4.1: Overview

After the overall framework of science education within a school has been articulated, decisions of ever-greater specificity are required. This chapter outlines some of the aspects of design development and materials specifications that require careful consideration. Design factors respond to specific needs in support of defined activities: preparation, lecture, exploration, demonstration, storage of projects and materials, and so on.

The following program applies to both dedicated science labs and to science within the general classroom, unless otherwise specified.

4.2.1: Science in the Classroom

Activities:
Elementary science facilities must support a variety of activities conducted according to a variety of teaching strategies. These include, but are not limited to, lecture-type activities, experiments, projects, observation of scientific phenomena by manipulating a range of materials, including liquids, solids and gases; observing natural processes, both indoors and out. Some activities are wet or otherwise potentially messy. Others involve observation over a long period of time, as in plant growth experiments. Activities may be undertaken on an individual self-directed basis. Each teaching station should have an area for the independent pursuit of science activities. These areas can be shared with other disciplines on a rotation basis.

Self-guided exploration may take place within the framework of science project areas within the general classroom space. Project areas assist and promote individualized instruction by:

• Providing extension activities related to the regular science lesson;
   
• Giving optional lessons similar to regular science lessons for children who need more than one experience;
   
• Providing a place where the regular lesson in science can be revisited by students who need more time to learn;
   
• Providing spaces for teachers to have continuing opportunities for exploring and discovering concepts in science.

Each teaching station should have “holding” areas for ongoing projects and activities. Science activities generate setting-up ongoing experiments and require this special space. Many science activities involve experiments or investigations which require that observations and measurements be made in the teaching area. The activities may take several days to a few weeks.

A “wet area,” with outlets for electricity and water, should be located in each instructional area or between groups of instructional areas. Wet areas serve multiple purposes, but are especially important for implementing good science programs.

Ample space in classroom areas is needed for day-to-day storage of science supplies and materials. Kits and laboratory materials are real and necessary parts of science programs, and require adequate storage space when not in use. Central storage spaces with adequate shelving to store science kits and materials should be provided. These spaces should be easily accessible to the instructional areas and should be lockable. These spaces could be part of the central storage areas serving the entire school.

Plant growth areas with sufficient artificial lighting and other simulated environmental needs should be provided. Each grade level has some science activities viewing plant growth.

Users:
One teacher and a class of children. Class size varies. In some programs, an aide or educational specialist may be assigned to a class. Some schools may have a trained science instructor, who teaches only science. In most cases, science will be taught by the general classroom teacher. Students will work in large and small groups, in pairs, and individually.
Space:
Within the general classroom, students need ample work surface area to undertake explorative activities. Many of these activities will take place at the students’ assigned seat area, but some activities require specific conditions, perhaps for holding long term projects, or for activities requiring water or electronic communication capabilities. Most facilities which serve science can serve multiple curricular goals. For example, computers are used in all aspects of the elementary school program; learning centers can rotate between science and other subjects. In this way the demands of science education overlap with the general demands of the educational program. In addition, science programs require ample storage space for materials, models and kits. While some storage may be centralized, serving several classrooms, ample storage should be within the classroom or adjacent and subordinate to it.

General classroom space of 35 square feet per student will support science activities as part of an integrated science program. Storage for science materials will be integrated into the general storage areas, and requires about 15 square feet per classroom. Where dedicated science labs with fixed lab stations are designed for elementary students, it is a good idea to provide 35 to 40 square feet of space per student for lab-only areas. Storage for a dedicated lab should provide 10 square feet of floor area per class served.

Relationship to other activities:
Science activities should be integrated into the curriculum across subject areas. Even where a room is dedicated to the teaching of science, communication across disciplines is important for a successful elementary school program. Classrooms where science is learned should be adjacent to the outdoors, and have daylight and views to the outside. Daylight supports plant growth, provides opportunities for observing the physical properties of light, and provides necessary orientation for human beings. Southern exposure is preferred for a dedicated science classroom. Views to the outside bring nature into the classroom, providing opportunities to observe natural phenomena without going outside. Where technically feasible, access leading directly from the classroom to the school grounds is desirable.
Furnishings and equipment:
Furnishings required include tables or flat top desks. Although fixed stations can be installed in the dedicated lab, there are advantages to the use of tables which can be arranged and rearranged. Each set of four students should be able to use a work surface during the science activity period. Traffic space should be adequate for free movement between these flat surface areas so that materials can be passed out and shared freely.

