ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
AN INVESTIGATION ON SAFETY PROCEDURE IN SCIENCE LABORATORY IN
SELECTED SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF
THE STUDY
Science can
be defined as an attempt by human beings to organize their experience about
nature into meaningful system of explanation. It can also be regarded as
organization of reasonable variable sense experiences of man about natural and
artificial occurrences in his environment, it is through science that
regularities of nature are predicted, described and explained. Science cannot
be said to be broad-based, unless it is postulated on the important pillars of
experimentation, out-door work and above all, development of project. Apart
from creating opportunities of probing the theoretical concepts taught in the
classroom, practical work also inculcates scientific skills, ethics and
regulatory principal of science.
Science is
activity, and effective science learning is by doing. For a child to master the
art of writing for example, he must be given opportunities to write as often as
possible. Similarly, science learning demands that a teacher should create
varied opportunities for students to engage in “doing” activities that enable
them to make sense of the world around them, make new discoveries, solve
interesting problems, and develop skills.
A
laboratory is an environment for acquisition of skills and other scientific
learning; it could be comprehensive where more than a trade is taught, it may
be a building room or outside room designed for scientific research or for the
teaching of practical science. Bajah (1975) sees a laboratory as an activity
area in which role learning gives way to a combination of complex mix of
cognitive, affective and psychomotor domains in learning with the sense of
sight, feeling, smelling and doing playing dormant roles.
A pure
science laboratory are classified based on the act of sciencing to be learnt.
Generally, laboratory are infrastructure whose goal are to promote human
learning and efficiency for a definite goal therefore an expert must oversee
the construction, sitting and equipping of these building to enhance safety.
Safety
simple means a state of being secure, protected, uninjured, out of danger and
not involved in risk. All hazardous condition could not be eliminated, but safe
living demands the ability to function at optimum level in the presence of hazards.
The prevention of accident in laboratories is the duty of every individual
using or entering them. Clearly, it is the duty of every teacher to organize
his classes in a way which reflects both his responsibility for their welfare
and his commitment teaching his pupils appropriate safety – conscious attitudes
and behaviour. Pupils do not have the instinctive feeling for experimental work
which a teacher will have acquired as a result of many years of experience. As
a result, what is common sense to the teacher may well be totally outside the
range of experience of a pupil and therefore be far from obvious to him. Many
students see science as a forum to seek answers to their numerous questions and
seek satisfaction to their unending curiosities. But curiosity killed the cat
and these students are apt to get themselves and others including the teacher
into a great deal of trouble and make science not exciting but dangerous, not
wonderful but dreadful if care is thrown to the wind (Aiyegbayo, 1996). One of
the objectives of adequate practical training in science, even at school, is to
teach pupil how to handle safety materials which are potentially or actually
dangerous. Even so, every teacher should make it his or her task to become
familiar with any special instructions issued for dealing with emergencies
peculiar to school in which she or he is working. He/she should get to know the
layout of the school.
The
location of fire-fighting equipment and how it works ways of getting out of the
building in an emergency, where telephones are sited and first aid arrangement.
Mohammed (1993) state that many accidents are caused by carelessness in
laboratories. It is easier sensible to develop safe work habits when conducting
practicals than suffer the consequences of an accident.
Safety
policy is in no way a complete and absolute statement of safety to be followed
in science laboratories. Science teachers and students must not be ignorant of
the use of first aid treatment which may save them from a lot of damages.
1.2 PURPOSE OF THE
STUDY
Safety
education is an avoidance of dangerous circumstance related to an individual
activity. This project makes science teachers to be aware of the prevention of
accidents in laboratories through effective architectural design. In addition,
there is need to make sure that laboratory attendants take cognizance of the
equipment available. As a science student, one has to be familiar with the
safety precautions in a science laboratory and should be able to explain some
basic safety rules and necessary aids to take care of accident victims, as
teaching of science subjects, (Physics, Chemistry and Biology) entails
demonstration and guidance as a result of this, there is need for provision of
adequate safety of lives and properties within the laboratories. Also science
teachers have to be equipped with up-to-date precautionary measures against
immediate hazards.
1.3 RESEARCH
QUESTIONS
Every
research work is stirred up as a result of problem situation. In other words,
research is a product or an off-shoot of a problem situation. This project is
aimed at finding answers to the following questions:
1. Are the
science laboratories in schools safe enough for the users?
2. What are the areas of neglect that are
inimical to the safety of human and material resources in these laboratories?
3. Are all
equipment up to the necessary standard with respect to safety and risk to
health?
4. Are
adequate arrangement made for storage, maintenance, cleaning and renewal of the
available equipment?
5. Have
emergency procedures been formulated to cover for example, spillage of toxic or
dangerous material, fire escape of gases etc.
6. Is there
provision by regular inspection, examination and where necessary, testing to
ensure that equipment and its safety devices have not deteriorated?
1.4 LIMITATION OF
THE STUDY
This research work is limited to safety precaution of science laboratory
in selected secondary schools in Abeokuta only.
1.5 DEFINITION OF
TERMS
(i) Safety
- Safety simple means a state of
being secure, protected, uninjured, out of danger and not involved in risk. Is
a co-efficient of common sense, knowledge of physical, chemical and
physiological effects of substances and knowledge of behaviour of human beings.
(ii) Precaution
- Care taken before an event or accidents in order to prevent it happening or
in order to cause it to happen without doing harm.
(iii) Chemical
- Substance used in or obtained by
chemistry.
