CBSE/AFF/2022 Dated 04.10.

2022
Circular no. 11/2022
To,
All the Heads of Schools

Subject: Recommendation of infrastructure and facilities in the Laboratories and Library & Sports

Dear Principals,

The National Education Policy 2020 has emphasized the importance of hands on learning and learning by doing,
besides
esides ensuring that the school becomes a centre for holistic development of students. Laboratories, library and
Sports are integral to the learning process in a school.

Laboratories aim to create opportunities to provide students with hands

hands-on
on experience of laboratory experiments, to
bridge the gap between theoretical concepts and their application in everyday life. Students can also le
learn
technological and scientific skills if they participate in various laboratory exercises.

Library plays a fundamental role in learning process and holistic development of students. It provides various
academic resources, such as educational materials, trainings courses, scientific publications, technological research
etc. Library also plays important role to develop communication skills (reading, writing, speaking and listening)
amongst the students.

Sports develop the various skills in the students llike

ike patience, discipline, learning from failure, Sportsmanship,
teamwork, leadership etc. and contribute to the physical & mental well being of students.

In the light of the above, CBSE has issued guidelines on the minimum infrastructure requirement for Labs, Library
and Sports facilities in CBSE Affiliated schools, in consonance with its Bye
Bye-Laws.
Besides the above, the board has also laid down SOPs, do’s and don’ts for these workspaces, which the schools,
students, teachers and other staff should follow to ensure their safety and well being.
These guidelines have been issued for the following categories:

1. Composite Science Laboratory (Compulsory for Secondary and Senior Secondary both schools
Exclusively for students of Secondary classes)
2. Physics Laboratory (Compulsory for students of Physics subject of Senior Secondary schools)
3. Chemistry Laboratory (Compulsory fo
forr students of Chemistry subject of Senior Secondary schools)
4. Biology Laboratory (Compulsory for students of Biology subject of Senior Secondary schools)
5. Mathematics Laboratory (Compulsory for Middle, Secondary and Senior Secondary
Se schools)
6. Computer Science Laboratory (Compulsory for Middle, Secondary and Senior Secondary schools)
schools
7. Library (Compulsory for Middle, Secondary and Senior Secondary schools)
8. Sports Infrastructure (Compulsory for Middle, Secondary and Senior Secondary schools)

It is recommended that all the affiliated schools with CBSE and the schools seeking affiliation with the Board may
follow the SOPs / guidelines (see Annexure) of Physics, Chemistry, Biology, Mathematics, Computer Science,
Composite Science Laboratories and Library & Sports infrastructure.

(Anurag Tripathi)
Secretary, CBSE
 Essential Standard Operating Procedure
(SOP) Required for Affiliation with CBSE
Composite Science
Laboratory

CENTRAL BOARD OF SECONDARY EDUCATION

 1. Introduction:

Laboratories aim to create opportunities to provide students with hands-on experience of laboratory
experiments, which could bridge the gap between theoretical concepts and their application in everyday
life. The laboratory performance is based on the idea that science focuses on hands-on, minds-on
observational activities and that these activities help students make connections between various scientific
concepts and real-life experiences. If students are to make use of any technology/ scientific skills in their
classrooms, they must learn to make observations, formulate hypotheses, conduct experiments, collect
data, use appropriate tools, analyse the data and interpret the obtained results. The practicals enable
students to connect to other science areas, communicate the information effectively, and argue their
conclusions logically. Students can learn these skills if they can participate in various laboratory exercises.
In the study of Science, practicals are given special consideration as they are necessary to stimulate
creativity, curiosity and critical thinking among students. Moreover, practicals help increase students'
engagement, thus boosting their interest in the subject.
School labs are an excellent place for students which help them enhance their learning by understanding
the theoretical concepts of science taught in classrooms. Well-designed laboratories make science
experiments fun and help students achieve good academic results. It helps to close the gap in the
achievement of learning outcomes, and classroom transactions will shift towards competency-based
learning and education. Hence, a well-equipped Science Laboratory is required in every school to:
 Make learning Holistic, Integrated, Enjoyable, and Engaging
 Develop conceptual understanding giving a strong emphasis on Experiential learning in all stages of
science education to move toward Competency-focussed education.
 Provide opportunities to students for hands-on learning to observe, experiment and innovate
 Fulfill curricular expectations in a holistic manner
 Create and facilitate a culture of research from the school level itself
 Promote collaborative learning

2. Curricular expectations

At this stage learners are expected to:

 Develop understanding of concepts, principles, theories, and laws governing the physical world,
consistent with the stage of cognitive development.
 Develop ability to acquire and use the methods and processes of science, such as observing,
questioning, planning investigations, hypothesizing, collecting, analyzing and interpreting data,
communicating explanations with evidences, justifying explanations, thinking critically to consider and
evaluate alternative explanation, etc.
 Conduct experiments, also involving quantitative measurements.
 Appreciate how concepts of science evolve with time giving importance to its historical prospective.
 Develop scientific temper (objectivity, critical thinking, freedom from fear and prejudice, etc.).
 Nurture natural curiosity, aesthetic sense, and creativity.
 Imbibe the values of honesty, integrity, cooperation, concern for life and preservation of environment.
 Develop respect for human dignity and rights, equity and equality.
3. Pedagogy of Science education as recommended by National Education Policy 2020:

 Chapter 4 of NEP 2020 ‘Curriculum and Pedagogy in Schools: Learning Should be Holistic,
Integrated, Enjoyable, and Engaging’ has laid a wide emphasis on Experiential learning in all stages
of science education in Para 4.6.
 Chapter 7 of NEP 2020 in Para 7.5 has mentioned the importance of well-equipped science
laboratories for strong science education.
 According to Para 12.1 Effective learning requires a comprehensive approach that involves
appropriate curriculum, engaging pedagogy, continuous formative assessment, and adequate
student support. The curriculum must be interesting and relevant, and updated regularly to align
with the latest knowledge requirements and to meet specified learning outcomes which can be
made possible by well-equipped science laboratories.
To align with the recommendations of NEP and for the convenience and clarity of all stakeholders, CBSE
has prepared SOPs for laying down the requirements for Composite Science Laboratory in schools. The
present SOP also illustrates adequately the safety rules for students and instructions for teachers in this
regard. The SOP also attempt to sensitize schools about proper management of waste generated during
the practical exercise carried out by the students. It is hoped that the SOPs will be helpful for schools and
students in adopting basic rules for safe behaviour and hygiene, to avoid accidents in the laboratory.

4. Model Layout of Composite Science Laboratory

5. Infrastructure needed for Composite Science Laboratory:

Recommendations for Infrastructure

Category /
S. No. Requirements
Materials needed
1 Physical  Minimum Lab. Room size 600 Sq.ft.
Infrastructure
2 Storage  A separate room or cupboards within lab for consumables and
non- consumables items in the lock and key mechanism, thus
ensuring a safety, dust and vermin-free environment.

3 Teaching  Preferably an intelligent board with an internet

facility Facility or white / green board.

4 Demonstration  The demonstration table should also have a sink along with a
Table water tap. In the laboratory, seats are made available to the
students, so students sit at the allotted place and note the
instructionsfrom the teacher.
 40 seating facilities (lab stools)

5 Display / Notice  Do’s & Don’ts/ rules for the laboratory use/ safety
Board procedures
 List of practical activities
 Timetable- (laboratory timetable)
 Emergency Contact numbers
6 Gas/ heating  Preferably gas pipeline. (2 heating burners)
7 Sink with Water  8 sinks with water supply
supply
8 Waste  02 bins to be installed for biodegradable and non -
management biodegradable waste.
 Flammable chemicals bottles must be packed separately. Empty
chemical bottles can be packed in cartons/sacks. Disposal must
be sent to the Material Management Division of the school.

9 Fire extinguisher  To be installed at a prominent place within the laboratory or in

the corridor outside the laboratory.
10 Exhaust fans  2 in number
11 Medical First Aid  2 in number
Kit
12 Heating facility  One Heater should be available in the lab to conduct Heat
related experiments
 6. Minimum requirement of equipment / items for a Composite Science laboratory

a) List of Non-Consumable Items (for a batch of 40 students):

S. No Materials Required Requirement S. No Materials Required Requirement

1 Assembled Microscope 10 26 Concave Lens 10

2 Test Tubes 10 27 Separating Funnel 10
3 Boiling Tubes 20 28 China Dish 10
4 Beakers (100ml) 10 29 Petri Dish 10
5 Beakers (500ml) 5 30 Needles 10
(To keep the Coverslips)
6 Conical Flask 5 31 Laboratory Thermometer 10
7 Tripod Stand 10 32 Spring Balance (0-250 gm) 4
8 Wire Gauze 10 33 U-Shaped Magnet 5
9 Filter Paper 10 Boxes 34 Specimens 20
10 Assembling Box (Wooden 5 35 Permanent Slides 80
Box for keeping Few
Things)
11 Funnel (Small) (Both Glass 10+10 36 Pin Hole Camera 4
and Plastic one)
12 Funnel (Big) (Both Glass 5+5 37 Kaleidoscope 5
and Plastic one)
13 Spatula 20 38 Magnetic Compass 5
14 Round Bottom Flask (Small) 5 39 Bar Magnet 10
15 Laboratory Thermometer 10 40 Iron Fillings 4 Boxes
16 Glass Rod 10 41 Iron Stand 4
17 Droppers (Big+Small) 10+10 42 Thumb Pins 2 Box
18 Deflagrating Spoon 5 43 Bunsen Burners To be
attached to
gassupply
accordingly
19 Plane Mirrors 10 44 Glass prism 4
20 Stands for plane Mirrors 10 Pairs 45 Gas Jar 4
21 Test Tube Holder 10 46 Pair of Tongs 5
22 Scissors 4 47 Laptop/ Desktop Set 2 set up
23 Charts for Display 15 48 Convex Mirror 10
24 Portraits (as per choice) 20 49 Convex Lens 10
25 Concave Mirror 10
 b) List of Consumable Items (for a batch of 40 students at any given time):

