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43 Science Experiments to BLOW Your Kid’s Mind!

August 2, 2024 by Sarah 2 Comments

Science is really cool. There are so many amazing things in this world of ours. So many science experiments for kids that just make me stop and say, “whoa” … or “wow” … or “What the …!!” (depending, of course, on my company).

Children, as we know, are naturally curious. They naturally want to learn all about the world around them. This is part of the reason I adore doing science experiments with young children. Hearing the “whoas” and the “wows” (but not “what the…” thankfully) from my little ones is just awesome.

These are easy science experiments for kids that will do just that.

But before we get started, I think you’ll love this fun science experiment where we turn milk into… plastic?! Grab the step-by-step instructions delivered to your inbox so you can start on this fun activity right now:

43 Easy Science Experiments for Kids that Will BLOW Your Kid’s Mind

Ready? Let’s get right to them …

How Wee Learn Science Experiments for Kids

Super Cool Walking Water Experiment – A simple and beautiful look into absorption and color mixing. What a fun way to capture children’s natural curiosity.

Why Do Leaves Change Color? – This experiment answers a question that most kids ask during the fall! What a super cool, but super simple way for them to experiment and get the answer themselves.

How are Stalactites Formed? – Help children answer this question with a simple, hands-on science experiment! Kids will learn about saturation and mineral deposits along the way.

Messy (but Awesome!) Science Experiments

Dancing Oobleck by Housing a Forest – This delightfully messy experiment explores how oobleck interacts with sound waves. There is even a video of the oobleck “dancing” and moving all around!

Exploding Baggies by Inspiration Laboratories – A few simple ingredients and kids can make these exploding baggies! Add some paint and they can create art at the same time.

Why Are There Craters on the Moon by I Can Teach My Child – A super hands-on way to determine why the moon has craters. So easy to set up, but packed with meaningful information to answer kids’ questions.

Fun Flower Science Experiment by Happily Ever Mom – Let the kids pick some flowers, then bring out the hammers to explore the concept of pigments.

Scented Rainbow Science by Fun-A-Day – Grab a few ingredients from the kitchen to set up this colorful, and deliciously-scented, easy science experiment for kids. The kids will “ooooh!” and “aaaah!” as they jump right into testing chemical reactions.

Expanding Ivory Soap by Happy Hooligans – Explore what happens when you place Ivory soap in the microwave! This experiment always leads to wide-eyed, excited children, and they’re learning about how air molecules expand in heat.

Melting Ice Science Experiment with Salt and Color by The Artful Parent – Experiment with how salt melts ice, then watch as the colorful liquid highlights the process even more. A beautiful mix of art and science!

Science Experiments for All of the “WHY?” Kids

How Many Balloons Can Lift a Bag? by Mess for Less – Grab some helium-filled balloons to answer this question. Perfect for a birthday party or any day!

Easy “Quicksand” Density Experiments  by LalyMom – Have you ever wondered what would happen to Hexbugs in quicksand? A rather funny premise to an experiment, with really interesting results!

Simple Earthquake Science by The Chaos and The Clutter – If your house is like mine, you have Lego bricks and building blocks accessible. This experiment turns those materials into an exploration of tectonic plates in a super easy and fun way.

Tornado in a Jar by Coffee Cups and Crayons – Show the kids how to wield the forces of nature in a pickle jar! I love how simple this experiment is, and how captivating it is to children.

Physics for Kids: Water, Mirrors, and Reflections by My Nearest and Dearest (link no longer available) – Encourage kids to find out how moving water distorts images.

Experiments with Air Drag and Streamlined Shapes by Sugar Aunts – Test out air drag using toy cars, a blow dryer, and paper!

Underwater Sound Experiment for Kids by Still Playing School – Little ones learn how sounds change underwater with this simple but engaging experiment.

Classic Science Experiments 

Making Ice Grow by Teach Preschool – Whoa, this experiment is seriously cool ( cool , teehee). Children can create their own mini ice towers.

DIY Crystal Landscapes by Babble Dabble Doo – Create gorgeous, delicate crystals using a few household ingredients. This experiment touches on the concepts of crystallization and evaporation, and it is just a cool process to watch!

Chewing Gum Science by Meet Penny – What kid wouldn’t want to grab some gum for a science experiment? This one is sure to engage any reluctant learners. 

Ice Cube Experiment by Mess for Less – Can you pick up an ice cube with a piece of thread? Super simple kitchen science that is sure to wow.

Coloring Wild Carrot by Fireflies and Mud Pies – Test out evaporation and capillary action while creating beautifully colored plants. This science experiment for kids is so EASY and absolutely stunning too.

Balloon Experiments with Candy by Learn~Play~Imagine – Mix candies with soda to blow up balloons! Which candy will create the biggest reaction?

Science Experiments You Might Not Have Seen Before

Visual Science Experiment for Kids – Fire Needs Oxygen by Mama Smiles – In addition to being an easy, engaging experiment, it also touches on fire safety.

Make a Lava Lamp Science Experiment by Hands On As We Grow – The kids are sure to love this colorful, bubbling chemical reaction! We just did this one today at a friend’s birthday party and boy was it a hit!

Pepper Science for Kids by Frogs and Snails and Puppy Dog Tails – The materials for this experiment are found right in the kitchen! Explore surface tension using pepper and dish soap.

Hopping Corn Science by One Time Through – Make corn “hop” using a simple chemical reaction. Kids will love measuring, pouring, and observing!

Rainbow Paper from Science Kiddo – Explore color theory while making some seriously cool art! Just a few ingredients are needed for this project, which is even better.

Easy Friction Experiment by Carrots Are Orange – Can a jar of rice be picked up using just a chopstick? Children explore the concept of friction as they answer that question!

Rainbow Science for Kids: Exploring Prisms by Buggy and Buddy – Grab some prisms and set about learning about light refraction. This science exploration is perfect for even very little scientists!

Homemade Invisible Ink by Fun-A-Day – Test different liquids and see which works best as invisible ink. A simple experiment that uses household items and pulls the kids into scientific thinking.

Make an Egg Bounce by Science Sparks – Children know that eggs crack when dropped, but do they know how to make an egg bounce? They can find out in this kitchen science experiment.

Even More Ideas!

Apple Science Experiment by Pre-K Pages – What happens to apples when they come into contact with different liquids? Let kids discover the answer using items on-hand in the house.

Pine Cone Experiment for Kids by Lemon Lime Adventures – Experiment with how pine cones open and close! What a fun way to find out more about nature.

Elephant Toothpaste by Fun at Home with Kids – A foamy exothermic reaction that is sure to impress the kids!

Salt Water Density Science Experiment by Little Bins for Little Hands – Children try to make items that had previously sunk in water float using a simple ingredient from the kitchen.

Make a Sun Print Shirt by KCEdventures – Test the effect of the sun while creating wearable art.

Blubber Experiment by Gift of Curiosity – Kids can experiment with how arctic animals stay warm in the winter!

Dry Ice Bubbles by Not Just Cute – This amazing experiment lets children explore dry ice to make bubbles. They can try the bubbles on different surfaces to see what keeps them stable and what makes them pop.

Ice Cream in a Bag by I Can Teach My Child – The kids will love this science experiment that ends in a tasty treat.

Colored Ants by Life With Moore Babies – This is definitely an amazing experiment to share with the kids! Use food coloring in sugar water, then test to see if the ants’ stomachs show the coloring!

There you have it! 43 “Wows” or “Whoas” to engage and inspire those little curious minds (and the bigger minds too!).

Science is SO cool. I hope you found a few science experiments that are nice and easy, yet still amazingly cool for your kids!

I also encourage you to check out some of my family unit studies for hands-on fun that is all planned out for you! My family unit studies use an integrated approach, so you will cover science, but also literacy, math, history, geography, and so much more—all through hands-on fun.

And the best part? My unit studies work for children ages 4 to 12, so the whole family can learn together.

Browse through the ever-growing library, peruse a sample or two, and find your next adventure right here:

How Wee Learn Family Unit Studies

https://shop.howweelearn.com/collections/family-unit-studies

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August 20, 2015 at 9:36 am

Awesome collection!!! Thank you fro including mine, I’m so glad to have this resource!

August 23, 2015 at 8:47 pm

Thank you Laura – very glad you find it helpful. Love you post!

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10 Awesome 5-Minute Science Experiments

Krystal DeVille

October 1, 2023

Sometimes you don’t have enough time to do a full experiment during class.

But, you still want to be able to demonstrate the lesson!

All of these science experiments can be done in about 5 minutes! Plus, you likely already have everything you need to do them.

If you don’t have everything you need, all of these ingredients can be easily found at a grocery store.

If you’re doing these science experiments at home, remember that just because they only take 5 minutes, the fun doesn’t have to stop there!

As an example, check out the bouncy ball experiment below. You can make these bouncy balls in 5 minutes, and keep enjoying them for hours after.

—– If you’d like more STEM activity ideas, make sure to grab my FREE eBook on 25 STEM activities here . —–

Have any other quick science experiments you love? Please share them with us in the comments below!

Alright, now let’s get started with these fun and quick 5-minute science experiments.

Table of Contents

10 Quick Science Experiments You Can Do with Ingredients at Home

1. easy slime recipe.

This slime recipe is so simple! All you need is glue, water, and borax. You can add some creativity to the mix by also coloring the slime with food coloring. Mix the ingredients together, and see how the borax and glue react with each other to form a non-Newtonian liquid – slime!

2. Make an Eggshell Disappear

By simply soaking an egg in vinegar, the shell will disappear.

The setup and observation for this science experiment takes only 5-minutes, but you have to wait 48 hours until the chemical reaction between the shell and vinegar dissolves the shell completely. When it’s done, the outside layer of the shell will be the eggs membrane. It feels like a this squishy rubber egg you can keep playing with. (Be careful though – they can still burst!)

3. DIY Bouncy Ball

While you’re making slime, give this project a go too. By adding starch, you can turn your slime into a bouncy ball. Clear glue also makes great looking bouncy balls!

4. Magic Milk Science Experiment

This experiment is commonly referred to as exploding colors. With just a bit of food coloring, milk, and dish soap, you can cause a reaction that will make the colors burst apart. The dish soaps causes the fat molecules in the milk to separate to send the colors flying.

5. Density Jars

This amazing density jar has 9 layers! You can take it a level further by adding solid objects that will “float” between the layers too. Which liquid do you think will float at the top? Create your own hypothesis before the experiment and then observe the results.

6. DIY Lava Lamp

Creating your own lava lamp is another fun way to learn about density. Mix oil and food coloring together. Add the colored oil to a jar of water. Then drop in an alka seltzer tablet.

The liquid will begin to fizz and push the oil up, but the oil and water won’t mix. Slowly the oil, which is more dense, will fall back to the bottom of the bottle.

7. Levitate a Match

You’ll have to watch closely for this quick science experiment! Simply lean a match onto another match. Light the leaning match at the center. It will burn towards the top of the match, and when the two match heads ignite they fuse together! The leaning match, which is now less heavy from burning, will levitate up into the air.

