Planning Rationale
All High Schools are to provide equitable opportunities to learn science and to become engaged in science and engineering practices; with access to equipment and an environment that motivates learning through student engagement. The design of these spaces should promote and encourage discussion, teacher demonstrations, collaboration, student presentation and hands on experimentation. These classrooms shall enable flexibility in how the spaces are used and allow for various types of science classes with instruction in life science and physical science. The spaces shall support instructional methods including lecture, discussion, multimedia, hands-on, and computerized virtual experimentation.
All High Schools shall be programmed to have a sufficient quantity of classroom spaces to support the required instruction necessary for students to acquire graduation credits in the 3 primary sciences; Chemistry, Biology and Physics. Each type of science classroom has specific equipment requirements defined in the Science Classroom Data Sheets. All High Schools require at least (1) Chemistry Classroom and a variety of Biology and Physics classrooms depending on the number of students and the program, including space to support IB and AP classes.
Design Considerations
Location
To be distributed between the 2nd and 3rd floors located near other science classrooms. These include General Science, Biology, Chemistry, and Physics. Chemistry classrooms shall be located on the top floor to allow for dedicated room exhaust and fume hood exhaust through the roof.
Classroom Layout
The size of the science classroom is larger than typical classrooms in order to allow for flexibility, safety, and incorporation of specialty equipment and perimeter casework/sinks. The classroom design shall include:
- The Primary Teaching Wall: A Triple Track Sliding main marker board to be provided; 12’-0” Horizontal Sliding Triple Track (preferred) or 12’-0” Vertical Sliding Triple Track depending on available space.
- Student Table/Seating: Shall be arranged with shared epoxy resin top work tables with stools to accommodate either 2 or 4 students. The student seating shall face the primary teaching wall and the Teaching Demonstration Island. The layout shall accommodate various seating arrangements:
- Paired tables centrally located and spaced, paired tables centrally located and spaced, coordinated with overhead power reels where appropriate.
- Peninsula arrangement perpendicular to perimeter student stations with access to water, power and gas (Chemistry) water and power (Biology and Physics).
- U-shape for discussions.
- Lecture arrangement.
- A Teacher’s Demonstration Station: with epoxy resin top table, integrated lab sink, power and gas turret shall be provided and located in front of the Primary Teaching Wall. A teacher’s desk and chair shall be provided directly adjacent to the demonstration station.
- Floor space: Adequate floor space is required that is flexible for large experiments, student work and interaction.
- Student Stations: Provide a minimum of (4) stations that includes a sink with acid neutralizer, a pegboard drying rack located directly above or near sink with integral drip sill and hose to sink (hose must have access to drain into sink), power and gas (Chemistry) located at the perimeter of the classrooms.
- Countertops to be epoxy resin.
- Casework shall be located at perimeter of Classroom to allow for free standing student tables in the center of the room.
- Base cabinets shall be open with no cabinet doors and no drawers except at sink base cabinets.
- The sink base cabinets shall have lockable, louvered door fronts to fully ventilate the cabinet. Casework along exterior/window walls shall have backsplashes that do not extend beyond 8" above window sill. An insulated, integrated utility cavity is required to accommodate insulated plumbing piping and related accessories. This cavity may also include gas piping. Ventilation provisions shall be made at the back of the sink base cabinet to accommodate air exchange at the utility cavity. Casework shall be configured to enable the operation of at least two accessible windows.
- Mobile Cabinet Storage: Adequate floor space shall be designed for these optional storage options. Consult with the school during design as to the quantity, ideal locations, and the storage needs. While these mobile cabinets store a variety of objects and equipment, they most often are designed with pull out tote trays with daily student supplies. All mobile cabinets to be anti-tipping and lockable.
- Mobile Cart Tote Tray Storage (Optional Provide 2): These shall match the counter height and shall have the construction that matches the fixed base cabinetry including epoxy resin countertop. Shall have lockable casters. OR
- Full Height Tote Tray Storage (Optional Provide 1): These shall have the construction that matches the fixed base cabinetry.
- Safety components shall be provided and include a Emergency Center, Goggle Sanitizing Station (powered), Shower/Eyewash with floor drain, and Apron Rack.
- See 4.1.1 Grades 9-12 Classroom for additional requirements.
Chemistry
This type of space is designed to accommodate chemistry experimentation with direct access to an adjacent shared preparation room. Chemistry Classrooms are the most equipment intensive science classrooms and can accommodate any science program. Chemistry classrooms have epoxy resin countertops/tabletops, gas turrets at all student stations as well as a fume hood. The two sided fume hoods shall be located in the demising wall between a Chemistry Classrooms and the Prep/Storage Room.
Note: Coordinate between architectural and engineering disciplines the specification for the fume hood on number and type of electrical outlets, lighting controls, and HVAC controls. The fume hood shall be specified in Division 13 as UL listed piece of equipment with single point of electrical connection.
Biology/Physics
Biology/Physics Science Classrooms are designed to accommodate everything Chemistry Classrooms contain with the exception of no fume hoods. Biology/Physics Classrooms shall be located near other science Classrooms.
Science Prep/Work Room
These rooms shall be located directly adjacent to science classrooms (Chemistry, Biology, and Physics) with direct access to the classrooms and often the main corridor (See Figure 4.1.2C for this condition). These rooms optimally are located between 2 science classrooms which allow for the sharing of materials and functions. If located adjacent to a Chemistry Classroom, the Science Prep/Work Room will share a fume hood. All Science Prep/Work Rooms shall have 24/7 ventilation. Provide separate emergency features for Prep/Work room.