S. No Materials Required Requirement

1 Hand Wash 2 Bottles

2 Hand Sanitizer 2 Bottles
3 Iodine Solution 200 ml
4 Copper Sulphate 200 gm
5 Sodium Hydroxide pallets 200 gm
6 Matchboxes 3
7 Slides 10 Boxes
8 Cover Slips 10 Boxes
9 Alcohol 1000 ml
10 Litmus Paper (Red and Blue) 20 Booklets Each
11 Sodium Chloride 2000gm
12 Hydrochloric Acid 200 ml each
(Both Dilute and Concentrated)
13 Methyl Orange 2 Bottle
14 Phenolphthalein 2 Bottle
15 Lime Water
16 Magnesium Ribbon 4 Coils
17 Sulphur Powder 200 gm
18 Zinc Granules 2 Bottle

c) Biological Science requirements (for a batch of 40 students at any given time):

S. No. Specimen Required Number

1 Insectivorous Plants 3
2 Hydrilla 2
3 Model of different types of teeth 2
4 Model of a Simple pendulum 2
5 Life Cycle of Silkmoth 2
6 Root Nodules (Rhizobium) 2
 d) Equipments and items Requirements (for a batch of 40 students at any given time):

S. Permanent Slides Required Number

No.
1 Different Shapes of Bacteria (Bacilli, Cocci,Spirilla) 2 Each
2 Amoeba 2
3 Amoeba- Binary Fission 2
4 Hydra 2
5 Bread Mould 2
6 Spirogyra 2
7 Budding in Yeast 2
8 Paramecium 2
9 Chlamydomonas 2

7. Safety guidelines
In order to ensure the safety of students in Science Laboratories, the following provisions are
mandatory:
 List of general SOP applicable at all times
 Two wide doors for unobstructed exits from the laboratory.
 An adequate number of fire extinguishers near laboratory.
 Periodically checking vulnerable points in the laboratory about the possibility of mishaps.
 It should be ensured that gas fittings in the laboratory fulfill the desired norms and standards.
 Periodical checking of electrical fittings/ insulations for replacement and repairs
 Timely and repeated instructions to students for carefully handling chemicals and equipment
in the laboratory.
 Display of do’s and don’ts in the laboratory at prominent places.
 Safe and secure storage of all chemicals and equipments.
 Proper labelling and upkeep of chemicals and equipments.
 Proper safety and protection provisions include a fume hood, goggles and gloves while doing
practical work.
 Careful supervision of students while doing practical work.
 Advance precautionary arrangements to meet any emergencies.
 Conduct any additional experimental work only under supervision and with due advance
permission.
 Availability of First Aid and basic medical facilities in the school.
 General work procedure for students
 When entering a laboratory, avoid touching equipment, chemicals, electrical and electronic
devices, or other materials until you are instructed to do so.
 The students should be careful when doing electricity experiments.
 He/she should not touch any wires if his/her hands are wet, even for low voltage
equipment.
 Follow all written and verbal instructions carefully given by the teacher/ instructor.
 Do not start any practical work unless you are clear about its directions. Ask your teacherbefore
proceeding with the activity.
 Be cautious at all times in the laboratory. Call the teacher immediately if you notice any risky
conditions.
 Never work alone in the laboratory. The presence of a teacher or supervisor is necessary.
 In case of spillage, breakage or injury, report to the teacher instantly: stay calm.
 Do not taste or smell any chemical present in the laboratory.
 When removing an electrical plug from its socket, switch off and grasp the plug, not the
electrical cord. Hands must be dry when touching an electrical switch, plug or outlet / socket.
 Never return unused chemicals to their original container.
 Do not take any chemicals away from the laboratory premises.
 Do not immerse hot glassware in cold water, as the glassware may break. Put the heated
glassware in a different place to be cooled.
 Never look into a container that is being heated. Always observe containers from sideways.
 If the Bunsen burner goes out accidentally, immediately turn off the control device/ gas supply.
 Never leave a lit burner unattended.
 Wash your hands with liquid soap and water on leaving the laboratory.
 Essential Standard Operating Procedure
(SOP) Required for Affiliation with CBSE
Physics Laboratory

CENTRAL BOARD OF SECONDARY EDUCATION

1. Introduction
Laboratories aim to create opportunities to provide students with hands-on experience of laboratory
experiments, which could bridge the gap between theoretical concepts and their application in everyday
life. The laboratory performance is based on the idea that science focuses on hands-on, minds-on
observational activities and that these activities help students make connections between various scientific
concepts and real-life experiences. If students are to make use of any technology/ scientific skills in their
classrooms, they must learn to make observations, formulate hypotheses, conduct experiments, collect data,
use appropriate tools, analyse the data and interpret the obtained results. The practicals enable students to
connect to other science areas, communicate the information effectively, and argue their conclusions
logically. Students can learn these skills if they can participate in various laboratory exercises.

In the study of Physics, practicals are given special consideration as they are necessary to stimulate creativity,
curiosity and critical thinking among students. Moreover, practicals help increase students' engagement,
thus boosting their interest in the subject. School labs are an excellent place for students which help them
enhance their learning by understanding the theoretical concepts of science taught in classrooms. Well-
designed laboratories make science experiments fun and help students achieve good academic results. It
helps to close the gap in the achievement of learning outcomes, and classroom transactions will shift
towards competency-based learning and education. Hence, a well-equipped Science Laboratory is required
in every school to:
• Make learning Holistic, Integrated, Enjoyable, and Engaging
• Develop conceptual understanding giving a strong emphasis on Experiential learning in all stages of
science education to move toward Competency-focussed education.
• Provide opportunities to students for hands-on learning to observe, experiment and innovate
• Fulfill curricular expectations in a holistic manner
• Create and facilitate a culture of research from the school level itself
• Promote collaborative learning.

2. Curricular expectations:
As per the NCERT Learning Outcomes at Senior Secondary Stage, at this stage Learners are
expected to:
 develop interest to study physics as a discipline;
 strengthen the concepts developed at the secondary stage to acquire firm ground work and foundation
for further learning of Physics more effectively and learning the relationship with real life situations;
 apply reasoning to develop conceptual understanding of Physics concepts;
 realize and appreciate the interface of Physics with other disciplines
 get exposure to different processes used in Physics-related industrial and technological applications;
 develop process-skills and experimental, observational, manipulative, decision-making and
investigatory skills;
 synthesize various science/physics concepts to solve problems and thinking critically in the process of
learning Physics;
 understand the relationship between nature and matter on scientific basis, develop positive scientific
attitude, and appreciate the contribution of Physics towards the improvement of quality of life and
human welfare;
 comprehend the contemporary knowledge and develop aesthetic sensibilities.
 appreciate the role and impact of Physics and technology, and their linkages with
 overall national development.
 3. Pedagogy of Science education as recommended by National Education Policy 2020:
 Chapter 4 of NEP 2020 ‘Curriculum and Pedagogy in Schools: Learning Should be Holistic,
Integrated, Enjoyable, and Engaging’ has laid a wide emphasis on Experiential learning in all stages
of science education in Para 4.6.
 Chapter 7 of NEP 2020 in Para 7.5 has mentioned the importance of well-equipped science
laboratories for strong science education.
 According to Para 12.1 Effective learning requires a comprehensive approach that involves
appropriate curriculum, engaging pedagogy, continuous formative assessment, and adequate
student support. The curriculum must be interesting and relevant, and updated regularly to align
with the latest knowledge requirements and to meet specified learning outcomes which can be
made possible by well-equipped science laboratories.

To align with the recommendations of NEP and for the convenience and clarity of all stakeholders, CBSE has
prepared SOPs for laying down the requirements for Physics Laboratory in schools. The present SOP also
illustrate adequately the safety rules for students and instructions for teachers in this regard. The SOP also
attempt to sensitize schools about proper management of waste generated during the practical exercise
carried out by the students. It is hoped that the SOPs will be helpful for schools and students in adopting basic
rules for safe behaviour and hygiene, to avoid accidents in the laboratory.

4. Model Layout of Physics Laboratory

5. Infrastructure needed for Physics Laboratory:

Recommendations for Infrastructure

Category /
S. No. Requirements
Materials needed
1 Physical  Minimum Lab. Room size 600 Sq.ft.
Infrastructure
2 Storage  A separate room or cupboards within lab for consumables and
non- consumables items in the lock and key mechanism, thus
ensuring a safety, dust and vermin-free environment.
3 Teaching  Preferably an intelligent board with an internet
facility Facility or white / green board.
4 Demonstration  The demonstration table should also have a sink along with a
Table water tap. In the laboratory, seats are made available to the
students, so students sit at the allotted place and note the
instructionsfrom the teacher.
 40 seating facilities (lab stools)
5 Display / Notice  Do’s & Don’ts/ rules for the laboratory use/ safety
Board procedures
 List of practical activities
 Timetable- (laboratory timetable)
 Emergency Contact numbers
6 Gas/ heating  Preferably gas pipeline. (2 heating burners)
7 Sink with Water  8 sinks with water supply
supply
8 Waste  02 bins to be installed for biodegradable and non -
management biodegradable waste.
 Flammable chemicals bottles must be packed separately. Empty
chemical bottles can be packed in cartons/sacks. Disposal must
be sent to the Material Management Division of the school.

