2/26/2017 Chapter5:DesignConsiderations:ScienceFacilityGuidelines

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INSTRUCTION&ASSESSMENT DATAANALYSIS SCHOOLIMPROVEMENT

CHAPTER5:DESIGNCONSIDERATIONS

5.1:Overview

Thischapterprovidesdetailedguidelinesforlayingouttheprogramspacesandoverlayingthe
supportingsystems.Designconsiderationsarediscussedfirstfromanarchitecturalstandpoint,and
thenwithinatechnicalframework.

5.2:CirculationandEgress

Arrangementoffixedandmovablefurnishingsneedstoallowteachersandstudentstocirculate
easilythroughthespace.Goodcirculationmakesforasaferandmoreaccessiblelab.Considerthe
followingfactors:

Alllabsshouldhavetwodoorsleadingtoacorridororotheregressthisdoesnotincludedoorsto
preproomsorothersupportspaces.Thedoorsshouldnotbecrowdednexttolabstations,which
couldhinderaquickexit.

Becarefulnottonestroomsinsideoneanother:nooneshouldhavetotravelthroughmorethan
oneadjoiningspacetogettoanegresscorridor.

Withinthelabspace,schematicdesignlayoutsshouldshowallseating,evenmovablechairs,sothe
circulationspacecanbeevaluated.Thereshouldbeaminimumofthreefeetcleararoundthree
sidesoftheperimeterofthelectureseatingarea,andfivefeetaroundthefourthside.

Considerthemovementofequipmentandmaterialsinlayingoutspaces.Studentsshouldbeableto
movefromoneactivitytoanotherwithaccompanyingmaterials.Thelocationofpreparationand
storageroomsshouldconsiderbothaccessandsecurity.Cantheinstructormonitortheentries
withoutdifficulty?

5.3:AccessibilityforPersonswithDisabilities

Publicschoolsmustprovideaccessforstudentswithdisabilitiestoalleducationalprogramsinthe
leastrestrictivemanner.Theyalsomaynotdiscriminateagainstindividualswithdisabilitiesin
mattersofemploymentandpublicservices.Consequently,sciencefacilitiesmustbefullyaccessible
tostudents,teachers,andpublicusers.

TitleIIoftheAmericanswithDisabilitiesAct(ADA)requirespublicschoolstocomplywitheitherthe
UniformFederalAccessibilityStandards(UFAS)ortheADAAccessibilityGuidelines(ADAAG).In
additiontothefederalstandard,theMarylandBuildingCodefortheHandicappedalsoapplies.

MinimumscopeandtechnicalrequirementsareidentifiedinADAAG4.1.Inadditiontothose
guidelines,considerthefollowingwhendesigningforaccessibility:

Inordertointegrateaccessiblelabstationsfullyintotheclassroom,designthemtobepartofthe
labconfigurationasawhole,ratherthanisolatingthesestationsawayfromthepredominant
studentgroupings.Considerintegratingaccessiblefeaturesintotheprototypicallabstation,
allowingstudentswithdisabilitiestofullyparticipateingroupactivities.Sincebothaccessibilityand
computeruseatthelabstationrequirelowerworkstationheightthanatraditional36highwork
surface,variationsincounterheightwillbethenormanyway.
Theclearancesbetweenfixedequipmentmustmeetcirculationandaccessrequirements.Movable
equipmentcanbeeffectivelyusedandeasilyshiftedtomeetindividualneeds.
Standardfurnitureandequipmentoftenhastobemodifiedtomeettheneedsofaparticular
individual.Woodfurnitureisdesirablebecauseitismoreeasilymodifiedthanmetalorplastic.
Adjustableseat,tableanddisplaysurfaceheightsaredesirable.
Handrailsorhandgripsmaybeofassistancetosomeindividualsatworksurfacesorwhenusing
tools.
Custommadeshopcoatsorapronsforindividualswithadaptiveorassistivedevicesshouldbe
considered.
Emergencyeyewashesandshowers,ifrequiredfortheprogram,shouldbeaccessibletopersons
withdisabilities.

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TheADAisnotenforcedbybuildingcodeofficials,butratherthroughtheUnitedStatesJustice
Departmentandthecourtsystem.Obtainingabuildingpermitdoesnotautomaticallyindicate
compliancewithaccessibilityrequirements.

SomeadditionalADAAGsectionstoconsider:

ADAAGreference

4.2. SpaceAllowanceandReachRanges

4.3. AccessibleRoute

4.4. GroundandFloorSurfaces

4.12. Windows

4.13. Doors

4.24. Sinks

4.25. Storage

4.27. ControlsandOperatingMechanisms

4.28. Alarms

4.30. Signage

4.31. Telephones

4.32. FixedorBuiltinSeatingandTables

5.4:Safety

Labsafetyisfundamentaltoasuccessfullabprogram.Thedesignofalabcansupportlabsafetyby
buildingineaseofsupervisionaswellasspecificsafetyfeatures.Everyjurisdictionshouldhaveits
ownlabsafetyplan,andplanners,supervisorsandteachersmustbefamiliarwithit.Inaddition,
localandstatecodesshouldbemetorexceeded.

Whilelabdesigncannotinitselfguaranteeasafeenvironment,considerationofessentialfeatures
canprovideaspacewithinwhichtobuildasuccessfulsafetyprogram.Thefactorslistedbeloware
abstractedfromothersectionsofthisdocumenttheyaresummarizedhereinordertoemphasize
theirimportance:

5.4.1:ClassSize
Thenumberofstudentsinalabhasadirectbearingonthesafetyofthelabaswellasonthe
qualityoftheeducationalexperience.Manyeducatorsrecommendalimitof24studentsperclass
inanycase,nomorethan28studentsshouldbeassignedtoalaboratoryclass.

Asacorollary,thenumberofstudentsassignedtoalabshouldnotexceedthenumberforwhichit
wasdesigned.

