English for Academic and

Professional Purposes
Quarter 2 – Module 4
Writing a Report
 Module

EAPP Grade 1
4
PIVOT IV-A Learner’s Material
Quarter 2 Module 4 WEEK
First Edition, 2020
11

GRADE 12
EAPP
English for Academic and
Professional Purposes

Development Team of the Module

Author: Josephine F. Morilla

Editor:
Reviewer:
Illustrator:
Layout Artist:
Management Team:

1
 I What I need to know?

Congratulations! You have come to module 4. You are now ready for the next
step of learning English for Academic and Professional Purposes. This module will let
you try to write different technical or scientific reports applicable to your strand. This is
already the The activities you will do will help you go through the journey one step at a
time so you have to accomplish them with care. Have fun!

These are the lessons in this module:

Lesson 1 - Determine the objectives and structures of various kinds of reports
Lesson 2 – Designing the Survey Questionnaire
Lesson 3 – Conducting the Surveys / Experiments / Observations
Lesson 4 – Gathering Information and Summarizing Findings
Lesson 5 – Writing the Reports

Content Standard:
The learner understands and uses the uses of surveys , experiments and scientific obser-
vations.
Performance Standard:
The learner produces a well –written report for various discipline.
Most Essential Learning Competency:
1. determine the objectives and structures of various kinds of reports;

2
 I What is new?

Learning Task 1. What???

Directions: Below are verbose sentences which are actually common words of wis-
dom. Decode the meaning of each. Write your answer on the second column.

1.) Scintillate, Scintillate, asteroid minutia.

2.) Surveillance should precede salvation
3.) Members of an avian species of identical plumage

4.) Pulchritude possesses solely cutaneous profundity.

5.) It is fruitless to become lachrymose over precipitately

6.) Freedom from encrustations of grime is contagious to

7.) The stylus is more potent than the claymore.

8.) It is fruitless to attempt to indoctrinate a superannu-

9.) All articles that coruscate with resplendence are not

truly auriferous. OR That which possesses gleaming, glis-
tening, splendorous sparkle is not automatically anatomi-
cally atomic number 79.
10.) Eschew the implement of correction and vitiate the

Learning Task 2. Reaction Time

1. How did you find the activity? _________________________________________
2. How did you arrive with your answers? _________________________________
3. What do you think is the best and easiest way to answer such activity?____________

3
 D What I know?

Learning Task 3. Let us check your prior knowledge about this module’s coverage.

Direction: Below are list of words. Encircle the words that might be related to Reports.

design enumeration survey tally

table enumeration close-ended open-ended
enumeration close-ended pilot test revise
replace make format telephone
survey face to face online paper and pencil
telephone survey face to face online survey investigatory project
book report experiment journal Investigative report
liquidation report progress report sales/ inventory report

D What is in?

Learning Task 4.
Based from the words you have chosen above, write a short paragraph on
what report is.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4
 D What is in?

Learning Task 5: Arrange to Know

Directions: Arrange the jumbled letter to identify the words that are relevant to our topic.
Definitions will help you to determine the hidden words. Write your answers on your an-
swer sheet.

1. RVYEUS REOPTR Results of the author’s research.

________________
Observations and analysis using theoretical concepts from a
2. DFEIL ROERTP discipline.
__________________

Investigating and gathering information.

3. HCREESA
___________________

A document on a current phenomena for future reference or

4. YROTORBALA PERORT
comparison.
___________________

Presents results and interpretation of findings.

5. ASERHCR ROTERP
____________________

Learning Task 6.

In the previous module, you have learned about writing position papers and
determining the objectives and structures of various kinds of reports. This time, you
will start designing survey questionnaires, conducting surveys, gathering information,
summarizing findings, and writing various reports. Analyze the diagram below.

5
D What is it?

In this part of your journey, we provide something for you to deepen your
understanding about the kinds and structures of report.
Please continue reading with comprehension as you discover further
knowledge that will help you out in your quest on the remaining phases of this

LESSON 1

KINDS OF AND STRUCTURE REPORTS

Reports are essential to keep an updated account of an event, situation, and
organization. These are documents that wish to inform, analyze, or recommend. Re-
ports are often expressed through oral presentations or written. The common mediums
of these reports are speeches, televisions, radios, and films.
Report writing is making a detailed statement about the company, an event, a
situation, and/or an occurrence which is based on an observation, investigations, and
inquiries.

