CBSE 2026–27 · Classes 9–12
Scientific equipment for schools
A practical guide to science lab equipment for schools: physics, chemistry, biology and chemical stock, with class-wise uses and a buying plan for administrators.
By SetuCrest Global · Updated 2026-09-13 · School procurement guide
Plan the practicals before buying the equipment
Start with the classes taught, the teacher’s selected experiments and the largest practical batch. Then check usable stock, room services and recurring consumables. A well-chosen apparatus set should let students take observations reliably, while leaving enough time for setup, cleaning and safe storage.
This guide covers Class 9 standard Science, Class 10 Science and Classes 11–12 Physics, Chemistry and Biology for 2026–27. Class 9 advanced Science, primary/middle-school kits and individual investigatory projects need separate lists. CBSE’s current Class 9 practical programme differs from older combined Class 9–10 lists; use the correct year when reviewing an existing quotation.
CBSE publishes both practical syllabi and a composite-lab equipment SOP. The tables below translate practical needs into purchase categories; they are not an exhaustive official inventory or a certificate of compliance. Check the linked syllabus, applicable lab SOP and NCERT method before the department signs off its final quantities. Class 9 Science (2026–27) · Class 10 Science (2026–27) · NCERT science laboratory manuals.
Find science lab equipment by class and subject
Browse 107 equipment, reagent and safety entries. Class numbers show the practical uses covered here, not a restriction on other teaching uses. Some entries are complete apparatus sets; confirm their contents in the quotation.
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Shared apparatus and consumables
Capacities, materials and quantities depend on the selected procedure. Heating accessories must suit the installed heat source.
Practical references: Class 9 Science (2026–27) · Class 10 Science (2026–27) · Classes 11–12 Chemistry (2026–27) · Classes 11–12 Biology (2026–27). Apparatus selection is SetuCrest’s planning interpretation.
| Equipment or material | One-line description | Classes | Experiments or support |
|---|---|---|---|
| Beakers, conical flasks and test tubes | Hold, mix or heat small samples; specify heat-resistant glass where needed. | 9, 10, 11, 12 | Solution comparisons, chemical reactions and food tests. |
| Boiling tubes, racks and holders | Support and handle sample tubes during supervised work. | 9, 10, 11, 12 | Reaction observations and controlled heating. |
| Measuring cylinders and droppers | Measure approximate volumes and transfer small amounts. | 9, 10, 11, 12 | Preparing mixtures, reagent addition and biological mounts. |
| Glass rods, spatulas and watch glasses | Stir, transfer solids and hold small samples. | 9, 10, 11, 12 | Dissolving, sampling and recrystallisation. |
| Funnels and filter paper | Separate solids from liquids using suitable paper and funnel sizes. | 9, 10, 11, 12 | Filtration, solubility work and crystal recovery. |
| Wash bottles and suitable purified water | Rinse apparatus without introducing avoidable impurities. | 9, 10, 11, 12 | Solution preparation and quantitative chemistry. |
| Balance, weighing boats and weights where applicable | Measure mass with a range and resolution matched to the practical. | 9, 11, 12 | Class 9 mass conservation; senior standards and mechanics. |
| Stands, boss heads and clamps | Hold tubes, burettes or mechanical assemblies securely. | 9, 10, 11, 12 | Pendulum, titration and gas-delivery setups. |
| Thermometers or temperature probes | Measure temperature over the intended working range. | 11, 12 | Cooling curves, calorimetry and reaction-rate comparisons. |
| Approved heater or burner with supports and tongs | Provide supervised heating with compatible handling equipment. | 9, 10, 11, 12 | Sublimation, reaction studies and boiling-point work. |
| Stoppers, delivery tubes and connecting tubing | Join apparatus using the correct fit and material. | 9, 10, 11, 12 | Mass-conservation and respiration assemblies. |
| Brushes, drying racks and breakage container | Clean, dry and segregate damaged apparatus. | 9, 10, 11, 12 | Supports reuse and preparation between practical sessions. |
Physics equipment: measurement, mechanics, electricity and optics
Buy apparatus sets with their small accessories included. The senior-secondary curriculum offers choices; teachers should select the experiments before ordering.
