A lab report records an experiment in a standard structure so that a reader can see what you asked, what you did, what you found and what it means. The structure is predictable, which is good news: once you have seen a complete, well-written report, most of the guesswork disappears.
This page gives you a fill-in template, a full custom report on a classic school and first-year practical (the effect of temperature on enzyme activity) written by GradeEssays for illustration, annotations on each section, and variations for other sciences.
The data in the model is illustrative only, chosen to show how results are reported. Your own report must use the data you collected. For a step-by-step explanation of each section, see our guide on how to write a lab report.
The sections of a lab report
A standard lab report contains a title, abstract, introduction (background, aim and hypothesis), method (materials and procedure, in past tense and passive or first person as your department prefers), results (tables and figures with text describing trends, no interpretation), discussion (interpretation, comparison with theory, sources of error, improvements), conclusion and references. The template and model below follow this order.
Fill-in Lab Report Template
| Section | What to write | Fill-in prompt |
|---|---|---|
| Title | Variables and system | "The Effect of [independent variable] on [dependent variable] in [system]" |
| Abstract | Aim, method, key result, conclusion in 100 to 200 words | "This experiment investigated... Using..., it was found that... This suggests..." |
| Introduction | Theory, aim, hypothesis | "[Background theory]. The aim was to... It was hypothesized that... because..." |
| Method | Materials and procedure, replicable | Past tense; quantities, equipment, controls, repeats |
| Results | Data and trends | "Table 1 shows... As [IV] increased, [DV]... The highest value was..." |
| Discussion | Meaning, theory, errors, improvements | "These results [support/do not support] the hypothesis because... This is consistent with... A limitation was..." |
| Conclusion | Answer to the aim | "In conclusion, [IV] [affected/did not affect] [DV]..." |
| References | Sources cited | Required style (often APA, Harvard or a journal style) |
Model Lab Report: Effect of Temperature on Catalase Activity
Written by GradeEssays for illustration. Data values are illustrative.
Title: The Effect of Temperature on the Rate of Oxygen Production by Catalase in Potato Tissue
Abstract: This experiment investigated how temperature affects the activity of the enzyme catalase, which breaks down hydrogen peroxide into water and oxygen. Potato discs were placed in hydrogen peroxide at five temperatures from 10°C to 50°C, and the volume of oxygen produced in two minutes was measured by gas displacement. Oxygen production increased from 10°C to a peak at 40°C and fell sharply at 50°C. The results support the hypothesis that catalase activity rises with temperature up to an optimum, above which the enzyme is denatured.
Introduction: Enzymes are biological catalysts that lower the activation energy of reactions. Catalase, found in most living tissues, catalyzes the breakdown of hydrogen peroxide, a toxic by-product of metabolism. As temperature rises, molecules gain kinetic energy and collide more often, so reaction rate generally increases. However, above an optimum temperature, the bonds maintaining the enzyme's three-dimensional shape break, the active site changes shape, and activity falls. The aim of this experiment was to determine the effect of temperature on catalase activity. It was hypothesized that oxygen production would increase with temperature up to around 35 to 45°C and then decrease.
Method: Potato discs of equal size were cut with a cork borer and scalpel. For each temperature (10, 20, 30, 40 and 50°C), a boiling tube containing hydrogen peroxide solution was equilibrated in a water bath for five minutes. Five discs were added, the tube was sealed with a bung connected to an inverted measuring cylinder filled with water, and the volume of oxygen collected after two minutes was recorded. Each temperature was tested three times with fresh discs and peroxide. Disc size, number of discs, peroxide volume and concentration, and reaction time were kept constant.
Results: Table 1 shows the mean volume of oxygen produced at each temperature. Oxygen production increased steadily from 10°C to 40°C, where it reached its highest mean value, then decreased sharply at 50°C. Replicates were closest at 20°C and most variable at 50°C (Figure 1).
| Temperature (°C) | Trial 1 (cm³) | Trial 2 (cm³) | Trial 3 (cm³) | Mean (cm³) |
|---|---|---|---|---|
| 10 | 3.0 | 3.4 | 3.2 | 3.2 |
| 20 | 5.6 | 5.8 | 5.7 | 5.7 |
| 30 | 8.2 | 8.9 | 8.5 | 8.5 |
| 40 | 10.4 | 11.2 | 10.6 | 10.7 |
| 50 | 4.1 | 2.6 | 3.5 | 3.4 |
Table 1. Volume of oxygen produced by catalase in two minutes at five temperatures (illustrative data). Figure 1 would show mean volume against temperature with range bars.
Discussion: The results support the hypothesis. The increase from 10°C to 40°C is consistent with collision theory: higher temperatures increase the kinetic energy of enzyme and substrate molecules, so successful collisions occur more frequently. The sharp fall at 50°C suggests that the enzyme began to denature, as changes to its tertiary structure altered the active site. Because only five temperatures were tested, the true optimum could lie anywhere between 30°C and 50°C. The greater spread of results at 50°C may reflect uneven denaturation during the equilibration period. Sources of error included slight differences in disc thickness, oxygen escaping before the bung was fitted, and difficulty reading the meniscus. Using a gas syringe, testing at 5°C intervals between 30°C and 50°C, and measuring disc mass rather than size would improve reliability and precision.