Tables or areas should be provided to accommodate science demonstrations. These areas should include electrical outlets and sinks. Such areas can also support other activities, such as art.

A large, deep sink with adjacent counter space should be available to supply water, to provide a place to conduct potentially messy activities, and to ease cleaning up. Counter space and finishes should be adequate to house an aquarium, with electrical service nearby for filtering and heating. All power outlets located near a water source should be provided with ground fault protection.

Desk height work surface should be provided for a science project area. If the classroom contains more than one project area, each may have a different character; for example, one may be desk height and include computer support; the second may be counter height and near the sink. Projects based on different subjects, or projects of an interdisciplinary nature can be presented on a rotating basis. Furnishings may be fixed or movable.

Elementary school classrooms should have at least six computer stations, providing an approximate 1:4 ratio. Computer stations may be placed along the perimeter of the room, and integrated into the project areas as appropriate. Computers should be at a comfortable work height with ample space to the sides for papers and other materials. Tables which allow height adjustments can accommodate students of different heights.

Electronic communications capabilities, including the computers, networks and telephone lines, TV monitor, video cassettes, and laser disk player should be integrated into the classroom. Video cassette and laser disk presentations can be supported by centralized, shared, or dedicated equipment. Consider building a cabinet into the classroom to house video equipment as an alternative to rolling equipment on wheeled carts or hanging monitors on arms. Monitors must be located so that students can see them with a minimum of repositioning. See section 5.6, Presentation and Display, for guidelines on design for good visibility of a variety of presentation formats.

In addition to electronic formats, the more traditional chalk and tack board are still essential, although marker board is becoming commonplace. The science project areas can serve for display of manipulative materials. A display case may be provided to support longer term display of purely visual materials. Consider providing equipment to support plant and animal life. Mammals require an auxiliary heating system independent of or specially programmed within the central energy management system, because mechanical systems are typically turned down or off over winter weekends and vacations. For summer programs, cooling may also be a factor. Storage for science materials requires a variety of formats. This may mean flat files for chairs, as well as tall and deep open shelving for science kits. An informal inventory of an existing program can be invaluable in quantifying storage needs. A walk-in storage closet within the classroom is optimal for serving science and other subject areas. Somewhere in the building, identify floor space for large wheeled equipment which may only be used intermittently.

Comments:
Although elementary science programs do not typically involve the same risk levels as programs for older students, many of the same design criteria apply. These are outlined in Chapter 5.

At the secondary school level, most science education takes place in a dedicated laboratory classroom. Because both lab and lecture activities usually take place during every class period, it is advisable to accommodate both activities in a single space. At the middle school level, movable tables may be arranged for either activity within the same class period (for limitations, see 4.3.1, Furnishings and Equipment). At the high school level, a higher capability of function is achieved by providing both fixed lab stations and an adjacent seating area for lecture-type activities. Support space is needed for storage and preparation of materials, teacher planning, and specialized activities.

4.3.1: The Laboratory Area

Activities:
The heart of the secondary school science lab is the student lab station. This area must support intensive, demanding activities in a safe and non-restrictive manner. Activities include various explorations using a wide variety of materials and methodology. Some activities will involve liquids and/or heat; some require electrical power and electronic communications capabilities. Some activities require both. Some explorations will require ample counter top space; others may require floor space.

Users:
One teacher, sometimes assisted by a lab assistant. The maximum number of students participating in lab activities together is 28; 24 is preferred. Most lab activities are designed for students in groups of two or four, although individual work is also typical.
Space:
Provide a minimum of 36 square feet per student (1008 square feet for 28 students), for that portion of the laboratory classroom which houses lab activities. Forty square feet per student (1120 square feet) is preferred. For the lecture portion of the classroom, refer to section 4.3.2, The Lecture Area.

