SCIENCE

LABORATORY
Well designed laboratory program
may achieve the following goals:
ROLE OF LABORATORIES
 Develop intuition and deepen
understanding of concepts.
 Apply concepts learned in class to
new situations.
 Experience basic phenomena and
develop critical, quantitative
thinking.
 Develop experimental and data
analysis skills.
 Learn to use scientific apparatus.
 Learn to estimate statistical
errors and recognize systematic
ROLE OF LABORATORIES
 Develop reporting skills (written and
oral).
 Practice collaborative problem
solving skills.
 Exercise curiosity and creativity .
 Test important laws and rules.
PREPARING FOR THE
LABORATORY CLASS
1. Read the assigned lab activity in the lab
manual
2. Look up any terms or concepts that are
unfamiliar to you or your students.
3. keep side by side of the corresponding
lecture or online activities as written in the
syllabus.
4. Know the groups and no of students taking
the lab
5. Prepare handouts or demonstrations to
guide their observations
6. Make sure students already had
orientation to the theory
KNOW YOUR EQUIPMENT.
1. Where located/where else
2. Required amount/how many available
3. Is it in good condition? Is it relevant
4. Can you operate it safely and
efficiently
5. Which one can be operated by
one/two/more students
6. Do students know how to set up and
clean it?
CARRY OUT A TRIAL
EXPERIMENT SO THAT:
1. You know where students will
get problems
2. You know whether the expected
results can be obtained
3. You plan for alternative
strategies when necessary, eg
when no expected results
4. You can anticipate students
questions and responses
5. You can manage time
CARRY OUT A TRIAL
EXPERIMENT SO THAT……
[Link] can know what other
preparations are required
7. You know what other readings
needed to focus the study
8. You know how to plan for
introduction and closure
9. You know how what type of
quiz/assignment will you give
[Link] can design data analysis
plan.
THE FIRST LAB MEETING
This is the time to set the tone for the
rest of the term such as:
1. Encourage the students to get acquainted
with you and one another.
2. It is time to form the groups if necessary.
3. Help students to understand the
relationship of the laboratory section to
the overall course/subject.
4. Distribute laboratory manuals or handouts
include the requirements of the next lab
meeting
5. Highlight the contents of the lab handouts.
CONTENTS OF THE
LABORATORY HANDOUTS.
 Review of the overall grading policy that is
in place
 Expectations regarding independent and
collaborative work
 Explanation of the format for notebooks and
reports the students will be expected to
keep (Provide sample notebooks and
reports.)
Any ground rules such as:
 Attendance policies
 Late report submission policies
 Lab make-up policy
 Policies on cheating when writing a report
CONTENTS OF THE LABORATORY
HANDOUTS CONT…
 The importance of laboratory safety measures
 A complete list of safety rules
 What should disabled children do.
 Detailed explanation of the general ground
rules for:
- the proper handling
-storage of supplies and equipment
-including clean-up procedures following the
lab meeting
 List of the manuals and supplies the students
will be expected to purchase and where these
may be obtained
 Explanation of preparation required for each
session
RUNNING THE LAB
REGULARLY
 Go into the lab early and write a brief
outline of what is to be covered on the
board.
 Begin lab on time.
 Briefly summarize the results of the
previous week’s lab.
 Give a brief introduction to this week’s
lab.
 Demonstrate any tricky techniques or
apparatus and point out the location of
special materials.
 Interact with students.
RUNNING THE LAB
REGULARLY….
 Never pretend to know the answer to a
question
 Let students take responsibility for
learning.
 Pace student progress.

Suggestion: Encourage collaboration.

 Provide a sense of closure and clean up.
 Check that all equipment and utilities
such as gas, air, and water outlets have
been turned off.
 Again, effective communication with the
lab manager will provide clear guidelines
and expectations.
CHEMICAL HANDLING
PRECAUTIONS
Students should know that:
 Check the label to verify it is the correct
substance before using it.
 Wear appropriate chemical resistant gloves
before handling chemicals. Gloves are not
universally protective against all chemicals.
 If you transfer chemicals from their original
containers, label chemical con­tainers as to
the contents, concentration, hazard, date,
and your initials.
 Always use a spatula to remove a solid
reagent from a con­tainer.
 Do not directly touch any chemical with
your hands.
CHEMICAL HANDLING
PRECAUTIONS…….
 Never use a metal spatula when working
with peroxides. Metals will de­compose
explosively with peroxides.
 Hold containers away from the body when
transferring a chemical or so­lution from
one container to another.
 Use a hot water bath to heat flammable
liquids. Never heat directly with a flame.
 Add concentrated acid to water slowly.
NEVER add water to a concentrated acid.
 Weigh out or remove only the amount of
chemical you will need. Do not return the
excess to its original container, but
properly dispose of it in the appropriate
waste container.
CHEMICAL HANDLING
PRECAUTIONS CONT…..
 Never touch, taste, or smell any reagents.
 Never place the container directly under your
nose and inhale the vapors.
 Never mix or use chemicals not called for in
the laboratory exercise.
 Use the laboratory chemical hood, if available,
when there is a possibility of release of toxic
chemical vapors, dust, or gases.
 When using a hood, the sash opening should
be kept at a minimum to protect the user and
to ensure efficient operation of the hood. Keep
your head and body outside of the hood face.
 Chemicals and equipment should be placed at
least six inches within the hood to ensure
proper air flow.
CHEMICAL HANDLING
PRECAUTIONS CONT…..
 Clean up all spills properly and promptly
as instructed by the teacher.
 Dispose of chemicals as instructed by the
teacher.
 When transporting chemicals (especially
250 mL or more), place the container in a
secondary container or bucket (rubber,
metal or plastic) designed to be carried
and large enough to hold the entire con­
tents of the chemical.
 Never handle bottles that are wet or too
heavy for you.
 Use equipment (glassware, Bunsen burner,
etc.) in the correct way, as in­dicated by
the teacher.
IN CASE OF CHEMICAL ACCIDENT

 Assess the overall situation.

 Determine the appropriate action to resolve
the situation.
 Follow the pre-existing, approved local
emergency plan.
 Act swiftly and decisively.
Below are some recommended actions for
specific emergencies:
Chemical in the Eye
 Flush the eye immediately with water
while holding the eye open with fingers.
 If wearing contact lens, remove and
continue to rinse the eye with water.
 Continue to flush the eye and seek
immediate medical attention.
ACID/BASE SPILL

Acid/Base Spill
 For a spill not directly on human skin, do the
following:
 Neutralize acids with powdered sodium hydrogen
carbonate (sodium bi­carbonate/baking soda), or
bases with vinegar (5% acetic acid solution).
 Avoid inhaling vapors.
 Wash away the neutralized material

For spills directly on human skin, do the

following:
 Flush area with abundant amounts of cold water
from the tap or drench shower for at least 5
minutes.
 If spill is on clothing, first remove clothing from
the skin and soak the area with water as soon as
possible.
 Arrange treatment by medical personnel.
MERCURY SPILL

 Evacuate the affected area.

 Close off interior doors and windows,
and heating and air conditioning
vents in the incident room.
 Open exterior doors and windows to
move the inside air outside.
PERSONAL PROTECTIVE EQUIPMENT

 Chemical splash goggles

 Face shields
 Lab coat
 Lab apron
 Gloves (selected based on the
material being handled and the
particular hazard involved)
EQUIPMENTS FOR EMERGENCY
CONT….
 Spill control kit (absorbent and
neutralizing agents)
 Chemical storage cabinets (preferably
with an explosion proof ventila­tion
system)
 Gallon-size carrying buckets for
chemical bottles
 Laboratory chemical hood
 Ground-fault interrupter electrical
outlets
 Container for broken glass and sharps
 Material Safety Data Sheets (MSDSs)
 Emergency Action Plan for the institution
EQUIPMENTS FOR
EMERGENCY
CONT….
 Hand-free eye-wash stations (not eye-wash
bottles)
 Deluge safety showers
 Safety shields with heavy base
 Fire extinguishers (read on fire
extinguishers)
 Sand bucket
 Fire blankets
 Emergency lights
 Emergency signs and placards
 Fire detection or alarm system with pull
stations
 First-aid kits
COMPUTER LABORATORY
USER GUIDELINES
1. There is usually not a need to shut down your
computer. Please do not power off the machine
before it is ready to be shut down.
2. You need devices such as a CD-ROM, or a USB Flash
Drive to save files and take them with you.
Alternatively, you may save files to your email the
file to yourself.
3. The computer lab is for academic purposes.
Therefore, a quiet atmosphere is required. Noisy
students will be asked to leave.
4. Food and drink are not permitted in the computer
lab
5. Downloading of data/articles unrelated to work is
strictly forbidden
6. The Laboratory Officer must authorize any program
software installations.
COMPUTER LABORATORY
USER GUIDELINES CONT…
1. All users must scan their disks with the antivirus
software in the computers before proceeding any
further.
2. To inform Laboratory Officer first whenever there
is a problem with any PC.
3. Keep only important and relevant data in the hard
disks to speed up computer.
4. Tampering with the hardware or software settings
will not be tolerated.
5. Do not leave your personal belongings at the
computer.
6. Viewing and printing pornographic images is not
acceptable or permitted.
7. Sleeping in the lab is not permitted
LABORATORY PHYSICAL
SETTING
Layout
The following is to be considered for each
laboratory:-
1. Teachers work area,
2. Demonstration area,
3. Practical area
FLOORS
 Flooring in school laboratories must be resistant
to fire, chemicals and staining.
 Carpeting is not to be used in practical areas.
 All materials must be slip resistant.
 All flooring is to have a minimum number of
joints.
 If areas are set aside for electronics, anti-static
flooring is recommended.
 Good resistance to grease, oil and most
chemicals.
 Dark colours are to be used due to possibility of
staining.
 Manufacturers cleaning methods to be used.
 Thick vinyls offer better sound absorption than
thin ones.
WALLS

 Walls should have a durable and stain

resistant finish and must be easily
cleaned e.g. eggshell paint.
 Finishing should be appropriate to the
decoration of the room and should be of
a light colour.
LIGHTING
 Adjustable blinds must be fitted to
sources of natural light, these must be
accessible or have some form of
mechanical adjustment fitted.
 It is desirable that sources of natural
lighting should be capable of providing
additional natural ventilation, these must
be accessible or some form of
mechanical opening fitted.
 Physics laboratories require full blackout
blinds.
 Emergency lighting is to be provided
linked to the establishments’ fire alarm
system.
VENTILATION

 All laboratories need good ventilation to

ensure that any gases, fumes or water
vapour produced during experiments are
diluted quickly.
 The Workplace Regulations states, “The
fresh air supply rate should not normally fall
below 5 to 8 litres per second per
occupant”. The higher standard is to be
applied.
 In addition to the designed ventilation,
extractor fans and air inlets are to be fitted
to provide additional forced ventilation.
 Care should be taken when installing the air
inlets to ensure that they are located in
positions that allow a good flow of air
through the laboratory.
SERVICES
All laboratories thus require water, gas,
electricity and ICT access.
Water & Drainage
 All laboratories must have access to both
hot and cold water.
 The minimum number of sinks for each
laboratory is 5 plus one deeper sink for
washing up. The deep washing sink is to be
of stainless steel and must be of acid
resistant grade. Other sinks may be of
fireclay or a suitable synthetic material.
 There are to be two cold taps per sink with
one hot and one cold for the deep washing
sink.
 The water supplies must be isolatable and
must be controlled from a position
WATER & DRAINAGE CONT…

 An emergency eyewash station is

to be fitted adjacent to the
deeper sink.
 Non-corroding waste pipes are to
be fitted.
 Sinks are to be provided with
removable inset covers.
 Soap and Paper towel dispensers
are to be provided in each room
adjacent to the deep washing
sinks
GAS SUPPLY
 A mains gas supply should be installed
whenever possible. If mains gas is not
available, liquid petroleum gas (LPG)
provides a viable alternative.
 An isolating valve should be fitted where a
gas pipe enters each laboratory.
Gas Taps
 One gas tap should be provided per two
pupils at each workstation. This is likely to
be located adjacent to, or mid way
between, the workstation sinks. Additional
gas taps should be installed in the
teacher/demonstration area. Consideration
should be given to additional gas taps on
any peripheral benching.
GAS TAPS SHOULD BE:
 Drop-down or spring loaded type so
that they cannot be accidentally
turned on.
 Located on the tops of benches never
on the sides where they can be easily
damaged
 Positioned so that only short lengths
of Bunsen burner tubing are required
 Fixed firmly to the bench in a way
that ensures any fitting screws
cannot be accessed by students
 Fitted with anti-rotation devices to
prevent accidental or deliberate
rotation by students
CONT……
 Check for leaks around the valve and
handle using a soap solution, “snoop”
liquid, or an electronic leak detector.
 Close valves and relieve pressure on
cylinder regulators when cylinders are
not in use.
 Label empty cylinders “EMPTY” or “MT”
and date the tag; treat in the same
manner that you would if it were full.
 Always attach valve safety caps when
storing or moving cylinders.
 Transport cylinders with an approved
cart with a safety chain; never move or
roll gas cylinders by hand.
CONT….
 Securely attach all gas cylinders (empty
or full) to a wall or laboratory bench with
a clamp or chain, or secure in a metal
base in an upright position.
 Store cylinders by gas type, separating
oxidizing gases from flammable gases by
20 feet.
 Store gas cylinders in cool, dry, well-
ventilated areas away from incompat­ible
materials and ignition sources.
 Do not subject any part of a cylinder to a
temperature higher than 125 °F or below
50 °F.
 Store empty cylinders separately from
full cylinders.
TABLES, WORK
SURFACES, BENCHES
 Work surfaces are to be no less than 900mm in
height.
 Size of workbenches must allow for the storage
of seating underneath. The recommended depth
is 750mm.
 The work surface must be resistant to water
penetration, chemical attack, heat and impact.
 Hardwoods, synthetic materials and laminates
are commonly used. Stools are to be appropriate
to the work surface height being between
250mm below the underside of the work surface.
Stools may be of wood or metal construction but
must have secure protection on the bottom of
the legs to avoid damage to the flooring.
Whiteboards
 A whiteboard is to be provided for staff use.
STORAGE AREAS
General Rules for Chemical Storage
 Store chemicals inside a closeable cabinet or on a
sturdy shelf with a front-edge lip to prevent
accidents and chemical spills; a ¾-inch front edge lip
is recommended.
 Secure shelving to the wall or floor.
 Ensure that all storage areas have doors with locks.
 Keep chemical storage areas off limits to all
students.
 Ventilate storage areas adequately.

Organization
 Organize chemicals first by COMPATIBILITY—not
alphabetic succession (refer to section titled
Suggested Shelf Storage Pattern).
 Store alphabetically within compatible groups.
CHEMICAL SEGREGATION
 Store acids in a dedicated acid cabinet. Nitric acid
should be stored alone unless the cabinet provides a
separate compart­ment for nitric acid storage.
 Store highly toxic chemicals in a dedicated, lockable
poison cabinet that has been labeled with a highly
visible sign.
 Store volatile and odoriferous chemicals in a
ventilated cabi­net.
 Store flammables in an approved flammable liquid
storage cab­inet (refer to section titled Suggested
Shelf Storage Pattern).
 Store water sensitive chemicals in a water-tight
cabinet in a cool and dry location segregated from
all other chemicals in the laboratory.
STORAGE PROHIBITION

 Do not place heavy materials, liquid

chemicals, and large con­tainers on high
shelves.
 Do not store chemicals on tops of cabinets.
 Do not store chemicals on the floor, even
temporarily.
 Do not store items on bench tops and in
laboratory chemical hoods, except when in
use.
 Do not store chemicals on shelves above
eye level.
 Do not store chemicals with food and drink.
 Do not store chemicals in personal staff
refrigerators, even temporarily.
 Do not expose stored chemicals to direct
heat or sunlight, or highly variable
PROPER USE OF CHEMICAL
STORAGE CONTAINERS

 Never use food containers for

chemical storage.
 Make sure all containers are properly
closed.
 After each use, carefully wipe down
the outside of the container with a
paper towel before returning it to the
storage area. Prop­erly dispose of the
paper towel after use
HOW SHOULD CHEMICAL
CONTAINERS BE LABELED?

 No unlabeled substance should be

present in the laboratory at any time
 Labeling Basics
 Use labels with good adhesive.
 Use a permanent marker (waterproof
and fade resistant) or laser (not
inkjet) printer.
 Print clearly and visibly.
 Replace damaged, faded, or semi-
attached labels.
COMMERCIALLY
PACKAGED CHEMICALS
Commercially Packaged Chemicals
 Verify that the label contains the
following information:
 Chemical name
 Name of chemical manufacturer
 Necessary handling and hazard
information
Add:
 -Date received
 -Date first opened
 -Expiration or “use by” date (if one is not
present)
SECONDARY CONTAINERS
AND PREPARED SOLUTIONS

When one transfers a material from the

original manufacturer’s container to other
vessels, these vessels are referred to as
“secondary containers.” Label all containers
used for storage with the following:
- Chemical name
- Name of the chemical manufacturer or
person who prepared the solution
-Necessary handling and hazard information
-Concentration or purity
-Date prepared
CONTAINERS IN
IMMEDIATE USE

These chemicals are to be used within a

work shift or laboratory session. Label
all containers in immediate use with the
following:
-Chemical name
-Necessary handling and hazard
information
PEROXIDE-FORMING
SUBSTANCE
Peroxide-forming chemical must be
labeled with the following:
-Date received
-Date first opened
-Date to be disposed of
CHEMICAL WASTE
All containers used for chemical waste
should be labeled with the following:
-“WASTE” or “HAZARDOUS WASTE”
-Chemical name
-Accumulation start date
-Hazard(s) associated with the chemical
waste
STORING CHEMICAL
WASTE
 Store all waste in containers that are in good
condition and are compatible with their
contents.
 Clearly and permanently label each container as
to its contents and label as hazardous waste
(refer to section entitled How Should Chemical
Con­tainers Be Labeled? for specific information).
 Store waste in a designated area away from
normal laboratory operations and to prevent
unauthorized access.
 Store waste bottles away from sinks and floor
drains.
 Do not completely fill waste bottles; leave
several inches of space at the top of each waste
container.
 Cap all waste bottles
DISPOSAL PROCEDURE
 Do not pour chemicals down the drain
(unless authorized by local sewer
authority).
 Do not treat hazardous waste on-site.
 Contact professional, licensed
hazardous waste haulers/transporters
that will ensure appropriate waste
disposal
HOW TO MINIMIZE HAZARDS, WASTE
GENERATION, AND CON­TROL COSTS

 Purchase chemicals in the smallest quantity needed.

 Use safer chemical substitutes/alternatives such as
chemicals that have been determined to be less
harmful or toxic
 Use micro-scale experiments.
 Recycle chemicals by performing cyclic experiments
where one product of a reaction becomes the starting
material of the following experiment.
 Consider detoxification or waste neutralization steps.
 Use interactive teaching software and demonstration
videos instead of experiments that generate large
amounts of chemical waste.
 Perform classroom demonstrations using pre-weighed
or pre-measured chemical packets such as
chemcapsules that reduce bulk chemical disposal
problems (no excess chemicals re­main).
 Using substitutes of less hazardous chemicals.