5.1: Overview

This chapter provides detailed guidelines for laying out the program spaces and overlaying the supporting systems. Design considerations are discussed first from an architectural standpoint, and then within a technical framework.

Arrangement of fixed and movable furnishings needs to allow teachers and students to circulate easily through the space. Good circulation makes for a safer and more accessible lab. Consider the following factors:

All labs should have two doors leading to a corridor or other egress; this does not include doors to prep rooms or other support spaces. The doors should not be crowded next to lab stations, which could hinder a quick exit.

Be careful not to nest rooms inside one another: no one should have to travel through more than one adjoining space to get to an egress corridor.

Within the lab space, schematic design layouts should show all seating, even movable chairs, so the circulation space can be evaluated. There should be a minimum of three feet clear around three sides of the perimeter of the lecture seating area, and five feet around the fourth side.

Consider the movement of equipment and materials in laying out spaces. Students should be able to move from one activity to another with accompanying materials. The location of preparation and storage rooms should consider both access and security. Can the instructor monitor the entries without difficulty?

Public schools must provide access for students with disabilities to all educational programs in the least restrictive manner. They also may not discriminate against individuals with disabilities in matters of employment and public services. Consequently, science facilities must be fully accessible to students, teachers, and public users.

Title II of the Americans with Disabilities Act (ADA) requires public schools to comply with either the Uniform Federal Accessibility Standards (UFAS) or the ADA Accessibility Guidelines (ADAAG). In addition to the federal standard, the Maryland Building Code for the Handicapped also applies.

Minimum scope and technical requirements are identified in ADAAG 4.1. In addition to those guidelines, consider the following when designing for accessibility:

• In order to integrate accessible lab stations fully into the classroom, design them to be part of the lab configuration as a whole, rather than isolating these stations away from the predominant student groupings. Consider integrating accessible features into the prototypical lab station, allowing students with disabilities to fully participate in group activities. Since both accessibility and computer use at the lab station require lower work station height than a traditional 36” high work surface, variations in counter height will be the norm anyway.
• The clearances between fixed equipment must meet circulation and access requirements. Movable equipment can be effectively used and easily shifted to meet individual needs.
• Standard furniture and equipment often has to be modified to meet the needs of a particular individual. Wood furniture is desirable because it is more easily modified than metal or plastic.
• Adjustable seat, table and display surface heights are desirable.
• Handrails or handgrips may be of assistance to some individuals at work surfaces or when using tools.
• Custom made shop coats or aprons for individuals with adaptive or assistive devices should be considered.
• Emergency eyewashes and showers, if required for the program, should be accessible to persons with disabilities.

The ADA is not enforced by building code officials, but rather through the United States Justice Department and the court system. Obtaining a building permit does not automatically indicate compliance with accessibility requirements.

5.4: Safety

Lab safety is fundamental to a successful lab program. The design of a lab can support lab safety by building in ease of supervision as well as specific safety features. Every jurisdiction should have its own lab safety plan, and planners, supervisors and teachers must be familiar with it. In addition, local and state codes should be met or exceeded.

While lab design cannot in itself guarantee a safe environment, consideration of essential features can provide a space within which to build a successful safety program. The factors listed below are abstracted from other sections of this document; they are summarized here in order to emphasize their importance:

5.4.1: Class Size
The number of students in a lab has a direct bearing on the safety of the lab as well as on the quality of the educational experience. Many educators recommend a limit of 24 students per class; in any case, no more than 28 students should be assigned to a laboratory class.

As a corollary, the number of students assigned to a lab should not exceed the number for which it was designed.

5.4.2: Adequate Circulation Space
Adequate circulation space is important in maintaining a safe environment. In addition to the characteristics outlined in section 5.2 above, each lab should have two means of egress to the nearest corridor.

These doors should have adequate clear wall space adjacent to them so they will not be crowded by lab activities in the event of an emergency.

5.4.3: Visual Supervisibility
Unimpeded vision lines, appropriately placed glazing and clear organization are key visual characteristics of safe lab design. The layout of the laboratory must allow for direct lines of vision across the space. Students must be able to see the marker board and other presentation areas in order to benefit from the information presented, but just as important is the instructor’s ability to see all students during lab activities. For this reason, reagent racks and other permanent equipment which sit above the lab counter should be installed only at the perimeter of the lab space, on the wall. Students teamed in groups of two, four, or six are easier to see than students in groups of eight or more.

