Structure of a Scientific Text

Title
The title should summarise the subject matter of the report in such a way as to be simple, precise and understanda-
ble.
Titles usually take one of the following 3 forms:
— substantive words (The Effect of Coffee on Concentration)
— specific statements (Coffee Enhances Concentration)
— questions (Does Coffee Enhance Concentration?)
Tip: It is usually easier to devise the title when the text is complete.

Title Page / Headline

In addition to the title, the title page should also have:
— authors‘ names, and for work done in school, the class details
— for school and student projects: tutor’s name
— name of institution
— date (for longer pieces of work, just the year is sufficient)
— optional: a sensible illustration which reflects the subject matter of the work
For shorter work a headline will suffice.

Abstract
An abstract should have a separate section which summarises the entire work and contains the following aspects:
— question(s) / hypothesis/hypotheses
— methodology / experimental layout or implementation (without details)
— findings (including concrete numerical values with units)
— interpretation / final conclusions
Number of words is often limited to 150-250.
Tip: write this at the end.

(For longer pieces of work: Table of Contents)

For this to be meaningful, the work must have numbered pages. The table of contents normally has no more than 3
levels, depending on individual circumstances and should be agreed with the tutors.
Tip: add this in at the end.

Introduction
The introduction should:
— provide the scientific context of the topic. This generally contains a literature study which summarises and
quotes recent publications on the subject matter
— explain the objective of the work (questions / hypothesis/hypotheses, starting point, links to other works)
— substantiate the selection of questions and the methodology
— often demanded of school work: provision of real life benefits

Here the core questions are: "What was investigated? Why is this interesting? What was known about the subject before
the investigation took place? In view of the clarification of the questions, what do we expect from our investigation?"

Theory
In the theoretical part, all the principles required for the further understanding of the report are summarised, namely:
— the properties of the selected models/model organisms

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 — the scientific principles at the basis of the applied methods
— the explanation of the procedure for evaluating data
Here the level of detail depends on the target audience. (For school work, the target audience is taken to be fellow
school students and the author should, from the outset, aim the work at their corresponding levels of knowledge.)
In a short piece of work, the introduction and theory sections are occasionally combined („Introduction and Theory“
or „Introduction/Theory“)

Procedure / Implementation / Experiment

The procedure should be described precisely so that the investigation could be reproduced in exactly the same way by
another individual, namely:
— chronologically correct sequence of events in impersonal style in the past tense (not a list of instructions with
„bullet points“)
— precise indication of quantities and relevant environmental variables
— precise specification of measuring equipment, chemicals, sampling procedures
— illustrations of equipment / measuring arrangements (with illustration signature and number)
— for school work, there is often a requirement for a separate itemised list of all equipment and materials used
— for a series of investigations, numerous different experiments and generally in large projects, an entire experi-
ment section with meaningful sub listing is customary

Results
The results (raw data and evaluations) are clearly and truthfully presented in their entirety in the form of text and with
the help of diagrams and tables. Interpretation is reserved for the discussion section.
— data and calculations are shown in separate subsections
— all tables and illustrations have a heading and a signature as well as a number
— larger projects require separate table and image listings

Discussion
The results are interpreted, discussed, and compared with other studies whereby:
— results are directly referenced („…as shown in image A,…“)
— there is an investigation into the possible confirmation of a hypothesis
— references are compared and quoted
— new findings are specified
— unexpected and unexplainable results can and should be mentioned
— the meaning of the results can be speculated over (however this has to be expressed speculatively)
— any shortcomings (including those subsequently recognised) in, for example, the methodology or experimental
layout of the study should be mentioned and concrete suggestions for improvement should be made
— the validity of the results should be critically discussed in the light of potential sources of error, where possible
with the inclusion of quantitative observations. (For school projects a separate section „Sources of Error“ is of-
ten a requirement)
Depending on the extent of the work, a combined section entitled „Results and Discussion“ can suffice. In this case
facts (results) and their interpretation (including a discussion on errors) are to be dealt with in separate paragraphs.

(For longer projects: conclusions)

The new findings are again summarised and highlighted so that a view can be taken:
— how can the significance of the results be integrated into context with current subject matter?
— are the results of other studies being challenged or corroborated?
— do any new questions arise?
— often demanded by school projects: do any direct everyday consequences arise?
In short projects, conclusions can be placed separately at the end of the discussion section.

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Bibliography / List of References
Source references should be helpful for the reader and consistent with scientific integrity.
— All sources used in all parts of the work must be unequivocally identified
— Without exception, all sources must be referenced in the bibliography
— Bibliography must facilitate the finding of the original sources
— Correct procedure, formats, and quotation style are imparted in the Blockwoche G2 in a separate workshop
(see documents W5)
— In scientific projects, indirect quotes (paraphrasing) are preferred to direct (verbatim) quotes

(For longer projects: List of Illustrations and Tables)

— Facilitates swift location of specific content in a more extensive piece of work
— Contains complete information about origin of content not generated by the author (see list of references)

(For longer projects: Appendix)

In more extensive projects, a large number of similar experiments give rise to large quantities of data which are not of
interest to all readers and are not necessary to the understanding of the work. Material of this kind can be made ac-
cessible in the appendix.

Instructions in this document follow the subsequently given sources:

Universitäre Fernstudien Schweiz: http://etools.fernuni.ch/wiss-schreiben/manuscript2/de/html/index.html (abgeru-

fen am 24.10.2018)

Bates College (2011): http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWsections.html (abgerufen

am 24.10.2018)

Ulrich Fischer (2015): https://www.library.ethz.ch/content/download/1802/18733/file/ber-

ichtschreiben_handout_de.pdf (abgerufen am 24.10.2018)

Anleitung Praktikumsbericht UZH: https://www.ieu.uzh.ch/dam/jcr%3Affffffff-9096-35b4-0000-000013b7f0a6/Anlei-

tung_Praktikumsbericht.pdf (abgerufen am 24.10.2018)

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B. Bieri-Gross, Kantonsschule Kollegium Schwyz (2018)

Guidelines for Lab Reports on Blockwoche Experiments:

In context with the preceding instruction, the Blockwoche Lab Report can be taken as a «shorter» project

• A headline is used instead of a title page

• The report does not require a list of contents
• There is no list of illustrations or tables

The following are obligatory:

• Title
• Headline
• Abstract
• Introduction/Theory
• Procedure
o List of materials
• Results/Evaluation
o Data
o Calculations
• Discussion (including errors) / Conclusions
• Bibliography

Science Fair:

In context with the preceding instruction, the Science Fair reports can, as a rule, be taken as «shorter» projects.

• A decision on which parts are compulsory will be taken in agreement with the tutor
• The tutor will decide if a list of materials is required
• The tutor will decide if a separate discussion on errors is to be drawn up
• The tutor will decide on the format for quotations and bibliography

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B. Bieri-Gross, Kantonsschule Kollegium Schwyz (2018)