Science Lab Project


Three(3) Biology Laboratories
Two(2) Chemistry Laboratories
Two (2) Physics Laboratories
BACKGROUND:     The application of scientific principles and the conduct of relevant research are significant importance in identifying, assessing and realizing the potential of the resources   of Guyana. A good foundation in the sciences will enhance our students’ ability at Queen’s College to respond to the challenges of a rapidly changing world using the scientific approach. This document proposes the enhancement and modernization of the Biology, Chemistry and Physics Laboratories at Queen’s College, Guyana so that these dreams can be realized.
Biology is the discipline in science which seeks to understand the organization of the organic world through an exploration of the structure and function of life forms at the molecular, cellular and ecosystem levels, as well as the complex interactions and interdependencies which occur at each of these levels. This knowledge provides the foundation for understanding the opportunities for promoting the well-being of humans and other living organisms in the environment. It generates an awareness of the importance of our biodiversity and the unique role of humans in conserving, protecting and improving the quality of the biological environment for future generations.
Chemistry is concerned with the physical and chemical properties of substances and the interaction of energy and matter. The study of Chemistry involves an investigation into chemical reactions and processes. The discipline seeks to explain predict events at an atomic and molecular level. Through the principles of Chemistry, students will understand everyday life, nature and technology, and the significance of the well-being of man and the environment.
Physics is concerned with systems, laws, models, principles and theories that explain the physical behavior of the universe. Physics is regarded as a fundamental scientific discipline since all advances in technology can be traced either directly or indirectly to these fundamental physics laws and theories, The study of Physics provides students with knowledge and understanding of how the principle of physics are applied to the development and production of machines and devices that contribute to the technological advancements of societies. (CXC/Syll 12)
Currently the college accommodates eight hundred and forty-nine students from various socio-economic backgrounds. However, it is with growing concern, that the members of the Administration and other Stakeholders realize that the existing laboratory facilities available at the college cannot address the needs of the learners and the Science Programmes offered by the Institution as the infrastructure as well as equipment and chemicals are either insufficient or outdated.

In order to facilitate the official proposal, the following are needed:
Complete enhancement and modernization of the seven laboratories at Queens’ College
Air conditioning systems installation in the Biology and Chemistry Stockrooms
Restoration of gasing system to Chemistry Laboratory A.
Implementation of gasing system for Chemistry Laboratory B and all Biology Laboratories.
Provision of projector and whiteboards for each laboratory
Restoration of the gas chambers in Chemistry Laboratories A and B.
One teacher’s desk and chair for each Science Laboratory.
One demonstration desk for Physics Laboratory A
Provision of equipment and Chemicals for each laboratory as stipulated below:

Equipment    Quantity Needed
Balance (top pan or triple beam)    5
Beakers 400cm3    25
Beakers 500 cm3    25
Beakers 250 cm3    25
Burners, Bunsen    15
Chart and models
Eye, human 1
Skeleton, human 1
Skin, human 1
System, female reproductive, human 1
System, male reproductive, human  1

Coverslips or cover glasses    100
Crucibles with lids    25
Cylinders, measuring, assorted    25
Desiccator    1
Dishes, Petri    25
Flasks, conical 250 cm3    25
Funnels, filter (assorted)    25
Forceps    25 pairs
Holders, test tubes    25
Microscope, light. Magnification × 40 objective, × 10 eyepiece    25
Nets for collecting specimen    5
Potometers (not ready made)    2
Quadrats, assorted
Racks, test tube    25
Stoppers or bungs, assorted cork, rubber
Tapes, measuring (30 metres)    5
Thermometers, – 100 to 110oC (Spirit)    25
Tubes, boiling    50
Wire Gauzes, with insulated centres    25

Materials    Quantity Needed
Alcohol or ethanol     2500cm3
Benedict’s Solution    1000 cm3
Calcium Hydroxide    500g
Copper II Sulphate    500g
Methylene blue solution 1%    500 cm3
Hydrochloric acid (conc.)    2500 cm3
Indicator, Universal pH paper
Indicator, Universal pH solution    500 cm3
Iodine in potassium iodide (KI) solution    500 cm3
Paper, filter
Pipettes, teat (droppers)     50
Sodium Hydrogen Carbonate    500g
Sodium Hydroxide (pellets)    500g
Roll Tubing, Dialysis or Visking    2 rolls
Slides, prepared
Leaf, T.S
Root tips, L.S.
Dicot Stem, T.S
Dicot root, T.S.
Human blood smear
Onion tips
Xylem, T.S.
Phloem, L.S.
Frog Blood Smear
Skeleton, mammalian, complete
Long bone