TYPES AND CHARACTERISTICS OF VARIOUS REPORTS

1. Formal Report – is a complex account either written or oral that uses formal
and structured language and is usually applied in major projects and or-
ganizations.
A. Informational - presents result, information, and updates and ex-
plains
Examples:
attendance reports
annual budget reports
monthly financial reports

B. Analytical - presents, analyzes, and draws conclusions from re-

ports and shows the why and the how of an occurrence
Examples:
scientific research
feasibility reports,
employee appraisals

C. Recommendatory- presents recommendation based on the re-

sults and conclusions

Example:
recommendation report
6
 2. Informal Report – communicates, updates information using free-flowing, casu-
al and short formats usually about routines and everyday business
Examples:
progress reports
feasibility report
literature review
personnel evaluation
report on sales

Research Report

Research is a systematic and scientific way of investigating and gathering information to

answer a particular problem, establish facts, and reach conclusion. Conducting a research
can be done in various fields such as arts, humanities, social sciences, natural sciences,
technology, and health sciences.

Sample research papers in various fields :

1. Survey Report. A paper which presents the results of the author’s research.

2. Field Report. It is usually used in the field of social sciences to link theory and applica-
tion. It usually contains the author’s observations when out on the field and an analysis
using theoretical concepts from the discipline.

3. Laboratory or scientific technical report. It is written by those in the sciences mainly

to persuade others to accept or reject a hypothesis, record the details for future re-
searches, and document a current phenomenon.

4. Research Report. It is an expanded paper that presents results and interpretation of a

phenomenon so that readers can better understand it. It is produced through formal
investigation and scientific inquiry.

BASIC STRUCTURE A REPORT

I. Title page
II. Abstract
III. List of Figures and Tables
IV. Introduction
V. Body (varies according to type of report)
VI. Conclusions
VII. Recommendations
VIII. References
IX. Appendices

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 E What is more?
Learning Task 7. Read and Appreciate!
Below are sample reports, identify what kind of report are the following. Write your
answer on the blank after the reading selection and be able to justify your answer.

1. FAST FOOD ADDICTION

It is no secret that the US is leading the world in its swelling obesity crisis. A
The nation is subsisting on a diet of high-calorie convenience food. B In fact,
Americans have increased their spending on fast-food items from $6 billion to
nearly $160 billion annually over the past four decades. C What may come as a
shock, however, is the accumulation of evidence suggesting that the main ingre-
dients in the typical “hamburger, fries, and a cola” are addictive compounds that
keep customers lining up for their next fix. D
The key culprits are sugar and fat. A Empirical studies reveal that the heavy
dosage of these substances in today’s super-sized standard of a fast-food meal
can trigger brain activity similar to that endured when a person is on hard drugs. B
A representative individual serving at McDonald’s or Burger King can dish out up
to 2000 calories, including more than a cup of sugar and 84 grams of fat. C Single-
handedly, this mealsized portion meets the full daily caloric requirement for the
average woman. D Moreover, it exceeds the recommended daily allowances of
both sugar and fat for any adult, regardless of gender.
Whereas heroin is an opiate, both sugar and fat stimulate endogenous opioids
such as beta-endorphins in the hypothalamus, just above the brain stem. These
naturally occurring painkillers activate the release of dopamine, a neurotransmitter,
into a small cluster of cells located in the midbrain called the nucleus accumbens.
A Here, dopamine functions to elicit feelings of pleasure or euphoria. B What’s
more, it motivates an individual to proactively repeat any action that originally
fueled its production. C In the case of sugar and fat, purported addiction is a con-
sequence of the body craving the release of dopamine inherent in their consump-
tion. D