9 Fire extinguisher  To be installed at a prominent place within the laboratory or in

the corridor outside the laboratory.
10 Exhaust fans  2 in number
11 Medical First Aid  2 in number
Kit
12 Heating facility  One Heater should be available in the lab to conduct Heat
related experiments
 6. Minimum requirement of equipment / items for a Physics laboratory

a) List of Non-Consumable Items (for a batch of 40 students):

S. No Materials Required Requirement S. No Materials Required Requirement

1 Ammeters different range 10 27 Rheostat 10
2 Battery eliminator 10 28 Resistance coil different 20
range 1-5 ohms)
3 Daniell cell 8 29 Resonance apparatus 8
4 Drawing board 30 30 Spherometer 30
5 Friction apparatus complete 8 31 Screw gauge 20
set with weight box
6 Galvanometer 10 32 Wooden scale (1-50 cm, 10 each
1-100 cm)
7 Parallelogram apparatus 10 33 Stopwatch 8
8 Key one way 20 34 Sonometer 8
9 Jockey pencil type 10 35 Sprit level 4
10 Two-way key 8 36 Thermometer 10
11 Laclanche cell 8 37 Tuning fork (250 5 each
Hz, 480 Hz and 512
Hz) withpad
12 Meter bridge 8 38 Vernier calliper 20
13 Multimeter digital 4 39 Voltmeter (different 20
range)
14 Multimeter manual 4 40 Beakers 10
15 Magnetic compass 10 41 Connecting wires 1 Kg
16 Optical bench (1 meter 10 42 Charts for display (bio 20
long visuals)
17 Prism (Indian glass) 30 43 Portraits (as per choice) 20
18 Potentiometer 8 44 Concave mirror 10
19 Plier 5 45 Convex mirror 10
20 Cutter 5 46 Convex lens 10
21 Screwdriver 5 47 Concave lens 10
22 Scissor 5 48 Wedge knife edge (for 10
sonometer)
23 Resistance box (different 5 each 49 Glass slab 30
range 0.1 to 10 ohm)
 1 to 10 ohms
 1 to 100 ohms
 1 to 1000 ohms
 1 to 100000 ohms
24 Dry cell 10g (chargeable) 10 50 Pendulum box 20
25 Dry cell charger 8 51 Cork rubber 1.5 inches 20
26 Helical spring apparatus 8 52 Hanger weights 500 gm 8 set
with weights
 S. No. Materials Required Requirement S. No. Materials Required Requirement
53 Insulated copper wire 500 gm 71 Laptop/ desktop set 2 setup
54 Meter tape (1-100 meter) 4 roll 72 Balance ( Physical ) 2
55 Soldering iron 4 73 Boyle’s law apparatus 2
56 Spring balance (0-250 10 74 Fortnis Barometer 2
gm)
57 U-shaped magnet 5 75 Metallic Cylinders 2
58 Copper calorimeter 2 76 Metal Sphere 2
59 Epidiascope 2 77 SG Bottles 2
60 Newton’s Disc 2 78 Grave sand apparatus 2
61 Telescope 2 79 Young’s Modulus 2
62 Camera 2 80 Spectrometer 2
63 Barometer tube 2 81 Hydrometer 2
64 Lactometer 2 82 Spirit Level 2
65 Stove (Oil) 2 83 Potentiometer 2
66 Electric bell 2 84 Silk and cat skin pieces 2
67 Proof Plane 2 85 Gold leaf electroscope 2
68 Binoculars 2 86 Tuning fork 2
69 Soldering rods 2
70 P-N junction diode set up 4

b) List of Consumable Items (for a batch of 40 students at any given time):

S. No. Equipment Requirement

1 Ammonium Chloride` 500 gm

2 All Pins 1.5 “ 2 Packets

3 Copper Sulphate 500 gm

4 Drawing Pins 6 Packets

5 Thread Rolls 1 Roll

7. Safety guidelines

In order to ensure the safety of students in Science Laboratories, the following provisions are
mandatory:

 List of general SOP applicable at all times

 Two wide doors for unobstructed exits from the laboratory.
 An adequate number of fire extinguishers near laboratory.
 Periodically checking vulnerable points in the laboratory about the possibility of mishaps.
 It should be ensured that gas fittings in the laboratory fulfill the desired norms and standards.
 Periodical checking of electrical fittings/ insulations for replacement and repairs
 Timely and repeated instructions to students for carefully handling equipment in the laboratory.
 Display of do’s and don’ts in the laboratory at prominent places.
 Safe and secure storage of all equipments.
 Proper labelling and upkeep of equipments/items.
 Proper safety and protection provisions include a fume hood, goggles and gloves while doing
practical work.
 Careful supervision of students while doing practical work.
 Advance precautionary arrangements to meet any emergencies.
 Conduct any additional experimental work only under supervision and with due advance
permission.
 Availability of First Aid and basic medical facilities in the school.
 Proper location of the laboratories.
 General work procedure for students
 When entering a laboratory, avoid touching equipment, chemicals, electrical and electronic devices,
or other materials until you are instructed to do so.
 The students should be careful when doing electricity experiments.
 He/she should not touch any wires if his/her hands are wet, even for low voltage
equipment.
 Do not start any practical work unless you are clear about its directions. Ask your teacher before
proceeding with the activity.
 Be cautious at all times in the laboratory. Call the teacher immediately if you notice any risky
conditions.
 Never work alone in the laboratory. The presence of a teacher or supervisor is necessary.
 In case of spillage, breakage or injury, report to the teacher instantly: stay calm.
 When removing an electrical plug from its socket, switch off and grasp the plug, not the electrical
cord. Hands must be dry when touching an electrical switch, plug or outlet/ socket.
 Never return unused chemicals to their original container.
 Do not immerse hot glassware in cold water, as the glassware may break. Put the heated glassware
in a different place to be cooled.
 Never look into a container that is being heated. Always observe containers from sideways.
 If the Bunsen burner goes out accidentally, immediately turn off the control device/ gas supply.
 Never leave a lit burner unattended.
 Wash your hands with liquid soap and water on leaving the laboratory.
 Essential Standard Operating Procedure
(SOP) Required for Affiliation with CBSE
Chemistry Laboratory

CENTRAL BOARD OF SECONDARY EDUCATION

1. Introduction
Laboratories aim to create opportunities to provide students with hands-on experience of laboratory
experiments, which could bridge the gap between theoretical concepts and their application in
everyday life. The laboratory performance is based on the idea that science focuses on hands-on,
minds-on observational activities and that these activities help students make connections between
various scientific concepts and real-life experiences. If students are to make use of any technology/
scientific skills in their classrooms, they must learn to make observations, formulate hypotheses,
conduct experiments, collect data, use appropriate tools, analyse the data and interpret the obtained
results. The practical enable students to connect to other science areas, communicate the information
effectively, and argue their conclusions logically. Students can learn these skills if they can participate
in various laboratory exercises. Hence, a well-equipped Science Laboratory is required in every school
to:
1. make learning Holistic, Integrated, Enjoyable, and Engaging
2. Develop conceptual understanding giving a strong emphasis on Experiential learning in all stages of
science education to move toward Competency-focussed education.
3. provide opportunities to students for hands-on learning to observe, experiment and innovate
4. fulfill curricular expectations in a holistic manner
5. create and facilitate a culture of research from the school level itself

2. Curricular Expectations
At the Senior Secondary stage, learners who have opted for Chemistry as one of the disciplines for
study are expected to:
i. Develop an interest in students to study chemistry as discipline;
ii. Gain understanding of basic principles in chemistry while retaining the excitement in
chemistry;
iii. Develop per caption for chemistry not only as a discipline of science but make them realize the
need and importance in the world around us;
iv. Strengthens the concepts developed at the secondary stage and to provide firm foundation for
further learning of Chemistry at tertiary level more effectively;
v. Develop ability to acquire and use the methods and processes of science, such as, observing,
questioning, planning investigations, hypothesizing, collecting, analysing and interpreting data,
communicating explanations with evidences, justifying explanations, thinking critically to
consider and evaluate alternative explanation, etc
vi. Develop positive scientific attitude and appreciate contribution of Chemistry towards the
improvement of quality of human life;
vii. Appreciate how concepts of Chemistry evolve with time giving importance to its historical
prospective.
viii. Develop problem solving skills and nurture curiosity, aesthetic sense and creativity;
ix. Inculcate values of honesty, integrity, cooperation, concern for life and preservation of the
environment;
x. Makes the learner realize the interface of Chemistry with other disciplines of science such as
Physics, Biology, Geology, Geography, Pharmaceutical Science etc;
xi. Be equipped to face challenges related to health, nutrition, environment, population, whether,
industries, agriculture etc;
xii. Develop respect for human dignity and rights, equity and equality.
xiii. Develop an appreciation for chemistry as a career option in future.
3. Pedagogy of Science education as recommended by National Education Policy 2020:
i. Chapter 4 of NEP 2020 ‘Curriculum and Pedagogy in Schools: Learning Should be Holistic,
Integrated, Enjoyable, and Engaging’ has laid a wide emphasis on Experiential learning in
all stages of science education inPara4.6.
ii. Chapter 7 of NEP 2020 in Para 7.5 has mentioned the importance of well-equipped science
laboratories for strong science education.
To align with the recommendations of NEP and for the convenience and clarity of all stakeholders, CBSE
has prepared SOPs for laying down the requirements for Chemistry Laboratory in schools. The present
SOP also illustrate adequately the safety rules for students and instructions for teachers in this regard.
The SOP also attempt to sensitize schools about proper management of waste generated during the
practical exercise carried out by the students. It is hoped that the SOPs will be helpful for schools and
students in adopting basic rules for safe behaviour and hygiene, to avoid accidents in the laboratory.