Reagents     Quantity needed
Aluminium powder    500g
Aluminium Ammonium Sulphate    500g
Aqueous Ammonia (3 mol dm-3)    2000cm3
Ammonium Chloride     500g
Ammonium Carbonate    500g
Ammonium Nitrate    500g
Barium Chloride (0.25 mol dm-3)    1000 cm3
Barium Nitrate (0.25 mol dm3)    1000 cm3
Benzene    100 cm3
Benzoic Acid    1000 cm3
Bromine solution    1500 cm3
Calcium     100g
Calcium chloride (anhydrous)    500g
Calcium Hydroxide, saturated solution, filtered    2000 cm3
Calcium Nitrate    500g
Charcoal powder    200g
Copper Turnings    500g
Copper powder    500g
Copper (II) Carbonate     1000g
Copper (II) Nitrate    1000g
Copper (II) Oxide    1000 g
Copper (II) Sulphate    100 g
2,4-Dinitrophenylhydrazine (2,4-DNPH)    100g
Ethanal    1000 cm3
Ethanoic Acid     2000 cm3
EDTA    1000 cm3
Fehling Solution    1000 cm3
Hexane    2000 cm3
Hexene    2000 cm3
Hydrochloric acid 2 mol dm-3    2000 cm3
Hydrochloric acid 6 mol dm-3    2000 cm3
Hydrogen peroxide, 20 volume    5000 cm3
Iodine resublimed     200 g
Iodine Solution    2500 cm3
Iron (II) Ammonium Sulphate    500 g
Iron (II) Sulphide    500 g
Iron (III) Chloride    500g
Lead ethanoate    500 g
Lead (II) nitrate    500 g
Lead (II) Oxide    500 g
Litmus Paper (blue and red)     250 each
Magnesium ribbon    500g
Magnesium (IV) oxide    200 g
Methylbenzene (toluene)    1000 cm3
Methyl orange or screened methyl orange    100 cm3
Nitric Acid     2000 cm3
Nitrobenzene    1000 cm3
Phenol    1000 cm3
Phenolphthalein     500 cm3
Potassium bromide    500 g
Potassium hydrogen sulphate    500g
Potassium iodide crystals     500g
Potassium Iodide (0.5 mol dm-3)    1000 cm3
Potassium Nitrate    1000g
Propan-1-ol    1000 cm3
Propan-2-ol    1000 cm3
2-methylpropan-2-ol    1000cm3
Propanone    1000 cm3
Silver nitrate crystals    500g
Silver Nitrate (0.1 mol dm-3)    1000 cm3
Sodium    250 g
Sodium bromide    500 g
Sodium hydrogen carbonate    500g
Sodium Hydroxide 2 mol dm-3    5000 cm3
Sodium Hydroxide pellets    1000 g
Sodium sulphate    500g
Sodium sulphite    500g
Sodium thiosulphate    500g
Sulphuric Acid 3 mol dm-3    2000 cm3
Sulphuric Acid 6 moldm-3    2000 cm3
Tollen’s Reagent    1000 cm3
Trichloroethane    1000 cm3
Universal Indicator paper    100
Universal Indicator Solution    500 cm3
Zinc granulated    500 g
Zinc Powdered    500 g
Zinc Carbonate    500 g
Zinc Oxide    500 g
Zinc Nitrate    500 g
Zinc Sulphate    500 g
Ethanol    2000 cm3
Sulphur Powder    100 g
These chemicals should be valid for only a thirty month period

Apparatus     Quantity needed
Balance (± 0.1 g)    10
Bunsen Burners    20
Burettes (50 cm3)    50
Burette brushes     10
Burette clamps or clips    50
Conical flasks (250 cm3)    50
Distillation apparatus (simple and fractional)    10
Dropper or teat pipettes    200
Evaporation dishes    50
Filter funnels    50
Filter paper    Assorted
Fire Extinguisher    4
Gas syringes    20
Glass tubes     40
Hot plates    20
Measuring cylinders 10 cm3
Measuring cylinders 20 cm3    50
Measuring cylinders 100 cm3    50
Measuring cylinders 1000 cm3    5
Pipette fillers     50
Pipettes 10 cm3    50
Pipettes 20 cm3    50
Pipettes 25 cm3    50
Retort stands    40
Separating Funnels    40
Simple Electrolysis apparatus (electrodes, cells, wire)    10
Spatulas    50
Stirring Rods    50
Test tube brushes    10
Test tube holder    50
Test tube racks    40
Thermometers (1oC grad).    50
Thin Layer Chromatography Plates    50
Tripods    25
Volumetric flasks 100 cm3    50
Volumetric flasks 250 cm3    50
Volumetric flasks 1 dm3    5
Volumetric flasks 2 dm3    5
Wash bottles    50
Watch glasses    200
White Tiles    40
Wire gauzes     50
Crucibles    50
Stop watches    25