8
 E What is more?

To validate reports that fat and sugar behave in a drug-like fashion,

researchers have conducted laboratory studies demonstrating that they
induce classic addictive symptoms. A For example, eliminating sugar
from the nutritional regime of rats that are used to a primarily sweet di-
et produced anxiety symptomatic of heroin and nicotine withdrawal. B
Moreover, increased tolerance to addictive food substances was noted.
C In one experiment, rats were fed a chocolate drink containing a high
ratio of both fat and sugar. D Although the animals were found to in-
gest increasing amounts of the potent liquid, their total production of re-
sulting brain opiates was, in fact, diminished. This would suggest that
the rodents had become progressively more tolerant to the effects of fat
and sugar. Furthermore, it is likely they would subsequently require a
greater quantity in order to achieve the same high. Likewise in humans,
brain-imaging scans of obese and non-obese persons illustrate that the
heftier the individual, the fewer dopamine receptors are present. Re-
searchers are uncertain whether this is the basis or the outcome of
obesity. However, it is clear that as weight rises, individuals need to
consume increasingly larger portions to experience a comparable eu-
phoric effect.
TOPIC

TYPE OF REPORT

OBJECTIVE

CHARACTERISTICS

9
Philippines 2013 International Religious Freedom Report Executive Sum-
mary

The constitution and other laws and policies protect religious freedom and, in
practice, the government generally respected religious freedom.
There were reports of societal abuse or discrimination based on religious affiliation,
belief, or practice. Combined with economic disparities, societal and religious ten-
sions contributed to persistent armed conflict in certain provinces in the southern
part of the country. The government and the Moro Islamic Liberation Front (MILF)
signed two of the four annexes of the peace framework agreement on the Bang-
samoro -- a roadmap for the creation of the Bangsamoro entity which will replace
the Autonomous Region in Muslim Mindanao.
U.S. embassy officials actively encouraged the peace process between the
government and the MILF, discussed religious freedom issues with government offi-
cials, and maintained outreach with religious leaders and nongovernmental organi-
zations (NGOs) to engage them in interfaith activities.

Section I. Religious Demography

The U.S. government estimates the total population to be 105.7 million (July
2013 estimate).
According to a survey conducted by the National Statistics Office in 2000,
approximately 93 percent of the population is Christian. A large majority of Chris-
tians are Roman Catholic, constituting 80 to 85 percent of the total population.
The 2000 survey states that Islam is the largest minority religion, constituting
approximately 5 percent of the population. A 2012 estimate by the National Com-
mission on Muslim Filipinos (NCMF), however, states that there are 10.7 million
Muslims, which is approximately 11 percent of the total population. Most Muslims
are members of various ethnic minority groups. Approximately 60 percent of Mus-
lims reside in Mindanao in the south and nearby islands. Although most belong to
the Sunni branch of Islam, a small number of Shia live in the provinces of Lanao del
Sur and Zamboanga del Sur in Mindanao. An increasing number of Muslims are
migrating to the urban centers of Manila and Cebu.
Religious groups that together constitute less than 5 percent of the popula-
tion include the following international denominations: Seventh-day Adventists,
United Church of Christ, United Methodists, the Episcopal Church in the Philip-
pines, Assemblies of God, The Church of Jesus Christ of Latter-day Saints
(Mormons), and Philippine (Southern) Baptists; and the following domestically es-
tablished churches: Iglesia ni Cristo (Church of Christ), Philippine Independent
Church (Aglipayan), Members Church of God International, and The Kingdom of
Jesus Christ, the Name Above Every Name. In addition, there are Lumad, who are
indigenous people of various animistic and syncretic religions.

10
Section II. Status of Government Respect for Religious Freedom
Legal/Policy Framework
The constitution and other laws and policies generally protect religious free-
dom. There is no state religion and the constitution provides for the separation of
church and state. The law treats intentional attacks directed against buildings dedi-
cated to religion as war crimes or crimes against international humanitarian law.
The law requires organized religious groups to register with the Securities
and Exchange Commission and with the Bureau of Internal Revenue to establish
tax-exempt status. There is no nontax penalty for failing to register and some
groups do not. The registration process is nondiscriminatory.
The NCMF promotes the rights of Muslims at both the national and local lev-
els and supports economic, educational, cultural, and infrastructure programs for
Muslim communities. NCMF's Bureau of Pilgrimage and Endowment administers
logistics for the Hajj. It also administers awqaf, an endowment for the upkeep of Is-
lamic properties and institutions, and oversees establishment and maintenance of
Islamic centers and other projects. The Office of the Presidential Assistant for Mus-
lim Concerns helps coordinate relations with countries that have large Islamic popu-
lations and contributes to Mindanao's economic development and the peace pro-
cess.
The Code of Muslim Personal Laws recognizes sharia (Islamic law) as part
of national law; it does not apply in criminal matters and applies only to Muslims.
The state court hears cases involving Muslim and non-Muslim respondents, and
national laws apply.
The government permits religious instruction in public schools with written
parental consent provided there is no cost to the government. Based on a tradition-
al policy of promoting moral education, local public schools give religious groups
the opportunity to teach moral values during school hours. Attendance is not man-
datory and the various groups share classroom space. The government also allows
groups to distribute religious literature in public schools.
By law, public schools must ensure the religious rights of students are pro-
tected. Muslim students may wear the hijab (women's headscarf) and Muslim girls
are not required to wear shorts during physical education classes.