4. Model layout of Chemistry Lab:

5. Infrastructure needed for Chemistry Laboratory:
Recommendations for Infrastructure
S.No. Category/ Materials Requirements
needed

1 Physical Infrastructure  Minimum Lab. Room size 600 Sq.ft.

2 Storage  A separate room or cupboards within lab for consumables and

non- consumables items in the lock and key mechanism, thus
ensuring a safety, dust and vermin-free environment.

3 Criteria for Storage Area  Store chemicals inside a closable cabinet or on a sturdy shelf
with a front-edge lip to prevent accidents and chemical spills.
All storage areas have doors with locks. Keep chemical storage
areas off-limits to all students. Venti latest or age areas
adequately.
4 Teaching facility  Preferably an intelligent board with an internet Facility or white
/ green board.
5 Demonstration Table  The demonstration table should also have a sink along with a
water tap. In the laboratory, seats are made available to the
students, so students sit at the allotted place and note the
instructions from the teacher.
 40 seating facilities (lab stools)
6 Display / Notice Board  Do’s & Don’ts/rules for the laboratory use/safety procedures
 List of practical activities
 Timetable-(laboratory timetable)
 Emergency Contact numbers
7 Gas/heating  Preferably gas pipeline.(2 heating burners)
8 Sink with Water supply  8 sinks with water supply
9 Waste management  Purchase chemicals in the smallest quantity needed.
 Use safer chemical substitutes/alternatives such as chemicals
determined to be less harmful or toxic.
 Use micro scale experiments, i.e. micro kits, where Chemical
experiments use smaller quantities of chemicals. Recycle
chemicals by performing cyclic experiments where one product
of are action becomes the starting material of the following
experiment.
 Use pre-weighed or pre measured chemical packets such as
chem-capsules that reduce bulk chemical disposal problems
(no excess chemicals remain).
 Do not treat hazardous waste on-site. Contact professional
licensed hazardous waste hauliers/transporters that will
ensure appropriate disposal.
 Solid Chemical waste should be disposed of separately in Solids
waste Bin which should be adequately covered.
10 Fire extinguisher  To be installed at a prominent place within the laboratory or in
the corridor outside the laboratory.

11 Exhaust fans  2 in number

12 Medical First Aid Kit  2 in number
13 Proper Use of Chemical  Never use food containers for chemical storage.
Storage Containers  Make sure all containers are properly closed.
 After each use, carefully wipe the outside of the container
with a paper towel and secure it in the storage area.
 Properly dispose of the paper to wel after use.
14 Chemical Segregation  Store acids in a dedicated acid cabinet.
 Nitric acid should be stored alone unless the cabinet provides a
separate compartment for nitric acid storage.
 Store highly toxic chemicals in a dedicated, lockable poison
cabinet with an obvious sign.
 Store volatile and odoriferous chemicals in a ventilated
cabinet.
 Store flammables in an approved flammable liquid storage
cabinet
 Store water-sensitive chemicals in a water-tight cabinet in a
cool and dry location segregated from all other chemicals in the
laboratory.
15 Fume cup board  One fume cupboard in the laboratory, which is placed away from
the work stations for a safety demonstration.
 A fume cupboard in which harmful and volatile chemical scan be
used or stored.
 The fume cupboard ensures a safe atmosphere in the laboratory.
16 Fume hoods  20 numbers at least six ft. wide.
6. Minimum requirement of equipments / items for a Chemistry laboratory

a) List of Non-Consumable Items (for a batch of 40 students):

S. No. Metal and Wooden If fixed S. No. Metal and Wooden If fixed
Apparatus/Non- years Apparatus/ Non- years
Consumables Consumables
1 Balance(Chemical) 5years 24. Tripod Stand(Iron) 5 years
2 Blow Pipe (Iron) 2 years 25. Trough(Tin) 2 years
3 Burette Stand(Wooden) 2 years 26. Wire Gauze(Iron) 1 year
4 Test Tube Brush 1 years 27. Weight boxes(Wooden) 5 years
5 Cork Borer (Iron) 2 years 28. Triangular Clay Pipes (Iron 4 years
wire covered with
clay)
6 Cork Presser(Iron) 5 years 29. Beehie Sheft 1years
7 Crucible Tongs (Iron) 2 years 30. Beaker 1 year
8 Charcoal Slab Borer(Iron) 2 years 31. Burettle 3 years
9 Crucible(Silica) Breakable 32. China Dish 1 year
10 Deflagrating spoon (Iron) 5 years 33. Conical Flasks 1 year
11 Distilation Apparatus (Iron) 2 years 34. Dessicator 5 years
12 Drying Cones (Iron) 5 years 35. Gas Jar Dises 1 year
13 Funnel stand or filter Stand 2 years 36. Flasks (R.B. &F.B.) 1 year
(Wooden)
14 Pestle and Mortar 2 years 37. Funnel 1 year
15 Pinch Cock(Iron) 2 years 38. Gas Jar or Cylinder 2 years
16 Retort Stand with Ring and 10 years 39. Glazed Tile 2 years
Clamp
17 Round File 5 years 40. Measuring flasks 1 year
18 Sand Bath 5 years 41. Pipette 1 year
19 Spirit Lamp (Barss) 4 years 42. Retort 1 year
20 Stoves 5 years 43. Thistle Funnel 1 year
21 Test Tube Stand(Wooden) 2 years 44. Woulfe’s Apparatus 2 years
22 Test Tube Holder (Iron) 5 years 45. Kipp’s Apparatus 3 years
23 Triangular Stand (Iron) 2 years 46. Watch Glass 1 year
b) List of Consumable Items (for a batch of 40 students at any given time):

Requirement

Requirement
S.no Consumable S.no Consumable

1. Ammonium carbonate 2kg 28. Potassium chromate 1kg

2. Ammonium chloride 2kg 29. Lead acetate 1kg

3. Ammonium sulfate 2kg 30. Sodium sulfate 1kg
4. Ammonium bromide 1kg 31. Potassium iodide 1kg
5. Aluminum sulfate 1kg 32. Lead nitrate 2kg
6. Iron sticks 2kg 33. Cedric ammonium nitrate 200gm
7. Potassium nitrite 500gm 34. 2,4 DNP 200gm
8. Ammonium oxalate 1kg 35. Universal indicator 1Lt
9. Sodium thiosulphate 1kg 36. Ammonia solution 3Lt
(NH4OH)
10. Zinc sulfate 2kg 37. Phenol 2Lt
11. Cobalt nitrate 2kg 38. Aniline 1Lt
12. Sodium hydroxide 1kg 39. Bromine water 1Lt
13. Copper sulfate 2kg 40. Acetaldehyde 2Lt
14. Potassium nitrate 1kg 41. Acetic acid 2Lt
15. Oxalic acid 1kg 42. Fehling solution(A-B) 2Lteach
16. Magnesium sulfate 1kg 43. Acetone 2Lt
17. Magnesium chloride 1kg 44. Carbon disulfide 1Lt
18. Ammonium phosphate 2kg 45. Phenolphthalein 250ml
19. Sodium chloride 1kg 46. Nessler’s reagent 250ml
20. Potassium ferrocyanide 1kg 47. Ammoniumm olybdate 500gm
(K4Fe(CN)6)
21. Ferrous sulfate 1kg 48. Nickel carbonate 1kg
22. Sodium bromide 1kg 49. Nickel sulfate 1kg
23. Ammonium ferrous sulfate 2kg 50. Manganese chloride 1kg
24. Potassium dichromate 1kg 51. Calcium chloride 2kg
25. Barium chloride 1kg 52. Sodium bisulphate. 500gm
26. Strontium nitrate 2kg 53. Cobalt acetate 1kg
27. Sodium sulfide (Na2S) 1kg 54. Chloroform 1Lt
 List of Consumable Items (for a batch of 40 students at any given time):

Requirement

Requirement
S. no Consumable S. no Consumable

55. Hydro chloric acid (HCL) 5Lt 70. Picric Acid 250gm
56. Sulphuric acid (H2SO4) 5Lt 71. Borax 500gm
57. Nitric acid (HNO3) 5Lt 72. Cobalt Glass 1pcs
58. Ethanol 3Lt 73. Aluminum Metal 250gm
59. Test tube (50/125mm) 5box 74. Spatula 30pcs
60. Test tube holder (thick brass) 30pcs 75. Bunsen burner 30pcs
61. Dropper glass (150mm) 40pcs 76. Droppers 50pcs
62. Funnel (2”) 50pcs 77. Burettes(50ml) 40pcs
63. Pipette (10ml)bulb tube 40pcs 78. Wire gauge 40pcs
64. Conical flask (250ml) 20pcs 79. Watch Glass 40pcs
65. Volume tric flask (100ml) 40pcs 80. Spatula 30pcs
66. Filter paper(12.5cm) 10pkt 81. Tripod Stand 30pcs
67. Glass rod(thick) 10pcs 82. Burette stand 30pcs
68. Plain white labels (2/1) 3pkt 83. Laboratory thermometer 30pcs
(-10°C to 110 °C)
69. Sodium sulfite (Na2SO3) 1kg

