LANG 3013 Fall 17-18 Student notes

Writing the Theory and Experimental Set up Section

Learning outcomes
In this part of the course, we will explore how to write the Theory and Experimental Set Up section of a lab report,
focussing on:
how to select appropriate content to include
how to organise your content into coherent paragraphs
what language features to keep in mind when writing this section
how to describe and present theoretical information professionally

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LANG 3013 Fall 17-18 Student notes

Task 1 Content for this section

In the Theory and Experimental Set up section, you might consider some of the following, depending on your experiment:

(a) Theory: What are the key physics principles/theory/model that you rely on or test in this experiment? e.g.
What details of this theory/model are relevant to the experiment?
What equations, formulae, etc. are you using for calculations or analysis in this experiment?
What assumptions are you making about the theory/model/conditions that you rely on or test in this
experiment?

(b) Experimental set up: How did you carry out the experiment? e.g.
What procedures did you use to obtain the results?
How was the equipment set up?

What do you think is the purpose of this section for the scientist reader?

Task 2 Writing with formulae and equations

When writing about the theory, we may need to include formulae and equations. Although we do not need to include all the
derivations or rearrangements of each formula, we should include the key ones that are relied on in the discussion section
of the report.

Scientists follow particular conventions when formatting formulae and equations. Read the two versions of sample A below
to see an example of this.

1. Which one is written and formatted more appropriately?

2. What aspects of formatting should we pay attention to when writing with formulae and equations?

Theory and experimental set up sample A extract only

Version 1 Version 2

The relationship between VE, VB and IC, IB IE is =
+ and = and = . Since the input
impedance can be complex values, its formula can be
rearranged to make = (1 + ) . This is used to
determine how.
The relationship between VE, VB and IC, IB IE is given as:
= + [3]
= [4]
= [5]

Since the input impedance can be complex values, its formula

can be rearranged as follows:

= (1 + ) [6]

From Eq. (6) we are able to determine how.

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LANG 3013 Fall 17-18 Student notes

Task 3 Writing about equipment, apparatus and procedures

When writing about the set up, we may need to include reference to certain pieces of equipment, apparatus and procedures.
Although we do not need to include all the equipment, apparatus and procedures, we should include those that are most
relevant to the key scientific principles/theories of the experiment.

Read sample B below, and discuss:

1. Does the flow of information go from general to specific or from specific to general?
2. Do you think the writer has mentioned all the apparatus/equipment in the description of the set up?
3. What might you find in the figures mentioned?

Theory and experimental set up sample B extract only

The key aspect of controller design addressed in this experiment was non-linear input-output data mapping. This
experiment compared results obtained from two data mapping approaches; both based on an artificial neural network
method. These controllers processed the beam location information from a static linear map of a 2D plan (Fig. 2(a)). An
optoelectronic position detector was used as the observer (Fig. 2(b)), and this generated the output to steer the beam with a
micromechanical mirror (Fig. 2(c)).

Task 4 Integrating theory and set up

A sophisticated writer can smoothly integrate the theory with the set up, i.e. both aspects are communicated together, rather
than separated out as two different sections.

Read the sample below, and discuss:

1. To what extent do you think the theory and set up are effectively integrated?
2. What tenses are used?

Theory and experimental set up sample C extract only

A Gaussian beam is focussed on a lens with focal length f, and propagated through a transparent plane-parallel material
(refractive index n; thickness d). The material is inserted normally in the beam at distance L from the lens, such at L < f
(Fig. 1). Using this set up under paraxial conditions, the propagation of the beam through the material can be considered
equivalent to propagating the beam through a distance d/n in air (Fig. 2), assuming the refractive index of air is unity.
Therefore, when we insert the material, the location of the beam focus moves further away from the lens by

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LANG 3013 Fall 17-18 Student notes

Task 5 Improve the model

Below is a student-written sample of a theory and experimental set up section. Work in small groups and discuss:

1. What do you like about the way the text is written?

2. What aspects would you improve?

A photodetector is made of P- and N- type semiconductor joined together, creating a depletion region which is lack of
charge carriers. An electron in this region can be knocked off from its bounded state by a photon with sufficient
energy. This is the band gap energy of the semiconductor. If the photonic energy is too low, it is not enough to knock
off the electron. Yet if it is too large, the energy makes other excitations. Thats why you should only use a certain
range of wavelength for the photodetector.

The experiment was about photodetectors. First, we learned about using a monochromator to select different
wavelengths. Then we used a filter to eliminate wavelengths shorter than 630 nm. Next, we recorded responses (they
are called photocurrents) from the photodetector in a table. Then we plotted a graph with Excel to see the difference.
Finally we compared the responses at different wavelengths.

Now edit the text together to produce an improved version. Share your versions with other groups.

Task 6 Evaluation

Now evaluate the text written in the previous task, using the following ideas:

1. This section should outline only the most relevant details to the scientific principles of the experiment. Other
minor details of the theory, set up and procedures should be omitted. Go back through the text written in the
previous task and identify any unnecessary, irrelevant or redundant details that distract from the key scientific
principles.

2. This section should have some progression of ideas from general to specific. Go back through the text written in
the previous task and evaluate whether the ideas progress from general to specific.

3. This section should communicate information with appropriate tenses. Go back through the text written in the
previous task and identify which tenses have been used.

Task 7 Reflection

1. Re-read the learning outcomes at the start of this unit. Discuss in small groups one or two key points/tips from this
unit that you want to remember, which relate to each of these learning outcomes.
2. What tips can you still remember from previous units?

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LANG 3013 Fall 17-18 Student notes

Vocab building out-of-class

The following useful vocab items are all used and underlined in samples B-C in this unit. Re-read sample A and extract any
useful language to complete the table below.

Useful language from samples B-C Useful language from sample A

address
results obtained from
based on
generate
under conditions
can be considered
equivalent to
assuming