Visual supervision between spaces is important. Provide ample glazing between the lab and adjacent support spaces, such as the preparation room and the student project room.

The organization of the science spaces should be visually coherent. This enhances the building codes’ provisions for safe egress by providing for direct, understandable movement through the main and support science spaces, and avoids any confusion or disorientation which might occur when spaces are a maze of idiosyncratic relationships.

5.4.4: Appropriate Ventilation
Provisions should be made for high capacity, continuous forced ventilation for all areas, especially where chemicals are used. In addition to the general lab system, specialized ventilation systems, such as laboratory hoods may be necessary to protect the safety of staff and students. See Section 5.9 for information and references.
5.4.5: Eye Protection
Safety goggles should be provided in sterilization cabinets. Brightly colored goggles are available which students may be less resistant to wearing than the ordinary type.
5.4.6: Emergency Systems

Emergency Call System:
Emergency call systems are utilized by some jurisdictions. They involve locating an emergency button on a wall in the lab and the preparation room, so a student or instructor can quickly signal for help in an emergency. An alarm sounds in the science department office, main office, or other designated location. If installed, the button should meet accessibility requirements, but should not be located within a bank of light switches, where it might be accidentally sounded.

Emergency Shut-offs:
All utilities which serve the demonstration table or the student lab stations should be fitted with emergency shut-off controls. Typical utilities requiring shut-off capability are the water, gas, and electrical service. The shut off location should be quickly accessible by the instructor, but somewhat protected from nuisance use by students. For example, it may be better to house the shut-off controls in the demonstration table, rather than adjacent to the exit. The computer system should not be on the same circuit as the general use lab outlets, and not subject to the same emergency control.
Emergency Eye Wash:
An emergency eye wash station should be incorporated in every lab, prep room, and student project room. Eye wash stations must be accessible to persons with disabilities.

Although portable models can be cost effective for some applications, in general the permanently plumbed models are recommended.

Emergency Shower:
Each lab where corrosive chemicals or flammable materials are used should be provided with an emergency shower. The shower should be tested periodically in accord with the school’s safety plan or as directed by the manufacturer. If a floor drain is installed to make clean up easier, consider an automatic priming device or other method to prevent evaporation of the water seal in the drain line; check with the local code officials for requirements.
5.4.7: Fire Protection

Sprinkler Systems:
Wet sprinkler systems provide the highest degree of personal and property protection from fire.

Fire Extinguishers and Blankets:
Fire extinguishers and blankets should be easily accessible to student laboratory areas. While local policy will govern the precise location, teachers should know where the nearest extinguisher is. Instruction in their use should be a normal and continuous part of the program.

The relationship between the interior science program spaces and the exterior environment can be developed to serve the science program. There are several facets of this relationship, including programmatic connections, solar orientation, and physical and visual access.

5.5.1: Solar Orientation
Biology and other programs making use of daylight for investigations and experimentation benefit from southern exposure. Of course, plant growth is the primary example, but the study of light, animal habitats, and other studies may also take advantage of direct southern exposure. Otherwise, northern exposure provides desirable indirect, diffuse lighting. Less desirable eastern or western exposure, which sometimes produces harsh lighting, can be ameliorated by the incorporation of light shelves and other design features into the building envelope design.
5.5.2: Views to the Outdoors
With increased emphasis on environmental studies, out-of-doors projects are an essential part of many programs. A visual link between the indoor and outdoor environments enhances the programmatic connection. In addition, daylighting and views are important in creating a desirable teaching and learning environment in any part of the school where people stay for extended lengths of time.
5.5.3: Physical Access
In addition to the visual link, physical access to the outdoors should be as direct as possible. At the elementary and middle school level, this may mean a door directly from the classroom to the school site. At the high school level, this is often less feasible, but should be considered. Evaluate the path of travel from interior science areas to the outdoors, especially to any outdoor environmental study areas. This path should be as short and direct as possible, and should be accessible to persons with disabilities.

Science education is facilitated through visual and audio communication. In addition, opportunities to handle objects for study reinforce ideas. Both active presentation and passive display are essential media for transmitting information.