7. Safety guidelines
In order to ensure the safety of students in Science Laboratories, the following provisions are
mandatory:

 List of general SOP applicable at all times

 Two wide doors for unobstructed exits from the laboratory.
 An adequate number of fire extinguishers near laboratory.
 Periodically checking vulnerable points in the laboratory about the possibility of mishaps.
 Periodical checking of electrical fittings/insulations for replacement and repairs
 Timely and repeated instructions to students for carefully handling chemicals and equipment
in the laboratory.
 Safe and secure storage of all chemicals.
 Proper labeling and up keep of chemicals.
 Proper safety and protection provisions include a fume hood, goggles and gloves while doing
practical work.
 Advance precautionary arrangements to meet any emergencies.
 Conduct any additional experimental work only under supervision and with due advance
permission.
 Availability of First Aid and basic medical facilities in the school.
 General work procedure for students
 When entering a laboratory, avoid touching equipment, chemicals, electrical and electronic
devices, or other materials until you are instructed to do so.
 Follow all written and verbal instructions carefully given by the teacher/ instructor.
 Do not start any practical work unless you are clear about its directions. Ask your teacher
before proceeding with the activity.
 Be cautious at all times in the laboratory. Call the teacher immediately if you notice any risky
conditions.
 Never work alone in the laboratory. The presence of a teacher or supervisor is necessary.
 In case of spillage, break age or injury, report to the teacher instantly: stay calm.
 Do not taste or smell any chemical present in the laboratory.
 When removing an electrical plug from its socket, switch off and grasp the plug, not the
electrical cord. Hands must be dry when touching an electrical switch, plug or outlet/socket.
 Never return unused chemicals to their original container.
 Do not take any chemicals away from the laboratory premises.
 Do not immerse hot glassware in cold water, as the glassware may break. Put the heated glass
ware in a different place to be cooled.
 Never look in to a container that is being heated. Always observe containers from sideways.
 If the Bunsen burner goes out accidentally, immediately turn off the control device/ gas supply.
 Never leave a lit burner unattended.
 Wash your hands with liquid soap and water on leaving the laboratory.
 Essential Standard Operating Procedure
(SOP) Required for Affiliation with CBSE
Biology Laboratory

CENTRAL BOARD OF SECONDARY EDUCATION

1. Introduction:

In the study of Biology, practicals are given special consideration as they are necessary to stimulate
creativity, curiosity and critical thinking among students. Moreover, practicals help increase
students' engagement, thus boosting their interest in the subject. School labs are an excellent placefor
students which help them enhance their learning by understanding the theoretical concepts of
science taught in classrooms. Well-designed laboratories make science experiments fun and help
students achieve good academic results. They help to close the gap in the achievement of learning
outcomes so that classroom transactions will shift towards competency-based learning and
education. Hence, a well-equipped Science Laboratory is required in every school to:
 Make learning Holistic, Integrated, Enjoyable, and Engaging
 Develop conceptual understanding giving a strong emphasis on Experiential learning in all
stages of science education to move toward Competency-focussed education.
 Provide opportunities to students for hands-on learning to observe, experiment and innovate
 Fulfill curricular expectations in a holistic manner
 Create and facilitate a culture of research from the school level itself
 Promote collaborative learning

2. Curricular expectations

At the Senior Secondary stage, learners who have opted for biology as one of the disciplines for
study are expected to:

i. Identify and develop an understanding of concepts, principles, theories, and laws

governing the physical world around a biological entity.
ii. Develop the ability to acquire and use the methods and processes of science, such as
observing, questioning, planning investigations, hypothesizing, and collecting,
analysing and interpreting data, communicating explanations with evidence, justifying
explanations, and thinking critically to consider and evaluate alternative
explanations in the biological perspectives.
iii. Build upon the perceptive of essential tools and techniques used in concepts to analyse
various issues in biology.
iv. Conduct experiments also involving quantitative measurements in biology.
v. Appreciate how biology concepts evolve with time, giving importance to its historical
perspective.
vi. Develop a scientific temper concerning biological phenomena (objectivity, critical
thinking, creative skills, freedom from fear and prejudice) and Nurture natural curiosity,
aesthetic sense, and creativity in biological processes and phenomena.
vii. Imbibe the values of honesty, integrity, cooperation, concern for life and
preservation of the environment.
viii. Develop respect for human dignity and rights, equity and equality.
 ix. Connect biological concepts to real-life problems and develop innovative problem-
solving abilities to solve problems related to life situations through an understanding of
biological concepts.
x. Widen skills to illustrate linkages of elementary aspects of biology with complex
phenomena.
xi. Integrate and interrelate biological concepts with other areas of knowledge by
underlying common principles.

3. Pedagogy of Science education as recommended by National Education Policy 2020:

 Chapter 4 of NEP 2020 ‘Curriculum and Pedagogy in Schools: Learning Should be Holistic,
Integrated, Enjoyable, and Engaging’ has laid a wide emphasis on Experiential learning in
all stages of science education in Para 4.6.
 Chapter 7 of NEP 2020 in Para 7.5 has mentioned the importance of well-equipped science
laboratories for strong science education.
 According to Para 12.1 Effective learning requires a comprehensive approach that involves
appropriate curriculum, engaging pedagogy, continuous formative assessment, and adequate
student support. The curriculum must be interesting and relevant, and updated regularly to
align with the latest knowledge requirements and to meet specified learning outcomes which
can be made possible by well-equipped science laboratories.

To align with the recommendations of NEP and for the convenience and clarity of all stakeholders,
CBSE has prepared SOPs for laying down the requirements for Biology Laboratory in schools. The
present SOP also illustrates adequately the safety rules for students and instructions for teachers in this
regard. The SOP also attempt to sensitize schools about proper management of waste generated during
the practical exercise carried out by the students. It is hoped that the SOPs will be helpful for schools
and students in adopting basic rules for safe behaviour and hygiene, to avoid accidents in the
laboratory.
4. Model Layout of Biology Laboratory
5. Infrastructure needed for Biology Laboratory:

Recommendations for Infrastructure

Category /
S. No. Requirements
Materials needed
1 Physical  Minimum Lab. Room size 600 Sq.ft.
Infrastructure
2 Storage  A separate room or cupboards within lab for consumables
and non- consumables items in the lock and key mechanism,
thus ensuring a safety, dust and vermin-free environment.

3 Teaching  Preferably an intelligent board with an internet

facility Facility or white / green board.

4 Demonstration  The demonstration table should also have a sink along with a
Table water tap. In the laboratory, seats are made available to the
students, so students sit at the allotted place and note the
instructionsfrom the teacher.
 40 seating facilities (lab stools)

5 Display / Notice  Do’s & Don’ts/ rules for the laboratory use/ safety
Board procedures
 List of practical activities
 Timetable- (laboratory timetable)
 Emergency Contact numbers
6 Gas/ heating  Preferably gas pipeline. (2 heating burners)
7 Sink with Water  8 sinks with water supply
supply
8 Waste management  02 bins to be installed for biodegradable and non -
biodegradable waste.
 Flammable chemicals bottles must be packed separately.
Empty chemical bottles can be packed in cartons/sacks.
Disposal must be sent to the Material Management
Division of the school.
9 Fire extinguisher  To be installed at a prominent place within the laboratory or in
the corridor outside the laboratory.
10 Exhaust fans  2 in number
11 Medical First Aid  2 in number
Kit
6. Minimum requirement of equipment / items for a Biology laboratory

a) List of Non-Consumable Items (for a batch of 40 students):