5.4.2:AdequateCirculationSpace
Adequatecirculationspaceisimportantinmaintainingasafeenvironment.Inadditiontothe
characteristicsoutlinedinsection5.2above,eachlabshouldhavetwomeansofegresstothe
nearestcorridor.

Thesedoorsshouldhaveadequateclearwallspaceadjacenttothemsotheywillnotbecrowded
bylabactivitiesintheeventofanemergency.

5.4.3:VisualSupervisibility
Unimpededvisionlines,appropriatelyplacedglazingandclearorganizationarekeyvisual
characteristicsofsafelabdesign.Thelayoutofthelaboratorymustallowfordirectlinesofvision

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acrossthespace.Studentsmustbeabletoseethemarkerboardandotherpresentationareasin
ordertobenefitfromtheinformationpresented,butjustasimportantistheinstructorsabilityto
seeallstudentsduringlabactivities.Forthisreason,reagentracksandotherpermanent
equipmentwhichsitabovethelabcountershouldbeinstalledonlyattheperimeterofthelab
space,onthewall.Studentsteamedingroupsoftwo,four,orsixareeasiertoseethanstudents
ingroupsofeightormore.

Visualsupervisionbetweenspacesisimportant.Provideampleglazingbetweenthelaband
adjacentsupportspaces,suchasthepreparationroomandthestudentprojectroom.

Theorganizationofthesciencespacesshouldbevisuallycoherent.Thisenhancesthebuilding
codesprovisionsforsafeegressbyprovidingfordirect,understandablemovementthroughthe
mainandsupportsciencespaces,andavoidsanyconfusionordisorientationwhichmightoccur
whenspacesareamazeofidiosyncraticrelationships.

5.4.4:AppropriateVentilation
Provisionsshouldbemadeforhighcapacity,continuousforcedventilationforallareas,especially
wherechemicalsareused.Inadditiontothegenerallabsystem,specializedventilationsystems,
suchaslaboratoryhoodsmaybenecessarytoprotectthesafetyofstaffandstudents.See
Section5.9forinformationandreferences.

5.4.5:EyeProtection
Safetygogglesshouldbeprovidedinsterilizationcabinets.Brightlycoloredgogglesareavailable
whichstudentsmaybelessresistanttowearingthantheordinarytype.

5.4.6:EmergencySystems

EmergencyCallSystem:
Emergencycallsystemsareutilizedbysomejurisdictions.Theyinvolvelocatinganemergency
buttononawallinthelabandthepreparationroom,soastudentorinstructorcanquicklysignal
forhelpinanemergency.Analarmsoundsinthesciencedepartmentoffice,mainoffice,orother
designatedlocation.Ifinstalled,thebuttonshouldmeetaccessibilityrequirements,butshouldnot
belocatedwithinabankoflightswitches,whereitmightbeaccidentallysounded.

EmergencyShutoffs:
Allutilitieswhichservethedemonstrationtableorthestudentlabstationsshouldbefittedwith
emergencyshutoffcontrols.Typicalutilitiesrequiringshutoffcapabilityarethewater,gas,and
electricalservice.Theshutofflocationshouldbequicklyaccessiblebytheinstructor,but
somewhatprotectedfromnuisanceusebystudents.Forexample,itmaybebettertohousethe
shutoffcontrolsinthedemonstrationtable,ratherthanadjacenttotheexit.Thecomputer
systemshouldnotbeonthesamecircuitasthegeneraluselaboutlets,andnotsubjecttothe
sameemergencycontrol.

EmergencyEyeWash:
Anemergencyeyewashstationshouldbeincorporatedineverylab,preproom,andstudent
projectroom.Eyewashstationsmustbeaccessibletopersonswithdisabilities.

Althoughportablemodelscanbecosteffectiveforsomeapplications,ingeneralthepermanently
plumbedmodelsarerecommended.

EmergencyShower:
Eachlabwherecorrosivechemicalsorflammablematerialsareusedshouldbeprovidedwithan
emergencyshower.Theshowershouldbetestedperiodicallyinaccordwiththeschoolssafety
planorasdirectedbythemanufacturer.Ifafloordrainisinstalledtomakecleanupeasier,
consideranautomaticprimingdeviceorothermethodtopreventevaporationofthewatersealin
thedrainlinecheckwiththelocalcodeofficialsforrequirements.

5.4.7:FireProtection

SprinklerSystems:
Wetsprinklersystemsprovidethehighestdegreeofpersonalandpropertyprotectionfromfire.

FireExtinguishersandBlankets:
Fireextinguishersandblanketsshouldbeeasilyaccessibletostudentlaboratoryareas.Whilelocal
policywillgovernthepreciselocation,teachersshouldknowwherethenearestextinguisheris.
Instructionintheiruseshouldbeanormalandcontinuouspartoftheprogram.

5.5:Interior/ExteriorRelationship

Therelationshipbetweentheinteriorscienceprogramspacesandtheexteriorenvironmentcanbe
developedtoservethescienceprogram.Thereareseveralfacetsofthisrelationship,including
programmaticconnections,solarorientation,andphysicalandvisualaccess.

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5.5.1:SolarOrientation
Biologyandotherprogramsmakinguseofdaylightforinvestigationsandexperimentationbenefit
fromsouthernexposure.Ofcourse,plantgrowthistheprimaryexample,butthestudyoflight,
animalhabitats,andotherstudiesmayalsotakeadvantageofdirectsouthernexposure.
Otherwise,northernexposureprovidesdesirableindirect,diffuselighting.Lessdesirableeastern
orwesternexposure,whichsometimesproducesharshlighting,canbeamelioratedbythe
incorporationoflightshelvesandotherdesignfeaturesintothebuildingenvelopedesign.

5.5.2:ViewstotheOutdoors
Withincreasedemphasisonenvironmentalstudies,outofdoorsprojectsareanessentialpartof
manyprograms.Avisuallinkbetweentheindoorandoutdoorenvironmentsenhancesthe
programmaticconnection.Inaddition,daylightingandviewsareimportantincreatingadesirable
teachingandlearningenvironmentinanypartoftheschoolwherepeoplestayforextended
lengthsoftime.