8. Exploding Bag Experiment

Who doesn’t love a science experiments that end in a POP!? This exploding bag experiment is perfect for waking up the class. All you need is baking soda and vinegar to make a bag explode.

When baking soda and vinegar react, they produce carbon dioxide which fills up the bag. Soon there will be so much carbon dioxide causing pressure in the bag, it will burst!

9. Fingerprint Balloons

Look closely at your fingerprints and compare it to classmates by placing your finger print on a balloon. You’ll need stamp ink and balloons. Inflate the balloon to enlarge your fingerprints, so you can take a closer look. Can you identify the different patterns in your own print?

10. Elephant Toothpaste

Elephant toothpaste seems to be an experiment that’s blown up on Pinterest. This fun chemical reaction will leave you with a bunch of foam you can keep on playing with.

11. Exploding Colors Science Experiment

Here’s another fun experiment to show the chemical reaction between baking soda & vinegar – but there’s a twist! You hide food coloring underneath the baking soda, so before you add the vinegar, the class has to guess the color that will explode from the bowl.

With these quick science experiments, you don’t need much time to demonstrate a lesson in a fun, engaging way. I hope you enjoy these experiments as much as I do!

3 thoughts on “10 Awesome 5-Minute Science Experiments”

Wow! I did not realize how many experiments that are relatively safe can be made with vinegar as a primary ingredient! Thanks for sharing these!

All the experience you cannot do in 5 mins

Sure they can. Did you even do any of them?

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45 Cool Chemistry Experiments, Demos, and Science Fair Projects

Don’t forget your safety equipment!

Bunsen burners, colorful chemicals, and the possibility of a (controlled) explosion or two? Everybody loves chemistry experiments! We’ve rounded up the best activities, demos, and chemistry science fair projects for kids and teens. Try them in the classroom or at home.

Easy Chemistry Experiments and Activities for All Ages

Chemistry science fair projects.

These chemistry experiments and activities are all easy to do using simple supplies you probably already have. Families can try them at home, or teachers and students can do them together in the classroom.

Mix up some magic milk

Kids love this colorful experiment, which explores the concept of surface tension. This is one of our favorite chemistry experiments to try at home, since the supplies are so basic and the results are so cool!

Taste the Rainbow

Teach your students about diffusion while creating a beautiful and tasty rainbow. You’ll definitely want to have extra Skittles on hand so your class can enjoy a few as well!

Learn more: Skittles Diffusion

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

Make elephant-sized toothpaste

This fun project uses yeast and a hydrogen peroxide solution to create overflowing “elephant toothpaste.” You can also add an extra fun layer by having kids create toothpaste wrappers for their plastic bottles.

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

Demonstrate the “magic” leakproof bag

So simple and so amazing! All you need is a zip-top plastic bag, sharp pencils, and some 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

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! Finally, have them record their observations.

Learn more: Apple Oxidation

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

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

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

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

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

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

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

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.

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

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

Blow up a balloon (without blowing)

Chances are good you probably did easy science experiments like this when you were in school yourself. This well-known activity demonstrates the reactions between acids and bases. Fill a bottle with vinegar and a balloon with baking soda. Fit the balloon over the top, shake the baking soda down into the vinegar, and watch the balloon inflate.

Learn more: Balloon Experiments

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.

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

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.

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.

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

Set popcorn dancing

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.

Learn more: Dancing Popcorn Experiment

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: Mentos and Coke Experiment

All of these chemistry experiments are perfect for using the scientific method. Form a hypothesis, alter the variables, and then observe the results! You can simplify these projects for younger kids, or add more complexity for older students.

Break apart covalent bonds

Difficulty: Medium / Materials: Medium

Break the covalent bond of H 2 O into H and O with this simple experiment. You only need simple supplies for this one. Turn it into a science fair project by changing up the variables—does the temperature of the water matter? What happens if you try this with other liquids?

Learn more: Breaking Covalent Bonds

Measure the calories in various foods

Are the calorie counts on your favorite snacks accurate? Build your own calorimeter and find out! This kit from Home Science Tools has all the supplies you’ll need.

Detect latent fingerprints

Forensic science is engrossing and can lead to important career opportunities too. Explore the chemistry needed to detect latent (invisible) fingerprints, just like they do for crime scenes!

Learn more: Fingerprints Project

Use Alka-Seltzer to explore reaction rate

Difficulty: Easy / Materials: Easy

Tweak this basic concept to create a variety of high school chemistry science fair projects. Change the temperature, surface area, pressure, and more to see how reaction rates change.

Determine whether sports drinks really have more electrolytes than other beverages

Difficulty: Medium / Materials: Advanced

Are those pricey sports drinks really worth it? Try this experiment to find out. You’ll need some special equipment for this one; buy a complete kit at Home Science Tools .

Turn flames into a rainbow

You’ll need to get your hands on a few different chemicals for this experiment, but the wow factor will make it worth the effort. Make it a science project by seeing if different materials, air temperature, or other factors change the results.

Discover the size of a mole

The mole is a key concept in chemistry, so it’s important to ensure students really understand it. This experiment uses simple materials like salt and chalk to make an abstract concept more concrete. Make it a project by applying the same procedure to a variety of substances, or determining whether outside variables have an effect on the results.

Learn more: How Big Is a Mole?

Cook up candy to learn mole and molecule calculations

This edible experiment lets students make their own peppermint hard candy while they calculate mass, moles, molecules, and formula weights. Tweak the formulas to create different types of candy and make this into a sweet science fair project!

Learn more: Candy Chemistry

Make soap to understand saponification

Take a closer look at an everyday item: soap! Use oils and other ingredients to make your own soap, learning about esters and saponification. Tinker with the formula to find one that fits a particular set of parameters.

Learn more: Saponification

Uncover the secrets of evaporation

Explore the factors that affect evaporation, then come up with ways to slow them down or speed them up for a simple science fair project.

Learn more: Evaporation

More Chemistry Experiment Science Fair Ideas

These questions and prompts can spark ideas for unique chemistry experiments:

• Compare the properties of sugar and artificial sweeteners.
• Explore the impact of temperature, concentration, and seeding on crystal growth.
• Test various antacids on the market to find the most effective product.
• What is the optimum temperature for yeast production when baking bread from scratch?
• Compare the vitamin C content of various fruits and vegetables.
• How does temperature affect enzyme-catalyzed reactions?
• Investigate the effects of pH on an acid-base chemical reaction.
• Devise a new natural way to test pH levels (such as cabbage leaves).
• What’s the best way to slow down metal oxidation (the form of rust)?
• How do changes in ingredients and method affect the results of a baking recipe?

Like these chemistry experiments? Don’t miss STEM Activities for Kids of All Ages and Interests .

Plus, get all the latest teaching news and ideas when you sign up for our free newsletters.

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How to Write up a Science Experiment

Last Updated: May 19, 2023 Fact Checked

This article was co-authored by Jessie Antonellis-John . Jessie Antonellis-John is a Math and Science Instructor who teaches at Southwestern Oregon Community College. With over 10 years of experience, she specializes in curriculum development. Jessie earned her PhD in Teaching & Teacher Education from the University of Arizona, her Master of Education from Western Governors University, and her BS in Astrophysics from Mount Holyoke College. She’s also co-authored several peer-reviewed journal articles in professional publications. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 276,679 times.

Any time you have conducted a science experiment, you should write a lab report detailing why the experiment was performed, the results you expected, the process you used, the actual results, and a discussion of what the results mean. Lab reports often follow a very standard format starting with an abstract and introduction, followed by a materials and methods section, the results and discussion, and finally a conclusion. This format will allow the reader to find answers to common questions that are often asked: Why was the experiment performed? What were the expected results? How was the experiment conducted? What happened in the experiment? What do the results mean? This article explains the basic format of a lab report.

Lab Report Template

Writing an Abstract and Introduction

• The purpose of this short summary is to provide the reader with enough information on the experiment that they can see if they want or need to read the entire report. The abstract helps them determine if your research is relevant to them.
• Devote a sentence to describing the purpose of the project and its significance. Then, very briefly describe the materials and methods used. Follow up with a 1-2 sentence description of the results of the experiment. You might also provide a list of keywords listing subjects related to your research.

• The introduction will outline what the experiment is, why it was done, and why it is important. It must provide the reader with two key pieces of information: what is the question the experiment is supposed to answer and why is answering this question important.

• A research hypothesis should be a brief statement that pares down your problem that you described in your introduction into something that is testable and falsifiable.
• Scientists must create a hypothesis from which an experiment can reasonably be designed and carried out.
• A hypothesis is never proved in an experiment, only "verified" or "supported".

• For example, you might start with "Fertilizer affects how tall a plant will grow". You could expand this idea to a clear hypothesis: "Plants grow faster and taller when they are given fertilizer". To make it a testable hypothesis, you could add experimental details: "Plants which are given a solution with 1ml of fertilizer grow faster than plants without fertilizer because they are given more nutrients."

Explaining Your Research Procedure

• This section is extremely crucial documentation of your methods of analysis.

• For example, if you were testing how fertilizer affects plant growth, you would want to state what brand of fertilizer you used, what species of plant you used and what brand of seed.
• Make sure you include the quantity of all objects used in the experiment.

• Remember all experiments involve controls and variables. Describe these here.
• If you used a published laboratory method, be sure to provide a reference for the original method.

Reporting Results

• For example, if you are testing the effect of fertilizer on plant growth you would want a graph showing the average growth of plants given fertilizer vs. those without.
• You would also want to describe the result. For example "Plants which were given a concentration of 1ml of fertilizer grew an average of 4 cm taller than those that were not given fertilizer."
• As you go along, narrate your results. Tell the reader why a result is significant to the experiment or problem. This will allow the reader to follow your thinking process.
• Compare your results to your original hypothesis. State whether or not your hypothesis was supported or not by your experiment.
• Quantitative data is anything expressed in terms of numerical forms such as percentages or statistics. Qualitative data is derived from broad questions and is expressed in the form of word responses from study participants.

• In this section, the author can address other questions such as: "why did we get an unexpected result?" or "what would happen if one aspect of the procedure was altered?".
• If your results did not verify your hypothesis, explain your reasoning why.

• Be sure to link back to the introduction and whether or not the experiment addressed the goals of your analysis.

• You can use software such as EndNote to help you cite and build a properly referenced bibliography.

Expert Q&A

You Might Also Like

• ↑ Michael Simpson, PhD. Registered Professional Biologist. Expert Interview. 8 September 2021.
• ↑ https://www.matrix.edu.au/how-to-write-a-scientific-report/
• ↑ https://explorable.com/research-hypothesis
• ↑ https://www.monash.edu/learnhq/write-like-a-pro/annotated-assessment-samples/science/science-lab-report

About This Article

When you’re writing up a science experiment for a class, break it into sections for your introduction, procedure, findings, and conclusion. In the intro, explain the purpose of your experiment and what you predicted would happen, then give a brief overview of what you did. In the procedure section, describe all of the materials you used and give a step-by-step account of your method. In the findings section, give the results from your experiment, including any graphs or diagrams you made. Then, explain if your expectations were met and what further research you can do. Finish with a brief conclusion that summarizes your experiment and its results. For more tips from our Science co-author, including how to write an abstract for your science paper, read on! Did this summary help you? Yes No

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• How to write a lab report

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.