Sl. Non-Consumable Requirement Sl. Non-Consumable Requirement

no no
1 Beaker 100ml / 250ml Twenty 25 Watch glass Forty
/500ml
2 Chart stand one 26 Water bath one
3 Conical flask Twenty 27 Wash bottle Twenty
4 Digital balance Twenty 28 White cavity tiles Forty
5 Dropping bottle Twenty 29 Pipette stand one
6 Forceps Forty 30 All Pins Four
packets
7 Funnel Forty 31 Burette (50ml) Forty
8 Glass showcase one 32 Burette 50 ml Forty
9 Heater one 33 Perforated beaker 250 ml -
twenty
10 Hot plate one 34 Capillary tube Twenty
11 Human skeleton one 35 Test tube holders Forty
(Artificial)
12 Leaf clamp apparatus one 36 Tripod Stand Forty
13 Measuring cylinder Twenty 37 Thermometer Forty
50ml/100ml/250ml
14 Micro viewers Eight 38 Trough Forty
15 Microscope compound Eight 39 Wire gauge Forty
16 Microscope dissecting Eight 40 Burette Stand Forty
17 Morter and pestle Eight 41 Blade for section Eight
cutting
18 Petri dish Forty 42 Chart display stand Forty
19 Pipette (graduated Forty 43 Enamel Tray Forty
10ml)
20 Reagent bottle Eight 44 Laboratory Coat Forty
21 Skeleton (joints ) one set 45 Scissors 4" Forty
22 Slide box two 46 Scissors 6" Forty
23 Test tube holders Forty 47 Scalpel Forty
24 Test tube stand Forty 48 Staining Rack Forty
List of Non-Consumable Items (for a batch of 40 students):
Sl. no Non-Consumable Requirement
 Controlled pollination, and Pedigree charts
 Roundworm, Earthworm, and Tapeworm
 Pigeon, Rat, Scoliosis, Starfish, Frog, and lizard camel, and
Cockroach
49 Charts
 Mendels inheritance , and the life cycle of the mosquito
 Racemose Inflorescence, Cymose Inflorescence,
 Modifications of Roots and stem
 Posters / portraits of Scientists
 Claws and beaks, forelimbs modifications, Brain, Ear, and Eye
 Human Torso model, and Human Skeleton Model
50 Models
 Root nodules of leguminous plants
 Cuscuta on host, lichens, homologous and analogous organs.
 Asexual reproduction, Plant tissues, Animal tissues
 Stages of mitosis, Meiosis, T.S. of the testis, T.S. of ovaries
51 Slide permanent
 Pollen tube germination, T.S. Blastula
 Disease-causing agents, Bread mould, Amoeba, Hydra
 Only plant specimens which are in the syllabus are:
 Aquatic plants, xerophytic plants, monocot plants,
52 Specimens  Dicot plants, moss, liverworts, fern
 Stem root and leaf modifications,
 Plant diseases., mushroom
 Ascaris, Entamoeba, Plasmodium, any fungus causing ringworm
 Bacteria, Oscillatoria, Spirogyra, Rhizopus, mushroom
 Yeast, liverwort, moss, fern, pine, one
Pictures / posters monocotyledonous plant
53
/ Charts  One dicotyledonous plant and one lichen, Amoeba,
 Hydra, liver fluke, Ascaris, leech, earthworm, prawn
 Silkworm, honey Bbee, snail, starfish, shark
 Rohu, frog, lizard, pigeon and rabbit.
 b) List of Consumable Items (for a batch of 40 students at any given time)
Consumable Consumable
S.no Requirement S.no Requirement
products products
1 Acetic acid 250ml 39 Hydrochloric acid 100 ml
2 Acetone 250 ml 40 Detergent 20 gms
3 Alcohol 500 ml 41 Iodine 100 ml
4 AluminumSulphate 20 g 42 Methylene blue 10 ml
5 Benedictssolution 100 ml 43 Micro cover slip Eight
6 Muslin cloth 20 metres 44 Micro glass slides Eight
(50 cm pertudent)
7 Brushes Forty 45 Million's reagent 100 ml
8 Matchbox One box 46 Needle Forty
9 Ammonium solution 250 ml 47 Nitric acid 50 ml
10 Acetocarmine powder 5 ml 48 Petroleum ether 100 ml
11 Cavity block Forty 49 Potassium nitrate 20 g
12 Cavity slide 10 50 Safranin solution 50 ml
13 Cellotape / paper tape one 51 Bile salts Five gms
14 Chromatography paper Two sheets 52 Soap one
15 Cobalt chloride 50 g 53 Starch 50 g
16 Cork 10 54 Starch iodide paper one packet
17 Cotton Roll one roll 55 Sucrose 100 g
18 Dettol 100 ml 56 Test tube - Boiling Twenty
19 Dropper 20 67 Test tube - Eight
Ordinary
20 Dusters 5 68 Test tube Graduated Forty
Five boxes of 24 69 Toothpicks Five jars
21 Filter paper pieces each
22 Formaldehyde 500 ml 70 Aluminum foil Four foils
23 Glycerine 500 ml 71 Barium Chloride Five gms
24 Grease 100 g 72 Dicot stem Ten
25 Boric acid Five gms 73 Urea Ten gms
26 Monocot stem Ten 74 Milk 10 ml
27 Ethanol 50 ml 75 Seeds/Pulses 50 gm
28 Fehling solution A 20 ml 76 Rice 50 gm
29 Fehling solution B 20 ml 77 Spinach Leaves 50 gm
30 Glucose 20 gms 78 Potato 50 gm
31 Lens cleaning one 79 Sugar 50 gm
solution
32 Lens cleaningpaper one 80 Egg one
33 Magnesium Sulphate Ten gms 81 Onion root tips 50 gms
34 Onion root tips Five roottips 82 Peas 500 gms
35 Plain stickers Eight 83 Pineapple 50 ml
36 Robert solution 10 ml 84 Banana one
37 Sodium Chloride Ten gms 85 Apple one
38 Sodium 10 ml 86 pH paper one packet each of a
Hypobromide narrow range anda
broad range
7. Safety guidelines

In order to ensure the safety of students in Science Laboratories, the following provisions are
mandatory:
 List of general SOP applicable at all times
 Two wide doors for unobstructed exits from the laboratory.
 An adequate number of fire extinguishers near laboratory.
 Periodically checking vulnerable points in the laboratory about the possibility of mishaps.
 It should be ensured that gas fittings in the biology laboratory fulfill the desired norms and
standards.
 Periodical checking of electrical fittings/ insulations for replacement and repairs
 Timely and repeated instructions to students for carefully handling chemicals and
equipment in the laboratory.
 Display of do’s and don’ts in the laboratory at prominent places.
 Safe and secure storage of all chemicals and equipments.
 Proper labelling and upkeep of chemicals and equipments.
 Proper safety and protection provisions include a fume hood, goggles and gloves while
doing practical work.
 Careful supervision of students while doing practical work.
 Advance precautionary arrangements to meet any emergencies.
 Conduct any additional experimental work only under supervision and with due advance
permission.
 Availability of First Aid and basic medical facilities in the school.
 Proper location of the laboratories.
 General work procedure for students
 When entering a laboratory, avoid touching equipment, chemicals, electrical andelectronic
devices, or other materials until you are instructed to do so.
 Follow all written and verbal instructions carefully given by the teacher/ instructor.
 Do not start any practical work unless you are clear about its directions. Ask your teacher
before proceeding with the activity.
 Be cautious at all times in the laboratory. Call the teacher immediately if you notice any
risky conditions.
 Never work alone in the laboratory. The presence of a teacher or supervisor is necessary.
 In case of spillage, breakage or injury, report to the teacher instantly: stay calm.
 When removing an electrical plug from its socket, switch off and grasp the plug, not the
electrical cord. Hands must be dry when touching an electrical switch, plug or outlet/ socket.
 Never return unused equipment to their original container.
 Do not immerse hot glassware in cold water, as the glassware may break. Put the heated
glassware in a different place to be cooled.
 Never look into a container that is being heated. Always observe containers from sideways.
 If the Bunsen burner goes out accidentally, immediately turn off the control device/ gas
supply.
 Wash your hands with liquid soap and water on leaving the laboratory.
 Essential Standard Operating Procedure
(SOP) Required for Affiliation with CBSE
Mathematics Laboratory

CENTRAL BOARD OF SECONDARY EDUCATION

 1. Introduction:
Mathematics has to be learned by doing and not by rote memorization. This requires a suitable
place for performing the activities. A well-equipped mathematics laboratory motivates the
students and creates an environment to learn mathematics by doing. The need for a mathematics
laboratory is mentioned in the National Curriculum Framework for Elementary and Secondary
Education (1988) and has also been endorsed in the National Curriculum Framework for School
Education (2000).

A mathematics laboratory is an activity-centered approach to learning and a child is placed in a

problem-solving situation through self-exploration and discovery. Some of the ways in which a
mathematics laboratory can contribute to the learning of the subject are as follows:
 It provides an opportunity to understand and internalize basic mathematical
concepts through concrete objects and situations.
 It enables the students to verify or discover several geometrical properties and facts
using models or paper cutting and folding techniques.
 It enables the students to draw graphs and do analyses based on their calculations
 The laboratory provides an opportunity to exhibit the relatedness of mathematical
concepts with everyday life.
 The laboratory promotes collaborative learning among students which further
assimilates the concepts more effectively.
 It enables the teacher to demonstrate, explain and reinforce abstract mathematical
concepts/ideas by using concrete objects, models, charts, graphs, pictures, posters, etc.
 It enables the students to verify various identities and formulae used in Algebra and
 Mensuration through activities, 3-d models of solid figures, and illustrative audio
-visual aids.

2. Curricular Expectations:
The study of Mathematics is expected to fulfil the following curricular expectations:

i. To provide readily accessible rich manipulative materials to focus on “learning

by doing”.
ii. To develop an attitude of inquiry.
iii. To remove the phobia of mathematics education and develop a positive attitude
towards the subject.
iv. To develop much-needed confidence in students.
v. To generate interest in the subject.
vi. To make the students divergent thinkers.
vii. To provide individualized remedial instructions, and reinforcement of concepts
through demonstration.
viii. To emphasize conceptual understanding rather than rote memorization (NEP
2020).
ix. To make learning Holistic, Integrated, Enjoyable, and Engaging (NEP 2020).
 3. Pedagogy of Mathematics as recommended by National Education Policy
1986 and 2020
1. The National Policy on Education (NPE, 1986) stated that “Mathematics should bevisualized
as the vehicle to train a child to think, reason, analyze and to articulate logically”.
2. National Education Policy (NEP, 2020) recognized importance of mathematics and
mathematical thinking in upcoming research-oriented fields such as artificial intelligence,
machine learning and data science.
To align with the recommendations of NEP and for the convenience and clarity of all stakeholders,
CBSE has prepared SOPs for laying down the requirements for Mathematics Laboratory in schools.
The present SOP also illustrate adequately the safety rules for students and instructions for teachers
in this regard. The SOP also attempt to sensitize schools about proper management of waste
generated during the practical exercise carried out by the students. It is hoped that the SOPs will be
helpful for schools and students in adopting basic rules for safe behaviour and hygiene, to avoid
accidents in the laboratory.