11
Government Practices
Muslims, concentrated in some of the most impoverished provinces, said the
government had not made sufficient efforts to promote their economic development.
The government's campaign against terrorist groups led some human rights NGOs
to accuse the police and military of acting with bias in their treatment of Muslims.
Ulama (Muslim leaders) maintained the government should allow Islamic
courts to extend their jurisdiction to criminal law cases and some supported the
MILF's goal of forming an autonomous region governed in accordance with Islamic
law. As in other parts of the judicial system, sharia courts suffered from a large
number of unfilled positions. All five sharia district court judgeships and 43 of circuit
court judgeships remained vacant. Aside from budget restrictions, judicial positions
on the sharia courts were particularly difficult to fill because applicants must be
members of both the sharia bar and the Integrated Bar of the Philippines.
Madrassahs had the option of registering with the NCMF, the Department of
Education (DepEd), both, or neither. A total of 588 madrassahs were registered
with the NCMF, while 79 were registered with the DepEd. Only registered schools
could receive financial assistance from the government. The DepEd's Bureau of
Madrassah Education managed local and international financial assistance to the
madrassah system. DepEd-registered schools followed the Standard Madrassah
Curriculum and received funding for teachers of the Revised Basic Education Cur-
riculum (RBEC) subjects and for classroom and facility improvements.
The government continued to implement its unified RBEC curriculum, which
partially integrated madrassahs into the national education system. DepEd contin-
ued to provide Arabic language instruction and Islamic values education to Muslim
students in selected public elementary schools and private madrassahs. The De-
pEd provided 58 million pesos ($1.3 million) to 69 private madrassahs for the 2012-
2013 school year, a 31 percent increase in funding which included funds for an ad-
ditional 17 madrassahs compared with the previous year.
The government promoted interfaith dialogue to build mutual trust and re-
spect among various religious and cultural groups. The Commission on Human
Rights (CHR) continued to monitor issues relating to religious freedom.
On August 8, the CHR issued an advisory affirming the right of Muslim wom-
en to wear the hijab in schools and other learning institutions. The issuance of the
CHR advisory stemmed from the complaint filed by the NCMF before the CHR
against certain schools in Zamboanga prohibiting Muslim women from wearing the
hijab. In July the DepEd issued Department Order No. 32 reiterating its 2001 policy
on the protection of religious rights of students.
The Department of Foreign Affairs provided support to the forum and inter-
faith dialogue meetings conducted in celebration of Interfaith Harmony Week held,
from February 1-7. Religions for Peace Philippines organized the event in collabo-
ration with leaders from different religions and peace advocates of interfaith organi-
zations to promote religious freedom, dialogue, and cooperation among different
religious groups.

12
Abuses by Rebel or Foreign Forces or Terrorist Organizations

The government attributed a series of attacks, kidnappings for ransom, and

killings to the Abu Sayyaf Group (ASG), other Islamic militants, and the communist
New People's Army. Because ethnicity and religion are often closely linked, it is diffi-
cult to categorize specific incidents as instances of religious intolerance. For example,
on August 4, unidentified suspects shot and killed three Moro Islamic missionaries in
Libungan, North Cotabato. The three clerics were on their way to attend an Islamic
religious forum in Pikit, North Cotabato, when they were attacked. The case was un-
der police investigation at year's end.