5.6.1: Presentation
As outlined in Chapter 4, above, science facilities today must accommodate a broad range of teaching strategies, which sometimes place contradictory constraints on the design of the space. Consider the following possible formats:
• a teacher demonstrating a chemical experiment using a lab hood for a class of 24 students;
• students presenting a project using computer-generated data as well as tangible materials, to a class of 24;
• a teacher conducting a dissection while 28 students observe the enlarged image, photographed "live" and projected on a video screen;
• a teacher presenting material on a marker board, in the traditional manner;
• a group of 12 students taking an advanced placement course from a university, via interactive television.

In order to accommodate a variety of teaching strategies, consider which formats are most used today and which are likely to be predominant over the life of the science facility. Prioritize accordingly. Then design for the predominant presentation formats. Factors supporting good viewing are distance, angle of view, and lighting.

Distance:
Acceptable viewing distance is a function of the size of the object to be viewed and the level of detail acceptable for the educational intent of the demonstration or image. Small images can be enhanced through enlargement and projection; this can be accomplished with a video camera or other means.

Use of video monitors needs to be thoughtfully considered. Video images on a TV monitor are often too small for all students to see properly. A guideline to use in evaluating a monitor is the monitor size (diagonal dimension in inches) = the maximum viewing distance in feet. Therefore a 24 inch monitor would suffice for a viewing distance of no more than 24 feet. In some cases, multiple monitors, larger monitors, or video projection systems may be necessary.

Viewing Angle:
Angle of view is an issue for both "live" and electronic demonstrations. Viewing angles for live demonstrations can be improved by the use of overhead mirrors. Students should not view video monitors and other "flat screen" formats from an angle greater than 45 degrees.
Lighting:
For demonstrations, consider the following lighting configurations and factors: spot lighting over the demonstration table will illuminate detail. Spot lighting should be controlled from the demonstration table. Many kinds of video presentations work best in a darkened room. Some experiments require complete darkness; therefore some science labs must have black-out shades. Glare from windows can make video screens invisible; locate screens perpendicular to the window wall and provide easily adjusted shading devices on the windows. See section 5.10, Lighting, for general lighting factors.

These needs can be met best in selected areas of the science facility. The lecture area, especially when furnished with movable seating, can accommodate many formats. The seminar room can serve many of the small group electronic functions. An understanding of present and future priorities is essential to designing an efficient and effective learning environment.

5.6.2: Two-Dimensional Display
In addition to a wide variety of active presentation formats, display of two-dimensional materials remains an important function within the science facilities. Ample marker board and tackboard form the basis for two-dimensional display. Tack strips and map rails placed above the marker board can double its usefulness. The typical science lab/lecture space requires at least 16 linear feet of markerboard; 24 feet is preferred. While small areas of markerboard may be useful, most should be consolidated into 8 to 12 foot sections. Efficiencies can be achieved if the marker board can double as an audio-visual screen. A minimum of 8 linear feet of tackboard is required, but additional tack strips, even high on the walls, are typically well-used.
5.6.3: Three-Dimensional Display
Area for three-dimensional display is often in short supply. For relatively long-term, visual-only displays, lockable display cases can be installed. It is desirable to provide one such case per classroom, but because wall space is at a premium, it is often difficult to accommodate a display case in each space. A display case in the corridor, shared by two or more teaching stations, provides an opportunity to highlight the science program for the wider school audience.

Integral to the science program are hands-on display areas, where students can manipulate objects, or view the progress of ongoing projects. This area may be established using fixed or movable equipment. Even if the display equipment is movable, consider its placement carefully to make sure the room is designed to accommodate it.

Movable Equipment:
When designing for movable equipment, consider the program needs: dry sink benches, plant growth chambers, skeleton cabinets and other pieces may be standard displays which rotate through the classroom(s). Consider size, utility requirements, and lighting needs in designing the area which will accommodate the changing displays. In addition, review storage areas to make sure sufficient space is provided to house large items when not in use.
Fixed Equipment:
Consider creating an area which can accommodate dynamic displays by designing it with water, power, durable finishes, spot lighting, etc.
Animal Study:
If animals are to be part of the classroom, provide for their special needs. The typical classroom will be tied to a mechanical system which shuts down when human occupants are not expected to be present. Animals will have a continuous need for ventilation; mammals will need warmth. Some students may develop allergy symptoms from proximity to certain animals, especially if ventilation is inadequate (see Section 5.9, Ventilation, Heating, Cooling and Indoor Air Quality for more information). Purchase an animal study chamber or build in an animal study room with dedicated ventilation and auxiliary heat if the housing of live animals is expected to be substantial and long term.

