How to write up a science laboratory report

My basic view for the format of a lab report in science:
1) Title - one or two words
2) Name and Date
3) Aim- a simple sentence of what you did in the laboratory
e.g. Investigation of Enzyme activity vs Temperature
4) Materials - a shopping list
e.g. 2 x test tubes
5) Method - step by step instructions, avoid language using I, we, names of students, etc...
e.g. Place 2 drops of Iodine into Test tube A
6) Results - collection of data in the form of tables, graphs, labelled diagrams and calculations
7) Conclusion - a few paragraphs discussing your interpretation of results, errors that occurred and how your errors influenced your results, ideas to improve your experiment or minimise errors, provide further calculations to help explain your understanding, answers to any questions related to your experiment and any other comments relating to your understanding including suggestions or questions.

Thinking so hard that you get a Headache

I was very impressed today when a student struggling with some new concepts told me "I don't get it!" I had been watching his expression changing from a blank - Its to early in the morning --> what is he talking about? ---> Oh I don't get....Visually a sad, painful expression with his forehead wrinkled and his eyes going bloodshot as he strains to understand by staring at the powerpoint slides....I could have intervened earlier but I wanted him to get to the place that I call "thinking so hard that you get a Headache" or " I don't get it!" - audio signal.

There really is no point in pushing a student to learn rather I let them fall into a hole so that they need to survive and usually thats the point to stop and reach out with a hand....Yes its a bit of "to be cruel, to be kind" attitude...If I was to push this quiet student it would only create a confrontation with very negative consequences but if I reach out as he needs to survive then he is motivational ready to learn...The student was frustrated and confused by negative numbers applied to problem solving...So I asked the class to listen to our conversation and to note the understanding taking place...Many good students can understand a concept without needing to explain the concept - this is unfortunate as it usually suggest only a basic level of understanding.

Once the student slowly but steadily focussed on the logical sequence of the examples I read out again and highlighted particular components - his face started to change to a thoughtful pose...It was clear that he was misinterpreting the sequence which lead to his confusion...A few more examples to further explore his understanding and verified that his ideas were correct and the student was smiling and nodding - "I get it now!" expression....

So you need to be at the point of "Thinking so hard that you get a Headache" or "I don't get it!" stage of your classroom interactions to really get something out of your lessons...you are not really getting a Headache- its just the rush of blood getting to your brain from your fear response as you realise you need help....Get to that point and you are Learning and Thinking!!!!

So the next time you are drowning just raise your hand, your teacher will reach out and save you OR help yourself and reach out to your teacher.