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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.

If you want to know more about AI for academic writing, AI tools, or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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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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Cool Science Experiments Headquarters

Making Science Fun, Easy to Teach and Exciting to Learn!

Science Experiments

Elephant Toothpaste Science Experiment

Elephant Toothpaste anyone? Although elephants might not be too excited about the idea, your kids will be thrilled with the fun chemical reaction of this super simple science experiment.

With only a few common items that you probably already have at home, kids can see the quick and impressive results of the chemical reaction, feel the heat released from the process, and even play with the “elephant toothpaste” foam afterward.

Below you’ll find detailed and printable instructions, a materials list, a demonstration video, and an easy to understand explanation of why it works!

JUMP TO SECTION: Instructions | Video Tutorial | How it Works

Supplies Needed

• 2 Tablespoons Warm Water
• 1 Teaspoon Yeast
• Food Coloring
• Hydrogen Peroxide – Either 3% or 6%
• Empty Plastic Bottle

Helpful Tip: You can find the 3% at most stores, but you will need to either go to a Beauty Supply Store or order the 6% online. In the video I perform the experiment two ways. Once using the 3% peroxide and once using the 6%. It is often recommended to use 6% peroxide, but we actually preferred the reaction that happened with the 3% better.

Elephant Toothpaste Science Lab Kit – Only $5

Use our easy Elephant Toothpaste Science Lab Kit to grab your students’ attention without the stress of planning!

It’s everything you need to  make science easy for teachers and fun for students  — using inexpensive materials you probably already have in your storage closet!

Elephant Toothpaste Experiment Instructions

Step 1 –  Combine two tablespoons of warm water with one teaspoon of yeast and mix until the yeast is completely dissolved in the water. 

Step 2 –  Pour 1/2 cup hydrogen peroxide into the empty bottle. You’ll see here that we have two bottles. The bottle pictured on the left is being filled with 3% hydrogen peroxide while the bottle pictured on the right is filled with 6% hydrogen peroxide.

Step 3 –  Add a few drops of food coloring into the bottle. Take a moment to make a few observations. What happened when you added the drops of food coloring?

Note: This step is optional, but adding the color adds a fun element to the experiment. You’ll see that we used a different color of food coloring for each bottle. 

Step 4 – Next, add a squirt of dish soap into the bottle. Again, take a moment observe what happened. Did adding the dish soap appear to have any effect on the liquid already in the bottle?

Step 5 – Finally, pour the mixture of water and yeast into the bottle. Watch carefully and observe what happens. 

Helpful Tip: You may need to gently swirl the bottle in order to get the items to completely combine. We had to do that for the 6% hydrogen peroxide.

Sit back and watch what happens. Write down your observations as you watch the experiment. Can you describe what happens when you add the water and yeast mixture to the bottle. If you are using both the 3% and the 6% hydrogen peroxide like we are, is there a difference between what happens? 

Wondering what caused the liquid to react that way? Find out the answer in the how does this experiment work section below.

Video Tutorial

Watch the Elephant Toothpaste Science Experiment Step by Step Instructions Video

How Does the Elephant Toothpaste Science Experiment Work

This experiment shows a very impressive and fast chemical reaction! Hydrogen peroxide is a combination of hydrogen and oxygen (H2O2). In this experiment, yeast is a catalyst that helps release oxygen molecules from the hydrogen peroxide solution.

A catalyst is a material that increases the rate of a reaction without itself being consumed

The release of oxygen molecules in this experiment happens FAST! The foam created in this chemical reaction is made up of very tiny oxygen bubbles. These bubbles result when hydrogen peroxide (H2O2) is broken down by the yeast into water (H2O) and oxygen (O2).

During the reaction, feel the bottle. It will feel warm to the touch because it is an exothermic reaction .

An exothermic reaction is a chemical reaction that releases energy through light or heat (in this case, heat).

The reaction will continue and foam will be produced until all of the hydrogen peroxide (H2O2) has been broken down into water (H2O) and oxygen (O2).

**Have fun playing with the foam after the experiment is over! It is safe to touch because all that foam is just soap, water and oxygen. Let your kids have some fun with the foam too. Just be sure to have a towel handy!

Other Ideas to Try

Try adding more or less yeast when doing the experiment again. How does this affect the amount of foam produced?

Try the experiment again, but change the size of the bottle. How does this affect the amount of foam produced?

I hope you enjoyed the experiment. Here are some printable instructions:

• Hydrogen Peroxide – Either 3% or 6%

Instructions

• Combine two tablespoons of warm water with one teaspoon of yeast and mix until the yeast is completely dissolved in the water.
• Pour 1/2 cup hydrogen peroxide into the empty bottle
• Add a few drops of food coloring into the bottle
• Add a squirt of dish soap into the bottle
• Pour the mixture of water & yeast into the bottle
• Sit back and watch what happens

Reader Interactions

February 7, 2016 at 8:13 pm

do it was a cemical reacin

February 8, 2016 at 1:15 pm

Correct! The yeast is mixed with the hydrogen peroxide causes a chemical reaction.

Which version did you like better, the one that reacted fast or the one that reacted slow?

May 17, 2018 at 12:31 pm

Looks amazing! What is the chemical reaction?

March 24, 2019 at 10:40 am

I’m am going to do that science project and this was super helpful thanks so much

March 24, 2019 at 10:46 am

Thank you so much I am doing this science project and I don’t know what to do and now I know what to do j

September 1, 2019 at 8:09 am

Did you try using more yeast or more 3 % hydrogen peroxide?

Found this explanation: “The yeast acted as a catalyst; a catalyst is used to speed up a reaction. It quickly broke apart the oxygen from the hydrogen peroxide. Because it did this very fast, it created lots and lots of bubbles. Did you notice the bottle got warm. Your experiment created a reaction called an Exothermic Reaction – that means it not only created foam, it created heat! The foam produced is just water, soap, and oxygen ” The yeast is not reacting with the hydrogen peroxide. Rather it is acting as a catalyst. A catalyst is a substance that causes a chemical reaction to speed up but is not “used” up during the reaction. Hydrogen Peroxide: H2O2 hydrogen and oxygen Baker’s Yeast: C19H14O2 carbon, hydrogen and oxygen

August 18, 2020 at 2:25 pm

My son did this experiment which was great! The only problem was that he played with the foam afterwards and his hands got super itchy. Can you be allergic to the yeast? Just a warning in case this happens to anyone else.

August 11, 2023 at 8:49 pm

Yeah I did this with potassium iodide and 25% hydrogen peroxide in a lab and my fingers went a little white on the tips (I had gloves on after this happened) they did get itchy and I think it was just the hydrogen peroxide bleaching the skin. This is an exothermic reaction so it can get hot not sure how hot with yeast.

January 25, 2022 at 11:25 am

It did not work for me and i don’t know why maybe caused i used rubbing alcohol insted

December 6, 2023 at 3:55 pm

good helpful and fun

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37 Cool Science Experiments for Kids to Do at Home

General Education

Are you looking for cool science experiments for kids at home or for class? We've got you covered! We've compiled a list of 37 of the best science experiments for kids that cover areas of science ranging from outer space to dinosaurs to chemical reactions. By doing these easy science experiments, kids will make their own blubber and see how polar bears stay warm, make a rain cloud in a jar to observe how weather changes, create a potato battery that'll really power a lightbulb, and more.

Below are 37 of the best science projects for kids to try. For each one we include a description of the experiment, which area(s) of science it teaches kids about, how difficult it is (easy/medium/hard), how messy it is (low/medium/high), and the materials you need to do the project. Note that experiments labelled "hard" are definitely still doable; they just require more materials or time than most of these other science experiments for kids.

#1: Insect Hotels

• Teaches Kids About: Zoology
• Difficulty Level: Medium
• Messiness Level: Medium

Insect hotels can be as simple (just a few sticks wrapped in a bundle) or as elaborate as you'd like, and they're a great way for kids to get creative making the hotel and then get rewarded by seeing who has moved into the home they built. After creating a hotel with hiding places for bugs, place it outside (near a garden is often a good spot), wait a few days, then check it to see who has occupied the "rooms." You can also use a bug ID book or app to try and identify the visitors.

• Materials Needed
• Shadow box or other box with multiple compartments
• Hot glue gun with glue
• Sticks, bark, small rocks, dried leaves, bits of yarn/wool, etc.

#2: DIY Lava Lamp

• Teaches Kids About: Chemical reactions
• Difficulty Level: Easy

In this quick and fun science experiment, kids will mix water, oil, food coloring, and antacid tablets to create their own (temporary) lava lamp . Oil and water don't mix easily, and the antacid tablets will cause the oil to form little globules that are dyed by the food coloring. Just add the ingredients together and you'll end up with a homemade lava lamp!

• Vegetable oil
• Food coloring
• Antacid tablets

#3: Magnetic Slime

• Teaches Kids About: Magnets
• Messiness Level: High (The slime is black and will slightly dye your fingers when you play with it, but it washes off easily.)

A step up from silly putty and Play-Doh, magnetic slime is fun to play with but also teaches kids about magnets and how they attract and repel each other. Some of the ingredients you aren't likely to have around the house, but they can all be purchased online. After mixing the ingredients together, you can use the neodymium magnet (regular magnets won't be strong enough) to make the magnetic slime move without touching it!

• Liquid starch
• Adhesive glue
• Iron oxide powder
• Neodymium (rare earth) magnet

#4: Baking Soda Volcanoes

• Teaches Kids About: Chemical reactions, earth science
• Difficulty Level: Easy-medium
• Messiness Level: High

Baking soda volcanoes are one of the classic science projects for kids, and they're also one of the most popular. It's hard to top the excitement of a volcano erupting inside your home. This experiment can also be as simple or in-depth as you like. For the eruption, all you need is baking soda and vinegar (dishwashing detergent adds some extra power to the eruption), but you can make the "volcano" as elaborate and lifelike as you wish.

• Baking soda
• Dishwashing detergent
• Large mason jar or soda bottle
• Playdough or aluminum foil to make the "volcano"
• Additional items to place around the volcano (optional)
• Food coloring (optional)

#5: Tornado in a Jar

• Teaches Kids About: Weather
• Messiness Level: Low

This is one of the quick and easy and science experiments for kids to teach them about weather. It only takes about five minutes and a few materials to set up, but once you have it ready you and your kids can create your own miniature tornado whose vortex you can see and the strength of which you can change depending on how quickly you swirl the jar.