Practical references: Class 9 Science (2026–27) · Class 10 Science (2026–27) · Classes 11–12 Physics (2026–27). Apparatus selection is SetuCrest’s planning interpretation.
| Equipment or material | One-line description | Classes | Experiments or support |
|---|---|---|---|
| Metre rules, measuring tapes and stopwatches | Measure distance and elapsed time. | 9, 11, 12 | Inclined-plane motion, pendulum period and optics measurements. |
| Pendulum bob, thread and support | Provide an adjustable oscillating system. | 9, 11 | Class 9 energy changes; Class 11 period versus length. |
| Slinky or long spring and string | Make travelling pulses visible. | 9 | Comparing pulse travel along a spring or string. |
| Lever, fulcrum, slotted masses and spring balance | Apply known loads at measured distances. | 9, 11 | Lever mechanical advantage and moments activities. |
| Trolley, runway, pulley and hanging masses | Provide a low-friction motion setup with adjustable loading. | 9 | Newton’s second law and inclined-plane motion. |
| Vernier callipers | Measure external and internal dimensions and depth. | 11 | Dimensions of spheres, cylinders and beakers. |
| Micrometer screw gauge | Measure small thicknesses and diameters. | 11 | Wire diameter, sheet thickness and lamina measurements. |
| Spherometer and reference glass plate | Measure small height differences on curved surfaces. | 11 | Radius of curvature of a spherical surface. |
| Beam balance and suitable mass set | Compare unknown and known masses. | 11 | Mass determination in mechanics practicals. |
| Force board, pulleys, strings and masses | Resolve and balance concurrent forces. | 11 | Parallelogram law of vectors. |
| Friction block, roller and adjustable inclined plane | Compare forces and motion on surfaces. | 11 | Limiting friction and motion on an incline. |
| Searle’s apparatus with wire and masses | Measure extension under a controlled tensile load. | 11 | Young’s modulus of a wire. |
| Helical spring and load set | Relate extension to applied force. | 11 | Spring constant measurement. |
| Boyle’s law teaching apparatus | Compare pressure and volume of a trapped gas. | 11 | Pressure–volume relation at approximately constant temperature. |
| Capillary tubes with travelling microscope or reading arrangement | Measure liquid rise in narrow tubes. | 11 | Surface tension by capillary rise. |
| Viscosity column, spheres and timing arrangement | Observe the terminal motion of small spheres in liquid. | 11 | Viscosity by the falling-sphere method. |
| Calorimeter, stirrer and insulating enclosure | Limit heat exchange while measuring temperature change. | 11, 12 | Specific heat; chemistry enthalpy measurements. |
| Sonometer, bridges, masses and tuning forks | Produce and compare stretched-wire vibrations. | 11, 12 | Frequency–length or tension relation; Class 12 AC frequency with an isolated teaching supply. |
| Resonance tube and tuning forks | Vary the length of a resonating air column. | 11 | Speed of sound in air. |
| Ammeter, voltmeter, resistors and rheostat | Measure and control current and potential difference. | 10, 12 | Ohm’s law, resistivity and resistor combinations. |
| Low-voltage supply or cells, keys and insulated leads | Power and connect student circuits. | 10, 12 | Electricity practicals; select output limits for the apparatus. |
| Metre bridge, resistance box and jockey | Compare resistances along a calibrated wire. | 12 | Unknown resistance and series/parallel combinations. |
| Galvanometer, shunt and high resistance | Detect small currents and change instrument range. | 12 | Half-deflection method and ammeter/voltmeter conversion. |
| Diodes, LEDs, capacitors and multimeter | Support component identification and basic measurements. | 12 | Diode characteristics and component-testing activities. |
| LDR, lamp and suitable measurement circuit | Compare resistance under different illumination. | 12 | Light-dependent resistance activity. |
| Optical bench, lens holders and screen | Align an object, optical elements and image plane. | 10, 12 | Lens and mirror image formation. |
| Convex and concave lenses; plane, concave and convex mirrors | Provide specified focal lengths and reflecting surfaces. | 10, 12 | Class 10 focal-length work; Class 12 lens/mirror combinations. |
| Glass slab, prism, pins, board and protractor | Trace and measure light paths. | 10, 12 | Refraction, prism deviation and related optics activities. |
| Travelling microscope | Read small apparent-depth changes accurately. | 12 | Refractive index of a glass slab. |
| Liquid cell or suitable mirror–lens arrangement | Hold an approved liquid in the selected optical setup. | 12 | Liquid refractive-index measurement. |
Chemistry apparatus: separation, titration and analysis
The shared-apparatus section also applies. Reagents are listed separately below; equipment alone does not make an experiment ready to run.