5.5.3:PhysicalAccess
Inadditiontothevisuallink,physicalaccesstotheoutdoorsshouldbeasdirectaspossible.At
theelementaryandmiddleschoollevel,thismaymeanadoordirectlyfromtheclassroomtothe
schoolsite.Atthehighschoollevel,thisisoftenlessfeasible,butshouldbeconsidered.Evaluate
thepathoftravelfrominteriorscienceareastotheoutdoors,especiallytoanyoutdoor
environmentalstudyareas.Thispathshouldbeasshortanddirectaspossible,andshouldbe
accessibletopersonswithdisabilities.

5.6:PresentationandDisplay

Scienceeducationisfacilitatedthroughvisualandaudiocommunication.Inaddition,opportunitiesto
handleobjectsforstudyreinforceideas.Bothactivepresentationandpassivedisplayareessential
mediafortransmittinginformation.

5.6.1:Presentation
AsoutlinedinChapter4,above,sciencefacilitiestodaymustaccommodateabroadrangeof
teachingstrategies,whichsometimesplacecontradictoryconstraintsonthedesignofthespace.
Considerthefollowingpossibleformats:

ateacherdemonstratingachemicalexperimentusingalabhoodforaclassof24students
studentspresentingaprojectusingcomputergenerateddataaswellastangiblematerials,to
aclassof24
ateacherconductingadissectionwhile28studentsobservetheenlargedimage,photographed
"live"andprojectedonavideoscreen
ateacherpresentingmaterialonamarkerboard,inthetraditionalmanner
agroupof12studentstakinganadvancedplacementcoursefromauniversity,viainteractive
television.

Inordertoaccommodateavarietyofteachingstrategies,considerwhichformatsaremostused
todayandwhicharelikelytobepredominantoverthelifeofthesciencefacility.Prioritize
accordingly.Thendesignforthepredominantpresentationformats.Factorssupportinggood
viewingaredistance,angleofview,andlighting.

Distance:
Acceptableviewingdistanceisafunctionofthesizeoftheobjecttobeviewedandthelevelof
detailacceptablefortheeducationalintentofthedemonstrationorimage.Smallimagescanbe
enhancedthroughenlargementandprojectionthiscanbeaccomplishedwithavideocameraor
othermeans.

Useofvideomonitorsneedstobethoughtfullyconsidered.VideoimagesonaTVmonitorare
oftentoosmallforallstudentstoseeproperly.Aguidelinetouseinevaluatingamonitoristhe
monitorsize(diagonaldimensionininches)=themaximumviewingdistanceinfeet.Thereforea
24inchmonitorwouldsufficeforaviewingdistanceofnomorethan24feet.Insomecases,
multiplemonitors,largermonitors,orvideoprojectionsystemsmaybenecessary.

ViewingAngle:
Angleofviewisanissueforboth"live"andelectronicdemonstrations.Viewinganglesforlive
demonstrationscanbeimprovedbytheuseofoverheadmirrors.Studentsshouldnotviewvideo
monitorsandother"flatscreen"formatsfromananglegreaterthan45degrees.

Lighting:
Fordemonstrations,considerthefollowinglightingconfigurationsandfactors:spotlightingover
thedemonstrationtablewillilluminatedetail.Spotlightingshouldbecontrolledfromthe
demonstrationtable.Manykindsofvideopresentationsworkbestinadarkenedroom.Some
experimentsrequirecompletedarknessthereforesomesciencelabsmusthaveblackout
shades.Glarefromwindowscanmakevideoscreensinvisiblelocatescreensperpendiculartothe

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windowwallandprovideeasilyadjustedshadingdevicesonthewindows.Seesection5.10,
Lighting,forgenerallightingfactors.

Theseneedscanbemetbestinselectedareasofthesciencefacility.Thelecturearea,especially
whenfurnishedwithmovableseating,canaccommodatemanyformats.Theseminarroomcan
servemanyofthesmallgroupelectronicfunctions.Anunderstandingofpresentandfuture
prioritiesisessentialtodesigninganefficientandeffectivelearningenvironment.

5.6.2:TwoDimensionalDisplay
Inadditiontoawidevarietyofactivepresentationformats,displayoftwodimensionalmaterials
remainsanimportantfunctionwithinthesciencefacilities.Amplemarkerboardandtackboard
formthebasisfortwodimensionaldisplay.Tackstripsandmaprailsplacedabovethemarker
boardcandoubleitsusefulness.Thetypicalsciencelab/lecturespacerequiresatleast16linear
feetofmarkerboard24feetispreferred.Whilesmallareasofmarkerboardmaybeuseful,most
shouldbeconsolidatedinto8to12footsections.Efficienciescanbeachievedifthemarkerboard
candoubleasanaudiovisualscreen.Aminimumof8linearfeetoftackboardisrequired,but
additionaltackstrips,evenhighonthewalls,aretypicallywellused.

5.6.3:ThreeDimensionalDisplay
Areaforthreedimensionaldisplayisofteninshortsupply.Forrelativelylongterm,visualonly
displays,lockabledisplaycasescanbeinstalled.Itisdesirabletoprovideonesuchcaseper
classroom,butbecausewallspaceisatapremium,itisoftendifficulttoaccommodateadisplay
caseineachspace.Adisplaycaseinthecorridor,sharedbytwoormoreteachingstations,
providesanopportunitytohighlightthescienceprogramforthewiderschoolaudience.

Integraltothescienceprogramarehandsondisplayareas,wherestudentscanmanipulate
objects,orviewtheprogressofongoingprojects.Thisareamaybeestablishedusingfixedor
movableequipment.Evenifthedisplayequipmentismovable,consideritsplacementcarefullyto
makesuretheroomisdesignedtoaccommodateit.

MovableEquipment:
Whendesigningformovableequipment,considertheprogramneeds:drysinkbenches,plant
growthchambers,skeletoncabinetsandotherpiecesmaybestandarddisplayswhichrotate
throughtheclassroom(s).Considersize,utilityrequirements,andlightingneedsindesigningthe
areawhichwillaccommodatethechangingdisplays.Inaddition,reviewstorageareastomake
suresufficientspaceisprovidedtohouselargeitemswhennotinuse.

