Concept mapping
Layout of science
laboratory
8.1 Objective
2. To know the different between physic, chemistry, biology and general science
laboratory
8.2 Introduction
The special needs of teaching laboratories arise from the fact that they are heavily
populated by persons undergoing training. Because the students have reached different levels in
the instruction, no two teaching laboratories, even though they may be used for teaching the
subject, are exactly alike in design or equipment. For these reasons they differ considerably from
non-teaching laboratories. Certain basic needs are, however, common to all teaching
laboratories.
Each type of laboratory has its own special problems connected with the installation of
equipment, and the best opportunity of overcoming them occurs when the laboratory is designed.
Difficulties invariably present themselves in later years, however, when items are purchased to
88
UNIT 8 : LAYOUT OF SCIENCE LABORATORY
provide for new techniques and the natural expansion of the department. One of the major
problems which arise is that of space. When new equipment is positioned the adverse effects it
may have on equipment already in existence, and conversely any which the existing equipment
may have on the new, are important considerations. In many cases special provision must be
made for supporting either delicate or weighty items. The effects of local conditions such as
humidity, temperature, and the effect of sunlight, dust, draughts, noise and vibration, must also
be given attention.
First, consider the laboratory in terms of its main features such as the walls, ceilings,
floors and benches; then think about the other requirements which will give it life. This include
heating, lighting, ventilation (including fume extraction), drainage, and the supply services to
benches and other furniture. The designer must incorporate these component parts of the
laboratory into a plan and must indicate clearly that he requires and the amount of money to be
spent on the concerned. There have a lot of things that need to be think and do for design the
laboratory.
The laboratory benches can be categorized into fixed benches, and mobile
benches. Whether the benches are fixed to the floor or are mobile depends on the use
made of them. Fixed benches are adequate for the present curriculum. But the newest
curriculum often demands mobile benches. The obvious advantages of fixed benches are
that water, gas and electric supplies can be fixed onto them and thus giving convenience
89
UNIT 8 : LAYOUT OF SCIENCE LABORATORY
to the users; the benches are always horizontal and they should be vibration-proof. On the
other hands mobile benches allow new bench arrangements to be carried out whenever
the teachers feel that a particular arrangement permits better communication between
students. But mobile benches do not carry electric power supply. Electric supply, running
water and gas mains, if fitted, must be on the wall or side benches. To use these services,
the mobile benches have to be pushed against these wall benches making the drawers or
cupboards on the wall benches inaccessible to all. This disadvantage can be overcome by
Whatever the situation, the bench should be of sturdy design with a good
horizontal surface, which can be easily achieved by making the table-top adjustable.
Generally, because of microscopic work, the benches in the biology laboratories are
lower than that in the physics or chemistry laboratories. The height of the benches in the
physics or chemistry laboratories may be 75 cm for students doing the experiment in the
For safety in the laboratory, a high table with the students performing the
experiments in the standing position is preferable. The students can easily move away
from the bench if something should go wrong with the experiments thus avoiding
personal injury.
• Most of the laboratories in the South-East Asian region have benches that are
fixed to the floor. The water pipes, gas pipes electrical conduits are permanent
features and they form part of a laboratory bench, which is usually made of
wood.
• The benches can be of the island type. Often they are long and eight students can
occupy a single bench with four students on each side facing one another. Note
89
UNIT 8 : LAYOUT OF SCIENCE LABORATORY
the cupboards built into them. Gas and water pipes and electrical wiring are
permanent attachments. Gas in this example comes from a portable tank. Student
may in the sitting or standing position when experiments are performed. Island
i. Peninsular Benches
• This type of benches is quite rare in this region. The bench services i.e. running
water, gas and electric supplies, are obtainable in this type of bench arrangement.
• The side or wall bench is found in all laboratories with fixed benches and in most
of the laboratories with mobile benches. It is a long bench running from one wall
to the next. It has gas, water and electrical supplies besides the large number of
drawers and cupboards for storing equipment. Students can make use of the side
bench for experiments. Shelves are sometimes built above these wall benches for
• In laboratories with mobile benches, the water and gas pipes, if any, and electric
conduits are to be found only in the side or wall benches, which are fixed.
• Mobile benches are generally light without cupboards or drawers. A shelf may be built
under the bench-top for students to put their books and papers.