Practical references: Class 9 Science (2026–27) · Class 10 Science (2026–27) · Classes 11–12 Chemistry (2026–27). Apparatus selection is SetuCrest’s planning interpretation.
| Equipment or material | One-line description | Classes | Experiments or support |
|---|---|---|---|
| Separating funnel and secure stand | Separate immiscible liquid layers. | 9 | Oil and water separation. |
| Chromatography paper, chamber and capillary applicators | Develop small samples on paper in a covered vessel. | 9, 11, 12 | Ink separation, plant pigments and selected ion mixtures. |
| Sublimation apparatus with suitable extraction | Collect a volatile solid from a mixture during supervised heating. | 9 | Ammonium chloride and salt separation. |
| Evaporating dish and crystallisation glassware | Concentrate solutions and recover crystals. | 11 | Purification of an approved solid. |
| Melting-point capillaries and boiling-point apparatus | Observe phase changes under controlled heating. | 11 | Melting- and boiling-point determination. |
| Glass tubing, file and cork-boring tools | Support teacher-supervised basic glassworking. | 11 | Cutting/bending glass, forming a jet and boring a cork. |
| Burettes, volumetric pipettes and pipette fillers | Deliver measured liquid volumes without mouth pipetting. | 11, 12 | Acid–base and permanganate titrations. |
| Volumetric flasks and suitable balance | Prepare solutions to a defined final volume. | 11, 12 | Standard solutions for quantitative analysis. |
| pH paper or universal indicator with colour chart | Estimate acidity and alkalinity. | 10, 11 | Household-sample pH and comparative pH studies. |
| Spot plates and microscale reaction tubes | Reduce sample and reagent use where the method permits. | 11, 12 | Qualitative analysis and reaction comparisons. |
| Water bath and timed reaction vessels | Control temperature and compare reaction times. | 12 | Chemical kinetics experiments. |
| Dialysis membrane and colloid demonstration vessels | Separate diffusible solutes from a colloidal preparation. | 12 | Sol formation, dialysis and emulsion observations. |
| Zinc/copper cell vessels, salt bridge and voltmeter | Assemble a suitable electrochemical cell. | 12 | Daniell-cell potential comparisons. |
| Method-specific organic preparation apparatus | Match condensers and reaction vessels to one approved preparation. | 12 | The teacher-selected organic synthesis practical. |
Biology equipment, slides and teaching material
Use purchased prepared slides, models or virtual material where the syllabus specifies them. These entries do not call for culturing pathogens or animal dissection.
Practical references: Class 9 Science (2026–27) · Class 10 Science (2026–27) · Classes 11–12 Biology (2026–27). Apparatus selection is SetuCrest’s planning interpretation.