FixedEquipment:
Considercreatinganareawhichcanaccommodatedynamicdisplaysbydesigningitwithwater,
power,durablefinishes,spotlighting,etc.

AnimalStudy:
Ifanimalsaretobepartoftheclassroom,providefortheirspecialneeds.Thetypicalclassroom
willbetiedtoamechanicalsystemwhichshutsdownwhenhumanoccupantsarenotexpectedto
bepresent.Animalswillhaveacontinuousneedforventilationmammalswillneedwarmth.
Somestudentsmaydevelopallergysymptomsfromproximitytocertainanimals,especiallyif
ventilationisinadequate(seeSection5.9,Ventilation,Heating,CoolingandIndoorAirQualityfor
moreinformation).Purchaseananimalstudychamberorbuildinananimalstudyroomwith
dedicatedventilationandauxiliaryheatifthehousingofliveanimalsisexpectedtobesubstantial
andlongterm.

5.7:Equipment,Furnishings,andFinishes

Indesigningsciencefacilities,itisessentialtoplanfortheextraordinaryvarietyoffurnishingsand
equipmentassociatedwiththescienceprogram.Asignificantpartofthebudgetforsciencefacilities
isexpendedoncaseworkandequipment,withtheexpectationofhighperformanceandlongevity.

Whenspecifyingequipmentandfurnishings,describeindetailthequalityandcharacteristics
required.Specificationsshouldbewrittensimplyandprecisely.Avoidcitingcharacteristicsavailable
throughonlyasinglecompanydosoonlywhenthosecharacteristicsareessentialtotheproject.
Specificationsmustinformpotentialsuppliersoftheimportantqualitiesofaproduct.Inpreparing
specifications,theterm"orequal"shouldbeusedsparingly.Biddersaresometimestemptedto
interpretthe"orequal"provisoasaninvitationtoofferitemswhicharesimilarbutdonotmeetthe
actualrequirements.

Specifiersandmanufacturersrelyonpublishedstandardstoconveythequalityandperformanceof
products.TheAmericanSocietyforTestingMaterials(ASTM)publishesstandardswhichare
frequentlycited.ThesestandardscanbepurchasedfromASTM(seereferencesforaddress).Copies
ofthestandardsareonfilelocallyattheNationalInstituteofStandardsandTechnology(NIST)
libraryinGaithersburg,Maryland.

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5.7.1:Equipment
Adistinctionexistsbetweenfixedandmovableequipment.Fixedequipmentisbuiltintothefacility
inapermanentlocation.Movableequipmentiscapableofbeingmovedfromspacetospace,
althoughitmayinfactstayinonelocationthroughoutthelifeofthefacility.Thedistinctionis
importantinevaluatingfundingsources,becauseeligibilityforcapitalfundinghingesonthe
permanenceoftheinstallation.InMaryland,schoolconstructionfundingisnotavailablefor
movableequipmentandfurnishings,andprojectsareauditedforineligibleitems.More
informationonMarylandPublicSchoolConstructionProgram(PSCP)eligibilityrequirementsisin
thePublicSchoolConstructionProgramAdministrativeProceduresGuide.

Labequipmentoftenhasmechanicalandelectricalrequirementswhichmustbeunderstoodbythe
consultingarchitect.Theplanningcommitteecanprovidethearchitectwithinformationaboutboth
fixedandmovableequipment,sothatanysupportutilitiesneededcanbeputinplace,evenifthe
equipmentwillbepurchasedfromaseparatefund.

Whenrenovatingexistingfacilities,aninventoryofexistingequipmentisvitaltogoodplanning.
Theinventorywilllistallequipment,itscondition,anditsdisposition.Willitberelocatedor
replaced?Ifthearchitectisgiventhisinformation,thenhe/shecanincorporatetheactions
necessaryintothedesignandconstructionoftherenovation.

5.7.2:Furnishings
Inspecifyingandselectinglabfurnishings,considerthefollowingcharacteristicsanddevelop
specificationstoinsurethenecessarylevelofqualityfordurable,attractiveandcosteffective
casework:

Appearance:
Unitsandtheirarrangementshouldbeattractiveandvisuallysimple.Thereisenoughactivityin
theaveragesciencelabwithoutaddingcaseworktothecompetitionforattention.Lookfor
uniformityofcolorandpattern(suchaswoodgrain),andcontinuityofline.

Flexibility:
Althoughcaseworkisunlikelytoberelocatedonceinstalled,considerflexibilityofuse,suchas
differentteamarrangements,orallowancefordifferentdisciplinestoadapttheworkstationfor
differentemphases.

Safety:
Considerroundedcornersatallprojections,lowVOCemittingmaterials,andothermeasuresto
enhancesafetyandenvironmentalqualitywithinthelab.

Durability:
Durabilityisakeycharacteristicforlabfinishmaterials.Itcanbeassessedthroughavarietyof
means.Aspecifiermayevaluateolderinstallationsasaguide,ormayreviewthemanufacturers
literatureonproposedproducts.Inordertodeterminewhichisthecosteffectivechoice,a
comparisonofperformancecapabilitiesagainstexpecteduse(andabuse)canbemadeby
referringtostandardtestingprocedures.Thismayallowmoremanufacturerstocompetefora
projectandhelpstoavoidrelianceontradenameswhileprovidingforanexplicitstandardof
quality.Inordertoassuretheapplicationofuniformstandards,referencestostandardizedtests
canbespecified.

Cost:
Bothfirstcostandlifecyclecostsshouldbeconsideredincomparingmaterials.

Standardization:
Considerfurnishingsdesignedtostandardmodulesingenericshapeswhichareavailablefrom
morethanonemanufacturer.Thismayprovideformorecompetitivepricing.

