3. • Definition of science lab
• 1 Designs of Laboratory and other facilities
• 2 Storage of Laboratory Equipment
• 3 Storage of Materials and Chemicals
• 4 Management of Pupils
• 5 Teaching Laboratory Classes
4. • A room or building with scientific equipment for doing scientific tests or
for teaching science, or a place where chemicals or medicines are
produced.
• A room or building equipped for scientific experiments, research, or teaching, or
for the manufacture of drugs or chemicals.
5. • Science education has taken center stage in 12 class as a result of “No Child Left
Behind” and the increasing emphasis on science, technology, engineering and
mathematics (STEM) subjects. Enticing students into the world of science are
improved science standards, expanded science curriculums, updated school
science labs, and upgraded science lab furniture.
• Since science is all around us – from the air we breathe, to the food we eat, to the
objects in our environment, to the technologies, systems, and machines we use –
teachers at all grade levels have multiple opportunities to integrate science into
their daily classrooms. Furthermore, developing effective scientific curriculums
and science lab experiments helps cultivate in students a deeper understanding of
the world around them.
6. • According to the Association for Science Education (ASE), science education in
schools provides multiple student benefits. In addition to fostering the
budding scientists of tomorrow, a good science curriculum:
• Makes students think beyond the classroom
• Inspires curiosity and wonder about the world
• Illustrates science in multiple dimensions
• Includes safe, practical science activities
• Includes scientific experiments which excites student
7. • Increases awareness of students’ impact on the environment
• Develops logical reasoning, problem-solving, and analytical skills
• Improves communication skills
• Enhances perspective on global scientific issues
• Nurtures potential recruits for scientific careers
8. • With the push for higher state and national science standards, many schools
are seeking means to update their antiquated science lab equipment and
propel their school science laboratories into the 21st century. While
traditional science lab furniture, Bunsen burners, and beakers are not passé,
modern school science lab designs feature:
• SMART Boards, Digital Whiteboards and LCD projectors
• Utility islands with gas, water, electrical, and data outlets
• Approved safety equipment
• Maximized storage space solutions
• Laboratories which can be used interchangeably for general science,
chemistry, physics, and biology classes
9. • Approved safety equipment
• Epoxy-top tables with chemical-resistant surfaces
• Mobile teacher demonstration stations
• Modular student lab workstations allowing for small group collaboration and
learning
• Maximized storage space solutions
• Laboratories which can be used interchangeably for general science, chemistry,
physics, biology, and physiology classes
10. • Lab design means structure and arrangement of different materials.
• The science laboratories designs vary to some extent on the basis of area,
locations, weather, need of the society, and resources constrains.
• A large number of schools have well established science laboratories. Keeping in
mind the trends of science subject, science teachers has to either establish new
laboratories or renovate and modifies the existing laboratories.
• There are very less number of teachers who get a chance to design a new lab for
their schools. Our science teachers will have to bring change or develop their
own lab on the basis of changing trends. The design of the lab must foster
scientific thinking and creativeness among the science students
14. • Teaching of science without practicals is like a fish out of water. Practicals are
conducted in science labs.
• Most of the schools already have a Science lab where science practicals are
conducted; even then there are many schools where science laboratory is yet to
be developed.
• There is a considerable number of schools where integrated science laboratory is
used for practicals.
15. a) Number of Rooms for Laboratory
• Usually each science subject laboratory comprises three rooms, in which one
room is bigger where students perform the practicals. With this room two small
rooms are constructed. One room is used by laboratory staff (Science teacher,
laboratory assistant and laboratory attendant). Third room is mostly used as
store room or keeping important record.
16. • Most of the laboratories are built within the vicinity of the school.
There are several schools where classroom are altered into
laboratories. But science laboratories and classrooms have different
requirements.
• Newly constructed science labs have been constructed outside the
main building of the school.
• There are general recommendations for biology laboratory that it
should be constructed near the park, students should come and go
easily.
• Feasibility of the science lab is done by a number of experts. It also
depends upon the resources and locality of the school.
b) Location of the Laboratory
17. c) Area of the Laboratory
Area of room of the laboratory depends:
• Population of science students at secondary level
• Nature of practical and subject
• Number and size of demonstration tables
• laboratory tables Space and place allocation for
storage of materials, almirahs and shelves
• Space allocation for ventilation
• Teacher has to walk among the students’ available
space during practical
• Installation of fire extinguishers
• Water basins and fitting of water and gas pipes
18. • Following facilities should be available for proper practical activities in a
laboratory.
Air: Science laboratories should be airy, especially in chemistry and biology
laboratories there should be proper arrangement of ventilation. There should
be proper passages for crossing of air if there is less number of windows.
Light: There should be a proper arrangement of light in laboratory. Alternative
resources of light may also be available in case of shedding electric source.
Water: Water is very important facility used to wash hands and apparatus. in
physics laboratory one or two basins of water must be installed, but in
Chemistry and Biology each table should have a water basin.
19. Water Drainage:
It is unhygienic when water stays in laboratories. There should be a proper
drainage system of water.
First aid Box:
There should be a proper arrangement of first aid boxes having necessary
medicines and bandages.
Dustbin /Waste Box:
During the experimentation lot of things are wasted. They should be put in dust
bin and thrown out at proper time.
20. • Laboratory equipment includes all the apparatus which is used for performing
experiments in the laboratory. Based on type and nature of subject and
experiments the type of equipment varies.
• The equipment required for experiments of physics are different to that of
chemistry and biology. Equipment in physics is metallic, whereas in chemistry
and biology the equipment is made from glass. Most of the equipment is
commonly used in all science subjects.
• The equipment /apparatus of physics is also stored at places where no rusting or
corrosion take place.
21. • In the subject of Biology following equipment are used at secondary level:
• Microscope
• Dissecting Microscope,
• Magnifying Lens
• Dissecting Box
• Oven and Incubator etc
• All this equipment are stored in special boxes, labelled and placed in special
glass almirahs.
22. • There is a range of storage facilities suitable for chemicals in the laboratory
environment. Several of these are specially designed for the safe storage of
different types of hazardous substances. It is important to understand what
substances can be safely stored in which storage container.
1. Principles of Safe Storage
Three principles can be applied to help provide safe storage of
laboratory chemicals.
• Segregation
• Separation and
• Ventilation
• Labeling
• Hazard category (e.g. corrosive, flammable, oxidizing, and toxic)
23. • This is the important part for the teacher to decide now the pupils work in the
laboratory.
• The features of three different methods of distribution the teacher is trying out are as
follows:
1.Everything on the teacher’s bench
2. Using monitors
The Bunsen’s and mats are in the pupil’s bench cupboards. , distribute the test-tube
racks and holders and the first substance which has already been put in the test-tube.
3. Teacher Distribution
All the materials and apparatus are on the teacher’s bench and adjacent trolley. The
pupils to collect their test-tube and holder and the teacher gives out the first substance.
Their partners collect the Bunsen’s and mats.
24. • Laboratory classes provide students with first-hand experience with
course concepts and with the opportunity to explore methods used
by scientists in their discipline.
• Leading a laboratory session has particular challenges and
opportunities that differ from those in a standard classroom
environment.
i. Pre lab
ii. During the lab
iii. After the lab
25. Best practices to follow that can help laboratory sessions run smoothly. Some
‘best practices’ to help the lab run smoothly while maximizing student learning.
As you prepare to conduct a lab, consider the following questions:
• Will I be able to do the lab myself before class?
• Am I familiar with the materials and equipment?
• What are the safety considerations?
• Would it help if I gave my students a handout highlighting key theoretical,
procedural, and safety points?
• How can I link this lab to the professor’s lecture?
• How can I clearly communicate the criteria used in grading the lab reports
26. • Establish the specific goals of the lab (write them on the board)
• Prepare an outline (on the board) of the lab activities
• Do not hesitate to explain things more than once or answer questions that
you may consider simple (this will likely save you from headaches later on)
• Demonstrate new techniques to the class or small groups
• Review safety issues for the lab
• Visit with each student individually during the lab
• Ask specific questions of the students in order to monitor their
progress during the lab.
• Provide ample feedback to students during the lab
27. • Grading Lab Reports (suggestions for providing constructive, formative
feedback)
• Ensure that your grading scheme is consistent with course policy.
Determine whether students understood the lab.
• Assess whether many students missed a critical concept.
• Evaluate whether students drew reasonable conclusions from the data they
collected
• Reward creative and rational but unconventional thought in application of principles
• Read, evaluate and return lab reports in a timely manner with cogent feedback.
• Help students improve by telling them how they could have done better.
28.
29. • The prevention of accidents in laboratories is the duty of every individual
using or entering in the laboratories. For a teacher, ensuring the safety of
others as well as of himself is of particular importance.
• Clearly it is the duty of every science teacher to organize his classes in a way
which reflects both his responsibility for their welfare and his commitment to
teaching his pupils appropriate safety conscious attitudes and behavior.
• Safety is to be regarded as a positive factor in science teaching and the teacher
must therefore stress the importance of careful planning.