| Equipment or material | One-line description | Classes | Experiments or support |
|---|---|---|---|
| Compound microscopes | Resolve cells, tissues and small mounted structures. | 9, 10, 11, 12 | Cell mounts, stomata, tissues, pollen and mitosis. |
| Glass slides, coverslips and mounting needles | Prepare thin specimens for microscopic viewing. | 9, 10, 11, 12 | Onion peel, cheek cells, stomata and pollen mounts. |
| Forceps, scissors and botanical dissection tray | Handle and examine plant material. | 9, 11, 12 | Flower parts, root/stem sections and floral studies. |
| Hand lenses and botanical specimens | Inspect external features before microscopy. | 9, 11, 12 | Flower structure, plant identification and adaptations. |
| Prepared plant and animal tissue slides | Show tissue features without fresh tissue preparation. | 9, 11 | Plant supporting tissues and animal muscle identification. |
| Prepared reproduction slides | Display division and reproductive stages safely. | 9, 10, 12 | Yeast/Hydra budding, Amoeba fission and senior reproduction spotting. |
| Classification slide/model or virtual collection | Provide representative organisms for identification. | 9, 11 | Algae, fungi, plants and animal-group observations. |
| Fresh dicot seeds and germination dishes | Provide accessible seed structures and germinating material. | 10, 11 | Dicot embryo identification and seed respiration. |
| Fresh onion, Rhoeo and suitable leaves | Supply plant tissues selected by the teacher. | 9, 10, 11, 12 | Cells, stomata, plasmolysis and onion-root mitosis. |
| Potato, cork borer and dishes | Provide a plant-tissue osmometer arrangement. | 11 | Osmosis in potato tissue. |
| Leaf clips, cobalt-chloride paper and handling tools | Compare moisture indication on leaf surfaces under supervision. | 11 | Relative transpiration from two leaf surfaces. |
| Respiration flask, delivery tube and approved absorbent setup | Observe respiratory gas changes in biological material. | 10, 11 | Carbon dioxide production and respiration-rate comparison. |
| Mortar, pestle and extraction/filtering materials | Break down plant material and separate extracts. | 11, 12 | Pigment chromatography and plant DNA isolation. |
| Quadrat frame, measuring tape and tally sheets | Define repeatable vegetation sampling areas. | 12 | Plant population density and frequency. |
| Pollen slides, fresh suitable flowers and incubation dishes | Support observation of viable pollen on a teacher-prepared medium. | 12 | Pollen germination and pollination studies. |
| Human skeleton/joint models or virtual resources | Show anatomical relationships through teaching aids. | 11 | Skeletal and joint identification. |
| Prepared mitosis/meiosis slides and reproduction micrographs | Show stages that need specialised specimen preparation. | 11, 12 | Cell division, testis/ovary and blastula spotting. |
| Pedigree charts, contrasting seeds and floral bags/tags | Support genetics interpretation and plant-breeding demonstrations. | 12 | Inheritance patterns, Mendelian traits and pollination control. |
| Disease-agent models/slides and interaction specimens | Present identification material without live pathogen handling. | 12 | Disease-agent spotting, symbiosis and parasitism examples. |
| Teacher-approved food-test and urine-test teaching materials | Provide documented samples and reagent sets for the chosen method. | 11 | Nutrient tests and prescribed urine-constituent tests under school biosafety procedures. |
Chemicals and biological reagents: a method-based stock list
Specify chemical name, grade, required concentration, pack size and Safety Data Sheet (SDS) in the enquiry. The school must approve the exact method and handling arrangements. This is a stock-planning list, not preparation instructions; do not purchase every alternative automatically.
Practical references: Class 9 Science (2026–27) · Class 10 Science (2026–27) · Classes 11–12 Chemistry (2026–27) · Classes 11–12 Biology (2026–27). Apparatus selection is SetuCrest’s planning interpretation.