• Glitter (optional)

#6: Colored Celery Experiment

• Teaches Kids About: Plants

This celery science experiment is another classic science experiment that parents and teachers like because it's easy to do and gives kids a great visual understanding of how transpiration works and how plants get water and nutrients. Just place celery stalks in cups of colored water, wait at least a day, and you'll see the celery leaves take on the color of the water. This happens because celery stalks (like other plants) contain small capillaries that they use to transport water and nutrients throughout the plant.

• Celery stalks (can also use white flowers or pale-colored cabbage)

#7: Rain Cloud in a Jar

This experiment teaches kids about weather and lets them learn how clouds form by making their own rain cloud . This is definitely a science project that requires adult supervision since it uses boiling water as one of the ingredients, but once you pour the water into a glass jar, the experiment is fast and easy, and you'll be rewarded with a little cloud forming in the jar due to condensation.

• Glass jar with a lid
• Boiling water
• Aerosol hairspray

#8: Edible Rock Candy

• Teaches Kids About: Crystal formation

It takes about a week for the crystals of this rock candy experiment to form, but once they have you'll be able to eat the results! After creating a sugar solution, you'll fill jars with it and dangle strings in them that'll slowly become covered with the crystals. This experiment involves heating and pouring boiling water, so adult supervision is necessary, once that step is complete, even very young kids will be excited to watch crystals slowly form.

• Large saucepan
• Clothespins
• String or small skewers
• Candy flavoring (optional)

#9: Water Xylophone

• Teaches Kids About: Sound waves

With just some basic materials you can create your own musical instrument to teach kids about sound waves. In this water xylophone experiment , you'll fill glass jars with varying levels of water. Once they're all lined up, kids can hit the sides with wooden sticks and see how the itch differs depending on how much water is in the jar (more water=lower pitch, less water=higher pitch). This is because sound waves travel differently depending on how full the jars are with water.

• Wooden sticks/skewers

#10: Blood Model in a Jar

• Teaches Kids About: Human biology

This blood model experiment is a great way to get kids to visual what their blood looks like and how complicated it really is. Each ingredient represents a different component of blood (plasma, platelets, red blood cells, etc.), so you just add a certain amount of each to the jar, swirl it around a bit, and you have a model of what your blood looks like.

• Empty jar or bottle
• Red cinnamon candies
• Marshmallows or dry white lima beans
• White sprinkles

#11: Potato Battery

• Teaches Kids About: Electricity
• Difficulty Level: Hard

Did you know that a simple potato can produce enough energy to keep a light bulb lit for over a month? You can create a simple potato battery to show kids. There are kits that provide all the necessary materials and how to set it up, but if you don't purchase one of these it can be a bit trickier to gather everything you need and assemble it correctly. Once it's set though, you'll have your own farm grown battery!

• Fresh potato
• Galvanized nail
• Copper coin

#12: Homemade Pulley

• Teaches Kids About: Simple machines

This science activity requires some materials you may not already have, but once you've gotten them, the homemade pulley takes only a few minutes to set up, and you can leave the pulley up for your kids to play with all year round. This pulley is best set up outside, but can also be done indoors.

• Clothesline
• 2 clothesline pulleys

#13: Light Refraction

• Teaches Kids About: Light

This light refraction experiment takes only a few minutes to set up and uses basic materials, but it's a great way to show kids how light travels. You'll draw two arrows on a sticky note, stick it to the wall, then fill a clear water bottle with water. As you move the water bottle in front of the arrows, the arrows will appear to change the direction they're pointing. This is because of the refraction that occurs when light passes through materials like water and plastic.

• Sticky note
• Transparent water bottle

#14: Nature Journaling

• Teaches Kids About: Ecology, scientific observation

A nature journal is a great way to encourage kids to be creative and really pay attention to what's going on around them. All you need is a blank journal (you can buy one or make your own) along with something to write with. Then just go outside and encourage your children to write or draw what they notice. This could include descriptions of animals they see, tracings of leaves, a drawing of a beautiful flower, etc. Encourage your kids to ask questions about what they observe (Why do birds need to build nests? Why is this flower so brightly colored?) and explain to them that scientists collect research by doing exactly what they're doing now.

• Blank journal or notebook
• Pens/pencils/crayons/markers
• Tape or glue for adding items to the journal

#15: DIY Solar Oven

• Teaches Kids About: Solar energy

This homemade solar oven definitely requires some adult help to set up, but after it's ready you'll have your own mini oven that uses energy from the sun to make s'mores or melt cheese on pizza. While the food is cooking, you can explain to kids how the oven uses the sun's rays to heat the food.

• Aluminum foil
• Knife or box cutter
• Permanent marker
• Plastic cling wrap
• Black construction paper

#16: Animal Blubber Simulation

• Teaches Kids About: Ecology, zoology

If your kids are curious about how animals like polar bears and seals stay warm in polar climates, you can go beyond just explaining it to them; you can actually have them make some of their own blubber and test it out. After you've filled up a large bowl with ice water and let it sit for a few minutes to get really cold, have your kids dip a bare hand in and see how many seconds they can last before their hand gets too cold. Next, coat one of their fingers in shortening and repeat the experiment. Your child will notice that, with the shortening acting like a protective layer of blubber, they don't feel the cold water nearly as much.

• Bowl of ice water

#17: Static Electricity Butterfly

This experiment is a great way for young kids to learn about static electricity, and it's more fun and visual than just having them rub balloons against their heads. First you'll create a butterfly, using thick paper (such as cardstock) for the body and tissue paper for the wings. Then, blow up the balloon, have the kids rub it against their head for a few seconds, then move the balloon to just above the butterfly's wings. The wings will move towards the balloon due to static electricity, and it'll look like the butterfly is flying.

• Tissue paper
• Thick paper
• Glue stick/glue

#18: Edible Double Helix

• Teaches Kids About: Genetics

If your kids are learning about genetics, you can do this edible double helix craft to show them how DNA is formed, what its different parts are, and what it looks like. The licorice will form the sides or backbone of the DNA and each color of marshmallow will represent one of the four chemical bases. Kids will be able to see that only certain chemical bases pair with each other.

• 2 pieces of licorice
• 12 toothpicks
• Small marshmallows in 4 colors (9 of each color)
• 5 paperclips

#19: Leak-Proof Bag

• Teaches Kids About: Molecules, plastics

This is an easy experiment that'll appeal to kids of a variety of ages. Just take a zip-lock bag, fill it about ⅔ of the way with water, and close the top. Next, poke a few sharp objects (like bamboo skewers or sharp pencils) through one end and out the other. At this point you may want to dangle the bag above your child's head, but no need to worry about spills because the bag won't leak? Why not? It's because the plastic used to make zip-lock bags is made of polymers, or long chains of molecules that'll quickly join back together when they're forced apart.

• Zip-lock bags
• Objects with sharp ends (pencils, bamboo skewers, etc.)

#20: How Do Leaves Breathe?

• Teaches Kids About: Plant science

It takes a few hours to see the results of this leaf experiment , but it couldn't be easier to set up, and kids will love to see a leaf actually "breathing." Just get a large-ish leaf, place it in a bowl (glass works best so you can see everything) filled with water, place a small rock on the leaf to weigh it down, and leave it somewhere sunny. Come back in a few hours and you'll see little bubbles in the water created when the leaf releases the oxygen it created during photosynthesis.

• Large bowl (preferably glass)
• Magnifying glass (optional)

#21: Popsicle Stick Catapults

Kids will love shooting pom poms out of these homemade popsicle stick catapults . After assembling the catapults out of popsicle sticks, rubber bands, and plastic spoons, they're ready to launch pom poms or other lightweight objects. To teach kids about simple machines, you can ask them about how they think the catapults work, what they should do to make the pom poms go a farther/shorter distance, and how the catapult could be made more powerful.

• Popsicle sticks
• Rubber bands
• Plastic spoons
• Paint (optional)

#22: Elephant Toothpaste

You won't want to do this experiment near anything that's difficult to clean (outside may be best), but kids will love seeing this " elephant toothpaste " crazily overflowing the bottle and oozing everywhere. Pour the hydrogen peroxide, food coloring, and dishwashing soap into the bottle, and in the cup mix the yeast packet with some warm water for about 30 seconds. Then, add the yeast mixture to the bottle, stand back, and watch the solution become a massive foamy mixture that pours out of the bottle! The "toothpaste" is formed when the yeast removed the oxygen bubbles from the hydrogen peroxide which created foam. This is an exothermic reaction, and it creates heat as well as foam (you can have kids notice that the bottle became warm as the reaction occurred).

• Clean 16-oz soda bottle
• 6% solution of hydrogen peroxide
• 1 packet of dry yeast
• Dishwashing soap

#23: How Do Penguins Stay Dry?

Penguins, and many other birds, have special oil-producing glands that coat their feathers with a protective layer that causes water to slide right off them, keeping them warm and dry. You can demonstrate this to kids with this penguin craft by having them color a picture of a penguin with crayons, then spraying the picture with water. The wax from the crayons will have created a protective layer like the oil actual birds coat themselves with, and the paper won't absorb the water.

• Penguin image (included in link)
• Spray bottle
• Blue food coloring (optional)

#24: Rock Weathering Experiment

• Teaches Kids About: Geology

This mechanical weathering experiment teaches kids why and how rocks break down or erode. Take two pieces of clay, form them into balls, and wrap them in plastic wrap. Then, leave one out while placing the other in the freezer overnight. The next day, unwrap and compare them. You can repeat freezing the one piece of clay every night for several days to see how much more cracked and weathered it gets than the piece of clay that wasn't frozen. It may even begin to crumble. This weathering also happens to rocks when they are subjected to extreme temperatures, and it's one of the causes of erosion.

• Plastic wrap

#25: Saltwater Density

• Teaches Kids About: Water density

For this saltwater density experiment , you'll fill four clear glasses with water, then add salt to one glass, sugar to one glass, and baking soda to one glass, leaving one glass with just water. Then, float small plastic pieces or grapes in each of the glasses and observe whether they float or not. Saltwater is denser than freshwater, which means some objects may float in saltwater that would sink in freshwater. You can use this experiment to teach kids about the ocean and other bodies of saltwater, such as the Dead Sea, which is so salty people can easily float on top of it.

• Four clear glasses
• Lightweight plastic objects or small grapes

#26: Starburst Rock Cycle

With just a package of Starbursts and a few other materials, you can create models of each of the three rock types: igneous, sedimentary, and metamorphic. Sedimentary "rocks" will be created by pressing thin layers of Starbursts together, metamorphic by heating and pressing Starbursts, and igneous by applying high levels of heat to the Starbursts. Kids will learn how different types of rocks are forms and how the three rock types look different from each other.

• Toaster oven

#27: Inertia Wagon Experiment

• Teaches Kids About: Inertia

This simple experiment teaches kids about inertia (as well as the importance of seatbelts!). Take a small wagon, fill it with a tall stack of books, then have one of your children pull it around then stop abruptly. They won't be able to suddenly stop the wagon without the stack of books falling. You can have the kids predict which direction they think the books will fall and explain that this happens because of inertia, or Newton's first law.