For a middle school where lab and lecture activities take place at the same movable tables, 45 square feet per student can accommodate both lab and lecture functions, allowing for an overall total of 1260 square feet for a lab classroom to accommodate 28 students.

Ceiling height should be at least 9’-6”, to allow for good visibility of audio-visual presentations.

Relationship to other activities:
It is recommended that the lab and lecture activity areas be directly related within the same space, in order to provide ongoing access to lab activities. Since at least 40% of the time should be devoted to lab (as opposed to lecture) activities, the scheduling of separate areas can easily become burdensome and restrictive. Labs should also be adjacent to preparation rooms to minimize travel distance for supplies.

Furnishings and equipment:
The main element of the lab area is the work-height lab table top. This work surface should support the exploration of scientific phenomena. Student lab stations are often laid out to support the grouping of students in twos or fours.

For a middle school, movable tables may be adequate, although fixed lab tables and a separate seating area within the room are preferred. If movable tables are used, the table layout must work in both lab and lecture configurations. Utilities, including computer capability, must be available at the perimeter of the room. In order to evaluate the feasibility of this approach, consider how often for the given program the lab activities will require the use of perimeter utilities. If they are needed often (for more than 30% of lab activities), then built-in lab stations are strongly recommended. At the high school level, fixed stations are necessary to accommodate utilities and other capabilities in a readily usable manner. For a generic lab, each four-student area should provide the following:

• cold water;
• heat (gas or provision for hot plate);
• work space (3 linear feet of lab top per student minimum);
• power for movable equipment;
• computer with dedicated power and network capability.

Optional at student lab stations, depending on the specialization, are the following:

• additional work space;
• provision for vertical and horizontal post systems for suspending objects;
• compressed air;
• vacuum;
• hot water

For materials and finishes, see section 5.7.

4.3.2: The Lecture Area

Activities:
This area supports both traditional instructional methods and a variety of presentation formats. Some experimental activities may take place in the lecture area. The layout of the lecture area should allow for flexibility in grouping, for teams, pairs, and group discussion in addition to frontal teaching.

The lecture area allows for individuals or groups to present information and to demonstrate activities. Students may need to see demonstrations presenting small objects or activities, data on a computer screen, video, laser disk, slides, a microscope image, presentation boards, charts, writing on a chalk or marker board, or large scale demonstrations. Arranging facilities so that a large group of students can view a wide variety of presentation formats is a challenge.

Most lab layouts establish a demonstration area, where one lab station is set up to support planned demonstrations. This station must be located in relation to the student seating area to provide good viewing. See section 5.6, Presentation and Display, for factors supporting good viewing.

Users:
Up to 28 students and one teacher. Groupings may vary.
Space:
Allow 14 square feet per student for a lecture area when combined with a lab. If the lecture area is a separate space, provide space equal to that of a standard classroom.
Relationship to other activities:
The lecture area should be combined with the lab area and share its adjacencies.
Furnishings and equipment:
For student seating, two-student tables are recommended over tablet arm chairs, because they support a greater variety of activities and better integrate accessibility for persons with disabilities into the class. Demonstration and presentation are critical components of this area. The teacher’s demonstration table is the focal point, but it is augmented by a range of traditional and new presentation formats.
4.3.3: The Preparation Area

Activities:
This area directly supports the science lab by providing space and equipment for preparation of lab materials. It is used for planning and setting up activities, as well as for cleaning up and storage. Management of the lab materials, including stocking and maintaining the lab equipment, takes place in the prep room. The prep area often doubles as the office space for instructors (see 4.3.7, Teacher Planning, for requirements). Within the preparation room, wet activities, electronic equipment, storage, and general work space are required.

Users:
The primary users of the preparation room are the science teachers and laboratory aides. In some cases, students may have limited access to the prep room. Often two or more teachers share a preparation space.
Space:
Ample space is needed for this function. Allow 3 square feet of preparation space for each student served in the associated labs. For example, if a preparation room serves two adjacent labs, each seating 28 students, then at least 168 square feet should be allotted. If the preparation room is intended to serve as the instructors’ office, allow 4 square feet per student or 224 square feet total for two labs.