In designing science facilities, it is essential to plan for the extraordinary variety of furnishings and equipment associated with the science program. A significant part of the budget for science facilities is expended on casework and equipment, with the expectation of high performance and longevity.

When specifying equipment and furnishings, describe in detail the quality and characteristics required. Specifications should be written simply and precisely. Avoid citing characteristics available through only a single company; do so only when those characteristics are essential to the project. Specifications must inform potential suppliers of the important qualities of a product. In preparing specifications, the term "or equal" should be used sparingly. Bidders are sometimes tempted to interpret the "or equal" proviso as an invitation to offer items which are similar but do not meet the actual requirements.

Specifiers and manufacturers rely on published standards to convey the quality and performance of products. The American Society for Testing Materials (ASTM) publishes standards which are frequently cited. These standards can be purchased from ASTM (see references for address). Copies of the standards are on file locally at the National Institute of Standards and Technology (NIST) library in Gaithersburg, Maryland.

5.7.1: Equipment
A distinction exists between fixed and movable equipment. Fixed equipment is built into the facility in a permanent location. Movable equipment is capable of being moved from space to space, although it may in fact stay in one location throughout the life of the facility. The distinction is important in evaluating funding sources, because eligibility for capital funding hinges on the permanence of the installation. In Maryland, school construction funding is not available for movable equipment and furnishings, and projects are audited for ineligible items. More information on Maryland Public School Construction Program (PSCP) eligibility requirements is in the Public School Construction Program Administrative Procedures Guide.

Lab equipment often has mechanical and electrical requirements which must be understood by the consulting architect. The planning committee can provide the architect with information about both fixed and movable equipment, so that any support utilities needed can be put in place, even if the equipment will be purchased from a separate fund.

When renovating existing facilities, an inventory of existing equipment is vital to good planning. The inventory will list all equipment, its condition, and its disposition. Will it be relocated or replaced? If the architect is given this information, then he/she can incorporate the actions necessary into the design and construction of the renovation.

5.7.2: Furnishings
In specifying and selecting lab furnishings, consider the following characteristics and develop specifications to insure the necessary level of quality for durable, attractive and cost-effective casework:
Appearance:
Units and their arrangement should be attractive and visually simple. There is enough activity in the average science lab without adding casework to the competition for attention. Look for uniformity of color and pattern (such as wood grain), and continuity of line.
Flexibility:
Although casework is unlikely to be relocated once installed, consider flexibility of use, such as different team arrangements, or allowance for different disciplines to adapt the workstation for different emphases.
Safety:
Consider rounded corners at all projections, low-VOC-emitting materials, and other measures to enhance safety and environmental quality within the lab.
Durability:
Durability is a key characteristic for lab finish materials. It can be assessed through a variety of means. A specifier may evaluate older installations as a guide, or may review the manufacturer’s literature on proposed products. In order to determine which is the cost-effective choice, a comparison of performance capabilities against expected use (and abuse) can be made by referring to standard testing procedures. This may allow more manufacturers to compete for a project and helps to avoid reliance on trade names while providing for an explicit standard of quality. In order to assure the application of uniform standards, references to standardized tests can be specified.
Cost:
Both first cost and lifecycle costs should be considered in comparing materials.
Standardization:
Consider furnishings designed to standard modules in generic shapes which are available from more than one manufacturer. This may provide for more competitive pricing.
Reliability:
Reliance on past experience is also helpful. Evaluate past installations and review the manufacturer’s literature for successful and unsuccessful products. Those criteria can be compared to unfamiliar products by relying on testing standards.
Chemical Resistance:
Resistance to chemicals is an important characteristic for casework, lab tops and flooring. Tests for chemical resistance vary considerably; however, most involve the same principle. The product under evaluation endures contact with specified chemicals for a predetermined length of time; the effect of the chemicals on the material is then evaluated. Be sure to review test procedures before comparing the results of different materials, as different manufacturers vary the test procedures, often to present their material in the best light.
Other factors:
Other factors include, but are not limited to, availability, services of manufacturer and distributor, guarantees, workability, and environmental characteristics. These general criteria apply to furnishings in general; the typical components have specific characteristics to consider.
Lab tops:
In renovation work, existing lab tops should be inspected for asbestos, which was used in the past to improve the heat-resistance of the surfacing. Although no longer used in the manufacture of lab furnishings, many asbestos-containing materials are still in place. Special handling will be required to demolish lab tops with asbestos.