Reliability:
Relianceonpastexperienceisalsohelpful.Evaluatepastinstallationsandreviewthe
manufacturersliteratureforsuccessfulandunsuccessfulproducts.Thosecriteriacanbe
comparedtounfamiliarproductsbyrelyingontestingstandards.

ChemicalResistance:
Resistancetochemicalsisanimportantcharacteristicforcasework,labtopsandflooring.Tests
forchemicalresistancevaryconsiderablyhowever,mostinvolvethesameprinciple.Theproduct
underevaluationendurescontactwithspecifiedchemicalsforapredeterminedlengthoftimethe
effectofthechemicalsonthematerialisthenevaluated.Besuretoreviewtestproceduresbefore
comparingtheresultsofdifferentmaterials,asdifferentmanufacturersvarythetestprocedures,
oftentopresenttheirmaterialinthebestlight.

Otherfactors:
Otherfactorsinclude,butarenotlimitedto,availability,servicesofmanufactureranddistributor,

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guarantees,workability,andenvironmentalcharacteristics.Thesegeneralcriteriaapplyto
furnishingsingeneralthetypicalcomponentshavespecificcharacteristicstoconsider.

Labtops:
Inrenovationwork,existinglabtopsshouldbeinspectedforasbestos,whichwasusedinthepast
toimprovetheheatresistanceofthesurfacing.Althoughnolongerusedinthemanufactureoflab
furnishings,manyasbestoscontainingmaterialsarestillinplace.Specialhandlingwillberequired
todemolishlabtopswithasbestos.

Thereareseveralmaterialsinuseforlabworksurfaces.Theyrangeindurabilityandpriceand
includespecializedplasticlaminates,treatednaturalstone,syntheticstone,andmonolithicepoxy
resins.Becausetheformulasformanyofthesematerialsareproprietary,andchangeovertime,
itisoftenadvisabletospecifyamaterialbydescribingitsperformance,ratherthanrelyingsolely
onadescriptionofitscomposition.

Othersurfacingmaterials,suchaswoodandstainlesssteel,areavailableforsciencefacilities,but
arenottypicallyusedinprimaryandsecondaryschools.

Casework:
Caseworkisusedextensivelyforstorageandstudentseating.Therearetwopredominant
assemblytypescommonlyusedforelementaryandsecondarylabs:

veneerplywoodwithhardwoodrailsandstiles,usuallyinoakormapleor
plasticlaminateovercommercialgradeparticleboard.

Eithertypecanbeacceptable,althoughtheplywoodassemblyisoftenconsideredmoredurable
andeasiertorepair,andisthereforeusedextensivelyatthesecondarylevel.

5.7.3:Finishes

Wall,ceilingandfloorfinishesaresubjecttosomeofthesameabusesasthefurnishings,
describedabove.

Flooring:
Severaltypesofflooringareappropriateforlaboratoriesandtheirsupportspaces,includingbut
notlimitedtovinylcompositiontile,specialvinyl,epoxy,and,insomeinstances,sealedconcrete.
Mostschoolfacilitymanagersfindvinylcompositiontiletobecosteffectiveanddurable.Many
manufacturersofresilientflooringprovidematriceshighlightingproductrecommendationsfor
specificuses.Thesecanbeveryhelpfulinevaluatingaproductsappropriatenessforscience
facilities.Standardizedtestsarereferencedfordurabilityandstainresistance.

Forareaswithhighwaterusageorotherfunctionaldemands,suchasthegreenhouseandthe
sciencestudio,quarrytileorsealedconcretemaybemoreappropriate.Specialattentionshould
bepaidtothedesignofthefloorsystemwherethesespacesarelocatedaboveoccupiedareas.

Walls:
Althoughthewallsinasciencefacilityarenotsubjecttothesamestressesasthehorizontal
surfacesmayendure,washablesurfacesarevital.Glazedunitmasonry,ceramictile,ormedium
glosspaintoveranysubstratecanbesatisfactory.Careshouldbetakentosupplyextensivetack
stripandtackboardtominimizetapingandtacking,whichwilldamagesomefinishes.

Ceilings:
Standardacousticalceilingtileistypicalforsciencefacilities,becauseitabsorbssound,iscost
effective,andaccommodatesmechanicalandelectricalsystemswithadegreeofflexibilityand
access.Acousticrequirementsshouldbeassessedwithagoalofcreatingagoodlistening
environment,ofwhichtheceilingsystemfunctionsasoneelement.

5.8:Utilities

Laboratoriesshouldhaveadequategas,water,andelectricalutilities,inconvenientlocationsto
accommodatethestudentswhowillusetheareas.

5.8.1:Water
Thereshouldbeonesinkforeveryfourstudentsassignedtoalaboratory.Atleastonesinkper
spaceshouldbeofsufficientsize,(atleast24longx18widex12deep)tofacilitatethefilling
andwashingofglassware,aquariaandlargegraduatedcylinders.Sinksshouldbespacedand
locatedconvenientlythroughoutthelaboratory.Coldwatershouldbeprovidedateverysink,and
hotwateriftheprogramwarrantsandbudgetallows.Atleastonehotwatertapforevery28
studentsshouldbeprovided.Watershouldnotbeheatedtoatemperaturehigherthan130Fat
sinksusedbystudents.

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5.8.2:Power
Electricalpowerservesseveralsystemswithinthelab.Layingoutthepowerrequirementsfor
sciencefacilitiesisincreasinglycomplex.Importantcharacteristicsofelectricaldistribution
systemsareflexibilityandsafety.Considerthefollowingfactorsinassessingpowerrequirements:

Provisionofoneoutletperstudentatthelabstations(14duplexoutletsfor28students)for
generalstudentuse.Theseshouldbeprovidedwithgroundfaultprotectionandemergency
shutoffcapability(seeSection5.4Safety)
Provisionofpowerforthecomputersystemshouldbeonadedicatedcircuitwithsurge
protectionandotherappropriatefeatures
Provisionofpowerfortheelectroniccommunicationssystem
Flexiblepowerdistribution,suchasretractingpowerlines,canbringpowertoallareasofthe
lab
SomephysicsprogramsmayrequireAC/DCpowercapabilityatthestudentlabstations
Coordinationofelectricalrequirementsforfixedequipmentrequirescarefulplanning.