Centralized Preparation Room:
Program with Lab Aide(s)

 


Relationship to other activities:
The prep room should be adjacent to the labs it supports. Optimally, one prep room can be positioned between two labs and shared by both. If there is a full-time lab aide, it may be more advantageous to centralize the prep area to serve several labs. If this is the case, the prep area should still be directly adjacent to as many labs as possible. There should be visual access from the prep room into adjacent labs and project areas. The prep room should also be adjacent to the science storage area(s).

Furnishings and equipment:
Include the following in the preparation room:
• computer stations, one for each lab served;
• wardrobe cabinet, one per instructor or aide;
• refrigerator;
• ample shelving;
• lockable storage for equipment and supplies;
• counter-height work space, 4 linear feet per lab;
• a large, deep sink, with hot and cold water;
• one gas cock per lab served;
• clear floor space for audio-visual or computer carts and other shared and/or movable equipment;
• a telephone line;
• bins for recycling;
• safety equipment.
   


Decentralized Preparation Room

 

Optional furnishings and equipment may include:
• dishwasher,
• still,
• specialized casework,
• sterilizer,
• file server and other electronic equipment, as appropriate for the specified system;
• desks, chairs and file cabinets.

The casework layout should be similar to a student lab station in configuration in order to support the set up of lab activities: ample counter space fitted with the same utilities provided in the lab as needed. Peninsular or island arrangements can be comfortable to use. Room for file cabinets and desks (1 per instructor) is needed if the lab is to be used as the teachers’ office space. Space and utilities for specialized equipment may be needed to support a specialized program. A fume hood is recommended for all generic preparation rooms, and required for chemistry and biology preparation rooms.

4.3.4: Storage Areas

Materials and equipment should be stored as close to their point of use as possible. Ample storage within the lab and the prep room is important. But because of the amount and variety of materials needed to support science education, dedicated storage areas are necessary.

Activities:
These storage rooms supplement the general storage areas within the labs and preparation areas. Among the items requiring specialized storage are large or expensive equipment and chemicals. Equipment storage may include housing for intermittently used but bulky items, as well as valuable electronic equipment. Movable computer systems and VCR/monitors on carts may require secure storage. Portable computers may require shelving for storage and power supply for recharging.

Chemical storage poses its own set of requirements. A well-managed lab program will minimize the long-term storage of large amounts of chemicals by maintaining an inventory of only those chemicals needed for the program at hand. Micro-scale chemistry strategies further reduce the need for large amounts of chemicals. Some frequently used chemicals will be stored in the preparation room, but others will be stored in a dedicated room which has been fitted with appropriate storage systems.

Users:
Users of storage areas are typically the instructional staff of the science program.
Space:
Provide at least 2 square feet per student seat. For example, if two labs serving 28 students each share a storage room, that storage room should be provided with at least 112 square feet.
Relationship to other activities:
Dedicated storage areas should be adjacent to the area served. Only long-term storage should be centrally located, unless there is a laboratory aide on staff to maintain it and assist instructional staff in obtaining necessary materials and equipment. When laying out support spaces, be careful to provide adequate egress: it is usually not code compliant to provide egress through more than one adjoining space.
Furnishings and equipment:
Each kind of material stored poses its own requirements. Clear floor space is needed for equipment on carts. Specialized shelving is necessary to store chemicals. Consider the following features in designing or specifying chemical storage systems:
• separation of incompatible materials;
• shelving that inhibits the spread of spills and resists corrosion;
• provision for clear labeling;
• isolation of flammable materials;
• dedicated exhaust where needed.

If lap-top computers or other rechargeable equipment are used, install appropriate shelving in the storage room with power for recharging the units.

Comments:

Although storage rooms are not usually considered occupied spaces, they should be designed with the same consideration for several reasons:

• good lighting is needed to read labels and otherwise manage chemicals and other materials;
   
• adequate ventilation is necessary to prevent the build-up of fumes;
   
• temperature control is important in maintaining chemicals and other materials;
   
• room uses sometimes change over time.
   
4.3.5: Student Project Area

Activities:
High School science programs should provide student project rooms for advanced research, long term projects, small group activities, and independent study.

Users:
Long-term project rooms will be used primarily by students, either individually or in small groups. Plan on four to six individuals working simultaneously, with holding space for 12 additional student projects.