• Stack of books

#28: Dinosaur Tracks

• Teaches Kids About: Paleontology

How are some dinosaur tracks still visible millions of years later? By mixing together several ingredients, you'll get a claylike mixture you can press your hands/feet or dinosaur models into to make dinosaur track imprints . The mixture will harden and the imprints will remain, showing kids how dinosaur (and early human) tracks can stay in rock for such a long period of time.

• Used coffee grounds
• Wooden spoon
• Rolling pin

#29: Sidewalk Constellations

• Teaches Kids About: Astronomy

If you do this sidewalk constellation craft , you'll be able to see the Big Dipper and Orion's Belt in the daylight. On the sidewalk, have kids draw the lines of constellations (using constellation diagrams for guidance) and place stones where the stars are. You can then look at astronomy charts to see where the constellations they drew will be in the sky.

• Sidewalk chalk
• Small stones
• Diagrams of constellations

#30: Lung Model

By building a lung model , you can teach kids about respiration and how their lungs work. After cutting off the bottom of a plastic bottle, you'll stretch a balloon around the opened end and insert another balloon through the mouth of the bottle. You'll then push a straw through the neck of the bottle and secure it with a rubber band and play dough. By blowing into the straw, the balloons will inflate then deflate, similar to how our lungs work.

• Plastic bottle
• Rubber band

#31: Homemade Dinosaur Bones

By mixing just flour, salt, and water, you'll create a basic salt dough that'll harden when baked. You can use this dough to make homemade dinosaur bones and teach kids about paleontology. You can use books or diagrams to learn how different dinosaur bones were shaped, and you can even bury the bones in a sandpit or something similar and then excavate them the way real paleontologists do.

• Images of dinosaur bones

#32: Clay and Toothpick Molecules

There are many variations on homemade molecule science crafts . This one uses clay and toothpicks, although gumdrops or even small pieces of fruit like grapes can be used in place of clay. Roll the clay into balls and use molecule diagrams to attach the clay to toothpicks in the shape of the molecules. Kids can make numerous types of molecules and learn how atoms bond together to form molecules.

• Clay or gumdrops (in four colors)
• Diagrams of molecules

#33: Articulated Hand Model

By creating an articulated hand model , you can teach kids about bones, joints, and how our hands are able to move in many ways and accomplish so many different tasks. After creating a hand out of thin foam, kids will cut straws to represent the different bones in the hand and glue them to the fingers of the hand models. You'll then thread yarn (which represents tendons) through the straws, stabilize the model with a chopstick or other small stick, and end up with a hand model that moves and bends the way actual human hands do.

• Straws (paper work best)
• Twine or yarn

#34: Solar Energy Experiment

• Teaches Kids About: Solar energy, light rays

This solar energy science experiment will teach kids about solar energy and how different colors absorb different amounts of energy. In a sunny spot outside, place six colored pieces of paper next to each other, and place an ice cube in the middle of each paper. Then, observe how quickly each of the ice cubes melt. The ice cube on the black piece of paper will melt fastest since black absorbs the most light (all the light ray colors), while the ice cube on the white paper will melt slowest since white absorbs the least light (it instead reflects light). You can then explain why certain colors look the way they do. (Colors besides black and white absorb all light except for the one ray color they reflect; this is the color they appear to us.)

• 6 squares of differently colored paper/cardstock (must include black paper and white paper)

#35: How to Make Lightning

• Teaches Kids About: Electricity, weather

You don't need a storm to see lightning; you can actually create your own lightning at home . For younger kids this experiment requires adult help and supervision. You'll stick a thumbtack through the bottom of an aluminum tray, then stick the pencil eraser to the pushpin. You'll then rub the piece of wool over the aluminum tray, and then set the tray on the Styrofoam, where it'll create a small spark/tiny bolt of lightning!

• Pencil with eraser
• Aluminum tray or pie tin
• Styrofoam tray

#36: Tie-Dyed Milk

• Teaches Kids About: Surface tension

For this magic milk experiment , partly fill a shallow dish with milk, then add a one drop of each food coloring color to different parts of the milk. The food coloring will mostly stay where you placed it. Next, carefully add one drop of dish soap to the middle of the milk. It'll cause the food coloring to stream through the milk and away from the dish soap. This is because the dish soap breaks up the surface tension of the milk by dissolving the milk's fat molecules.

• Shallow dish
• Milk (high-fat works best)

#37: How Do Stalactites Form?

Have you ever gone into a cave and seen huge stalactites hanging from the top of the cave? Stalactites are formed by dripping water. The water is filled with particles which slowly accumulate and harden over the years, forming stalactites. You can recreate that process with this stalactite experiment . By mixing a baking soda solution, dipping a piece of wool yarn in the jar and running it to another jar, you'll be able to observe baking soda particles forming and hardening along the yarn, similar to how stalactites grow.

• Safety pins
• 2 glass jars

Summary: Cool Science Experiments for Kids

Any one of these simple science experiments for kids can get children learning and excited about science. You can choose a science experiment based on your child's specific interest or what they're currently learning about, or you can do an experiment on an entirely new topic to expand their learning and teach them about a new area of science. From easy science experiments for kids to the more challenging ones, these will all help kids have fun and learn more about science.

What's Next?

Are you also interested in pipe cleaner crafts for kids? We have a guide to some of the best pipe cleaner crafts to try!

Looking for multiple different slime recipes? We tell you how to make slimes without borax and without glue as well as how to craft the ultimate super slime .

Want to learn more about clouds? Learn how to identify every cloud in the sky with our guide to the 10 types of clouds .

Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa) .

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Science experiments you can do at home!  Explore an ever growing list of hundreds of fun and easy science experiments. Have fun trying these experiments at home or use them for science fair project ideas. Explore experiments by category, newest experiments, most popular experiments, easy at home experiments, or simply scroll down this page for tons of awesome experiment ideas!

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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.

• 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?

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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How to Write Results for a Science Fair Project

How to Do a Science Fair Project Logbook

Eureka! It is science fair time! Participating in a science fair is an exciting opportunity to flex your scientific muscles, but that’s not the only skill you will need. A good science fair project also requires writing a clear scientific report.

Scientific Method

The purpose of a science fair project report is to carefully describe your results and the scientific process you used so that other people can understand your project and maybe even reproduce it themselves. For this reason, scientists and science students use a common format for science reports that features the components of the scientific method.

This includes selecting a topic or question you want to investigate, making a hypothesis or best guess at what will happen during the experiment, writing a list of materials and the steps you used during the experiment, describing the data you compiled and explaining your results. Of course, you will also want to use cardboard or poster board to create a display for your project. In most cases, vibrant colors, dramatic images and clear lettering will help your display stand out from the crowd.

Summarize Your Results

When it comes to writing up the results of your science fair project, the first step is to summarize what you discovered during your experiment. Many scientists and science students rely on visual representations of the data to help show the reader precisely how the experiment turned out. For example, you might use a table or graph to show your results. This will make your science fair project report look professional and also make it easy to read.

Address Your Hypothesis

Next, you should tell the reader if the results of your experiment supported your hypothesis or not. It’s important to remember that it is not necessarily better for your original hypothesis to match your results, so you should never alter your data to make them match. Sometimes results that don’t support the hypothesis are actually better science and open the door for further investigation.

Analyze Your Procedure

You will want to summarize your experimental procedure and comment on whether or not your procedure was effective for answering your scientific question. A crucial part of any scientific investigation is turning an analyst’s eye to the experiment itself. This component of your science fair project report will demonstrate to your audience that you understand how to evaluate both your data and your experiment.

Make Suggestions

Finally, your science fair project report should address potential changes that might make your experiment more effective and identify areas for further study. One common suggested change is to increase the sample size since a larger sample is usually better for science experiments. When you list areas for future investigation, try to remember any questions or ideas that came up while you were conducting your experiment or while you were analyzing your data.

While writing up the results of your science fair project can seem challenging, it is also an opportunity to make your project stand out. A well-written report highlights all of your hard work and can make the difference between an average science fair project and a truly stellar one.

Related Articles

Classroom activities on the scientific method, how to write conclusions for science projects, how to choose the right science fair project for you, steps & procedures for conducting scientific research, how to write a summary on a science project, how to come up with a killer science fair project idea, how to report a sample size, elements of a science project, how to write word problems for math, note taking tips for science class, how to do a 2nd grade science project, how to succeed in a science major, 8 parts of science fair projects, how to interpret likert surveys, five characteristics of the scientific method, how to do a quantitative research questionnaire.

• Washington.edu: "Succesful Science Fair Projects"
• Science Buddies: Steps of the Scientific Method
• Science Buddies: Writing Conclusions

About the Author

Melissa Mayer is an eclectic science writer with experience in the fields of molecular biology, proteomics, genomics, microbiology, biobanking and food science. In the niche of science and medical writing, her work includes five years with Thermo Scientific (Accelerating Science blogs), SomaLogic, Mental Floss, the Society for Neuroscience and Healthline. She has also served as interim associate editor for a glossy trade magazine read by pathologists, Clinical Lab Products, and wrote a non-fiction YA book (Coping with Date Rape and Acquaintance Rape). She has two books forthcoming covering the neuroscience of mental health.

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Writing a scientific paper.

• Writing a lab report
• INTRODUCTION

Writing a "good" results section

Figures and Captions in Lab Reports

"Results Checklist" from: How to Write a Good Scientific Paper. Chris A. Mack. SPIE. 2018.

Additional tips for results sections.

• LITERATURE CITED
• Bibliography of guides to scientific writing and presenting
• Peer Review
• Presentations
• Lab Report Writing Guides on the Web

This is the core of the paper. Don't start the results sections with methods you left out of the Materials and Methods section. You need to give an overall description of the experiments and present the data you found.

• Factual statements supported by evidence. Short and sweet without excess words
• Present representative data rather than endlessly repetitive data
• Discuss variables only if they had an effect (positive or negative)
• Use meaningful statistics
• Avoid redundancy. If it is in the tables or captions you may not need to repeat it

A short article by Dr. Brett Couch and Dr. Deena Wassenberg, Biology Program, University of Minnesota

• Present the results of the paper, in logical order, using tables and graphs as necessary.
• Explain the results and show how they help to answer the research questions posed in the Introduction. Evidence does not explain itself; the results must be presented and then explained. 
• Avoid: presenting results that are never discussed;  presenting results in chronological order rather than logical order; ignoring results that do not support the conclusions; 
• Number tables and figures separately beginning with 1 (i.e. Table 1, Table 2, Figure 1, etc.).
• Do not attempt to evaluate the results in this section. Report only what you found; hold all discussion of the significance of the results for the Discussion section.
• It is not necessary to describe every step of your statistical analyses. Scientists understand all about null hypotheses, rejection rules, and so forth and do not need to be reminded of them. Just say something like, "Honeybees did not use the flowers in proportion to their availability (X2 = 7.9, p<0.05, d.f.= 4, chi-square test)." Likewise, cite tables and figures without describing in detail how the data were manipulated. Explanations of this sort should appear in a legend or caption written on the same page as the figure or table.
• You must refer in the text to each figure or table you include in your paper.
• Tables generally should report summary-level data, such as means ± standard deviations, rather than all your raw data.  A long list of all your individual observations will mean much less than a few concise, easy-to-read tables or figures that bring out the main findings of your study.  
• Only use a figure (graph) when the data lend themselves to a good visual representation.  Avoid using figures that show too many variables or trends at once, because they can be hard to understand.