5.8.3:Gas
Forgrades68,gasmayberequiredonlyatthedemonstrationtable.Forgrades912,there
shouldbeonegascockforeverystudentinthegeneralsciencelab.Fourteendoubleor28single
gascocksshouldbeprovidedfor28students.Amastercontrolvalvemustbeincludedinevery
laboratory.

5.8.4:VacuumandAir
Vacuumpumpsandcompressedairareoptionalutilitiesifthecostoftheirinstallationisjustified
bytheprogram,considerationforquietoperationshouldguidethelocationandmountingofthe
equipment.

5.8.5:UtilitiesforDemonstrations
Fixeddemonstrationtablesshouldhavedoublegascocks,hotandcoldwater,largesinks,andtwo
duplexelectricaloutlets.Thefumehoodmayrequiresomeoralloftheseutilities.

5.8.6:Waste
Wastehandlingsystemsmustmeetlocalbuildingcodesandregulations.Someareaswherelocal
regulationsmayapplyconcernacidresistance,silverextraction,andchemicaldisposal.An
opportunityexiststoestablishmodelrecyclingprograms,therebyimplementingsomeofthe
tenetsofenvironmentaleducationintoeverydaypractice.Binsforrecyclingshouldbeincludedin
everyscienceclassroomandpreparationroom.Coordinatetheprocedureswiththeschoolsor
jurisdictionsrecyclingprogram,andworkwiththemaintenancestafftoensureapracticaland
successfulprogram.

5.9:Ventilation,Heating,CoolingandIndoorAirQuality

Theenvironmentalsystemsinschoolsarecomplex,anddesignedtorespondtomultiple,and
sometimescompeting,requirements.Comfort,indoorairquality,andenergyconsumptionaremajor
designfactors.Whilesciencelabshavesimilarthermalrequirementstotheschoolatlarge,science
programsplacespecialdemandsontheventilationsystemsforschools.

5.9.1:Ventilation
Adequateventilationisaprerequisitetoasafeandcomfortablelearningenvironment.Science
activitiesintroducecontaminantsourceswhichareuniquewithintheschool.Contaminantsources
inthescienceprogrammaybechemicals,biologicalorganisms,orothersubstances.Therefore,
sciencefacilitieshavemechanicalrequirementsaboveandbeyondthoseofthegeneral
classroom.

Themechanicalsystemswithinasciencefacilitycontributetolabsafetywithintheframeworkof
anoverallsafetyplan.Withinthatcontext,thefollowingfunctionsarespecificallyrequired:

Aminimumof20cubicfeetperminute(cfm)ofoutdoorairperpersonforgeneraldilution
ventilationisrequired,inaccordwithASHRAEStandard621989.Inordertopreventthespread
ofobjectionableodorsintootherspaces,airfromthesciencelabsshouldnotberecirculatedinto
otherspaces.Also,thelabshouldbeundernegativeairpressurewheninuse.Thisrequiresthat
thevolumeofairexhaustedfromthelabexceedssupplyairflowintotheroom,aconditionwhich
mustbeexaminedunderthefullrangeofoperatingconditions.

Alaboratoryfumehoodprovideslocalexhaustforactivitieswhichgenerateunacceptablelevels
forexposuretotoxicorotherwiseobjectionableairbornematerials.Allchemistryandgeneral
purposelabsshouldbeequippedwithafumehood.Labswhicharecurrentlyreservedforphysics
orothernonchemicalprograms,butwhereprogramneedsaresubjecttochange,mayrequirea
fumehoodinordertoprovideforflexibleassignmentofspace.Fumehoodsshouldbelocated
withthefollowingfactorsinmind:

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Donotusefumehoodstostorematerialsrequiringcontinuousexhaust
Afacevelocityof80fpmshouldeffectivelyremovefumesproducedwithinthehood,
conditionalonproperplacementanduse
Theroomairsupplysystemmustnotcreatevelocitiesnearthehoodfaceofgreaterthan50
fpm
Thehoodmustbelocatedawayfromfoottrafficthatcouldcauseairturbulence,thereby
spillingfumesfromthehood
Ifthefumehoodistobeusedprimarilyfordemonstrations,itmustbesized,designedand
locatedsothatagroupofstudentscangatheraroundit.Ifthefumehoodsareforstudent
use,closereviewoftheintendedcurriculumandprogramofinstructionshouldprovideabasis
fordeterminingthenumberandsizeofhoodsrequired.
Fumehoodsshouldbeinstalledinthepreproomandthestudentprojectroom.

Roomsusedtohouseanimalsorforthestorageofchemicalsrequireaggressiveventilation
design.Therateofexhaustshouldbeatleastequaltotheraterecommendedforlaboratory
space,approximatelyfourairchangesperhour.Ventilationsystemsshouldoperatecontinuously.
Othertypesoflocalexhaustmaybeconsideredwhenappropriate.

MoredetailedinformationisprovidedintheMSDEtechnicalbulletinScienceLaboratoriesand
IndoorAirQualityinSchools,availablethroughtheSchoolFacilitiesBranch.Seethereference
section,below.

5.9.2:TheThermalEnvironment:HeatingandCooling
Thethermalenvironmentinvolvesseveralvariablesthatcauserelativedegreesofhumancomfort
ordiscomfort.Theseincludeairtemperature,radianttemperatureofsurroundingsurfaces,
uniformityofairtemperature,humidity,andairmovement.Adversethermalconditionscanstress
studentsorstaffand,inturn,affectthequalityofthelearningsituation.

Sciencefacilitiesshouldbedesignedforyearrounduse.Thereforebothheatingandcooling
shouldbeprovided.Becauseoftheventilationcapabilitiesrequired,aductedsystemisoften
recommendedforhandlingalltherequirementsforHVACinsciencefacilities.Thisalsoallowsfor
theremotelocationofmechanicalequipment,whichcanprovideabetteracousticalenvironment.
Ingeneral,theHVACdesignforsciencefacilitiesmustbemadeinthecontextoftheentire
buildingsdesign,withrecognitionthatscienceprogramsplaceextraordinarydemandsonthe
thermalenvironment.