Section III. Status of Societal Respect for Religious Freedom

There were reports of societal abuses or discrimination based on religious be-
lief, affiliation or practice.
Efforts by the dominant Christian population to resettle in traditionally Muslim
areas, such as Mindanao, fostered resentment among many Muslim residents. Mus-
lims viewed Christian proselytizing as another form of resettlement, with the intention
of depriving Muslims of their homeland and cultural identity, including their religion.
Muslim religious leaders asserted that Muslims suffered from economic discrimina-
tion.
Young Muslim professionals reported employers stereotyped Muslims as being
less educated. Muslims stated they had difficulty renting rooms in boarding houses or
being hired for retail work if they used their real names or wore distinctive Muslim
dress. Muslims reportedly resorted to adopting Christian pseudonyms and wearing
Western clothing.
Amicable ties among religious communities were common, and many partici-
pated in interdenominational efforts to alleviate poverty. The Peacemakers' Circle
Foundation, a coalition of various religious groups, continued to focus on building and
strengthening interfaith relations through dialogue between Muslims and Christians in
selected communities. The Bishops-Ulama Conference in Mindanao continued to
bring together Catholic bishops and members of the Ulama League of the Philippines
from Mindanao and to hold dialogues on addressing local issues of peace, order, and
intercultural solidarity. Other interfaith groups, such as Religions for Peace Philip-
pines, also promoted peace between persons of different faiths. The leadership of hu-
man rights groups, trade union confederations, and industry associations typically
represented many religious affiliations.

Section IV. U.S. Government Policy

U.S. embassy officers regularly met with government officials and representa-
tives of all major religious groups to advocate religious freedom. When insurgents at-
tacked Zamboanga and took a number of hostages, embassy officers urged govern-
ment security force officials to uphold international human rights norms for all Filipi-
nos, no matter their religion.

13
 The embassy hosted meetings with political and opinion leaders from the
Muslim community throughout the country to discuss the U.S. role in Mindanao.
The Mindanao Working Group, which coordinated embassy-wide efforts in Minda-
nao, held discussions with religious and civil society leaders. During trips to conflict-
affected areas of Mindanao, embassy representatives, including the Ambassador
and the Deputy Chief of Mission, organized discussions with religious group leaders
to promote mutual understanding. USAID funded a project in Zamboanga City, Ba-
silan, and Sulu provinces that worked with leaders from the Muslim and Catholic
communities to support interfaith dialogue and the resolution of clan or community
conflicts.
Embassy outreach programs promoted interfaith dialogue and religious toler-
ance. The embassy initiated a Youth Council Summit which brought together 50
Muslim, Christian, and Lumad youth representatives from across Mindanao. The
two-day summit provided leadership and governance training and highlighted the
positive results of working across boundaries of faith and worship.
The embassy held two iftars, one hosted by the Ambassador for 80 religious
leaders and Muslim youth, and a second for 70 guests, including youth leaders, civil
society organizations, and local officials. The Ambassador paid the first-ever visit by
a U.S. ambassador to a Manila mosque during Ramadan and engaged religious
and community leaders in dialogue on religious tolerance. In October the embassy
partnered with a local NGO in a peace advocacy program for 40 Muslim, Christian,
and Lumad youth leaders in Mindanao.

TOPIC

TYPE OF REPORT

OBJECTIVE

CHARACTERISTICS

14
 Learning Task 8. Lab Love

Below is an example a laboratory report. Read and answer the questions after the arti-
cle. Use the table below to determine the parts of the report and write your answers on
your answer sheet.

Guidelines for a Physics Lab Reports

A laboratory report has three main functions:

To provide a record of the experiments and raw data included in the report,
To provide sufficient information to reproduce or extend the data, and
To analyze the data, present conclusions and make recommendations
based on the experimental work.

General Comments:
The single most important requirement for a laboratory report is clarity. Imag-
ine that your audience is one of your classmates who missed that experiment.
If you are using a word processor for your lab report, then use the spelling
and grammar checkers. The grammar check can be annoying because often
technical sentences are wordy and complex, but it will help you avoid using
too many passive sentences. In general, passive sentences are less under-
standable. However, grammar check will not assess clarity, and it will ignore
simple errors. (I do not doubt there are still mistakes in this document I have
run it through spelling and grammar checks.)
Many technical writers prefer to write sentences with passive verbs. A simple
example: “The spring constant k was found from the slope to be 3.02 N/m.” If
you run this sentence through the grammar check, it will tell you that “was
found” is a verb in the passive voice. To change this to an active voice you
could write: “The spring constant k is the slope, 3.02 N/m.” Not every sen-
tence has to be in an active voice. What you want is a report that is readable.

