How microscale can help more students take part in practical science

How small scale practical work and thoughtful resource design can help science departments remove barriers for learners

Practical science should allow students to engage with scientific thinking, not become limited by unnecessary barriers around equipment, instructions or classroom organisation.

For some students, the challenge is not understanding the science. It may be processing a long written method, managing several pieces of equipment, reading small measurements, moving around a busy laboratory or recording results while completing multiple tasks at once. Science departments can provide practical ways to make laboratory work more accessible for all students.

Microscale is one approach that can support this.

What is microscale science?

Microscale science uses smaller quantities of chemicals and compact apparatus, such as a porcelain spotting tile with 12 cavities, to carry out practical investigations.

The scientific principles remain the same. Students can still observe changes, collect data, identify patterns and apply scientific understanding.

Microscale is not intended to replace all conventional practical science work. It should complement it and help reinforce students’ understanding of the scientific principles being demonstrated. It gives science departments another way to deliver practical science where appropriate. This may suit groups of students who find conventional practices overwhelming.

Smaller equipment may also create access barriers for some learners, for example where handling small items or reading small measurements is difficult. Trial any activity against individual needs and keep suitable alternatives available.

Microscale is an approach that can support practical learning while reducing unnecessary resource use and logistical challenges.

How can microscale support inclusive practical science?

Student needs are varied, from extra nurture during transition from primary school, to SEND, and there is no single solution that will support every learner. However, many barriers in practical science come from the way activities are designed rather than the scientific concept itself.

Microscale can help by reducing some of the complexity students need to manage.

Fewer distractions, more focus on science

A practical lesson can require students to:

• Read instructions
• Identify equipment
• Measure accurately (a digital balance is one example)
• Follow several steps
• Handle apparatus
• Record observations
• Interpret results

For some students, managing all these demands at once can make it harder to focus on the scientific idea.

Smaller scale practicals can reduce the number of items involved and make activities easier to organise.

Providing equipment in individual trays, such as Gratnells storage trays, can also reduce unnecessary movement around the laboratory and allow students to focus more directly on the practical task. Where appropriate, prepared equipment, such as bottles, can be set out ready for students to use.

The spotting tile, bottles and balance mentioned in this article are examples, not guaranteed accessibility solutions.

Clear instructions can improve confidence

Image based methods, simple step by step instructions and prepared results tables can be valuable for some learners.

A long written method can create an additional barrier when the learning objective is understanding a scientific process.

Clear visual instructions can help students understand:

• What equipment they need
• Which step they are completing
• What they should observe
• Where they should record results

These approaches can support students who need additional structure, while also benefiting many other learners.

Inclusively designed resources can help learners stay focused.

Microscale is about more than chemistry

Although microscale is often associated with chemistry, the wider principles can apply across science.

Departments may consider whether practical activities could benefit from:

• Reduced quantities
• Simpler equipment arrangements
• More consistent preparation
• Easier organisation

The question is not simply "Can this practical be made smaller?"

A better question is:

Getting started with inclusive microscale design

Science departments do not need to redesign every practical immediately.

Start with one activity where students regularly experience difficulties.

Check the approved method before changing the scale of any practical.

The method

• Are instructions clear and manageable?
• Could images support the written steps?
• Is any information unnecessary?

The equipment

• Is everything easy to identify?
• Would microscale reduce the complexity?
• Could equipment be supplied as a prepared set?

The student experience

• Can students work independently?
• Are they spending time on the science or overcoming avoidable barriers?

Small changes can build confidence for students and reduce pressure on teachers and technicians.

How Philip Harris can support science departments

Choosing the right equipment for practical science involves balancing curriculum requirements, student needs, preparation time and budget.

Philip Harris supports science departments with practical equipment and technical expertise designed around the realities of UK school laboratories.

Whether you are exploring microscale approaches, reviewing SEND provision or looking for more accessible apparatus, our science specialists can help you consider:

• Which equipment is appropriate for your practical
• How to improve organisation and preparation
• Options for making practical activities more accessible
• Solutions that support students and technicians

Every student should have the opportunity to participate in practical science.

Sometimes that starts with a smaller practical, or a clearer method.