4. Model Layout of Mathematics Lab

:
 5. Infrastructure needed for Mathematics Laboratory:
Recommendations for infrastructure and equipments:
S.NO Category Requirement
1 Physical Infrastructure  Minimum Lab. Room Size 500 Sq.ft.
2 Storage  Display board
 blackboard (half plane & halfgraph)
 Racks
 Almirah for storage
3 Teaching facility  Preferably an intelligent board with an internet
Facility or white / green board.
4 Demonstration Table  There should be proper demonstration table. In the
laboratory, seats are made available to the students, so
students sit at the allotted place and note the
instructionsfrom the teacher.
 40 seating facilities (lab stools)
5 Stencils  For drawing mathematicalshapes.
6 Measuring tape 15 meters 2
7 Magnetic graph coordinate board 1
with marker

8 Fraction concept instruments 1

9 Circle concept kit 1
10 Hardwood geometrical solids 1
Hardwood geometrical solids
11 Volume relationship sets 1
12 Geometrical shapes 5x10 cm 12
colored

13 Clinometer 2
14 Platonic solids and square prism 1
and pyramids

15 Mensuration kits 1
16 Probability kit 1
17 Measuring jugs and beakers 1
18 Triangle kit 1
19 Standard time indicator 1
20 Scissors, one-meter wooden scale 2

21 Geometrical instruments 1
comprising the compass, divider,
scale set square & protractor.

22 Student Abacus (Wooden) 1

23 Standard Time Indicator 1
24 Physical Balance 1
25 Geo Board-Circle (Wooden) 1
24 Mathematical charts  Measurement scales, conic
sections, Venn diagram, number
system, time management,
trigonometry
25 Different types of papers  Isometric sheet
 squared dotted sheet
 graph paper etc.
26 Pair of dice  Probability kit (Dice, playing
cards, coins of different colours)
27 Recreational games and puzzles  Tangrams, sudoku
 Tambola
 Integer board
28 Unit cubes 1
29 Kit for primary classes 3 to 5  Fraction kit, Decimal kit
 Fake money kit, Rangometry,
 Training clock, Sau rang ki khoj
 Tessellation kit, Dienes blocks
(Rubber)
 Maan cards four digit / six digit
 Decimal maan cards

30 Classes 6-8:  Probability kit

 Fraction kit
 Triangle kit
 Integer board
31 Classes 9-10  Probability kit
 Mensuration kit
 Measuring jug set. (7)
32 Photo display of Indian  Famous Mathematician portraits/
Mathematicians posters

33 Models on Mathematics Pythagorus theorem, ‫ ח‬diagram

(a+b)(a-b) = a2-b2
(a-b)2=a2+b2-2ab
(a+b)2=a2+b2+2ab
Abacus and beeds,
Multipurpose mathematical kit etc.
34 Physical Balance & Electrical Balance  1 each
35 L.E.D.  Preferably roof mounted
36 Geometry box  05 for demo by teachers
37 Thermometer  1

38 Sextant  8
 6. Safety Guidelines:

b) List of general SOP applicable at all times

 Two wide doors for unobstructed exits from the laboratory.
 An adequate number of fire extinguishers near laboratory.
 Periodically checking vulnerable points in the laboratory about the possibility of mishaps.
 Periodical checking of electrical fittings/ insulations for replacement and repairs
 Display of do’s and don’ts in the laboratory at prominent places.
 Safe and secure storage of all equipment.
 Proper labelling and upkeep of equipment.
 Proper safety and protection provisions include a fume hood, goggles and gloves whiledoing
practical work.
 Careful supervision of students while doing practical work.
 Advance precautionary arrangements to meet any emergencies.
 Conduct any additional experimental work only under supervision and with due advance permission.
 Availability of First Aid and basic medical facilities in the school.
 Proper location of the laboratories.

c) General work procedure for students

 When entering a laboratory, avoid touching equipment, electrical andelectronic devices, or other
materials until you are instructed to do so.
 The students should be careful when doing electricity experiments.
 He/she should not touch any wires if his/her hands are wet, even for low voltage
equipment.
 Follow all written and verbal instructions carefully given by the teacher/ instructor.
 Do not start any practical work unless you are clear about its directions. Ask your teacherbefore
proceeding with the activity.
 Be cautious at all times in the laboratory. Call the teacher immediately if you notice anyrisky
conditions.
 Never work alone in the laboratory. The presence of a teacher or supervisor is necessary.
 In case of spillage, breakage or injury, report to the teacher instantly: stay calm.
 When removing an electrical plug from its socket, switch off and grasp the plug, not the electrical cord.
Hands must be dry when touching an electrical switch, plug or outlet/ socket.
 Wash your hands with liquid soap and water on leaving the laboratory.
 1

Essential Standard Operating Procedure

(SOP) Required for Affiliation with CBSE
Computer Science
Laboratory

CENTRAL BOARD OF SECONDARY EDUCATION

 2

A computer laboratory is an expected infrastructure in all private and government schools.

A computer laboratory is not just a cultivator of knowledge; it also promotes enthusiasm for
technology, science, and research. It also allows children to not only learn emerging skills
like coding and automation but will also allow them to see and explore careers in this
upcoming field.

1. Pedagogy of the computer science education as recommended by the

National Education Policy (2020)
Para 4.4 of the National Education Policy 2020- The aim of education will not only
be cognitive development, but also building character and creating holistic and well-
rounded individuals equipped with the key 21st century skills
Para 4.41 of the NEP focuses on teaching learning to be conducted in a more
interactive manner where technological tools play an important role. Subjects such as
artificial intelligence, Digital Citizenship, data science, computer science, and
Information practices are incorporated throughout the CBSE curriculum which
involves a lot of hands-on and online exploration.

Inclusive Education:
Assistive technologies, audio books, digital books, and other assistive tech-based
solution should be provided to students with special needs.
Teachers Training:
Keeping in view the current trends in technology and its usage, it is imperative that
the teachers are regularly trained. In service sessions, workshops, refresher trainings
are done from time to time for all staff members.

Subject training on how to implement tech tools as an aid should also be organized.

2. Computer Lab Essential Infrastructure:

S.
No Category Requirement
01 Physical Infrastructure  Minimum Lab. Room size is 600
Sq.ft.
 Minimum 40 computer nods.
 Minimum 01 computer for 20
students (above 800 students)
 Air Conditioner Facility
02 Hardware Configuration  Minimum i3 or above processor,
for 20 Computers 8GB Ram, 500GB Hard Drive,
15.6’’ Screen
 UPS backup
 3

S.
No Category Requirement
03 Equipment  Printer with Scanner (ADF)
 Firewall security
 Smart board with Projector
 Speakers
 Web-Cam
 LAN
04 Software Installation as  Operating system
per the requirement of the  Office
syllabus  Paint
 Pivot Stick animator
 Python 2.7 or above
 Publisher
05  Visual Basic 2015 or above
 Adobe Flash
 Net Beans
 My SQL
 Photo Scape
 Online meeting software(s)
 Antivirus
 Open office software suite and
google docs/sheets
 Programming: Scratch tool.
 Flow chart: Google drawing
 Virtual reality: Google art and culture
 Augmented reality: NCERT
ePathshaala AR
 Use of inbuilt accessibility tools for
CWSN
 Drag and drop: Weebly, MIT App
inventor
 Blog writing: Word press
06 Internet  Lease line minimum 20mbps 1:1
07 Server  Minimum Core i5 CPU, 16 GB
RAM, 2 TB x 4storage
 Server 2016/19
08 Teaching Facility  Interactive White Board with projector
 LMS (Learning Management System)
 Speakers
 4

3. Rules for Computer laboratory:

 Participating in behavior or activities that disturb other users or disrupt the

operations of the lab is not permitted. Violations of the Computer laboratory
ruleswill result in loss of computer privileges or other disciplinary action.
 Use the CD-ROM / Internet and other multimedia equipment for academic work only.
 Remember to “Log Off” at the end of each session.
 Antivirus scanning to be done on weekly basis
a) Do’s:
 There should be a Software license compliance policy.
 Regular updates on machines to be checked and done by the Hardware Engineers.
 All the computers are connected to Centralized Data Center/Server.
 Annual stock verification is done by the laboratory attended.
 All the students are given laboratory facilities per the practical subjects
allotted. Thecomputers are available in a ratio of 1:2 (Students).
 The use of the computer lab regularly for their practical and assignments as part of
their curriculum. Class and course-wise timetables and batches are prepared by the
subject In- charge and the same is made available to all concerned staff such as course
coordinators, andlab assistants.

b) Don’ts :
 Don’t overburden the machines by storing the files or downloading them on local hard
copiesand the desktop.
 Don’t surf the internet or e-mail without the supervision of a teacher/Lab attendant.
 Don’t disturb others working in the Lab
 Don’t install any software or modify or delete any system files on any lab computers.
 Essential Standard Operating Procedure
(SOP) Required for Affiliation with CBSE
Library

CENTRAL BOARD OF SECONDARY EDUCATION

 ESSENTIAL COMPONENTS OF SCHOOL LIBRARY

1. LIBRARY SPACE
** The size of Library Room should be minimum 1200 Sq.ft.
A library should provide accommodation for at least 50 students of a class at
a time, plus 10% extra space for other group activities, projects and
reference service beside room for librarian, circulation counter, reference
desk, books / periodicals display, committee/ conference room, property
counter, catalogue enclosure.