Space:
At least one student project room, capable of supporting several students, should be provided at the high school level. Allow 36 square feet per student for workstations, and 9 cubic feet per student for holding space. This requires a minimum area of about 300 square feet.

Relationship to other activities:
The student project room should be convenient to the lab and the preparation room. Ample glazing should be well-placed to allow for visual supervision from adjacent spaces.
Furnishings and equipment:
Students undertaking science investigations need open counter space, computers, water, gas, and electricity. All the basic safety equipment must be installed. One large clean up sink should be provided. Storage includes cabinets with flexible shelving, a refrigerator, and space for carts holding specialized equipment and materials.
4.3.6: The Seminar Room

Activities:
Seminar rooms provide flexible space for small group work, research, and presentations. They are often used by more than one department, and may therefore serve to promote interdisciplinary inquiry. In addition, the seminar room may provide space for small advanced classes or for distance learning.

Users:
Users of the seminar room include students and instructors in a variety of groups or teams. Consider designing the seminar room to comfortably fit working groups ranging in size from 4 to 12.
Space:
This space is not a required element; if it is included in the program, provide adequate space for up to 12 participants, capable of accommodating a variety of seating arrangements. Provide from 200 to 400 square feet for the activities noted.
Relationship to other activities:
This area should be supervisable from adjacent spaces; it should therefore be adjacent to a lab or other occupied space. Glazing between the seminar room and adjacent lab and between the seminar room and the corridor will provide for visual supervision. In order to ensure its maximum use, it should be shared by more than one department, perhaps serving for science, math and technology education; therefore it should be accessible from the corridor.
Furnishings and equipment:
The furnishings may vary with the program emphasis, but suggested layouts include:
• space for one large table (4’ x 8’), or for two medium-size tables which can be pushed together to seat eight to twelve students;
   
• electronic communications system to support electronic presentations as well as distance learning;
   
• counter space, shelving and cabinets to provide minimal storage of books and equipment;
• one or two computer workstations;
   
• glazing to allow supervision from adjacent spaces.
   
4.3.7: Teacher Planning

Teacher planning can be accommodated several ways. At the middle school level, teacher planning typically takes place in an interdisciplinary team room rather than in a science-only office.

At the high school level, departmental divisions are typical, although there is a case to be made for interdepartmental planning areas, especially for the ninth grade. Because of the nature of science education, however, much planning takes place in the lab itself and in its associated preparation area.

Activities:
Planning science activities, reviewing equipment and supply requirements, setting up assignments, using telephone, computer, publications, and other resources; conferring with associates, and completing administrative tasks.
Users:
Teachers; for team or departmental planning, eight to twelve teachers would be typical. In the preparation room, one to four teachers may share the facility and undertake planning activities and other preparation tasks.
Space:
Provide a minimum of 50 square feet per teacher.
Relationship to Other Activities:
Planning functions require proximity to preparation and teaching areas, to the media center, and to other teachers in accord with the school’s organizational philosophy. If a school’s philosophy encourages interdisciplinary education, then planning for science programs should be done in conjunction with other disciplines. For example, science/math/technology planning facilities could be common.
Furnishings and Equipment:
In addition to the equipment used for science preparation, a desk, chair, networked computer, phone, wardrobe cabinet, shelving for books, and file drawers are needed. Electronic media systems such as VCR/monitor and CD-ROM players should match what is available in the classroom. Specialized equipment for preparing educational materials, such as copiers, transparency machines, etc. should be available centrally.
4.3.8: The Greenhouse

Activities:
Students grow plants and engage in other activities involving photosynthesis and biology. Experiments typically are of relatively long duration.

Users:
From one to 28 students and one instructor.
Space:
A greenhouse which is intended to hold an entire class requires at lease 400 square feet. Consider a smaller greenhouse only if it can be easily supervised from one or more labs, and if it can meet accessibility guidelines when furnished. Greenhouses may then be as small as 200 square feet.
Relationship to Other Activities:
Greenhouse use may be maximized if directly associated with one or two labs, thereby giving one or two staff members a sense of stewardship over the greenhouse and allowing ease of supervision. It should be located on the south side of the building, and away from objects (trees or nearby building elements) which might obstruct daylight. It is desirable to have access to the outdoors from the greenhouse, to encourage indoor/outdoor projects.
Furnishings and Equipment:
Dry sink-type tables and shelves are typical. Water resistance is the key factor in determining durability.