From:  https://writingcenter.gmu.edu/guides/imrad-results-discussion

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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.

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?

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:

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:

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:

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.

• 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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Complete Guide to Writing a Lab Report (With Example)

Students tend to approach writing lab reports with confusion and dread. Whether in high school science classes or undergraduate laboratories, experiments are always fun and games until the times comes to submit a lab report. What if we didn’t need to spend hours agonizing over this piece of scientific writing? Our lives would be so much easier if we were told what information to include, what to do with all their data and how to use references. Well, here’s a guide to all the core components in a well-written lab report, complete with an example.

Things to Include in a Laboratory Report

The laboratory report is simply a way to show that you understand the link between theory and practice while communicating through clear and concise writing. As with all forms of writing, it’s not the report’s length that matters, but the quality of the information conveyed within. This article outlines the important bits that go into writing a lab report (title, abstract, introduction, method, results, discussion, conclusion, reference). At the end is an example report of reducing sugar analysis with Benedict’s reagent.

The report’s title should be short but descriptive, indicating the qualitative or quantitative nature of the practical along with the primary goal or area of focus.

Following this should be the abstract, 2-3 sentences summarizing the practical. The abstract shows the reader the main results of the practical and helps them decide quickly whether the rest of the report is relevant to their use. Remember that the whole report should be written in a passive voice .

Introduction

The introduction provides context to the experiment in a couple of paragraphs and relevant diagrams. While a short preamble outlining the history of the techniques or materials used in the practical is appropriate, the bulk of the introduction should outline the experiment’s goals, creating a logical flow to the next section.

Some reports require you to write down the materials used, which can be combined with this section. The example below does not include a list of materials used. If unclear, it is best to check with your teacher or demonstrator before writing your lab report from scratch.

Step-by-step methods are usually provided in high school and undergraduate laboratory practicals, so it’s just a matter of paraphrasing them. This is usually the section that teachers and demonstrators care the least about. Any unexpected changes to the experimental setup or techniques can also be documented here.

The results section should include the raw data that has been collected in the experiment as well as calculations that are performed. It is usually appropriate to include diagrams; depending on the experiment, these can range from scatter plots to chromatograms.

The discussion is the most critical part of the lab report as it is a chance for you to show that you have a deep understanding of the practical and the theory behind it. Teachers and lecturers tend to give this section the most weightage when marking the report. It would help if you used the discussion section to address several points:

• Explain the results gathered. Is there a particular trend? Do the results support the theory behind the experiment?
• Highlight any unexpected results or outlying data points. What are possible sources of error?
• Address the weaknesses of the experiment. Refer to the materials and methods used to identify improvements that would yield better results (more accurate equipment, better experimental technique, etc.)  

Finally, a short paragraph to conclude the laboratory report. It should summarize the findings and provide an objective review of the experiment.

If any external sources were used in writing the lab report, they should go here. Referencing is critical in scientific writing; it’s like giving a shout out (known as a citation) to the original provider of the information. It is good practice to have at least one source referenced, either from researching the context behind the experiment, best practices for the method used or similar industry standards.

Google Scholar is a good resource for quickly gathering references of a specific style . Searching for the article in the search bar and clicking on the ‘cite’ button opens a pop-up that allows you to copy and paste from several common referencing styles.

Example: Writing a Lab Report

Title : Semi-Quantitative Analysis of Food Products using Benedict’s Reagent

Abstract : Food products (milk, chicken, bread, orange juice) were solubilized and tested for reducing sugars using Benedict’s reagent. Milk contained the highest level of reducing sugars at ~2%, while chicken contained almost no reducing sugars.

Introduction : Sugar detection has been of interest for over 100 years, with the first test for glucose using copper sulfate developed by German chemist Karl Trommer in 1841. It was used to test the urine of diabetics, where sugar was present in high amounts. However, it wasn’t until 1907 when the method was perfected by Stanley Benedict, using sodium citrate and sodium carbonate to stabilize the copper sulfate in solution. Benedict’s reagent is a bright blue because of the copper sulfate, turning green and then red as the concentration of reducing sugars increases.

Benedict’s reagent was used in this experiment to compare the amount of reducing sugars between four food items: milk, chicken solution, bread and orange juice. Following this, standardized glucose solutions (0.0%, 0.5%, 1.0%, 1.5%, 2.0%) were tested with Benedict’s reagent to determine the color produced at those sugar levels, allowing us to perform a semi-quantitative analysis of the food items.

Method : Benedict’s reagent was prepared by mixing 1.73 g of copper (II) sulfate pentahydrate, 17.30 g of sodium citrate pentahydrate and 10.00 g of sodium carbonate anhydrous. The mixture was dissolved with stirring and made up to 100 ml using distilled water before filtration using filter paper and a funnel to remove any impurities.

4 ml of milk, chicken solution and orange juice (commercially available) were measured in test tubes, along with 4 ml of bread solution. The bread solution was prepared using 4 g of dried bread ground with mortar and pestle before diluting with distilled water up to 4 ml. Then, 4 ml of Benedict’s reagent was added to each test tube and placed in a boiling water bath for 5 minutes, then each test tube was observed.

Next, glucose solutions were prepared by dissolving 0.5 g, 1.0 g, 1.5 g and 2.0 g of glucose in 100 ml of distilled water to produce 0.5%, 1.0%, 1.5% and 2.0% solutions, respectively. 4 ml of each solution was added to 4 ml of Benedict’s reagent in a test tube and placed in a boiling water bath for 5 minutes, then each test tube was observed.

Results : Food Solutions (4 ml) with Benedict’s Reagent (4 ml)

Glucose Solutions (4 ml) with Benedict’s Reagent (4 ml)

Semi-Quantitative Analysis from Data

Discussion : From the analysis of food solutions along with the glucose solutions of known concentrations, the semi-quantitative analysis of sugar levels in different food products was performed. Milk had the highest sugar content of 2%, with orange juice at 1.5%, bread at 0.5% and chicken with 0% sugar. These values were approximated; the standard solutions were not the exact color of the food solutions, but the closest color match was chosen.

One point of contention was using the orange juice solution, which conferred color to the starting solution, rendering it green before the reaction started. This could have led to the final color (and hence, sugar quantity) being inaccurate. Also, since comparing colors using eyesight alone is inaccurate, the experiment could be improved with a colorimeter that can accurately determine the exact wavelength of light absorbed by the solution.

Another downside of Benedict’s reagent is its inability to react with non-reducing sugars. Reducing sugars encompass all sugar types that can be oxidized from aldehydes or ketones into carboxylic acids. This means that all monosaccharides (glucose, fructose, etc.) are reducing sugars, while only select polysaccharides are. Disaccharides like sucrose and trehalose cannot be oxidized, hence are non-reducing and will not react with Benedict’s reagent. Furthermore, Benedict’s reagent cannot distinguish between different types of reducing sugars.

Conclusion : Using Benedict’s reagent, different food products were analyzed semi-quantitatively for their levels of reducing sugars. Milk contained around 2% sugar, while the chicken solution had no sugar. Overall, the experiment was a success, although the accuracy of the results could have been improved with the use of quantitative equipment and methods.

Reference :

• Raza, S. I., Raza, S. A., Kazmi, M., Khan, S., & Hussain, I. (2021). 100 Years of Glucose Monitoring in Diabetes Management.  Journal of Diabetes Mellitus ,  11 (5), 221-233.
• Benedict, Stanley R (1909). A Reagent for the Detection of Reducing Sugars.  Journal of Biological Chemistry ,  5 , 485-487.

Using this guide and example, writing a lab report should be a hassle-free, perhaps even enjoyable process!

About the Author

Sean is a consultant for clients in the pharmaceutical industry and is an associate lecturer at La Trobe University, where unfortunate undergrads are subject to his ramblings on chemistry and pharmacology.

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International LZ experiment sees new results in search for dark matter

The nature of dark matter, the invisible substance thought to make up most of the mass in our universe, is one of the greatest mysteries in physics. Using new results from the world’s most sensitive dark matter detector, LUX-ZEPLIN (LZ), an international collaboration that includes Penn State researchers has narrowed down the possible properties of one of the leading candidates for the particles that compose dark matter: weakly interacting massive particles, or WIMPs.

Dark matter , so named because it does not emit, reflect or absorb light, is estimated to make up 85% of the mass in the universe. Although it has never been directly detected, it has left its fingerprints on multiple astronomical observations.

“Dark matter is a fundamental part of the universe; and we wouldn’t exist without it; dark matter’s mass contributes to the gravitational attraction that helps galaxies form and stay together,” said Carmen Carmona-Benitez, associate professor of physics and the LZ principal investigator at Penn State. “LZ is designed to detect cosmic particles passing through earth, including theorized dark matter particles called WIMPs, with great sensitivity. Based on what we detect — and more often, what we don’t detect — we can put additional limits or constraints on the potential characteristics and properties of WIMPs and get a better sense of what exactly these particles are and aren’t.”

LZ, led by the Department of Energy’s Lawrence Berkeley National Laboratory (Berkeley Lab), is located in a cavern nearly one mile underground at the Sanford Underground Research Facility in South Dakota. Researchers at Penn State play a key role in the experiment, contributing to the operation of the detector and the analysis that led to the latest results. The experiment’s new results explore weaker dark matter interactions than ever searched before and further limits what WIMPs could be.

“These are new world-leading constraints by a sizable margin on dark matter and WIMPs,” said Chamkaur Ghag, spokesperson for LZ and a professor at University College London (UCL). He noted that the detector and analysis techniques are performing even better than the collaboration expected. “If WIMPs had been within the region we searched, we’d have been able to robustly say something about them. We know we have the sensitivity and tools to see whether they’re there as we search lower energies and accrue the bulk of this experiment’s lifetime.”

The collaboration found no evidence of WIMPs above a mass of nine gigaelectronvolts per the speed of light in a vacuum squared (GeV/c2). For comparison, the mass of a proton is slightly less than one GeV/c2. The experiment's sensitivity to faint interactions helps researchers reject potential WIMP dark matter models that don't fit the data, leaving significantly fewer places for WIMPs to hide. The new results were presented at two physics conferences on Aug. 26: TeV Particle Astrophysics 2024 in Chicago, Illinois, and LIDINE 2024 in São Paulo, Brazil. A scientific paper will be published in the coming weeks. The results include analysis of 280 days’ worth of data: a new set of 220 days collected between March 2023 and April 2024 combined with 60 earlier days from LZ’s first run. The collaboration plans to collect 1,000 days’ worth of data before the experiment ends in 2028.