Conclusion: Catalase activity in potato tissue increased with temperature up to 40°C and fell sharply at 50°C, indicating an optimum temperature in that region and denaturation above it.
Section-by-Section Annotations
| Section | Why it works |
|---|---|
| Title | Names the independent variable (temperature), dependent variable (rate of oxygen production) and system (catalase in potato). |
| Abstract | Covers aim, method, result and conclusion in five sentences, with a specific result (peak at 40°C). |
| Introduction | Moves from general theory to this enzyme, explains both effects of temperature, then states aim and a hypothesis with a reason. |
| Method | Gives enough detail to repeat the experiment, names controlled variables and states the number of repeats. Written as a paragraph, not a numbered list, as many university departments expect. |
| Results | Describes the trend and refers to the table without explaining causes. Table has units in headings and a numbered caption. |
| Discussion | Links results to theory, admits the limit on locating the optimum, discusses specific errors and offers specific improvements. |
| Conclusion | One or two sentences that answer the aim directly. |
Tables, Figures and Captions
| Rule | Example |
|---|---|
| Units in column headings, not in cells | "Volume (cm³)" rather than "3.2 cm³" in every cell |
| Table captions above, figure captions below | Common convention; follow your department if it differs |
| Independent variable in the first column or on the x-axis | Temperature in column 1 and on the x-axis |
| Consistent decimal places | Match the precision of your measuring equipment |
| Every table and figure referred to in text | "As Table 1 shows..." |
| Line graphs for continuous data, bar charts for categories | Temperature is continuous, so a line or scatter plot fits |
Model Error and Improvement Statements
Weak reports list "human error". Strong reports name a specific error, explain its likely effect and propose a specific fix.
| Weak | Strong |
|---|---|
| "There may have been human error." | "Oxygen may have escaped before the bung was fitted, which would lower recorded volumes, particularly at higher temperatures where the reaction was fastest." |
| "The equipment was not accurate." | "Reading the meniscus on a 25 cm³ measuring cylinder limited precision to about 0.5 cm³; a gas syringe would improve this." |
| "We should do more repeats." | "Five repeats at each temperature, with anomalous results identified and retested, would make the means more reliable." |
Hypothesis Examples: Weak to Strong
| Weak | Strong |
|---|---|
| "Temperature will affect the enzyme." | "Oxygen production will increase with temperature up to an optimum of about 40°C, then fall as the enzyme denatures." |
| "The pendulum will swing differently." | "The period of the pendulum will increase in proportion to the square root of its length, and will not depend on the mass of the bob." |
| "Concentration changes the rate." | "Doubling the concentration of hydrochloric acid will approximately double the initial rate of reaction with magnesium, because collision frequency doubles." |
A strong hypothesis is testable, names both variables, predicts a direction or relationship and gives a scientific reason. If your experiment cannot show the hypothesis to be wrong, it needs rewording.
Variations by Science and Level
| Subject or level | What changes |
|---|---|
| Chemistry | Reaction equations, calculations shown (moles, concentrations, yields), safety and hazard notes; titration results with concordant values |
| Physics | Uncertainty calculations, propagation of errors, gradient from a line of best fit used to find a constant |
| Biology | Statistical tests (t-test, chi-squared) in higher-level reports; biological variation discussed |
| Psychology practical | Participants, ethics, design (independent or repeated measures), APA-style statistics |
| Engineering | Often called a technical report; specifications, apparatus diagrams, performance compared with design targets |
| School level | Method may be a numbered list; hypothesis and simple error analysis expected |
| University level | Literature cited in introduction and discussion; statistical analysis; formal scientific style |
Scientific Style: Quick Reference
| Do | Avoid |
|---|---|
| "The solution was heated to 40°C." | "Then we heated it up a bit." |
| "The results suggest..." | "The results prove..." |
| "The mean volume increased by 7.5 cm³." | "The volume went up a lot." |
| Past tense for method and results | Future tense ("we will add") |
Departments differ on first person. Some prefer the passive voice ("the discs were added"), while others now accept "we added the discs". Use whichever your lab manual models.
Lab Report Checklist
- Title names the variables and system.
- Hypothesis is stated with a scientific reason.
- Method allows replication and lists controlled variables and repeats.
- Tables have numbered captions and units in headings.
- Graphs have labeled axes with units and appropriate scale.
- Results describe trends without interpretation.
- Discussion links results to theory and states whether the hypothesis is supported.
- Errors are specific, with their likely effect and a specific improvement.
- Conclusion answers the aim in one or two sentences.
- All data comes from your own experiment.
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Frequently Asked Questions
It varies by course. School reports may be 1,000 to 1,500 words; university reports often 1,500 to 3,000. Follow your lab manual.
Many university departments expect a paragraph in past tense; schools often accept numbered steps. Use the format in your manual.
Results describe what you found (trends, values). Discussion explains why, compares with theory and evaluates errors.
No. It is illustrative, chosen by GradeEssays to show how results are presented. Your report must use your own data.
University reports usually do, particularly in the introduction and discussion. Use the style your department specifies.
Report them honestly and discuss possible reasons: errors, limits of the method or a flawed hypothesis. Unexpected results are still valid.
Summary tables go in results; full raw data often go in an appendix if your course asks for them.
Some departments accept it; others prefer passive voice. Check your manual and stay consistent.