LABORATORY PRACTICE REPORT, SCHOOL PERIOD 23-24

NATURAL SCIENCE AREA

Subject: Science Practice: #1 Date: 07/07/23

Level: Course/parallel: 9th C Group:

Teacher’s name:
Leo Espinosa
Student’s name:
Krissley Muñoz
Title: The way yeast cells reproduce
Objective: Observe under the microscope the reproduction
mode of yeast cells to better visualize the birth of more
cells.
Specific objective: Analyze and determine the reproduction of yeast cells
under the microscope.
Research Question/Problem: What is the process that leads a yeast cell to reproduce asexually?

Hypothesis: A small knob or bud forms on the parent cell, grows, and finally separates to become a
new yeast cell. This new yeast cell is genetically identical to the parent cell.
Prediction: Yeast usually asexually reproduce by a method called budding.

Materials: Substances: Equipment:

Microscope. Yeast. Lab Coat.
Microscope Slide. Water. Gloves.
Microscope Covers Objects. Sugar.
Glasses.
Masks.

Variables (dependent, independent, control)

- Yeast.
- Sugar.
- Water and fire.

Method:

Data analysis and results:

Results:

Analysis and conclusions:

Recommendations:
Bibliography: Observation: Qualification:
*Command terms:

Command term Definition

Analyse Break down in order to bring out the essential elements or structure. (To identify parts
and relationships, and to interpret information to reach conclusions.)
Annotate Add brief notes to a diagram or graph.
Apply Use knowledge and understanding in response to a given situation or real circumstances.
Use an idea, equation, principle, theory or law in relation to a given problem or issue.
Calculate Obtain a numerical answer showing the relevant stages in the working.
Classify Arrange or order by class or category.
Comment Give a judgment based on a given statement or result of a calculation.
Construct Display information in a diagrammatic or logical form.
Define Give the precise meaning of a word, phrase, concept or physical quantity.
Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical application.
Describe Give a detailed account or picture of a situation, event, pattern or process.
Design Produce a plan, simulation or model.
Determine Obtain the only possible answer.
Discuss Offer a considered and balanced review that includes a range of arguments, factors or
hypotheses. Opinions or conclusions should be presented clearly and supported by
appropriate evidence.
Document Credit sources of information used by referencing (or citing), following one recognized
referencing system. References should be included in the text and also at the end of the
piece of work in a reference list or bibliography.
Draw Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler
(straight edge) should be used for straight lines. Diagrams should be drawn to scale.
Graphs should have points correctly plotted (if appropriate) and joined in a straight line
or smooth curve.
Estimate Obtain an approximate value for an unknown quantity.
Evaluate Make an appraisal by weighing up the strengths and limitations.
Explain Give a detailed account including reasons and causes. (See also “Justify”.)
Find Obtain an answer showing relevant stages in the working.
Formulate Express precisely and systematically the relevant concept(s) or argument(s).
Identify Provide an answer from a number of possibilities. Recognize and state briefly a
distinguishing fact or feature.
Interpret Use knowledge and understanding to recognize trends and draw conclusions from given
information.
Justify Give valid reasons or evidence to support an answer or conclusion. (See also “Explain”).
Label Add title, labels or brief explanation(s) to a diagram or graph.
List Give a sequence of brief answers with no explanation.
Measure Obtain a value for a quantity.
Organize Put ideas and information into a proper or systematic order.
Outline Give a brief account or summary.
Plot Mark the position of points on a diagram.
Present Offer for display, observation, examination or consideration.
Recall Remember or recognize from prior learning experiences.
Select Choose from a list or group.
Show Give the steps in a calculation or derivation.
Sketch Represent by means of a diagram or graph (labelled as appropriate). The sketch should
give a general idea of the required shape or relationship, and should include relevant
features.
Solve Obtain the answer(s) using appropriate methods.
State Give a specific name, value or other brief answer without explanation or calculation.
Suggest Propose a solution, hypothesis or other possible answer.
Summarize Abstract a general theme or major point(s).
Verify Provide evidence that validates the result.
Write down Obtain the answer(s), usually by extracting information. Little or no calculation is
required. Working does not need to be shown.

Exhibit.

The laboratory practice must be attached with all the observations that were made in the
laboratory.

BASIC RULES FOR THE PRESENTATION OF A LABORATORY REPORT

Writing a lab report turns out to be very different from making observations and recording
data in your practical work. In the preparation of a laboratory report, the teacher can
provide you with a frame of reference or you can develop it yourself. In general, this
report should include:

1) Title. This must be specific. "Plant growth" or "Vegetable nutrition" are too vague titles.
A good title would be "The effect of mineral deficiency on the growth of Solanum sp.".

2) Objective. This section should present the problem being investigated. The statement
must be simple. For example, "Determine how the lack of certain minerals in the soil
affect the growth of Solanum sp."

3) Question: A question will be formulated related to a particular observation about the

system that is the objective of study or investigation. Example: “to what extent does the
absence of nitrates affect the growth of Solanum sp? “
4) Formulation of a Hypothesis: You must offer an explanation for an observation (it is the
answer to the question). It will be posed as a statement, never as a question. It must
refer only to an independent variable. It must be testable through experimentation.
Example: "Nitrate is a source of nitrogen that is used in the manufacture of proteins by
the plant, therefore its absence will affect the growth of Solanum sp."

5) Prediction: One or several predictions related to the hypothesis will be formulated.

Example: “The absence of nitrates will cause significantly lower growth compared to
Solanum sp plants with nitrates in the soil. Poor growth will accompany yellowing of
the leaves due to a lack of protein in the plants.”

6) Materials and Methods. This section should state exactly what was done to prove or
disprove the hypothesis. You must mention all the elements used, indicating in each
case the error of the measuring devices and their manufacturer and model when
necessary. Include where appropriate an outline of your experimental design. Do not
forget to mention the security measures that you would have taken. Make sure you have
control in your experimentation. Example: “the plant used as a control should be
identical and subjected to the same conditions, except for the variable to be tested. In
this case, the nitrate content in the soil in which the plant lives".

7) Results. This section forms the basis of their analysis and conclusions. These are purely
objective. Do not include your interpretations as part of this section. You must make
sure that your observations and measurements are recorded in this section. Don't miss
any results. Record all the data obtained in your experimentation. Give a full description
of what happened. Illustrations, graphs, tables and diagrams must be included to support
the information.

8) Analysis and Conclusions. These are subjective by nature. In this section you must
interpret the results obtained, expressing how the results prove or not the proposed
hypothesis. Write each conclusion separately and in a positive sense. You cannot leave
readers in doubt about the conclusions drawn on the basis of the evidence collected. Be
sure to include the problems found during the development of the experiments that
constitute a source of error in them, also include the changes or modifications that you
would make to reduce this source of error.

9) In all cases, the rules governing biological nomenclature must be respected. The names of
the genera and/or species must be written in an italic font that distinguishes them from
the rest of the text. For example, in Larus dominicanus, the generic name begins with a
capital letter and the specific name with a lower case.

NOTE: In some cases, it is not necessary to formulate a hypothesis since the main objective
of the practical work has only been the observation of certain study material.