There are several materials in use for lab work surfaces. They range in durability and price and include specialized plastic laminates, treated natural stone, synthetic stone, and monolithic epoxy resins. Because the formulas for many of these materials are proprietary, and change over time, it is often advisable to specify a material by describing its performance, rather than relying solely on a description of its composition.

Other surfacing materials, such as wood and stainless steel, are available for science facilities, but are not typically used in primary and secondary schools.

Casework:
Casework is used extensively for storage and student seating. There are two predominant assembly types commonly used for elementary and secondary labs:
• veneer plywood with hardwood rails and stiles, usually in oak or maple; or
• plastic laminate over commercial-grade particle board.

Either type can be acceptable, although the plywood assembly is often considered more durable and easier to repair, and is therefore used extensively at the secondary level.

5.7.3: Finishes

Wall, ceiling and floor finishes are subject to some of the same abuses as the furnishings, described above.

Flooring:
Several types of flooring are appropriate for laboratories and their support spaces, including but not limited to vinyl composition tile, special vinyl, epoxy, and, in some instances, sealed concrete. Most school facility managers find vinyl composition tile to be cost-effective and durable. Many manufacturers of resilient flooring provide matrices highlighting product recommendations for specific uses. These can be very helpful in evaluating a product’s appropriateness for science facilities. Standardized tests are referenced for durability and stain resistance.

For areas with high water usage or other functional demands, such as the greenhouse and the science studio, quarry tile or sealed concrete may be more appropriate. Special attention should be paid to the design of the floor system where these spaces are located above occupied areas.

Walls:
Although the walls in a science facility are not subject to the same stresses as the horizontal surfaces may endure, washable surfaces are vital. Glazed unit masonry, ceramic tile, or medium-gloss paint over any substrate can be satisfactory. Care should be taken to supply extensive tack strip and tack board to minimize taping and tacking, which will damage some finishes.
Ceilings:
Standard acoustical ceiling tile is typical for science facilities, because it absorbs sound, is cost effective, and accommodates mechanical and electrical systems with a degree of flexibility and access. Acoustic requirements should be assessed with a goal of creating a good listening environment, of which the ceiling system functions as one element.

Laboratories should have adequate gas, water, and electrical utilities, in convenient locations to accommodate the students who will use the areas.

5.8.1: Water
There should be one sink for every four students assigned to a laboratory. At least one sink per space should be of sufficient size, (at least 24” long x 18” wide x 12” deep) to facilitate the filling and washing of glassware, aquaria and large graduated cylinders. Sinks should be spaced and located conveniently throughout the laboratory. Cold water should be provided at every sink, and hot water if the program warrants and budget allows. At least one hot water tap for every 28 students should be provided. Water should not be heated to a temperature higher than 130° F at sinks used by students.
5.8.2: Power
Electrical power serves several systems within the lab. Laying out the power requirements for science facilities is increasingly complex. Important characteristics of electrical distribution systems are flexibility and safety. Consider the following factors in assessing power requirements:
• Provision of one outlet per student at the lab stations (14 duplex outlets for 28 students) for general student use. These should be provided with ground fault protection and emergency shut-off capability (see Section 5.4 Safety);
• Provision of power for the computer system should be on a dedicated circuit with surge protection and other appropriate features;
• Provision of power for the electronic communications system;
• Flexible power distribution, such as retracting power lines, can bring power to all areas of the lab;
• Some physics programs may require AC/DC power capability at the student lab stations;
• Coordination of electrical requirements for fixed equipment requires careful planning.
   