5.10:Lighting

Basicrequirementsforlightingsciencefacilitiesaresimilartogeneralclassroomrequirements,but
somespecializedcharacteristicsrequireconsideration.

5.10.1:GeneralIllumination
Generalilluminationtypicallyderivesfromdaylightingcombinedwithoverheadfluorescent
fixtures.Lightinglevelsshouldbe75footcandlesforgeneralclassworkandupto100footcandles
fordetailedwork.Considerparaboliclouversorotherstrategiesonfluorescentfixturestoreduce
glareoncomputerscreens.Forthesciencelab,flexibilityinlightingisvaluabletorespondto
differentclassroomactivitiesanddaylightingsituations.Controloffluorescentfixturesby
quadrantsoftheroomcanprovideanappropriatelevelofversatility.Fixtureselectionshould
incorporateenergysavingstrategiesandrebateopportunitieswhenapplicable.

5.10.2:TaskLighting
Whendesigningtasklighting,considerthefollowingelements:

spotlightingoverthedemonstrationtablecanhelptofocusattention
inthelab,shadesshouldoperateontrackstoexcludedaylightwhennecessary
lightshelvesorotherarchitecturaldevicescanreduceglarefromwesternorientationsand
providediffuselightingcompatiblewithcomputeruse
chemicalstorageroomsrequireample,wellplacedlightingtoallowforeasyreadingoflabels.

5.11:Acoustics

Laboratoriesshouldbedesignedsothataminimumofsoundreverberationoccurs.Thefacility
shouldbeconstructedsothatgroupsofstudentscanfunctionwithinalaborprojectroomwithout
undueacousticalinterference.

Thegreaterventilationlevelsrequiredbytodaysstandardsdemandcarefulacousticaltreatment.
Noisyequipmentshouldbeisolatedfromtheeducationalspacetoreducebackgrounddistractions.
Finishesshouldtakeintoaccounttheneedforsomesoundabsorptiontypicallytheclassroomceiling
finishisacousticaltile.

5.12:ElectronicCommunications

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Theongoingrevolutioninelectroniccommunicationsaffectsmanyaspectsofsciencefacilitydesign.
Whilemostarecoveredelsewhereinthisdocument,thissectionoffersasummary.

5.12.1:InformationSystems
Ingeneral,electronicsystemsandthemoretraditionaltoolsofscienceeducationare
complementary.Someinvestigationsrelyentirelyonthecomputerorotherelectronicsystems,
butmanymorewillusebothconventionalandelectronictoolssomeremaintraditionalintheir
useofchemicalormechanicalmaterialsandprocesses.Thesciencefacility,therefore,must
accommodatethisvariety.Electroniccommunicationssystemsinclude,butarenotlimitedto:

Informationfromtheworldoutside:

Telephonesystems:telephones,modems,andlines
Satellites
CableTV
Interactivevideo.

Informationwithinthefacility:

Researchtools:CDROM,laserdisk,videocassette
Presentationformats:projectionofvideoand/ordata
Simulations
Probes
Networksandstandaloneapplications.

5.12.2:SystemsIntegration
Suggestionsonintegratingtechnologyintosciencefacilitiesincludethefollowing:

Buildforthefuture:evenifextensiveelectronicequipmentisnotinthecurrentequipment
budget,designforitsfutureintegration
Donotdesigninisolation.Workwiththeschoolandschoolsystemtoplanfortechnology
Considerbothhardwiredandlaptoptechnology
Computersinthesciencelabshouldbeatthelabstation,ratherthaninaseparatecorner,and
requireampleadjacentsurfacetoallowforcomfortableuse.

5.13:BuildingEcology

Buildingecologyisanareaofgrowingimportanceinbuildingdesignandmaterialselection.Allacts
ofbuildinghaveimpactsonthenaturalenvironment.Buildingecologyattemptstominimizethe
negativeimpactsoftheconstructionandinhabitationofabuildingontheenvironment.

5.13.1:AvailableInformation
Informationisincreasinglyavailablefromawidevarietyofsourcesabouttheenvironmental
impactsofdesigndecisions.Presently,manyfacilitydesignersalreadyconsiderlimited
environmentalfactorsindesigndecisionsthesefactorsmayinclude:

humanhealtheffectsassociatedwithspecificmaterialsandsystems
indoorairquality
energyconsumption
regulatedenvironmentalissues,suchaschlorofluorocarbons(CFCs),undergroundstorage
tanks,andsoon.

Buildingecologyincorporatestheseissueswithinabroadframework.

5.13.2:EmergingIssues
Thebuildingecologyframeworkanalyzesdesigndecisionsthrougha"cradletograve"
understandingofenvironmentalimplications."Cradletograve"isusedinthiscontexttomeanthat
amaterialorsystemisstudiedforitsenvironmentalimplicationsfromitsrawmaterialorigins
throughmanufacture,packaging,transportation,installation,maintenance,andultimate
demolitionanddisposal.Appropriatecriteria,inadditiontothosefactorsoutlinedabove,might
include:

Embodiedenergyanalysisformaterials:Howmuchenergyisusedtobringaproducttoits
pointofuse?(measuredinBTUperunitofweight)
Resourceconservationcriteria:Isthematerialderivedfromasustainableresource?
Lifecycleenvironmentalcostsofmaterials:Inadditiontothosefactorsconsideredata
productspointofuse,arethereenvironmentalcostsarisingfromotherphases,suchas
manufacture,transportation,ordisposalwhichshouldbeconsidered?Arethematerials
recyclable?

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Indoorenvironmentalquality(IEQ):ArethereaspectsbeyondIEQwhicheffectthe
compatibilityofthisproducewithitsoccupants?

