Science Lab Project
PROPOSAL FOR THE ENHANCEMENT AND MODERNIZATION OF THE SCIENCE LABORATORIES OF QUEEN’S COLLEGE, GUYANA
Three(3) Biology Laboratories
Two(2) Chemistry Laboratories
Two (2) Physics Laboratories
PATNERING/FUNDING ORGANISATION: QUEEN’S COLLEGE OLD STUDENTS ASSOCIATION
DESIRED START DATE: IMMEDIATELY
TIME FRAME FOR COMPLETION OF ASSIGNMENT: FIVE (5) YEARS
LOCATION: QUEEN’S COLLEGE, GEORGETOWN, GUYANA
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.
RATIONALE FOR THE STUDY OF SCIENCE AT QUEEN’S COLLEGE
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:
BIOLOGY LABORATORIES
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
2
2
2
2
2
2
2
2
2
Skeleton
Skeleton, mammalian, complete
Vertebrae
Girdles
Long bone
Skulls
Teeth
1
Assorted
1
1
1
Assorted
CHEMISTRY LABORATORIES
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
PHYSICS LABORATORIES
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
Twine
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
OUTCOME
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.
CONCLUSION
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)
Principal