5.8.3: Gas
For grades 6-8, gas may be required only at the demonstration table. For grades 9-12, there should be one gas cock for every student in the general science lab. Fourteen double or 28 single gas cocks should be provided for 28 students. A master control valve must be included in every laboratory.
5.8.4: Vacuum and Air
Vacuum pumps and compressed air are optional utilities; if the cost of their installation is justified by the program, consideration for quiet operation should guide the location and mounting of the equipment.
5.8.5: Utilities for Demonstrations
Fixed demonstration tables should have double gas cocks, hot and cold water, large sinks, and two duplex electrical outlets. The fume hood may require some or all of these utilities.
5.8.6: Waste
Waste handling systems must meet local building codes and regulations. Some areas where local regulations may apply concern acid-resistance, silver extraction, and chemical disposal. An opportunity exists to establish model recycling programs, thereby implementing some of the tenets of environmental education into everyday practice. Bins for recycling should be included in every science classroom and preparation room. Coordinate the procedures with the school’s or jurisdiction’s recycling program, and work with the maintenance staff to ensure a practical and successful program.

The environmental systems in schools are complex, and designed to respond to multiple, and sometimes competing, requirements. Comfort, indoor air quality, and energy consumption are major design factors. While science labs have similar thermal requirements to the school at large, science programs place special demands on the ventilation systems for schools.

5.9.1: Ventilation
Adequate ventilation is a prerequisite to a safe and comfortable learning environment. Science activities introduce contaminant sources which are unique within the school. Contaminant sources in the science program may be chemicals, biological organisms, or other substances. Therefore, science facilities have mechanical requirements above and beyond those of the general classroom.

The mechanical systems within a science facility contribute to lab safety within the framework of an overall safety plan. Within that context, the following functions are specifically required:

A minimum of 20 cubic feet per minute (cfm) of outdoor air per person for general dilution ventilation is required, in accord with ASHRAE Standard 62-1989. In order to prevent the spread of objectionable odors into other spaces, air from the science labs should not be recirculated into other spaces. Also, the lab should be under negative air pressure when in use. This requires that the volume of air exhausted from the lab exceeds supply air flow into the room, a condition which must be examined under the full range of operating conditions.

A laboratory fume hood provides local exhaust for activities which generate unacceptable levels for exposure to toxic or otherwise objectionable airborne materials. All chemistry and general purpose labs should be equipped with a fume hood. Labs which are currently reserved for physics or other non-chemical programs, but where program needs are subject to change, may require a fume hood in order to provide for flexible assignment of space. Fume hoods should be located with the following factors in mind:

• Do not use fume hoods to store materials requiring continuous exhaust;
• A face velocity of 80 fpm should effectively remove fumes produced within the hood, conditional on proper placement and use;
• The room air supply system must not create velocities near the hood face of greater than 50 fpm;
• The hood must be located away from foot traffic that could cause air turbulence, thereby spilling fumes from the hood;
• If the fume hood is to be used primarily for demonstrations, it must be sized, designed and located so that a group of students can gather around it. If the fume hoods are for student use, close review of the intended curriculum and program of instruction should provide a basis for determining the number and size of hoods required.
• Fume hoods should be installed in the prep room and the student project room.

Rooms used to house animals or for the storage of chemicals require aggressive ventilation design. The rate of exhaust should be at least equal to the rate recommended for laboratory space, approximately four air changes per hour. Ventilation systems should operate continuously. Other types of local exhaust may be considered when appropriate.

More detailed information is provided in the MSDE technical bulletin Science Laboratories and Indoor Air Quality in Schools, available through the School Facilities Branch. See the reference section, below.

5.9.2: The Thermal Environment: Heating and Cooling
The thermal environment involves several variables that cause relative degrees of human comfort or discomfort. These include air temperature, radiant temperature of surrounding surfaces, uniformity of air temperature, humidity, and air movement. Adverse thermal conditions can stress students or staff and, in turn, affect the quality of the learning situation.

Science facilities should be designed for year-round use. Therefore both heating and cooling should be provided. Because of the ventilation capabilities required, a ducted system is often recommended for handling all the requirements for HVAC in science facilities. This also allows for the remote location of mechanical equipment, which can provide a better acoustical environment. In general, the HVAC design for science facilities must be made in the context of the entire building’s design, with recognition that science programs place extraordinary demands on the thermal environment.

