This document outlines the rules, facilities, and safety procedures for a science laboratory. It discusses establishing rules to ensure discipline and safety, such as requiring teacher supervision and assigning seats. Facilities for individual and group work are described, including adequate storage, lighting, and work space. The document also covers how to create knowledge through hands-on experiments, developing skills, and addressing individual difficulties. Potential accidents are listed along with first aid procedures for injuries like burns and electric shock.

1. THEORETICAL BASIS OF PHYSICAL SCIENCE EDUCATION-II
ASSIGNMENT
Submitted to, Submitted by,
Smitha teacher Resmi.s
Lecturer in physical science Physical science

2. TOPIC: LABORATORY RULES, ACCIDENTS IN THE LABORATORY,
FIRST AID USED, FECILITIES FOR INDIVIDUAL &
GROUPWORK, HOW TO CREATE KNOWLEDGE, HOW TO
CRCATE FECILITIES.

3. INDEX
Sl.No Content Page no.
1 Introduction 1
2 Laboratory rules 2
3 Accidents in the laboratory 4
4
Precautions While Doing Laboratory
Practical’s
4
5 Facilities for Individual & Group work 5
6 How to create knowledge 5
7 How to Create Facilities 6
8 First aid used in laboratory 7
9 Conclusion 8
10 Reference
8

4. 1
INTRODUCTION
One of the important functions of the science laboratory is the
deepening of the students understanding that scientific concept and
application are closely related to this own natural environment
practical work in science even at the school stage is essential because
of the fact that are ‘learn by doing’ . Scientific principals and
applications are than rendered more meaningful. More over it is a fact
that an object handled impresses itself firmly on the mind than an
object merely seen from a distance or in an illustration. Most children
like doing things with their hand practical work provides an activity
which can be profitable.

5. 2
LABORATORY RULES
Rules are important because the laboratory happens to be a place
of potential dangers. The science teacher is the supreme authority in
the laboratory and he should be strictly obeyed. Discipline is taught by
making the pupils know what to do in the laboratory than don’ts. The
laboratory is eventually a work shop without any sort of confusion.
1. No pupil should be allowed to enter the laboratory in the absence of
the teacher or laboratory assistant.
2. Every pupil may have a seat assigned to him
3. The arrangement in the laboratory should be such that there is no
need to move a pupil from his real
4. Every are should pick up the practice of putting up his hand to call
the attention of the teacher
5. When the pupils are working in groups they might be allowed to
discuss in a low tone.
6. Unnecessary talking should be strictly for hidden
7. Which they are during experiments, the pupils must examine the
apparatus given and report defect of any
8. Reagent bottles should be returned to the shelves immediately after
use
9. Stoppers are also to be replaced the bottles.
10. Waste, burnt match sticks should not be thrown into thesink.
Waste boxes should be used

6. 3
11. Scribbling figures on furniture and on loose sheets of paper
should never be permitted.
12. The teacher can get the help of the pupils to distribute apparatus
and materials to clean them after use and to replace them at the
end.
13. The pupils must be existed on keeping the furniture neat and
clean and arranging the apparatus neatly on the bunch during the
experiments. After use the apparatus must be left clean.
14. The large number of appliances and materials in the laboratory is
a source of temptation to the mischievous pupils. Hine the teacher
has to be very vigilant. They are to be given fight work and
particularly watched by the teacher.
15. Bottles must be labeled clearly
16. The wall of the laboratory can decorated with pictures ofscientists
and diagrams of apparatus.
17. Useless substances/broken glass, chemicals, solid waste must be
deposited in a separate basket.
18. A bucket full of water must be kept not only when experiments
are done but always.

7. 4
ACCIDENTS IN THE LABORATORY
Accidents may happen in the laboratory.
1. Wounds. A
2. Burns from fire
3. Burns from acids
4. Burns from alkalis
5. Burns from phosphorus
6. Injuries to eye
7. Acid in the eye
8. Alkali in eye
9. Electric shock
PRECAUTIONS WHILE DOING LABORATORY PRACTICALS
1. Laboratory glass ware must be never used as drinking vessels
2. Solutions split on the bench of floor should be cleaner up
immediately
3. Concentrated solutions should be diluted before they are
poured down the sink.
4. Do not point to the other people with a test tube.
5. Do not look in to the mouth of a test tube while hinting its
content.
6. Do not sniff at toxic materials.
7. For constant boiling, chips of marble pieces should be placed in
the liquid under boil.
8. Always use test tube holders while heating materials in a test
tube.

8. 5
FACILITIES FOR INDIVIDUAL & GROUP WORK
The achievement of modern science are mainly a lot of
facilities likea lab for experimental method, There are a lot of
facilities in alab for undivided and group work. In the laboratory
the pupils get training in this important phase of science study.
The laboratory should be compact in arrangement but at the
same time capable of expansions to meet the growing needs of
the school. Fittings and furniture should be planned to be
convenient for use and economical in the long run. The
arrangement of furniture should are use case of supervision and
proper lighting. There should be enough storage accommodation
and sufficient wall space should be left for additional fixtures.
HOW TO CREATE KNOWLEDGE
In the laboratory pupils get training in this important phase
of science study. In doing laboratory work the pupils get a chance
for actively both physical and in intellectual and they are leaning
by doing. Laboratoryexercises train them in scientific methods as
a result of laboratory work. The laboratory helps the pupils in the
development of manipulative stills. The experiment done serve as
a source of motivation. They are interested in handling materials
and doing experiments. In laboratory the teacher comes into
closer contact with the individual and help them to bring out of
their difficulties.

9. 6
HOW TO CREATE FACILITIES
Money should be spent for purchasing only those things
used in laboratory or classroom. Only good type of
apparatusespecially of glass should be bought. Pupils should not
damage apparatus through ignorance or carelessness. Delicate,
apparatuses like the balance, breath, thermometer should be
handled with case. Only the minimum amount of chemicals
needed to produce the desired result should be used. It should be
advantageous of the teacher and the pupils to have some idea of
the prices of things. For increasing facilitiesbatteries find a source
of bund. These must be enough space for laboratory. There must
be enough apparatus and chemicals and they are to stored
properly.

10. 7
FIRST AIDS USED IN LABORATORY
1. Wounds: Apply cotton dipped in tincture iodine
2. Burns from fire: Cover the portion with linen dipped in
Vaseline
3. Buns from acids: Wash with plenty of water and then with if
sodium bi carbonate solution.
4. Bums from alkalis: wash with plenty of water and then with
weak vinegar or lime juice
5. Burns from phosphorous: Wash with plenty of water and
then cotted with cotton dipped in silver nitrate
6. Injuries to eye: It should be dealt with eye doctor.
7. Acid in the eye: The eye should be wasted with if solution of
sodium bi carbonate
8. Alkali in eye: The eye washed with boric acid
9. Electric shock: Switch off electric supply. Admit to the
hospital.

11. 8
CONCLUSION
It very often happens that laboratory work is not property
come lasted with class teaching or every day experience of the
pupils. So the pupils may go through the experiments according
to laboratory directions quite mechanically very few pupils want
to know the facts and principles to be made clear from
experiments.
In order to get the whole-hearted purposeful activity of the
pupils, laboratory work should be organized.
REFERENCE
1. Dr. Mathew, TK & Dr. Molly Kutty, TM (2013), Science
Education: Theoretical bases of teaching and pedagogic
Analysis.
2. www.wikipedia.com
3. Dr. Sivarajan.K, Prof. Faziliddin A (2003). “Science education,
methodology of teaching and pedagogic analysis”. Premier
offset printers limited Calicut.
Corrected and checked by
Smitha I G
Lr. in P.S