| Equipment or material | One-line description | Classes | Experiments or support |
|---|---|---|---|
| Sodium chloride, sugar and alum | Provide familiar soluble solids and a crystallisable salt. | 9, 11 | Class 9 solution/coagulation work; selected senior purification or preparation. |
| Starch, milk or egg albumin; soil, chalk or sand | Provide contrasting colloidal and suspended samples. | 9, 12 | Mixture classification; selected Class 12 colloids. |
| Oil, black ink and ammonium chloride | Provide samples for different separation methods. | 9 | Separating funnel, paper chromatography and supervised sublimation. |
| Dilute hydrochloric acid and sodium hydroxide | Provide acid/base reagents at teacher-specified strengths. | 10, 11, 12 | Acid/base properties, titration, pH and neutralisation. |
| Dilute ethanoic acid, lemon juice and sodium hydrogen carbonate | Provide samples with contrasting acid/base behaviour. | 10 | pH comparison and acetic-acid properties. |
| Litmus, universal indicator and pH paper | Indicate acidity over the chosen test range. | 10, 11 | pH studies and acid/base identification. |
| Phenolphthalein or methyl orange | Provide a suitable endpoint indicator for the selected titration. | 11 | Acid–base volumetric analysis. |
| Sodium carbonate and oxalic acid | Provide teacher-approved standards or titration analytes. | 11, 12 | Acid/base standardisation; Class 12 oxalate redox work. |
| Quicklime and freshly prepared limewater | Support selected reaction and carbon-dioxide observations. | 10 | Combination reaction and respiration CO2 test. |
| Ferrous sulphate and copper sulphate | Provide salts for reaction studies and selected senior work. | 10, 11, 12 | Thermal decomposition, displacement, crystallisation or electrochemistry. |
| Sodium sulphate and barium chloride | Provide the selected precipitation-test reagents. | 10 | Double displacement; barium reagent requires controlled handling and waste collection. |
| Zinc, iron, copper and aluminium; matching sulphate solutions | Provide metal/ion pairs for supervised comparisons. | 10 | Relative metal reactivity and displacement. |
| Soap and teacher-selected hard-water salts | Provide comparable wash-water samples. | 10 | Lather formation in soft and hard water. |
| Iodine solution and approved nutrient-test reagents | Detect selected food constituents using the approved method. | 11, 12 | Starch, reducing-sugar, protein and fat tests. |
| Mounting/staining media: glycerol, safranin or methylene blue | Improve visibility or preserve temporary mounts as appropriate. | 9, 10, 11 | Plant/cheek cells, tissues and stomatal preparations. |
| Sucrose/salt solutions and pollen-medium ingredients | Create the selected osmotic or germination environment. | 11, 12 | Plasmolysis, osmosis and pollen germination. |
| Teacher-specified alcohol and extraction materials | Support the chosen extraction or precipitation method. | 11, 12 | Plant pigments and DNA isolation; flammable storage applies. |
| Ferric salt and thiocyanate reagents | Provide one approved reversible-equilibrium system. | 11 | Equilibrium response to concentration changes. |
| Teacher-selected inorganic salts and analytical reagents | Provide known samples and confirmatory-test materials. | 11, 12 | One-cation/one-anion qualitative analysis; see the salt-panel note below. |
| Sodium thiosulphate and dilute hydrochloric acid | Provide one supervised rate-comparison system. | 12 | Concentration/temperature effects on reaction rate with suitable ventilation. |
| Potassium iodide and hydrogen peroxide | Provide an alternative teacher-selected kinetics system. | 12 | Iodide–peroxide reaction-rate study. |
| Potassium permanganate, Mohr’s salt and approved acid medium | Provide the chosen oxidation–reduction titration system. | 12 | Permanganate analysis of iron(II) or oxalate. |
| Zinc/copper electrodes and corresponding salt solutions | Provide an electrochemical electrode/electrolyte pair. | 12 | Daniell-cell measurements with an appropriate salt bridge. |
| Starch, gum or approved metal-hydroxide sol ingredients | Provide selected colloid examples. | 12 | Lyophilic/lyophobic sol preparation and dialysis. |
| Copper sulphate or potassium nitrate; selected neutralisation reagents | Provide one approved thermal-change system. | 12 | Enthalpy of dissolution or neutralisation. |
| Teacher-selected inorganic/organic preparation reagents | Match purchases to the single approved preparation and apparatus. | 12 | Mohr’s salt/alum or another syllabus-listed preparation; do not order all alternatives. |
Safety and preparation equipment
These support safe operation rather than constitute experiments. The school should have its laboratory lead and facilities team approve the installation, emergency arrangements and chemical-specific controls.