Basic requirements for lighting science facilities are similar to general classroom requirements, but some specialized characteristics require consideration.

5.10.1: General Illumination
General illumination typically derives from daylighting combined with overhead fluorescent fixtures. Lighting levels should be 75 footcandles for general class work and up to 100 footcandles for detailed work. Consider parabolic louvers or other strategies on fluorescent fixtures to reduce glare on computer screens. For the science lab, flexibility in lighting is valuable to respond to different classroom activities and daylighting situations. Control of fluorescent fixtures by quadrants of the room can provide an appropriate level of versatility. Fixture selection should incorporate energy-saving strategies and rebate opportunities when applicable.
5.10.2: Task Lighting
When designing task lighting, consider the following elements:
• spot lighting over the demonstration table can help to focus attention;
• in the lab, shades should operate on tracks to exclude daylight when necessary;
• light shelves or other architectural devices can reduce glare from western orientations and provide diffuse lighting compatible with computer use;
• chemical storage rooms require ample, well-placed lighting to allow for easy reading of labels.

Laboratories should be designed so that a minimum of sound reverberation occurs. The facility should be constructed so that groups of students can function within a lab or project room without undue acoustical interference.

The greater ventilation levels required by today’s standards demand careful acoustical treatment. Noisy equipment should be isolated from the educational space to reduce background distractions. Finishes should take into account the need for some sound absorption; typically the classroom ceiling finish is acoustical tile.

The ongoing revolution in electronic communications affects many aspects of science facility design. While most are covered elsewhere in this document, this section offers a summary.

5.12.1: Information Systems
In general, electronic systems and the more traditional tools of science education are complementary. Some investigations rely entirely on the computer or other electronic systems, but many more will use both conventional and electronic tools; some remain traditional in their use of chemical or mechanical materials and processes. The science facility, therefore, must accommodate this variety. Electronic communications systems include, but are not limited to:
Information from the world outside:
 
• Telephone systems: telephones, modems, and lines;
• Satellites;
• Cable TV;
• Interactive video.
   
Information within the facility:
 
• Research tools: CD-ROM, laser disk, videocassette;
• Presentation formats: projection of video and/or data;
• Simulations;
• Probes;
• Networks and stand alone applications.
   
5.12.2: Systems Integration
Suggestions on integrating technology into science facilities include the following:
• Build for the future: even if extensive electronic equipment is not in the current equipment budget, design for its future integration;
• Do not design in isolation. Work with the school and school system to plan for technology;
• Consider both hard-wired and lap-top technology;
• Computers in the science lab should be at the lab station, rather than in a separate corner, and require ample adjacent surface to allow for comfortable use.

Building ecology is an area of growing importance in building design and material selection. All acts of building have impacts on the natural environment. Building ecology attempts to minimize the negative impacts of the construction and inhabitation of a building on the environment.

5.13.1: Available Information
Information is increasingly available from a wide variety of sources about the environmental impacts of design decisions. Presently, many facility designers already consider limited environmental factors in design decisions; these factors may include:
• human health effects associated with specific materials and systems;
• indoor air quality;
• energy consumption;
• regulated environmental issues, such as chlorofluorocarbons (CFCs), underground storage tanks, and so on.

Building ecology incorporates these issues within a broad framework.

5.13.2: Emerging Issues
The building ecology framework analyzes design decisions through a "cradle to grave" understanding of environmental implications. "Cradle to grave" is used in this context to mean that a material or system is studied for its environmental implications from its raw material origins through manufacture, packaging, transportation, installation, maintenance, and ultimate demolition and disposal. Appropriate criteria, in addition to those factors outlined above, might include:
• Embodied energy analysis for materials: How much energy is used to bring a product to its point of use? (measured in BTU per unit of weight);
• Resource conservation criteria: Is the material derived from a sustainable resource?
• Life cycle environmental costs of materials: In addition to those factors considered at a product’s point of use, are there environmental costs arising from other phases, such as manufacture, transportation, or disposal which should be considered? Are the materials recyclable?
• Indoor environmental quality (IEQ): Are there aspects beyond IEQ which effect the compatibility of this produce with its occupants?

These factors incorporate local and global issues into the decision-making model. Means of gathering, evaluating, and incorporating these criteria into the design process are increasingly available.