Items Needed    Quantity Needed
Vernier Calipers    20
Micrometer Screw Gauges    20
Top pan Balances    3
Spring Balances (0 – 2.5 N)    10
Spring Balances (0 – 10 N)    10
Stop watches     40
Pendulum bob    15
Helical spring yielding 0.5 N cm-1    10
Slotted masses 5g, 10g, 20g, 50g, 100g    40 of each
Acceleration Trolley and Trolley Runway    10 each
Pulley, Assorted    15
PVC tubing, transparent, length: 12 m, diameter 3 cm    10 pieces
Masses, Brass, 5g 10g, 20g, 50g, 100g    20 each
Thermometer: 10 oC to 110oC    40
Clinical Thermometer    10
Thermocouple    10
Bimetallic Strip    10
Beakers: 400 mL, 600 mL, 1 L, 2L, 5L    20 each
Measuring cylinder: 10 mL, 20 mL, 50 mL, 100 mL, 250 mL    20 each
Glass tubing, length: 1 metre, internal diameter 4 mm    20 pieces
Funnels, glass, pyrex, 75 mm, 150 mm diameter    10 each
Funnels, plastic, 75 mm, 150 mm diameter    10 each
Bar breaking apparatus    2
Kinetic Theory Model    2
Immersion Heaters    10
Thermal Conductivity Apparatus    5
Linear Air track    2
Air blower for use with linear air track    2
Dynamic systems kit    1
Force indicator (digital)    10
Optical bench set    5
Educational laser and laser accessories kit    2
Electronic balance    4
Rubber pipette fillers    5
Slinky spring    10
Ripple tank and accessories    1
Bell jar, electric bell and vacuum pump apparatus    3
Plain mirror, thin, 5cm × 8 cm    30
Lens, converging, focal length: 10cm, 15 cm    20 each
Lens, diverging, focal length: 10 cm, 15 cm    20 each
Nichrome wire different gauges    3 each
Rheostat, various ranges     3 each
Van de Graaff generator    2
Milliamemter (0 – 1 mA)    15
Microammeter    15
Crocodile clips    100
Diodes    30
Capacitors (various)    10 each
Fuse wire    5 reels
Transistors    20
Breadboard    5
Geiger-Muller Tube and electric accessories    4
Diffusion cloud chamber    4
Bar magnets    10
Horse shoe magnet    10
Pot magnet    10
Potentiometer    10
Multimeter    10
Edspot galvanometer     5
Worcester Circuit board    5
Rod magnets, Alcomax    10
Solenoids    5
Logic gates    15
Transformers    15
Signal generators    10
Oscilloscopes    10
Operational Amplifiers    30

Science plays a major role in the evolution of knowledge. It empowers us to use creative and independent approaches to problem solving. It arouses our natural curiousity and enables us to meet diverse and ever expanding challenged. It enhances our ability to inquire, seek answers, research h and interpret data. These skill lead up to the construction of theories and laws that help us explain natural phenomena and exercise control over our environment.
Science, is, thus an integral component of a balanced education. The most important natural resources in Guyana is its people. If Guyana is to play an integral role in the new global village, and survive economically, a sustained development of the scientific and technological resources of its people is essential.
Queen’s College, being the designated “Science School” of Guyana will benefit tremendously from this much needed intervention. The enhancement and modernization of the Science Laboratories art Queen’s College will by all means improve the teacher’s classroom delivery of the Science Curriculum and student’s performance both Locally and Regionally.

Funding this project will be a worthwhile investment. It would be all means contribute to the development of the ideal Guyanese and Caribbean person in the following areas: respect for human life, awareness of the importance of living in harmony with the environment, demonstration of multiple literacies, independent and critical thinking and, of course, innovative application of Science and Technology to problem solving. Students will learn to do, learn to be and learn to transform themselves in society.

N. Hardyal B. Sc. (2003)
Head of Department

Jackie Benn M. Ed (2011)

Subscribe For Newsletter

* Email:

* = Required Field
Email Marketing You Can Trust

News Update