UNIT 9 : PRACTICAL MANAGEMENT

UNIT 9 – PRACTICAL MANAGEMENT IN LABORATORY SCIENCE

Concept mapping

Practical management in
laboratory science

Glass working skills Working with The proper technique

electricity of transferring liquids

9.1 Objective

9.1.1 To examine the best teaching strategy during practical session

9.1.2 Learn to handle glass apparatus and electrical equipment

9.2 Introduction

When the experienced laboratory worker recalls his early days in the laboratory he may

wonder how in spite of his inexperience he manage d to avoid a serious accident. As in all arts

and craft it is the younger worker who has the most need of careful guidelines, training and

management during the experiment. A sound of spirit of co-operation and inselfshness on the

part of all the laboratory staff is the best safeguard against accidents.

The most important steps to safety are cleanliness and tidiness, which in themselves

promote an accident free environment. Cultered benches not only couses a accident but clearly

indicate muddled working on the part of the person responsible. Inadequate locker and storage

arrangement may contribute to this state of affairs.

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To supplement the work of the safety officer, all personnel should received training in

first aid and this connection the various Red Cross Organisation are usually willing to lend

assistance. Every encouragement should be given to staff to see potential hazards and to

recording accidents can assure their prevention.

9.3 Glass Working Skills

Teachers and laboratory staff will find the ability to perform simple glass manipulations a

great help in preparing simple glass apparatus and making simple repairs.

9.3.1 Condition for Glass Working

9.3.1.1 Temperature

A room temperature of about 25 Celsius is usually found suitable.

A higher room temperature or working temperature is acceptable.

However, a very low room temperature is often not suitable for glass

working.

The most important factor is an area free from draughts.

Draughts cause premature cooling in parts of heated glass and this leads

to fractures, and can cause the flame to flicker. This would mean that a

steady heat source would not be available.

9.3.1.2 Bench

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The bench must be covered with a sheet of asbestos. The bench

must be of such a height that with an appropriate sized stool provided, the

worker can sit neatly and comfortably, easily resting his feet on the floor

and his elbows on the bench. It should be suitably strong. Along the back

and ends should be fixed a wood edging some 5 cm high. This will not

only prevent work and tools from rolling off the bench, but will support

glass parts put down to cool. A nest of small drawers at the right hand,

under the bench, will be found very convenient for storage of small tools

and odds and ends.

9.3.1.3 Lighting

The flame used is normally or usually almost non-luminous. In

bright sunlight this cannot be seen, and burns may result. The lighting

should be subdued so that the flame and the color of the glass can be

seen.

9.3.1.4 Waste box

In normal working conditions much glass is broken. A large

biscuit tin serves well for disposal of broken pieces. Great care must be

taken in clearing glass off benches. This is best done by using a small

brush and sweeping the pieces directly into the box. Alternatively a small

brush pan is useful.

9.3.1.5 Tools

9.3.1.6 Burner

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If work on soda-lime glass is only contemplated the laboratory

Bunsen flame or spirit flame should be used. However, if borosilicate

glass is used an air or oxygen blowpipe is required.

The blowpipe is a burner which produces a very hot flame from a

mixture of oxygen and gas. The amount of air or oxygen and gas can be

very carefully controlled. Reference should be made to supplier’s

catalogues before buying and the type of gas being used should be

mentioned before making an order for a burner. Glass-cutting knife; The

tool should be kept in good condition. After use it should be dipped in an

oil-kerosene mixture and wrapped in an oily rag. A number of triangular

files. These are useful for cutting glass especially glass tubing.

9.4 Working with Electricity

9.4.1 Electrical Wiring

The insulation of wires must be removed before any connection can

be made. This made of rubber which can be removed with a knife, a pair of side-

cutting pliers or a special ‘wire stripper’. Avoid nicking the wire or it will easily

break. In the case of enameled wire all insulation must be removed. The enamel

coat can be scrapped off by using pen-knife or sandpaper. It can also be removed by

applying flame over it. For bare wires the ends should be scrapped clean or rubbed

with sandpaper to ensure a proper contact. About 2cm of insulation should be

removed to make a proper loop to fit around a terminal screw.