Practical references: CBSE Composite Science Laboratory SOP. Apparatus selection is SetuCrest’s planning interpretation.
| Equipment or material | One-line description | Classes | Experiments or support |
|---|---|---|---|
| Splash goggles, lab coats and suitable gloves | Provide protection selected for the task and chemical. | 9, 10, 11, 12 | Supports supervised practical work; glove material must match the SDS. |
| Fume extraction and compatible chemical-storage cabinets | Control exposure and segregate incompatible materials. | 9, 10, 11, 12 | Supports approved work involving vapours and hazardous reagents. |
| First-aid kits, eyewash provision and suitable fire equipment | Provide accessible emergency response facilities. | 9, 10, 11, 12 | Preparedness for laboratory incidents; inspection and training are essential. |
| Labelled chemical-waste and broken-glass containers | Separate wastes by compatibility and disposal route. | 9, 10, 11, 12 | Supports cleanup without mixing incompatible waste or using sinks by default. |
| Accessible benches, sinks and secure instrument cupboards | Provide supervised work areas and protected storage. | 9, 10, 11, 12 | Supports wet work, dry electrical work and safe equipment access. |
Approve salt-analysis and special reagents separately
The senior chemistry syllabus includes a broad ion panel: lead, copper, aluminium, iron, manganese, nickel, zinc, cobalt, calcium, strontium, barium, magnesium and ammonium cations; carbonate, sulphide, sulphite, nitrate, nitrite, halide, sulphate, phosphate and acetate anions, with oxalate also included in Class 12. Teachers should specify the actual sample salts and confirmatory reagents for their chosen programme. A list of ions is not an instruction to stock every possible compound.
Functional-group tests, organic-element detection, organic preparations and some colloid methods can introduce higher-hazard reagents. Order these only against a teacher-approved method, quantities, SDS, extraction and waste plan. Treat the syllabus’s alternative preparations as choices. Do not automatically bundle arsenic-based colloids, concentrated reagents or every organic synthesis option into a general school kit. Classes 11–12 Chemistry (2026–27) · NCERT science laboratory manuals.
Sample school lab kits by grade and budget
These are planning bundles to help build an enquiry. They are not pre-priced products or a promise of stock. Keep safety provision and necessary practical coverage in every budget; reduce duplication and stage optional additions instead.
Classes 9–10: composite lab
Core: shared glassware, microscopes and mount materials, prepared slides, Class 9 motion/separation apparatus, Class 10 electrical and optical sets, and the approved basic reagents.
Expand: add working sets where queues prevent students taking their own readings. Keep separate replacement allowances for slides, paper and breakable glassware.
Class 11: subject foundations
Core: the selected mechanics/thermal/wave setups; standard-solution and titration equipment; microscopy, plant physiology and identification materials.
Expand: duplicate high-use instruments after confirming accuracy, accessories, usable existing stock and the lesson timetable.
Class 12: advanced practicals
Core: selected electrical/optical setups, redox and analysis apparatus, approved kinetics/electrochemistry sets, and biology genetics/ecology/reproduction materials.
Expand: additional simultaneous stations or project-specific instruments once the mandatory programme is covered.
Use the CBSE baseline, then calculate the shortfall
The composite-lab SOP gives minimum quantities for a batch of 40 students. Examples include 10 microscopes, 10 beakers of 100 mL, 5 beakers of 500 mL, 10 separating funnels and 4 prisms. These examples are only a small part of the official inventory; read the full document and check the requirements applicable to your school. CBSE Composite Science Laboratory SOP.
Quantity example: if ten groups need two suitable beakers each at the same time, the practical needs twenty available beakers. If eight are usable, the initial shortfall is twelve. Reconcile this calculation with the applicable baseline and add any department-approved spare allowance. Chemical quantities should come from the selected procedure, repetitions and shelf life, not the number of apparatus sets alone.
Compare total cost, not only the item price
Ask quotations to separate apparatus, accessories, consumables, delivery, taxes and any agreed installation or training. Compare the same specifications and pack contents. An inexpensive microscope without suitable optics, or a burette stand without clamps, can leave a practical unusable. Prices and delivery dates depend on the final requirement and should be confirmed in the written quotation.