Consider accessibility when laying out fixed and movable pieces. Storage cabinets can be located in the nearby preparation room, so that plant growth area within the greenhouse is maximized.

Comments:
Finishes should be glazed block or tile. Great attention should be given to drainage systems to prevent water damage to spaces underneath the greenhouse.

Plumbing and mechanical systems should be designed with input from the end-users. Systems typically include manual or automatic sprinklers, and HVAC systems independent of the school’s central system. A sink, a separate hose bib, and a floor drain are recommended to make clean up convenient.

4.3.9: The Science Studio

The science studio is a new program space designed for the application of rigorous science content to in-depth and open-ended projects. Projects are of longer duration than many traditional science activities, including, perhaps, multi-year projects. Projects are also of larger scale, and involve more than one discipline. The science studio supports a hybrid of pure and applied science, and is particularly appropriate for team teaching science and technology education.

Activities:
Activities include teacher- or student-led discussions, designing, fabricating, monitoring and testing of materials, equipment, and systems. Student pairs, small group and whole-class groupings are typical. Activities involve computer use, limited power tool use, and both traditional and electronic presentation formats. Related activities include holding for long-term projects and display of ongoing and completed work.
Users:
One or two teachers and 12 to 28 students. Teams of teachers may combine expertise in science, technology, or other areas.
Space:
Ceiling height of 12 feet; and an area of 50 square feet per student will support basic activities. This figure will vary depending on overlap with adjacent program spaces. For example, if the science studio is located adjacent to a seminar room, the seminar room can provide the necessary group discussion space; if a fabrication area is available nearby, then only minimal fabrication capability will be required within the science studio.
Relationship to Other Areas:
This space supports the integration of rigorous science content with in-depth application to real-world contexts. Its location should foster this integration. Although proximity to other science areas is important, the science studio should also be adjacent to technology education and/or career and technology areas to facilitate team teaching and to make efficient use of available capabilities. The science studio should be at grade, with access to the outdoors. Consider placing this space adjacent to the greenhouse if feasible.

In addition to storage supplied by the casework within the science studio, storage for large equipment and other items requires a storage room. This can be a dedicated room or space associated with the science or technology education program.

Furnishings and Equipment:
Flexibility and open space are key to supporting long term and open-ended projects. Seating for small groups is recommended, possibly at six-student tables which can be rearranged to serve other activities as well. Two to four fixed workbenches accommodate many activities, including fabrication. At the perimeter, base cabinets with durable countertop finishes deliver utilities such as water and power and support some equipment. For designing the utility systems, consider the following:
• Hot and cold water should be available at one or more large deep sinks.
• Duplex and/or quadruplex outlets should be provided generously at the perimeter.
• Since locations for wet activities will be difficult to predict during planning, all outlets should have ground fault protection.
• Two to six computer stations built into the perimeter can support a variety of activities. Additional computers may be brought in on carts if needed for specific activities; computers should not be on emergency shut-off circuits.
• Additional power can be supplied via retractable outlets suspended from the ceiling.
• Compressed air, gas, and vacuum are optional utilities.
• A hose bib and one or more floor drains are recommended.

Tall cabinets supply additional storage capability. Some of the perimeter should be left free for movable equipment which may change as the projects progress. One area should be designated for table top power tools, perhaps limited to a drill and a band saw. Appropriate dust collection equipment should be provided. A safety center, emergency power shut-offs, eye goggle cabinet, and other measures (as outlined in section 5.4, Safety) should be installed as appropriate to the intended activities.

Finishes should be durable. A suspended ceiling may not be necessary, although acoustics should be considered in evaluating the finish requirements. Acoustical isolation from other areas should also be considered. A sealed concrete floor is recommended.

Comments:
The science studio represents an interpretation of current trends in science education, high school reform, and technology education. It is not a required program space, and its definition here is subject to adjustment in practice.