2. LIBRARY FURNITURE:

(i) Chairs, Tables (size should be age appropriate)

(ii) Book Stacks
(iii) Periodicals display stand
(iv) Newspapers display stand
(v) Circulation Counter

3. LIBRARY COLLECTION

Emphasis is to be given to develop library collection of classics, autobiographies,

biographies, travelogues, essays, fiction, poetry, drama, recreational and
motivational materials. Dictionaries, encyclopaedias, yearbooks, children’s
magazines, illustrations, maps and charts and other reference materials should be
made available in the library. The minimum collection of documents should be as
follows:
(i) Minimum books : 1500
(ii) Books: 5 books per child (Above 300 students)
(iii) Magazines: 10 Magazines
(iv) Newspapers 6 News Papers (2 newspaper each in English, Hindi and one
of the regional language of the region)
(v) Audio-Visuals
(vi) Micro films
(vii) Games and Models
(viii) Maps, Atlas, Globes and Charts
(ix) Machine Readable Formats
(x) Pictures / portraits – Famous personalities
 4. INFORMATION COMMUNICATION TECHNOLOGY INFRASTRUCTURE

(i) Digital Display

(ii) LCD Panel or Projector
(iii) 01 Desktop with Internet Connection and Printing & Xerox facilities

5. LIBRARY OPERATIONS:
⮚ Accession Register
⮚ In house Operations: Automated System
⮚ Circulation: Barcoded

6. LIBRARY EVENTS:
(i) At least 6 Library events should be organized per annum
(ii) Literary calendar of events should be prepared well in advance.
(iii) To develop reading, writing and speaking skills, every student should be
encouraged to read one book per week. The student will prepare one page
summary which to be displayed on notice board every week. Book review
and discussion also to be undertaken by librarian during library period in
this regard.
7. LIBRARY AUTOMATION (Optional)
The term ‘Library Automation’ is being used extensively in library to mean
use of computer application to perform the library activities such as
acquisition, cataloguing, circulation, stock verification etc. Information
Retrieval, automatic indexing & abstracting and networking are included in
its preview. For better library services and management the school library
should be automated at least with Barcode.

AUTOMATION EQUIPMENTS
The library should have circulation counter equipped with computer, printer
and Barcode Scanner. Number of computers for OPAC and other digital
materials access should be in the ratio of 5:1 where number of students for
calculating number of computer is the maximum number of students attends
the Library at the same time.
 8. BOOK SELECTION / WEEDING / DISCARDING COMMITTEE:
THE COMMITTEE SHOULD COMPRISE OF

(i) Librarian (Convener)

(ii) Principal/ Vice Principal (Chairperson)
(iii) Representatives from subject departments
(iv) Head of the subject departments

9. LIBRARY POLICY

The school library should have well documented library policy document.
The Library Policy document should cover, Library Rule,
weeding/discarding policy, collection development (digital and print both)
policy, library class and other policy which needs to bring transparency in
library operations and providing valuable services to the students and the
teachers of school.

10.STAFF AND STAFFING:

(i) Librarian (TGT / PGT Grade) - One
(ii) Assistant Librarian (PRT Grade) - One

⮚ QUALIFICATIONS OF LIBRARY STAFF:

(a) Librarian (TGT / PGT)

 Masters Degree in Arts/Science/ Commerce + Degree or equivalent
course in Library and Information Science from a recognised
University
OR
 A Master’s degree in Library & Information Science from a
recognised University.

(b) Assistant Librarian (PRT)

 Degree or diploma in Library & Information Science from a
recognised University
 Essential Standard Operating Procedure
(SOP) Required for Affiliation with CBSE
Sports Facilities

CENTRAL BOARD OF SECONDARY EDUCATION

IMPORTANCE OF SPORTS IN SCHOOL EDUCATION
The sports in school education aren’t just limited to physical activities as children today
choose sports as their career and it has become equally essential as academic values.

1. Enhances Health: When children engage in sports, it enables them to build their
muscle strength, reduce fat, burn cholesterol, increases height, lung capacity, and
prevent the body from obesity, or problems like high blood pressure or diabetes.
Sports education has greatly emphasized that physical activities are not just about
being healthy but fitness should become a lifestyle.
2. Enhances Character: Playing sports develops a child’s character to become
confident and adaptable. It also instills patience, self-discipline, perseverance, to
accept the beauty of defeat and improving their skills, teamwork, and lifelong
healthy habits of fitness which they will carry till adulthood.
3. Enhances Leadership: Becoming captain or aspiring to become one, naturally
teaches children how to become good leaders – how to talk to other teammates,
manage team emotions, taking crucial decisions, etc. These leadership experiences
will be critical to working their way up as adults for shaping their career.
4. Enhances Academic Performance: It helps to strengthen their belief system and
confidence, which results in improved academic performance. Participation in
sports has proven to increase cognitive and memory functions of the brain, helping
kids perform better in academics. The power of focus, discipline, or perseverance
that comes from playing sports also enables the child to thrive well in academics.
5. Enhances Social Life: Physical stimulation releases beta-endorphins, and also the
levels of serotonin in the central nervous system causing an increase in appetite, and
the feeling of well-being that reduces stress and accentuates the feeling of
happiness. When a child is happy and healthy it reflects in their social interactions
with others. The improvement in energy levels that come from playing sports enable
children to be active, jovial and playing in teams makes them develop a sense of
belongingness and an opportunity to make new friends. These communication and
social skills in turn help them in their future relationships and careers.

National Education Policy (NEP) 2020 gives special attention to sports-integrated

learning for students to adopt fitness as a lifelong attitude as envisaged in the Fit India
Movement.
Sports Infrastructure

Every school should have adequate or latest sports infrastructure/ facilities both indoor and
outdoor as per following:
1) Sports Field with Track (Minimum 200m Track) Synthetic/ cinder/ grassy

2) Outdoor Games (Minimum two)

1. Basketball Synthetic/ cemented
2. Kho-Kho Synthetic/ grassy
3. Volleyball Synthetic/ wooden / grassy
4. Handball Grassy/ Synthetic
5. Lawn Tennis Synthetic/ clay court
6. Skating Cemented
7. Football Synthetic/ artificial turf / grassy
8. Hockey Synthetic/ artificial turf/ grassy
9. Swimming pool 50m (standard)/ 25m as per
budget/ space availability
10.Badminton Synthetic/ cemented
11.Kabbadi Grassy/ Synthetic

3) Indoor Games (Minimum three)

1. Basketball
2. Badminton
3. Chess
4. Judo
5. Taekwondo
6. Yoga
7. Aerobics
8. Rope skipping
9. Archery
10.Rifle shooting
11.Swimming pool
12.Kabbadi
13.Boxing
14.Table Tennis
15.Gymnastics
Equipment’s
1. The school should have certain essential and protective equipment’s / safety gear
according to the nature of sports/game.
2. Athletics - Relay Batons, hurdle, Discus, Javelin, shot put, etc.
3. Basketball - Balls should be arranged in different sizes according to the age group of
students and according to the norms and rules of NSF.
4. Table tennis - Standard size tables and other equipments.
5. Football, Volleyball and Handball size, weight and circumference of the ball should
be according to the age group of the students according to the norms prescribed by
the concerned National Sports Federation (NSF).
6. Judo, Taekwondo, Gymnastics, Yoga & Kabaddi mats should be according to the
norms of NSF.
7. Badminton, Tennis racquets and shuttles should be according to the norms of NSF.
Staff
1. Dedicated Technical Sports staff having aptitude to perform both on and off field is
obligatory on the part of school.
2. Primary / Middle Classes - 01 Physical Education Teacher having minimum
qualification as B.P.Ed. or as per NCTE notification as following:-

(a) Senior Secondary (Class XII or its equivalent) with at least 50% marks from
recognized Board.

Or

Candidates who have passed the Senior Secondary examination (+2) or its
equivalent and have participated in sports/games at least school/college/district
level in accordance with and National Council for Teacher Education
(Recognition Norms and Procedure) Regulations, 2007 notified on 10.12.2007

Or

Senior Secondary (Class XII or its equivalent) with at least 45% marks from
recognized board {in accordance with the National Council for Teacher
Education (Form of application for recognition, the time limit of submission of
application, determination of norms and standards for recognition of teacher
education programmes and permission to start new course or training)
Regulations, 2002 notified on 13.11.2002

And

(b) Certificate/Diploma in Physical Education of duration not less than two years (or its
equivalent) from any National Council for Teacher Education recognized institution
3. Secondary / Senior Secondary Classes - 01 Primary Sports Teacher (PET) and
01 Senior Sports Teacher having minimum qualification as Masters in Physical
Education (M.P.Ed. or MPE or any other equivalent qualification as prescribed by
AICTE or NCTE for Physical Education) or as per NCTE notification as following:-

Bachelor of Physical Education (B.P.Ed.) or Bachelor of Physical Education (BPE)

or Bachelor of Science (B.Sc) in Health and Physical Education and Degree in
Sports with at least 55% marks as per National Council for Teacher Education
(Recognition Norms and Procedure) Regulations, 2009

Or

At least 50% marks in the B.P.Ed. degree / B.P.Ed. (Integrated) 4 years professional
degree in accordance with the and National Council for Teacher Education
(Recognition Norms and Procedure) Regulations, 2007 notified on 10.12.2007

Or

B.P.Ed. with atleast 55% marks or B.P.E. Course (or its equivalent) of 3 years
duration with at least 50% marks in accordance with the National Council for
Teacher Education (Form of application for recognition, the time limit of
submission of application, determination of norms and standards for recognition of
teacher education programmes and permission to start new course or training)
Regulations, 2002 notified on 13.11.2002

And

M.P.Ed. of at least 2 years duration from any National Council for Teacher
Education recognized institution.