“LZ is at least 50 times more sensitive than previous dark matter detectors,” said Luiz de Viveiros, assistant professor of physics at Penn State, whose team is responsible for modeling and monitoring background signals in the detector. “Its sensitivity comes from the many ways the detector can reduce background noise, which are signals that can hide or impersonate a dark matter interaction.”

LZ’s deep underground location shields the detector from cosmic rays coming from space, helping reduce background noise. LZ was also built from thousands of ultraclean, low-radiation parts to reduce natural radiation from everyday objects. The detector is built like an onion, with each layer either blocking outside radiation or tracking particle interactions to rule out dark matter mimics. Additionally, sophisticated new analysis techniques help rule out background interactions.

This result is also the first time that LZ has applied “salting” — a technique that adds fake WIMP signals during data collection.

“By camouflaging the real data until ‘unsalting’ at the very end, researchers can avoid unconscious bias and keep from overly interpreting or changing their analysis,” said David Woodward, former assistant research professor at Penn State, now program manager with LZ at Berkeley Lab.

LZ uses 10 tonnes, or 10,000 kilograms, of liquid xenon to provide a dense, transparent material for dark matter particles to potentially bump into. The hope, the researchers said, is for a WIMP to knock into a xenon nucleus, causing it to move, much like a hit from a cue ball in a game of pool. By collecting the light and electrons emitted during interactions, LZ captures potential WIMP signals alongside other data.

“Researchers have only scratched the surface of what LZ can do,” Carmona-Benitez said. “With the detector’s exceptional sensitivity and advanced analysis techniques, our collaboration is primed to discover dark matter if it exists within the experiment’s reach and to explore other rare physics phenomena.”

The next stage is using these data to look at other interesting and rare physics processes, like rare decays of xenon atoms, neutrino-less double beta decay, boron-8 neutrinos from the sun and other beyond-the-standard-model physics. Future data sets and new analysis techniques will allow the collaboration to look for even lower-mass dark matter.

LZ is a collaboration of roughly 250 scientists from 38 institutions in the United States, United Kingdom, Portugal, Switzerland, South Korea and Australia.

LZ is supported by the U.S. Department of Energy, Office of Science, Office of High Energy Physics and the National Energy Research Scientific Computing Center, a DOE Office of Science user facility. LZ is also supported by the Science & Technology Facilities Council of the United Kingdom; the Portuguese Foundation for Science and Technology; the Swiss National Science Foundation, and the Institute for Basic Science, Korea. Over 38 institutions of higher education and advanced research provided support to LZ. The LZ collaboration acknowledges the assistance of the Sanford Underground Research Facility.

Editor’s Note: A version of this release originally appeared at the Berkeley Lab website .

LZ Experiment Sets New Record in Search for Dark Matter

New results leave fewer places for elusive dark matter particles to hide.

• by Lauren Biron
• August 26, 2024

Figuring out the nature of dark matter, the invisible substance that makes up most of the mass in our universe, is one of the greatest puzzles in physics. New results from the world’s most sensitive dark matter detector,  LUX-ZEPLIN (LZ), have narrowed down possibilities for one of the leading dark matter candidates: weakly interacting massive particles, or WIMPs.

LZ, led by the Department of Energy’s Lawrence Berkeley National Laboratory (Berkeley Lab), hunts for  dark matter from a cavern nearly one mile underground at the Sanford Underground Research Facility in South Dakota. Mani Tripathi, Distinguished Professor in the UC Davis Department of Physics and Astronomy, is a member of the LZ project team. 

The experiment’s new results explore weaker dark matter interactions than ever searched before and further limit what WIMPs could be.

“These are new world-leading constraints by a sizable margin on dark matter and WIMPs,” said Chamkaur Ghag, spokesperson for LZ and a professor at University College London (UCL). He noted that the detector and analysis techniques are performing even better than the collaboration expected. “If WIMPs had been within the region we searched, we’d have been able to robustly say something about them. We know we have the sensitivity and tools to see whether they’re there as we search lower energies and accrue the bulk of this experiment’s lifetime.”

Fewer places for WIMPs to hide

The collaboration found no evidence of WIMPs above a mass of 9 gigaelectronvolts/c 2 (GeV/c 2 ). (For comparison, the mass of a proton is slightly less than 1 GeV/c 2 .) The experiment's sensitivity to faint interactions helps researchers reject potential WIMP dark matter models that don't fit the data, leaving significantly fewer places for WIMPs to hide. The new results were presented at two physics conferences on August 26: TeV Particle Astrophysics 2024 in Chicago, Illinois, and LIDINE 2024 in São Paulo, Brazil. A scientific paper will be published in the coming weeks.

The results analyze 280 days’ worth of data: a new set of 220 days (collected between March 2023 and April 2024) combined with 60 earlier days from LZ’s first run. The experiment plans to collect 1,000 days’ worth of data before it ends in 2028. 

“If you think of the search for dark matter like looking for buried treasure, we’ve dug almost five times deeper than anyone else has in the past,” said Scott Kravitz, LZ’s deputy physics coordinator and a professor at the University of Texas at Austin. “That’s something you don’t do with a million shovels – you do it by inventing a new tool.”

LZ’s sensitivity comes from the myriad ways the detector can reduce backgrounds, the false signals that can impersonate or hide a dark matter interaction. Deep underground, the detector is shielded from cosmic rays coming from space. To reduce natural radiation from everyday objects, LZ was built from thousands of ultraclean, low-radiation parts. The detector is built like an onion, with each layer either blocking outside radiation or tracking particle interactions to rule out dark matter mimics. And sophisticated new analysis techniques help rule out background interactions, particularly those from the most common culprit: radon.

This result is also the first time that LZ has applied “salting”– a technique that adds fake WIMP signals during data collection. By camouflaging the real data until “unsalting” at the very end, researchers can avoid unconscious bias and keep from overly interpreting or changing their analysis.

“We’re pushing the boundary into a regime where people have not looked for dark matter before,” said Scott Haselschwardt, the LZ physics coordinator and a recent Chamberlain Fellow at Berkeley Lab who is now an assistant professor at the University of Michigan. “There’s a human tendency to want to see patterns in data, so it’s really important when you enter this new regime that no bias wanders in. If you make a discovery, you want to get it right.”

The invisible 85 percent

Dark matter, so named because it does not emit, reflect, or absorb light, is estimated to make up 85% of the mass in the universe but has never been directly detected, though it has left its fingerprints on multiple astronomical observations. We wouldn’t exist without this mysterious yet fundamental piece of the universe; dark matter’s mass contributes to the gravitational attraction that helps galaxies form and stay together.

LZ uses 10 tonnes of liquid xenon to provide a dense, transparent material for dark matter particles to potentially bump into. The hope is for a WIMP to knock into a xenon nucleus, causing it to move, much like a hit from a cue ball in a game of pool. By collecting the light and electrons emitted during interactions, LZ captures potential WIMP signals alongside other data. 

“We’ve demonstrated how strong we are as a WIMP search machine, and we’re going to keep running and getting even better – but there’s lots of other things we can do with this detector,” said Amy Cottle, lead on the WIMP search effort and an assistant professor at UCL. “The next stage is using these data to look at other interesting and rare physics processes, like rare decays of xenon atoms, neutrinoless double beta decay, boron-8 neutrinos from the sun, and other beyond-the-Standard-Model physics. And this is in addition to probing some of the most interesting and previously inaccessible dark matter models from the last 20 years.”

LZ is a collaboration of roughly 250 scientists from 38 institutions in the United States, United Kingdom, Portugal, Switzerland, South Korea, and Australia; much of the work building, operating, and analyzing the record-setting experiment is done by early career researchers. The collaboration is already looking forward to analyzing the next data set and using new analysis tricks to look for even lower-mass dark matter. Scientists are also thinking through potential upgrades to further improve LZ, and planning for a next-generation dark matter detector called XLZD.

“Our ability to search for dark matter is improving at a rate faster than Moore’s Law,” Kravitz said. “If you look at an exponential curve, everything before now is nothing. Just wait until you see what comes next.”

LZ is supported by the U.S. Department of Energy, Office of Science, Office of High Energy Physics and the National Energy Research Scientific Computing Center, a DOE Office of Science user facility. LZ is also supported by the Science & Technology Facilities Council of the United Kingdom; the Portuguese Foundation for Science and Technology; the Swiss National Science Foundation, and the Institute for Basic Science, Korea. Over 38 institutions of higher education and advanced research provided support to LZ. The LZ collaboration acknowledges the assistance of the Sanford Underground Research Facility.

Media Resources

News release from Lawrence Berkeley Lab

LUX-ZEPLIN Dark Matter Detector Starts Up (2022)

Media Contacts

• Mani Tripathi, Physics and Astronomy, [email protected]
• Andy Fell, UC Davis News and Media Relations, 530-304-8888, [email protected]

Lauren Biron is a science writer at the Lawrence Berkeley Laboratory. 

Primary Category

Secondary categories.

LZ experiment sets new record in search for elusive dark matter

Dr Theresa Fruth, from the School of Physics, prepares to descend a mile underground at the LZ experiment facility in South Dakota, USA.

Figuring out the nature of dark matter, the invisible substance that makes up most of the mass in our universe, is one of the greatest unsolved puzzles in modern physics. New results from the world’s most sensitive dark matter detector, LUX-ZEPLIN (LZ), have narrowed down possibilities for one of the leading dark matter candidates: weakly interacting massive particles, or WIMPs.

LZ, led by the United States Department of Energy’s Lawrence Berkeley National Laboratory (Berkeley Lab), hunts for dark matter from a cavern nearly one mile underground at the Sanford Underground Research Facility in South Dakota. The experiment’s new results have set further limits on what WIMPs could be.

Dr Theresa Fruth from the School of Physics at the University of Sydney was instrumental in commissioning the LZ detector in South Dakota and is an active participant in the hunt for dark matter at the LZ experiment. She has worked on the project for nine years, including during her time at the University of Oxford and University College London.

“This detector is the best asset we have anywhere in the world in our hunt for WIMP dark matter over coming years. This result shows how sensitive the detector is and how useful it will be in helping us to solve this most intriguing of scientific puzzles,” she said.

LZ’s central detector in a surface lab clean room before delivery underground. Photo: Matthew Kapust/Sanford Underground Research Facility

Dark matter, so named because it does not emit, reflect, or absorb light, is estimated to make up 85 percent of the mass in the universe but has never been directly detected, though it has left its fingerprints on multiple astronomical observations.

Dr Fruth said: “We wouldn’t exist without this mysterious yet fundamental piece of the universe; dark matter’s mass contributes to the gravitational attraction that helps galaxies form.”

In the new result, the team found no evidence of WIMPs above 9 giga-electronvolts/c2 (GeV/c2), which is 1.6 x 10-26 kilograms, about ten times the mass of a proton.

“While finding ‘nothing’ doesn’t sound like much of a result, this is hugely important in narrowing down where we could find direct evidence of dark matter,” Dr Fruth said.

“Will dark matter fit snugly into the Standard Model of particle physics, or will its discovery need us to rewrite our theoretical models? We simply don’t know yet.”

The important new data has been presented today at physics conferences in Chicago, USA, and São Paulo, Brazil. A paper will be prepared for peer-review in coming weeks.

“If you think of the search for dark matter like looking for buried treasure, we’ve dug almost five times deeper than anyone else has in the past,” said Professor Scott Kravitz, LZ’s deputy physics coordinator and a professor at the University of Texas at Austin. “That’s something you don’t do with a million shovels, you do it by inventing a new tool.”

Researchers sit between two outer layers of LZ during construction. Photo: Matthew Kapust/Sanford Underground Research Facility

Professor Chamkaur Ghag, LZ spokesperson and professor University College London said: “These are new world-leading constraints by a sizable margin on dark matter and WIMPs. We know we have the sensitivity and tools to see whether they’re there as we search lower energies and accrue the bulk of this experiment’s lifetime.”

The experiment’s sensitivity to faint interactions helps researchers reject potential WIMP dark matter models that don’t fit the data, leaving fewer places for WIMPs to hide.

This result is also the first time that LZ has applied “salting”– a technique that adds fake WIMP signals during data collection. By camouflaging the real data until “unsalting” at the very end, researchers can avoid unconscious bias and keep from overly interpreting or changing their analysis.

“We’re pushing the boundary into a regime where people have not looked for dark matter before,” said Scott Haselschwardt, the LZ physics coordinator and a recent Chamberlain Fellow at Berkeley Lab who is now an assistant professor at the University of Michigan. “There’s a human tendency to want to see patterns in data, so it’s really important when you enter this new regime that no bias wanders in. If you make a discovery, you want to get it right.”

LZ uses 10 tonnes of liquid xenon at 175 Kelvin (minus 98.15 degrees) to provide a dense, transparent material for dark matter particles to potentially bump into. The hope is for a WIMP to knock into a xenon nucleus, causing it to move, much like a hit from a cue ball in a game of pool. By collecting the light emitted during such interactions by the detector’s 494 light sensors, LZ could capture WIMP signals with other rare events.

LZ is a collaboration of about 250 scientists from 38 institutions in the United States, United Kingdom, Portugal, Switzerland, South Korea, and Australia.

Dr Fruth leads the only Australian-based research group working on LZ. She is also a collaborator at the  Australian dark matter detector  (SABRE South) being built in an active gold mine in Stawell, Victoria.

LZ Completes TPC Assembly from Sanford Lab on Vimeo .

Declaration

LZ is supported by the US Department of Energy, Office of Science, Office of High Energy Physics and the National Energy Research Scientific Computing Center, a DOE Office of Science user facility. LZ is also supported by the Science & Technology Facilities Council of the United Kingdom; the Portuguese Foundation for Science and Technology; the Swiss National Science Foundation, and the Institute for Basic Science, Korea. More than 38 institutions of higher education and advanced research provided support to LZ. The LZ collaboration acknowledges the assistance of the Sanford Underground Research Facility.

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LZ Experiment Sets New Record in Search for Dark Matter

New results from the world's most sensitive dark matter detector put the best-ever limits on particles called wimps, a leading candidate for what makes up our universe's invisible mass.

August 26, 2024

By Lauren Biron

LZ's central detector, the time projection chamber, in a surface lab clean room before delivery underground. Credit: Matthew Kapust/Sanford Underground Research Facility

Editor's note: The following news release was issued by the U.S. Department of Energy’s Lawrence Berkeley National Laboratory on behalf of the  LZ collaboration,  a group of scientists conducting an underground experiment designed to directly detect theorized dark matter particles known as WIMPs (weakly interacting massive particles). Scientists from DOE’s Brookhaven National Laboratory  neutrino and nuclear chemistry group  (NNC) developed the liquid scintillator that fills an essential component of the detector designed to veto false signals. The group produced 20 tons of gadolinium-doped liquid scintillator and delivered the materials to the LZ detector at the Sanford Underground Research Facility (SURF) in Lead, South Dakota in 2020. For more information about Brookhaven’s role in this research, contact Karen McNulty Walsh, 631-344-8350,  [email protected] .

Figuring out the nature of dark matter, the invisible substance that makes up most of the mass in our universe, is one of the greatest puzzles in physics. New results from the world’s most sensitive dark matter detector, LUX-ZEPLIN (LZ), have narrowed down possibilities for one of the leading dark matter candidates: weakly interacting massive particles, or WIMPs.

LZ, led by the Department of Energy’s Lawrence Berkeley National Laboratory (Berkeley Lab), hunts for dark matter from a cavern nearly one mile underground at the Sanford Underground Research Facility in South Dakota. The experiment’s new results explore weaker dark matter interactions than ever searched before and further limit what WIMPs could be.

“These are new world-leading constraints by a sizable margin on dark matter and WIMPs,” said Chamkaur Ghag, spokesperson for LZ and a professor at University College London (UCL). He noted that the detector and analysis techniques are performing even better than the collaboration expected. “If WIMPs had been within the region we searched, we’d have been able to robustly say something about them. We know we have the sensitivity and tools to see whether they’re there as we search lower energies and accrue the bulk of this experiment’s lifetime.”

An array of photomultiplier tubes that are designed to detect signals from particle interactions occurring within LZ's liquid xenon detector. Credit: Matthew Kapust/Sanford Underground Research Facility

The collaboration found no evidence of WIMPs above a mass of 9 gigaelectronvolts/c 2 (GeV/c 2 ). (For comparison, the mass of a proton is slightly less than 1 GeV/c 2 .) The experiment's sensitivity to faint interactions helps researchers reject potential WIMP dark matter models that don't fit the data, leaving significantly fewer places for WIMPs to hide. The new results were presented at two physics conferences on August 26: TeV Particle Astrophysics 2024 in Chicago, Illinois, and LIDINE 2024 in São Paulo, Brazil. A science paper will be published in the coming weeks.

The results analyze 280 days’ worth of data: a new set of 220 days (collected between March 2023 and April 2024) combined with 60 earlier days from LZ’s first run. The experiment plans to collect 1,000 days’ worth of data before it ends in 2028.

“If you think of the search for dark matter like looking for buried treasure, we’ve dug almost five times deeper than anyone else has in the past,” said Scott Kravitz, LZ’s deputy physics coordinator and a professor at the University of Texas at Austin. “That’s something you don’t do with a million shovels – you do it by inventing a new tool.”

LZ’s sensitivity comes from the myriad ways the detector can reduce backgrounds, the false signals that can impersonate or hide a dark matter interaction. Deep underground, the detector is shielded from cosmic rays coming from space. To reduce natural radiation from everyday objects, LZ was built from thousands of ultraclean, low-radiation parts. The detector is built like an onion, with each layer either blocking outside radiation or tracking particle interactions to rule out dark matter mimics. And sophisticated new analysis techniques help rule out background interactions, particularly those from the most common culprit: radon.

This result is also the first time that LZ has applied “salting”– a technique that adds fake WIMP signals during data collection. By camouflaging the real data until “unsalting” at the very end, researchers can avoid unconscious bias and keep from overly interpreting or changing their analysis.

“We’re pushing the boundary into a regime where people have not looked for dark matter before,” said Scott Haselschwardt, the LZ physics coordinator and a recent Chamberlain Fellow at Berkeley Lab who is now an assistant professor at the University of Michigan. “There’s a human tendency to want to see patterns in data, so it’s really important when you enter this new regime that no bias wanders in. If you make a discovery, you want to get it right.”

Members of the LZ team in the LZ water tank after the outer detector installation. Credit: Matthew Kapust/Sanford Underground Research Facility

Dark matter, so named because it does not emit, reflect, or absorb light, is estimated to make up 85% of the mass in the universe but has never been directly detected, though it has left its fingerprints on multiple astronomical observations. We wouldn’t exist without this mysterious yet fundamental piece of the universe; dark matter’s mass contributes to the gravitational attraction that helps galaxies form and stay together.

LZ uses 10 tonnes of liquid xenon to provide a dense, transparent material for dark matter particles to potentially bump into. The hope is for a WIMP to knock into a xenon nucleus, causing it to move, much like a hit from a cue ball in a game of pool. By collecting the light and electrons emitted during interactions, LZ captures potential WIMP signals alongside other data.

“We’ve demonstrated how strong we are as a WIMP search machine, and we’re going to keep running and getting even better – but there’s lots of other things we can do with this detector,” said Amy Cottle, lead on the WIMP search effort and an assistant professor at UCL. “The next stage is using these data to look at other interesting and rare physics processes, like rare decays of xenon atoms, neutrinoless double beta decay, boron-8 neutrinos from the sun, and other beyond-the-Standard-Model physics. And this is in addition to probing some of the most interesting and previously inaccessible dark matter models from the last 20 years.”

LZ is a collaboration of roughly 250 scientists from 38 institutions in the United States, United Kingdom, Portugal, Switzerland, South Korea, and Australia; much of the work building, operating, and analyzing the record-setting experiment is done by early career researchers. The collaboration is already looking forward to analyzing the next data set and using new analysis tricks to look for even lower-mass dark matter. Scientists are also thinking through potential upgrades to further improve LZ, and planning for a next-generation dark matter detector called XLZD.

“Our ability to search for dark matter is improving at a rate faster than Moore’s Law,” Kravitz said. “If you look at an exponential curve, everything before now is nothing. Just wait until you see what comes next.”

LZ is supported by the U.S. Department of Energy, Office of Science, Office of High Energy Physics and the National Energy Research Scientific Computing Center, a DOE Office of Science user facility. LZ is also supported by the Science & Technology Facilities Council of the United Kingdom; the Portuguese Foundation for Science and Technology; the Swiss National Science Foundation, and the Institute for Basic Science, Korea. Over 38 institutions of higher education and advanced research provided support to LZ. The LZ collaboration acknowledges the assistance of the Sanford Underground Research Facility.

Members of the LZ collaboration gather at the Sanford Underground Research Facility in June 2023, shortly after the experiment began the recent science run. Credit: Stephen Kenny/Sanford Underground Research Facility

Lawrence Berkeley National Laboratory (Berkeley Lab) is committed to delivering solutions for humankind through research in clean energy, a healthy planet, and discovery science. Founded in 1931 on the belief that the biggest problems are best addressed by teams, Berkeley Lab and its scientists have been recognized with 16 Nobel Prizes. Researchers from around the world rely on the lab’s world-class scientific facilities for their own pioneering research. Berkeley Lab is a multiprogram national laboratory managed by the University of California for the U.S. Department of Energy’s Office of Science.

DOE’s Office of Science is the single largest supporter of basic research in the physical sciences in the United States, and is working to address some of the most pressing challenges of our time. For more information, please visit energy.gov/science .

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