(iv) Procedure
- The order or regular way of doing
things
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
AN INVESTIGATION ON SAFETY PROCEDURE IN SCIENCE LABORATORY IN
SELECTED SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF
THE STUDY
Science can
be defined as an attempt by human beings to organize their experience about
nature into meaningful system of explanation. It can also be regarded as
organization of reasonable variable sense experiences of man about natural and
artificial occurrences in his environment, it is through science that
regularities of nature are predicted, described and explained. Science cannot
be said to be broad-based, unless it is postulated on the important pillars of
experimentation, out-door work and above all, development of project. Apart
from creating opportunities of probing the theoretical concepts taught in the
classroom, practical work also inculcates scientific skills, ethics and
regulatory principal of science.
Science is
activity, and effective science learning is by doing. For a child to master the
art of writing for example, he must be given opportunities to write as often as
possible. Similarly, science learning demands that a teacher should create
varied opportunities for students to engage in “doing” activities that enable
them to make sense of the world around them, make new discoveries, solve
interesting problems, and develop skills.
A
laboratory is an environment for acquisition of skills and other scientific
learning; it could be comprehensive where more than a trade is taught, it may
be a building room or outside room designed for scientific research or for the
teaching of practical science. Bajah (1975) sees a laboratory as an activity
area in which role learning gives way to a combination of complex mix of
cognitive, affective and psychomotor domains in learning with the sense of
sight, feeling, smelling and doing playing dormant roles.
A pure
science laboratory are classified based on the act of sciencing to be learnt.
Generally, laboratory are infrastructure whose goal are to promote human
learning and efficiency for a definite goal therefore an expert must oversee
the construction, sitting and equipping of these building to enhance safety.
Safety
simple means a state of being secure, protected, uninjured, out of danger and
not involved in risk. All hazardous condition could not be eliminated, but safe
living demands the ability to function at optimum level in the presence of hazards.
The prevention of accident in laboratories is the duty of every individual
using or entering them. Clearly, it is the duty of every teacher to organize
his classes in a way which reflects both his responsibility for their welfare
and his commitment teaching his pupils appropriate safety – conscious attitudes
and behaviour. Pupils do not have the instinctive feeling for experimental work
which a teacher will have acquired as a result of many years of experience. As
a result, what is common sense to the teacher may well be totally outside the
range of experience of a pupil and therefore be far from obvious to him. Many
students see science as a forum to seek answers to their numerous questions and
seek satisfaction to their unending curiosities. But curiosity killed the cat
and these students are apt to get themselves and others including the teacher
into a great deal of trouble and make science not exciting but dangerous, not
wonderful but dreadful if care is thrown to the wind (Aiyegbayo, 1996). One of
the objectives of adequate practical training in science, even at school, is to
teach pupil how to handle safety materials which are potentially or actually
dangerous. Even so, every teacher should make it his or her task to become
familiar with any special instructions issued for dealing with emergencies
peculiar to school in which she or he is working. He/she should get to know the
layout of the school.
The
location of fire-fighting equipment and how it works ways of getting out of the
building in an emergency, where telephones are sited and first aid arrangement.
Mohammed (1993) state that many accidents are caused by carelessness in
laboratories. It is easier sensible to develop safe work habits when conducting
practicals than suffer the consequences of an accident.
Safety
policy is in no way a complete and absolute statement of safety to be followed
in science laboratories. Science teachers and students must not be ignorant of
the use of first aid treatment which may save them from a lot of damages.
1.2 PURPOSE OF THE
STUDY
Safety
education is an avoidance of dangerous circumstance related to an individual
activity. This project makes science teachers to be aware of the prevention of
accidents in laboratories through effective architectural design. In addition,
there is need to make sure that laboratory attendants take cognizance of the
equipment available. As a science student, one has to be familiar with the
safety precautions in a science laboratory and should be able to explain some
basic safety rules and necessary aids to take care of accident victims, as
teaching of science subjects, (Physics, Chemistry and Biology) entails
demonstration and guidance as a result of this, there is need for provision of
adequate safety of lives and properties within the laboratories. Also science
teachers have to be equipped with up-to-date precautionary measures against
immediate hazards.
1.3 RESEARCH
QUESTIONS
Every
research work is stirred up as a result of problem situation. In other words,
research is a product or an off-shoot of a problem situation. This project is
aimed at finding answers to the following questions:
1. Are the
science laboratories in schools safe enough for the users?
2. What are the areas of neglect that are
inimical to the safety of human and material resources in these laboratories?
3. Are all
equipment up to the necessary standard with respect to safety and risk to
health?
4. Are
adequate arrangement made for storage, maintenance, cleaning and renewal of the
available equipment?
5. Have
emergency procedures been formulated to cover for example, spillage of toxic or
dangerous material, fire escape of gases etc.
6. Is there
provision by regular inspection, examination and where necessary, testing to
ensure that equipment and its safety devices have not deteriorated?
1.4 LIMITATION OF
THE STUDY
This research work is limited to safety precaution of science laboratory
in selected secondary schools in Abeokuta only.
1.5 DEFINITION OF
TERMS
(i) Safety
- Safety simple means a state of
being secure, protected, uninjured, out of danger and not involved in risk. Is
a co-efficient of common sense, knowledge of physical, chemical and
physiological effects of substances and knowledge of behaviour of human beings.
(ii) Precaution
- Care taken before an event or accidents in order to prevent it happening or
in order to cause it to happen without doing harm.
(iii) Chemical
- Substance used in or obtained by
chemistry.
(iv) Procedure
- The order or regular way of doing
things
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
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