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Single strand wire should simply be looped and screwed so that each

turn of the screw tends to tighten the loop. The round shaft of a screw-driver can be

used to form the hook or loop. Multi-strand wire must be twisted together. The

strands can also be bound together using solder. This is especially suitable for

permanent sets of wire.

9.4.2 Wiring a 3-Pin Plug

A typical 3-pin plug is explained as below. The earth pin is usually

the largest of the three pins and is always placed or situated at the top. The earth

wire (green-yellow stripes) runs along the centre of the plug for connection to the

earth pin. The live or phase wire (brown) is connected to the right-hand pin. The

fuse is fixed or connected to this pin. The neutral wire (blue) is connected to

the left-hand pin. The old color code was earth- green; phase (live) - red and

neutral- black. Care should be taken to ensure that all connections are correctly and

firmly connected. In a two-pin plug, the earth pin is absent. The live and neutral

wires are similarly connected as that described above for a three-pin plug.

3-Pin plug

9.5 Working with Chemical Reagent

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Most of chemical reactions studied in the laboratory are the reactions that are in solution

form. Working with chemical reagents should not be taken granted. There are various techniques

involves in the operations. Some are so simple that they should always be put into practice. It is

only by doing the right way that accidents are avoided. Solution often must be prepared in fairly

large quantities so that they can last for few weeks or months depending on the kind of solution.

Indicator solutions may last for a year or more. Containers holding these solutions should be

labeled and their labels should be checked from time to time.

Quite a number of solutions are best stored in big plastic containers that can hold from 1

to 3 litres. These are called bench or stock solutions. Plastic containers offer a number of

advantages over other types of containers. Solutions in translucent plastic containers can be seen.

Such containers can reduce breakage and can withstand shock. For opaque plastic containers, the

quantity of solutions can be estimated by holding the containers against the light source.

A dispenser can easily be attached to a big plastic container which may then serve as an

aspirator. To convert a large plastic container to an aspirator select a nail which is a little smaller

than a glass or plastic tubing which will be inserted into the container. Heat the nail and bore a

hole near the bottom of the container where we are going to put the tubing. Insert the glass tube

or plastic tubing into the hole. Put a good brand of epoxy glue to join it. Attach a tap for control.

For student use supply bottles of solutions should be fairly small. 250 ml reagent bottles

are suitable for labeling as they are easily handled by students. For small-scale or semi-micro

work, much smaller quantities of solutions can be used. Small plastic squeeze bottles (of say 100

ml) can be used to disperse small amount of liquid. This type of container minimizes spillage and

wastage of chemicals. All supplied bottles of stock solutions should be properly labeled. Plastic

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containers are best labeled by a wax pencil, laundry marking pen or a dry marker as the markings

are waterproof.

Stoppers of reagent bottles should fit properly. Glass reagent bottles for alkaline solutions

must have rubber or plastic stoppers. Alkaline substances may react with carbon dioxide in the

atmosphere forming carbonates. Glass stoppers are difficult to remove because the carbonates set

like cement between the stopper and the bottle. Indicators are best stored in dropper bottles. This

prevents the contamination of solutions. Containers of indicators can be made out of baby food

ars or disposable plastic squeeze bottles. The centre of a baby food jar cover can be pierced with

a big nail to make a hole for a dropper. To avoid evaporation the dropper should fit well into the

cover. Glue may be put at the contact of dropper and stopper if a wider hole had been made.

9.7 The Proper Technique of Transferring Liquids from a Reagent Bottle to a

Container

9.7.1 Check the label of the bottle to see whether it contains the correct solution.

9.7.2 Remove the stopper and hold it between little finger and edge of hand.

9.7.3 Grasp the bottle on the labeled side to ensure that no liquid is spilled over the

label.

9.7.4 Pour the solution. Make sure to get the last drop by allowing the lip of the

bottle to touch the container.

9.7.5 Replace the stopper.

9.7.6 Return the reagent bottle to its original place. Read the label again to make

sure the correct chemical was taken.

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9.7.7 When measuring bigger volumes of solutions calibrated glassware is needed.