Selection criteria and basic maintenance
| Category | Before purchase | Routine care |
|---|---|---|
| Glassware | Capacity, material, graduations and suitability for heating or volumetric measurement. | Inspect for chips and cracks; clean by the approved method and store dry. |
| Measuring instruments | Range, least count, accuracy requirements, calibration evidence where needed and included standards. | Check zero and reference readings; record faults and follow the maker’s calibration schedule. |
| Microscopes | Objective/eyepiece combination, illumination, focusing controls and slide suitability. | Cover after use; keep dry and clean optics only with appropriate lens materials. |
| Electrical sets | Voltage/current limits, insulated terminals, compatible connectors and protected teaching supplies. | Inspect leads and connectors before use; remove damaged apparatus from service. |
| Chemicals | Name, grade, concentration, pack size, SDS, batch and expiry/retest information. | Keep labels intact, record opening dates and inspect for deterioration under the SDS storage conditions. |
Keep an asset register with location, condition, service history and missing accessories. Confirm replacement availability and any warranty or service scope before ordering; do not assume these are included.
Lab layout, safety and chemical storage
The CBSE composite-lab SOP calls for a minimum 600 sq ft laboratory, two unobstructed exits, secure storage, emergency equipment and supervision. Review the full SOP with the school’s facilities team; this article does not replace building or laboratory approval. CBSE Composite Science Laboratory SOP.
- Plan visible work areas: keep teacher sightlines, accessible routes and exits clear; separate wet chemistry from dry electrical work and protect services from spills.
- Arrange storage by compatibility: use the SDS to separate incompatible chemicals, secure restricted materials and distinguish chemicals from apparatus and personal belongings.
- Prepare emergency controls: confirm suitable extraction, protective equipment, eyewash, fire response, first aid and a rehearsed reporting procedure before practical work begins.
- Control practical work: use teacher-approved methods and supervision. No mouth pipetting, tasting or direct sniffing of reagents. Use protected low-voltage teaching circuits for student electrical activities.
- Plan waste before the lesson: provide labelled compatible containers and an approved collection route; do not assume chemical waste belongs in the drain. Prefer prepared slides, models or virtual material for disease-agent study.
Exact controls depend on the chemical, quantity, apparatus and school procedures. The teacher should review the relevant NCERT method and current SDS before authorising a session. NCERT science laboratory manuals.
Procurement timeline: work backwards from the first practical
- Before seeking quotations: teachers approve the practical list; the lab assistant audits usable stock; the facilities team checks benches, services and storage.
- At enquiry: share item specifications, quantities, selected methods where relevant, receiving address and the required ready-for-use date. Ask for item-wise availability and lead times.
- Before placing the order: reconcile substitutions, kit contents, total charges, delivery responsibilities and any installation/training arrangements in writing.
- Before dispatch: confirm that the room is ready, a receiving person is available and documentation and chemical storage have been arranged.
- On receipt, before student use: count and inspect items, check readings and accessories, log chemicals and run a teacher-led trial of the selected practicals.
Leave time between receipt and the first lesson for shortages or unsuitable items to be resolved. Use supplier-confirmed dates for your schedule; there is no single lead time that applies to every laboratory order.
Request scientific equipment for your school in Delhi NCR
SetuCrest Global supplies schools and institutions in Delhi, Gurugram, Noida, Greater Noida, Ghaziabad and Faridabad. Send a class-wise list for a quotation covering the equipment and consumables you need. Product specifications, availability and delivery arrangements are confirmed for each requirement.
Include school name, city, classes, maximum practical batch, item quantities, required specifications and preferred receiving date. State which existing equipment you plan to retain.
View our Delhi-NCR laboratory supply categories or use the equipment list with pictures to identify common apparatus. Review school furniture requirements alongside your laboratory layout.
Official references and scope
Reviewed against CBSE’s 2026–27 curriculum. Check for subsequent circulars before final approval. The SOP provides an official baseline; the equipment groupings, budget approach and procurement workflow on this page are SetuCrest’s practical planning guidance.
- Class 9 Science (2026–27)
- Class 10 Science (2026–27)
- Classes 11–12 Physics (2026–27)
- Classes 11–12 Chemistry (2026–27)
- Classes 11–12 Biology (2026–27)
- CBSE Composite Science Laboratory SOP
- NCERT science laboratory manuals
CBSE 2026–27 curriculum index · Authored by SetuCrest Global for school procurement teams. CBSE and NCERT are reference sources; no endorsement is implied.