5.13.3: Strategies
The following steps are applicable to the current level of information:
Encouraging ecologically-sound design practices:
When describing general design criteria in the educational specifications, incorporate a statement encouraging the architect to consider global environmental impacts in selecting materials. Criteria for evaluating many materials are being developed. See the reference section for publications and organizations.
During Construction:
Include Material Safety Data Sheets (MSDS) with all submittal requests in the contract for construction. MSDS include the following information:
• Product identification
• Hazardous ingredients
• Physical data
• Fire and explosion hazards
• Health hazard data
• Reactivity data
• Spill or leak procedures
• Special protection information
• Special precautions

By comparing MSDS for similar products, environmental impacts may be assessed. MSDS also may provide some indication of maintenance concerns, which should also be considered.

Recycling:
Consider recyclability of materials, both for the built environment and for the activities which take place within the occupied space. Design recycling areas into lab spaces.
Future Directions:
Building ecology will increasingly be a factor in design. Manufacturers of building products are beginning to develop and market products that reduce negative environmental impacts. Since science educators are in the forefront of environmental education, it is appropriate for science facilities to respond to this growing concern.

Maintaining the science facility begins at the planning stage. Ongoing maintenance programs should be considered in the planning stage; a representative of the maintenance staff should be consulted on materials selection. Materials should be suitable for the proposed activities and selected for durability. Replacement parts should be readily available. Ideally, materials should be maintainable using the same products and procedures used elsewhere. Unique or unusual requirements may be overlooked once the facility is turned over to its occupants and maintenance staff.

5.14.1: Materials Selection
Information from the manufacturer should be made available at the time of materials selection to aid in reviewing the maintenance implications of each potential choice. This information includes, but is not limited to, the following:
• warranty and guarantees, with limitations;
• recommended cleaning practices; and
• manufacturers’ safety data sheets (MSDS), including the safety of recommended cleaning practices.

The request for this information should be incorporated into the submittal requirements in the contract for construction.

Renovation projects are inherently limited by existing conditions and will include more design compromises than new construction. The design criteria in these guidelines should be followed to the extent feasible. Creative combinations of space and innovative designs may be developed to meet particular situations and should be encouraged.

Two levels of analysis are necessary to determine the net area required for science facilities at a given school. The first procedure determines the program need at the school as a whole, calculating the number of teaching stations required. Second, the area for each lab and its associated support spaces can then be assessed, including any singular departmental or interdepartmental space requirements.

5.16.1: Procedure #1: Calculating Teaching Stations
 

Step 1: Determine total enrollment for which the school is to be designed; Step 2: Multiply total enrollment by the percentage of students who will be involved in science activities during one day; Step 3: Anticipate the maximum class size; Step 4: Determine the number of periods per day; Step 5: Multiply the maximum class size by the number of periods per day; Step 6: Multiply step 5 by a reasonable space utilization factor (usually 85%) to allow program flexibility. This determines the maximum number of students one teaching station can handle in one day; Step 7: The number of students taking science in one day (Step 2) is divided by the maximum daily load of one teaching station (Step 6) to determine the required number of teaching stations for the science program. Round to the nearest whole number.

Next, the preparation, storage, and student project needs are assessed based on the science enrollment figures. Then, any central departmental or interdepartmental functions can be addressed.

5.16.2: Procedure #2: Net Area for Science Activities
After determining the number of teaching stations required, the subsequent area requirements can be developed.

The table on the following page lists the program spaces described in Chapter 4. Areas are provided in minimum square footages, ranges, or in area per student, depending on the nature of the space and its role within the program. A summary for science facilities can then be developed.

Determining Net Area for Science Facilities

Activity	Area Guidelines	Number of Persons or Spaces	Area per Space	Required Net Area
Lab Area	36 sq. ft. per student; 28 students maximum
Lecture Area	14 sq. ft. per student
Preparation Area -or-	3 sq. ft. per student
Preparation/ Office	4 sq. ft. per student
Storage Room	2 sq. ft. per student
Project Area	300 sq. ft. net
Seminar Room (optional)	200-400 sq. ft. net
Teacher Planning	50 sq. ft. per teacher
Greenhouse	200-400 sq. ft. net
Science Studio	50 sq. ft. per student
Other Spaces (describe)
Total Net Area


 

Notes: