Results Section Of A Lab Report Critical Thinking Skills Book
The hypotheses have been outlined in the introduction and may have been reiterated at the beginning of the results section.
The Results section is the most important section of your report because it is where you make a direct scientific contribution.
By exploring the fire niche along these axes, our results show that lightning. In the Procedures/Results sections 3rd person passive. Results lab report - put out a little time and money to get the report you could not even dream about Learn everything you have always wanted. Scientific writing is meant to communicate the results of experiments concisely, clearly.
Includes company and career information as well as details of subsidiaries. Results/Discussion: Questions that should be addressed in this section may include: Did the. Previous related studies, have an expanded experimental section detailing the.
(iii) Many important findings have come from studies which do not replicate a.Students frequently get confused as to what belongs in the results and what belongs in the discussion.Part of the confusion stems from the use of the word "interpret" to mean different things in different contexts.Before you can decide how to present the results you must have a clear idea as to what your results actually show.The approach you will take to analyzing your results will vary depending on the field you are working in and the type of study/experiment you did.No colonies were detected on the combination treatment (see Figure 1). Coli strain 4 (EC 4) tended to be the least sensitive overall, as it produced colonies on all treatment plates, even though it was more sensitive to the individual treatments, compared to EC 2 and EC 3 (see Figure 1).. of Chloramphenicol stopped the growth of two strains of E. It also illustrates that the 5 mg/ml of Chloramphenicol had little to no effect on the EC 2 strain of E. Coli as the colony sizes were near maximum of the standard result. The main point of Figure 4 is that a combination of 5 mg/ml of Chloramphenicol and 5 mg/ml Streptomycin can effectively reduce the numbers of EC 4 colonies, compared to only one of the antibiotics being present at any one time shown in Figure 2 and 3 respectively. "These three events planted the seeds of a great change in society, and the effects of this change are being felt at all levels ...Results The following observations were made as a result of experiments conducted by Casey Hospital with respect to four types of E. This shows that 5 mg/ml Chloramphenicol is an effective antibiotic against EC 1 and EC 2 strains of E. FIGURE 4 In these results it has shown that the Casey Hospital should use both 5 mg/ml of Chloramphenicol plus 5 mg/ml of Streptomycin in targeting the four strains of E. Due to EC 4 having resistance to both antibiotics there is need for experimentation in finding an antibiotic which EC 4 is not resistant to. " (Appendix C: Analysis of Analytical Exposition)The above exchanges correspond to the pattern identified by Sinclair and Coulthard as characteristic of teacher-pupil talk with the underlying exchange structure of Teacher Initiation, Pupil Response, and Teacher Feedback. Which do you think is the better example of a properly written results section? This exchange structure allows the teacher to retain the conversational initiative (Stubbs 1983: 29). Example A is an example from a well written results section; it uses relevant material and focuses on the results and not the Figures. In the above exchange the teacher was the primary "knower" of information and her questions prompted and guided the students onto the next stage.excerpt from Woodward-Kron, R. The unhydrolysed BSA had very little colour and appeared to remain on the origin (Fig. In its hydrolysed form, however, the BSA sample separated into a number of spots which were bright pink or purple (Fig. Coli colonies but some treatments were more effective on particular strains than others (see Figure 1.) FIGURE 1 E. Coli, it was apparent that all treatments used a deterring effect on the growth of E.