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PROTOTYPICAL
SCIENCE LABORATORY
Three
key characteristics of a prototypical lab are: that it be a combined discussion
space and laboratory, the total area for 24 students should be approximately
1,600 to 1,800 net assignable square feet, and the width of the room should
be 32 feet.
The
prototypical science laboratory combines both science lab and class discussion
area in one space. The number of students in each teaching mode is 24
and includes a wheelchair-accessible bench. There is sufficient space
for students to have their own laptop computers as well as space for at
least 6 desktop computer stations for specialized work. Also included
are lab and demonstration fume hoods; storage; and a teacher’s desk,
demonstration bench, and audio-visual control station with demonstration
computer.
The
optimum lab size, given the above assumptions, is 1,600 to 1,800 net assignable
square feet (NASF). Depending on the type of lab bench and the type of
discussion area seating, the room size will vary. The larger room size
allows the most flexibility and variety of layout. Bench types are island,
both single-and double sided; peninsula; and island cluster. Types of
seating are tablet arm chairs, chair desks, and tables with chairs. Seating
arrangements can be in rows or in configurations that will encourage group
interaction.
Some
combinations of discussion and lab will require less space, others more;
the 1,800 square foot space will accommodate a wide selection of layouts
which will allow teachers and schools to modify rooms to respond to changing
curriculum, pedagogy, and technology.
The
dimensions of a lab are as important as the total area. For new construction,
the optimum width is 32 feet ¾ the distance from wall surface to
wall surface. This width provides the most support space proportional
to the total net assignable square footage.
Lesser
widths create long, narrow spaces limiting easy movement of students and
making control difficult for the teacher. Greater widths require more
space to make the various layouts work. From a structural standpoint,
the wider width requires more depth for the spanning beams or trusses,
adding to the overall height of the building; and vibration, which can
be important to science laboratory space, is more difficult to control.
If
your school is planning to renovate existing space for science laboratories
where the size is not the optimum 32 feet, please go to Other
Science Labs.
Experiment!
Try selecting a lab and discussion diagram and then select Display to see the two areas combined.
Instructions:
Step 1: Choose one lab layout from the thumbnails in the left column by single-clicking on the thumbnail itself.
Step 2: Next choose one discussion area layout from the thumbnails in the right column by single-clicking on the thumbnail.
Step 3: Your choices will be combined into an enlarged image of a single teaching space with a detailed description below it.
Step 4: To open a printer-friendly version of your combined lab / discussion area, press the "Print" button.
If you would like to see how a laboratory would look as a stand-alone space click on the lab-end thumbnail (located at the bottom of the discussion area choices at right) rather than a discussion area. After the laboratory and discussion area diagrams, there are choices for Support Space.
Please note that hood locations are indicated by an asterisk(*), and that the wheelchair-accessible bench and student computers are indicated by appropriate symbols. There is sufficient space for all students to have their own laptops as well as space for more specialized computer workstations.
You will note that some lab and discussion areas have already been combined, in which case click on the thumbnail to see a larger version.
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