I. Lab Report Structure:

Cover Sheet: This page has the course number and assigned lab section,
the title of the experiment, your name, your lab partner’s names, the date
that the lab was performed and your TA’s name.
II. Abstract: The purpose of an abstract in a scientific paper is to help a read-
er decide if your paper is of interest to him/her. (This section is the exec-
utive summary in a corporation or government report; it is often the only
section that a manager reads.)
The abstract should be able to stand by itself, and it should be brief. Gen-
erally, it consists of three parts which answer these questions:
What did you do? – A statement of the purpose of the experiment, a
concise description of the experiment and physics principles investi-
gated.
What were your results? – Highlight the most significant results of the
experiment.
What do these results tell you? – Depending on the type of experiment,

15
 Write the abstract after all the other sections are completed. (You need to
know everything in the report before you can write a summary of it.)
III. Data Sheets: For each experiment, the lab manual has one or more data
sheets for recording raw data, as well as, intermediate and final data val-
ues. These are not for doodling, but for recording your data. Record the
data neatly in pen. If your data values are so sloppily recorded that you
have to recopy them, then the accuracy of the data is questionable. This
fact will be reflected in your laboratory performance score. If there is a
mistake, then draw a single line through that value. “White-Out” and simi-
lar covering agents are expressly forbidden.
The values that you record on your data sheet must have:
Units (such as kg for kilograms)
Reasonable uncertainty estimates for given instruments and procedures
Precision consistent with uncertainty (proper significant digits) Propa-
gation of error for calculated quantities Your lab instructor’s initials.

If you happen to forget your lab manual, then you will take your data on
notebook paper. Your lab instructor will initial that as your data sheet and
you will turn that in with your lab report as well as your own data sheet from
the lab manual. You may not use your lab partner’s datasheet and then
make a photocopy.

IV. Graphs: You must follow the guidelines in the lab manual for all graphs.
The first graphs of the semester must be made by hand, not computer
software. After your lab instructor gives permission, you may use com-
puter software to make graphs. Those graphs must also conform to the
guidelines in the lab manual. Remember that when plotting data with
units, both the slope and intercept of a graph also have units.
V. Sample Calculations: Show calculations in a neat and orderly outline
form. Include a brief description of the calculation, the equation, num-
bers from your data substituted into the equation and the result. Do not
include the intermediate steps. Numbers in the sample calculations must
agree with what you recorded in your data sheet. For calculations re-
peated many times, you only include one sample calculation. Answers
should have the proper number of significant figures and units. (It is not
necessary to show the calculation for obtaining an average, unless your
TA requests that you do so.)
Typing the equation into the lab report is not required; it is easier and fast-
er to print these calculations neatly by hand. If you wish to type this sec-
tion, then use the equation editor in Microsoft Word. Your lab instructor
can give you information on using the equation editor.
Typing the equation into the lab report is not required; it is easier and fast-
er to print these calculations neatly by hand. If you wish to type this sec-
tion, then use the equation editor in Microsoft Word. Your lab instructor
can give you information on using the equation editor.