Thesefactorsincorporatelocalandglobalissuesintothedecisionmakingmodel.Meansof
gathering,evaluating,andincorporatingthesecriteriaintothedesignprocessareincreasingly
available.

5.13.3:Strategies
Thefollowingstepsareapplicabletothecurrentlevelofinformation:

Encouragingecologicallysounddesignpractices:
Whendescribinggeneraldesigncriteriaintheeducationalspecifications,incorporateastatement
encouragingthearchitecttoconsiderglobalenvironmentalimpactsinselectingmaterials.Criteria
forevaluatingmanymaterialsarebeingdeveloped.Seethereferencesectionforpublicationsand
organizations.

DuringConstruction:
IncludeMaterialSafetyDataSheets(MSDS)withallsubmittalrequestsinthecontractfor
construction.MSDSincludethefollowinginformation:

Productidentification
Hazardousingredients
Physicaldata
Fireandexplosionhazards
Healthhazarddata
Reactivitydata
Spillorleakprocedures
Specialprotectioninformation
Specialprecautions

BycomparingMSDSforsimilarproducts,environmentalimpactsmaybeassessed.MSDSalso
mayprovidesomeindicationofmaintenanceconcerns,whichshouldalsobeconsidered.

Recycling:
Considerrecyclabilityofmaterials,bothforthebuiltenvironmentandfortheactivitieswhichtake
placewithintheoccupiedspace.Designrecyclingareasintolabspaces.

FutureDirections:
Buildingecologywillincreasinglybeafactorindesign.Manufacturersofbuildingproductsare
beginningtodevelopandmarketproductsthatreducenegativeenvironmentalimpacts.Since
scienceeducatorsareintheforefrontofenvironmentaleducation,itisappropriateforscience
facilitiestorespondtothisgrowingconcern.

5.14:Maintenance

Maintainingthesciencefacilitybeginsattheplanningstage.Ongoingmaintenanceprogramsshould
beconsideredintheplanningstagearepresentativeofthemaintenancestaffshouldbeconsulted
onmaterialsselection.Materialsshouldbesuitablefortheproposedactivitiesandselectedfor
durability.Replacementpartsshouldbereadilyavailable.Ideally,materialsshouldbemaintainable
usingthesameproductsandproceduresusedelsewhere.Uniqueorunusualrequirementsmaybe
overlookedoncethefacilityisturnedovertoitsoccupantsandmaintenancestaff.

5.14.1:MaterialsSelection
Informationfromthemanufacturershouldbemadeavailableatthetimeofmaterialsselectionto
aidinreviewingthemaintenanceimplicationsofeachpotentialchoice.Thisinformationincludes,
butisnotlimitedto,thefollowing:

warrantyandguarantees,withlimitations
recommendedcleaningpracticesand
manufacturerssafetydatasheets(MSDS),includingthesafetyofrecommendedcleaning
practices.

Therequestforthisinformationshouldbeincorporatedintothesubmittalrequirementsinthe
contractforconstruction.

5.15:RenovationsofExistingFacilities

Renovationprojectsareinherentlylimitedbyexistingconditionsandwillincludemoredesign
compromisesthannewconstruction.Thedesigncriteriaintheseguidelinesshouldbefollowedtothe
extentfeasible.Creativecombinationsofspaceandinnovativedesignsmaybedevelopedtomeet
particularsituationsandshouldbeencouraged.

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5.16:AreaSummary

Twolevelsofanalysisarenecessarytodeterminethenetarearequiredforsciencefacilitiesata
givenschool.Thefirstproceduredeterminestheprogramneedattheschoolasawhole,calculating
thenumberofteachingstationsrequired.Second,theareaforeachlabanditsassociatedsupport
spacescanthenbeassessed,includinganysingulardepartmentalorinterdepartmentalspace
requirements.

5.16.1:Procedure#1:CalculatingTeachingStations

Step1:Determinetotalenrollmentforwhichtheschoolistobedesigned

Step2:Multiplytotalenrollmentbythepercentageofstudentswhowillbeinvolvedin
scienceactivitiesduringoneday

Step3:Anticipatethemaximumclasssize

Step4:Determinethenumberofperiodsperday

Step5:Multiplythemaximumclasssizebythenumberofperiodsperday

Step6:Multiplystep5byareasonablespaceutilizationfactor(usually85%)toallow
programflexibility.Thisdeterminesthemaximumnumberofstudentsoneteaching
stationcanhandleinoneday

Step7:Thenumberofstudentstakingscienceinoneday(Step2)isdividedbythe
maximumdailyloadofoneteachingstation(Step6)todeterminetherequired
numberofteachingstationsforthescienceprogram.Roundtothenearestwhole
number.

Next,thepreparation,storage,andstudentprojectneedsareassessedbasedonthescience
enrollmentfigures.Then,anycentraldepartmentalorinterdepartmentalfunctionscanbe
addressed.

5.16.2:Procedure#2:NetAreaforScienceActivities
Afterdeterminingthenumberofteachingstationsrequired,thesubsequentarearequirements
canbedeveloped.

ThetableonthefollowingpageliststheprogramspacesdescribedinChapter4.Areasare
providedinminimumsquarefootages,ranges,orinareaperstudent,dependingonthenatureof
thespaceanditsrolewithintheprogram.Asummaryforsciencefacilitiescanthenbedeveloped.

DeterminingNetAreaforScienceFacilities

Activity AreaGuidelines Numberof AreaperSpace RequiredNet

Personsor Area
Spaces

LabArea 36sq.ft.per
student28
students
maximum

LectureArea 14sq.ft.per
student

PreparationArea 3sq.ft.per
student
or

Preparation/ 4sq.ft.per
student
Office

StorageRoom 2sq.ft.per
student

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ProjectArea 300sq.ft.net

SeminarRoom 200400sq.ft.
net
(optional)

Teacher 50sq.ft.per
Planning teacher

Greenhouse 200400sq.ft.
net

ScienceStudio 50sq.ft.per
student

OtherSpaces
(describe)

TotalNetArea

Notes:

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