Examples of calibrated glassware are the burettes, graduated cylinders and

flasks. To read correct volumes, hold at eye level and read the lower curve of

the liquid (called meniscus)

9.9 Conclusion

As a whole, this part is important part where practical is carried out by the students. This

part is important because it will determine the goals of practical curriculum.

Question

1. Which these are the components of The Science National Curriculum that are using as

guide for build the content of curriculum by curriculum maker?

I skills and process of scientific inquiry

IIknowledge of what science is and how scientist interact with each other and

society

IIIknowledge of scientific laws, theory and concepts

IVall the answer are incorrectly

A I and II

B II and III

C I, II and III

D I, II, III and IV

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1. These are the important of science curriculum for the students except?

A Knowledge o help students understand the basis for decisions in an

increasingly technology world

B Give bad implication for people of all nations

C The problems students can develop investigative and practical skills which

can help them to solve

D Helps students make sense of natural phenomena

3. Four important aspects that included in education courses?

A Teachers, learners, subject matter and context

B Learners, students, context and subject matter

C Context, subject matter, school and learners

D Subject matter, parents, teachers and context

4. The element science methods including?

I Characterization

II Prediction

III Hypotheses development

IV Experiments

A I and II

B II and III

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C I, II and III

D I, II, III and IV

5. What should we have the element of characterizations in every experimental?

A To make students more thinking

B to make sure the students will get the correct result of the experiments

C just follow the guide

D all above incorrectly

5. These below the important aspect which have in hypothesis development element,

except?

I Theoretical

II Hypothetical explanation

III Measurements of the subject

IV Manipulative skills

A I, II and III

B II, III and IV

C I,III and IV

D Only IV

5. What the implication if the predictions are not accessible by observation or

experience?

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A. Never give the negative impact.

B. The result is still going be positive

C. Its not affect the whole of the experiment

D. the hypothesis is not yet useful for the method

6. From the science curriculum model, what is disadvantage from it?

A. The curriculum guide the teachers how to plan a lesson planning

B. The model will make the teachers being systematically in teaching process

C. The model relied on a rather theoretical and technical approach

without reference to practical consideration

D. The students will easy to learn from the structural learning process

7. Why the science curriculum models give disadvantage for us?

I There was no representation of curriculum or instruction the realities

II The curriculum and instruction in learning outcomes were unclear

III The student was not represented in the model but learning outcomes were shown.

IV All above are correctly

A I, and II

B II and III

C I and III

D I, II, III and IV

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5. Why many prospective science teachers have not such experience and need to rely on

curriculum guides?

I They have no many experience when they are in universities

II They did not get more real experience during study

III The teachers lack of knowledge

IV The teachers are lack of attitude

A I, and II

B II and III

C I , II and III

D I, II, III and IV

Answer

1. D 2. D 3. D 4. B 5. B 6. D 7. B 8. C 9. D 10. D

References

Amritage, Philip and Fasemore, Johnson. (1977). Laboratory Safety: A Science Teacher’s

Source Book, Heinamann Education Books, London.

Chisman, Dennis (1987) Preliminary Issues, Practical Secondary Education: Planning for

Cost- Effectiveness in less Developed Countries, Commonwealth Secreteriat, London.

Fahkru’l-Razi Ahmadun, Chuah Teong Guan and Mohd Halim Shah. 2005. Safety:

Principles & Practices in the Laboratory, Penerbit Universiti Putra Malaysia, Serdang.

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Hegarty-Hazel, Elizabeth (1990), The Student Laboratory and the Science Curriculum: An

Overview, The Student Laboratory and the Science Curriculum, pt.1, pg.3.

McGrath, Dennis M. (1978), Some General Considerations, Laboratory Management and

Techniques For School and Colleges, Anthonian, Kuala Lumpur-Ipoh-Singapore.

Woolnough, Brian E. (1991). Setting the scene, Practical Science, pt.1, pg.6. Woolnough,

Brian E. (1991). Setting the scene, Practical Science, pt.1, pg. 13.

Woolnough, Brian E. (1991). Setting the scene, Practical Science, pt.1, pg. 14.

K. Guy. Laboratory organization and administration. London Butterworths

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