water. Similarly, the 1.7 13.6 8.0
mean root length of seedlings that received 7.5 ml of
1.9 9.8 14.8
water was greater than the mean for those that
received 3.0 ml. However, there was little difference
between the means of the 7.5 ml and 15.0 ml seed
groups.
Adaptado: Biology Laboratory Manual Moore, R. Darrel, S. 2014
Docente: Andrea Sanabria