89
UNIT 8 : LAYOUT OF SCIENCE LABORATORY
• Laboratories with mobile tables will be useful to teachers and students trying to
implement the newer curriculum projects where every lesson may be held in a science
law. The tables, in this case, would be separated with perhaps four students
2. When the experiments have been conducted the teacher may start a class
In such a lesson, it will be very inconvenient to both teacher and students if the benches
are fixed.
i. Water
ii. Heat
iii. electricity
In science laboratories, water is usually obtained from taps connected to water pipes or
from aspirators.
88
UNIT 8 : LAYOUT OF SCIENCE LABORATORY
i. dry cells
c. In the laboratory with fixed benches, the student’s benches may have:
i. Either, running water or 3-litre aspirators; gas from the mains or portable tanks
or, running water or 3-litre aspirators; gas from mains or portable tanks;
electricity from cells, batteries and mains or, none of these services.
i. The student’s benches have none of these services. Aspirators, cells and batteries
There is no specific design for a preparatory room for its design and what it
contains depends mainly on the type of main laboratory or laboratories it services. That is
its size, type of design, location the kinds of equipment and apparatus it contains depend
instance the purpose is to service laboratories used for general science then the usual
88
UNIT 8 : LAYOUT OF SCIENCE LABORATORY
assembling apparatus, and washing ups. Other activities might include the repair and
construction of equipment apparatus (1G Nov 2001). So the requirements would include:
ii. Services – gas outlets, electric points water supply for washing up.
iii. Access for heavy pieces of equipments and methods to transfer the goods
iii. A balance
vi. Adequate shelving and cupboards to be used for storage of apparatus equipment and chemicals
vii. An area for office work where the teacher or laboratory attendant could do paper work
Whatever your requirement which as mentioned earlier should be in line with your
purpose, these requirements should be well arranged in the preparation room to make movement
easy
89
UNIT 8 : LAYOUT OF SCIENCE LABORATORY
ii. The things should be supplied are that a large number of mains sockets, a 40-
ampere low voltage unit, dry cell and batteries, a few Bunsen burners connected to
gas mains or portable tanks or a few spirit lamps and a few 3-litre aspirators.
electricity.
ii. The things should be supplied are that sufficient number of Bunsen burners
i. Require small amount of water, very little heating, electricity for lamp in
ii. The things should be supplied are that sufficient number of mains sockets
along the side benches, a few 3-litre aspirators and a few spirit lamps or
ii. The things should supplied are that sufficient number of spirit lamps or
8.3 Conclusion
88
UNIT 8 : LAYOUT OF SCIENCE LABORATORY
and production. Laboratories handle a variety of different materials, from gases and
upon several factors, including their intended function, the types of materials that will be
handled in them, and how many people they will accommodate. To that end, the design
laboratory is selecting a site. When siting a lab, it's important to review important
criteria such as the health and safety of the population in the surrounding area of the
operations plans. The impact of both building and operating the laboratory should be
examined carefully. Sites should be chosen so that accidental contamination will have
the smallest effect possible and will be able to be dealt with expediently.
Question
A Water
B gas
C electric supply
D chemical material
A 2
B 3
88
UNIT 8 : LAYOUT OF SCIENCE LABORATORY
C 4
D 5
A Water
B chemical supply
C gas
D electricity
A Peninsular
B Mobile
C Fixed
D island types
5. How many students can occupy a single bench of island types of bench?
A 6
B 7
C 8
D 9
A chemical material
B electricity
C gas
88
UNIT 8 : LAYOUT OF SCIENCE LABORATORY
D water
A mobile benches
B fixed benches
C peninsular benches
A mobile benches
B fixed benches
C peninsular benches
A burning of gas
D spirit lamp
88
UNIT 8 : LAYOUT OF SCIENCE LABORATORY
D dry cell
Answers
1.d 2.a 3.b 4.c 5.c 6.a 7.d 8.a 9.b 10.c
References
Amritage, Philip and Fasemore, Johnson. (1977). Laboratory Safety: A Science Teacher’s
Chisman, Dennis (1987) Preliminary Issues, Practical Secondary Education: Planning for
Fahkru’l-Razi Ahmadun, Chuah Teong Guan and Mohd Halim Shah. 2005. Safety:
Principles & Practices in the Laboratory, Penerbit Universiti Putra Malaysia, Serdang.
Hegarty-Hazel, Elizabeth (1990), The Student Laboratory and the Science Curriculum: An
Overview, The Student Laboratory and the Science Curriculum, pt.1, pg.3.
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.
88
UNIT 8 : LAYOUT OF SCIENCE LABORATORY
90