16
 VI. Discussion of Results: This is the most important part of the lab report;
it is where you analyze the data. (In the future, you may not actually col-
lect data; a lab technician or other people may collect the raw data. Re-
gardless of your discipline, the most challenging and rewarding part of
your work will be analyzing the data.)
Begin the discussion with the experimental purpose and briefly summarize
the basic idea of the experiment with emphasis on the measurements you
made and transition to discussing the results. State only the key results
(with uncertainty and units) quantitatively with numerical values; do not
provide intermediate quantities. Your discussion should address questions
such as:
What is the relationship between your measurements and your final re-
sults?
What trends were observable?
What can you conclude from the graphs that you made?
How did the independent variables affect the dependent variables? (For
example, did an increase in a given measured (independent) varia-
ble result in an increase or decrease in the associated calculated
(dependent) variable?)
Then describe how your experimental results substantiate/agree with the
theory. (This is not a single statement that your results agree or disagree
with theory.) When comparison values are available, discuss the agree-
ment using either uncertainty and/or percent differences. This leads into
the discussion of the sources of error.
In your discussion of sources of error, you should discuss all those things
that affect your measurement, but which you can't do anything about giv-
en the time and equipment constraints of this laboratory. Included in this
would be a description of sources of error in your measurement that bias
your result (e.g. friction in pulleys that are assumed frictionless in the for-
mula). Your analysis should describe the qualitative effect of each source
of error (e.g. friction slowed motion, causing a smaller value of accelera-
tion to be measured) and, where possible, provide an estimate of the
magnitude of the errors they could induce. Describe only the prominent
sources of error in the experiment. For example, the precision of the triple
balance beam, a fraction of a gram, compared to the 250.0 g lab cart is
not significant. Note that a tabulation of all possible errors without any dis-
cussion of qualitative effect of the error will receive no credit. Your discus-
sion should address questions such as:
 Are the deviations due to error/uncertainty in the experimental meth-
od, or are they due to idealizations inherent in the theory (or both)?
 If the deviations are due to experimental uncertainties, can you think
of ways to decrease the amount of uncertainty?
 If the deviations are due to idealizations in the theory, what factors
has the theory neglected to consider? In either case, consider whether your
results display systematic or random deviations.

A conclusion is not required in the rubric. You will not lose points for leav-
ing this out. However, in order to receive the points for a very well written
report in Achievements and Flaws, a brief conclusion is recommended.

17
Considerations: These are not questions to be answered as a separate part
of the lab report. They are hints. They are things for you to think about.
Some of them should be addressed in your lab report. Not because your TA
says to do so, but because it adds depth to your discussion. You are never
to simply list answers to considerations.

Endnotes:
The report should not be a big production. It should not take hours to write.
The objective is to write down the significant details of the experiment, the
analysis of the experimental data. A few neatly written pages, including your
data sheets will suffice for most experiments. Hopefully the sample lab report
that follows will help you.

TOPIC

TYPE OF REPORT

OBJECTIVE

CHARACTERISTICS

How did you find the new information you have learned? I hope it could help
you as you accomplish the exercises that follow. Good luck!

18
E What I can do?

LEARNING TASK 8.

Identify the following reports and describe them according to purpose/objective, struc-
ture and characteristics. Write your answers in your notebook.

TYPE OF REPORT OBJECTIVE STRUCTURE/PARTS CHARACTERISTICS

REPORT CARD

BOOK REPORT

E What else can I do?

LEARNING TASK 9. APPLICATION

Identify other reports that you know and describe them according to purpose,
and structure. Write your answers in your notebook.

TYPE OF REPORT OBJECTIVE STRUCTURE/PARTS CHARACTERISTICS

1.

2.

3.

4.

5.

19
A What I have learned?

LEARNING TASK 10. REFLECTION TIME

Complete the sentences below. Write your answers in your notebook.

TEXT/IMAGE/CONTENT

A What I can achieve?

LEARNING TASK 11. WRITE IT

Choose one type of report and be able to write your own. Be able to follow
the structure.
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 Answer

Learning Task 1

1.) Twinkle, twinkle, little star

2.) Look before you leap

3.) Birds of a feather flock together

4.) Beauty is only skin deep

5.) Don’t cry over spilled milk

6.) Cleanliness is next to godliness

7.) The pen is mightier than the sword

8.) You can’t teach an old dog new tricks

9.) All that glitters is not gold

10.) Spare the rod and spoil the child

Learning Task 5

1. survey report
2. field report
3. research
4. laboratory report
5. research report

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 Reference

References:
Barrot, Jessie S, Sipacio Philippe John F.2016. Communication Today, English for Academic & Profession-
al Purposes for SHS, C&E Publishing, Inc

English for Academic and Professional Purposes, READER. Department of Education, First Edition, 2016.

Abatayo, Marife A. And Actub, Ma-an C. 2020. English for Academic and Professional Purposes, Mod-
ule 4, Department of Education – Region X – Northern Mindanao.

http://danielpaulnock.efoliomn.com/virtualverbosity
https://www3.nd.edu/~hgberry/Fall2012/Lab%20Report%20Instructions-2012.pdf
http://www.eltexamprep.com/pdf/Reading%20-%20Skill%20Practice.pdf

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