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AUTHOR Holt, Diane; Watson, Lucy; Wadsworth, AlisonTITLE Science Accommodation in Secondary Schools: A Design Guide.

Building Bulletin 80 (Revised 1999).INSTITUTION Department for Education and Employment, London (England).

Architects and Building Branch.ISBN ISBN-0-11-271039-5PUB DATE 1999-00-00NOTE 66p.; Produced with assistance from Richard Daniels, Alan

Jones, Geoff Wonnacott, and Cliff Gould.AVAILABLE FROM Stationery Office Publications Centre, P.O. Box 29, Norwich

NR3 1GN England (18.95 British pounds). Tel: 0870-600-5522;Fax: 0870-600-5533; Web site:http://www.thestationaryoffice.com.

PUB TYPE Guides - Non-Classroom (055)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Educational Facilities Design; Guidelines; Public Schools;

School Construction; *Science Facilities; *SecondaryEducation; *Space Utilization

ABSTRACTThis document offers guidance in the accommodation needs for

teaching the sciences in secondary education, either through new constructionor the adaptation of existing buildings. Section 1 outlines the range ofspaces usually required and examines planning options in new and adapteddepartments. Section 2 describes the planning of an individual laboratory,covering services distribution, servicing systems, and room layouts. A numberof furnished plans are illustrated. Section 3 provid..-2s guidance on theteaching and non-teaching spaces supporting the laboratories. Section 4covers items used.in the laboratory and preparation room. Section 5 givesgeneral guidance on services in the science department. Information onappropriate flooring is also included. Section 6 describes adaptation studiesin three existing schools, based on the guidance in other sections. Section 7provides general building cost guidance as well as more detailed informationon the cost of servicing systems and fume cupboards. A cost analysis of twoadaptation studies are included. Appendices contain a checklist, 42-itembibliography, and glossary of terms. (GR)

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BUILDING BULLETIN 80 (Revised 1999)

Science Accommodationin Secondary Schools

A Design Guide

Architects and Building BranchDepartment for Education and Employment

London: The Stationery Office

Acknowledgements

This publication has been prepared by thefollowing team in the Architects and BuildingBranch of the Department for Education andEmployment.

Principal Architect: Diane Holt

Principal Architect: Lucy Watson

Senior Designer: Alison Wadsworth

with assistance from:Senior Engineer: Richard Daniels

Principal Quantity Surveyor: Alan Jones

Principal Quantity Surveyor: Geoff Wonnacott

Her Majesty's Inspectors at Ofsted were alsoclosely involved, led by Cliff Gould.

The Department would like to thank theauthorities and school staff who were sohelpful on the many school visits that weremade and the advisers and furnituremanufacturers who contributed informationand comment.

Crown Copyright 1999. Published withpermission of the DfEE on behalf of theController of Her Majesty's Stationery Office

Applications for reproduction should bemade in writing to:The Copyright Unit,Her Majesty's Stationery Office,St Clements House,2-16 Colegate,Norwich NR3 1BQ

ISBN 0 11 271039 5

4

Contents

Introduction

Section 1: Planning the Suite.

Section 2: The Laboratory

Section 3: Support Spaces

Section 4: Furniture and Equipment

Section 5: The Environment/Health and Safety

Section 6: Adaptations: Three Furnished Case Studies

Section 7: Cost Guidance

Appendix 1: Checklist

Appendix 2: Glossary

Bibliography

Key to Symbols

1

2

10

24

30

36

38

46

54

57

58

Inside back cover

Introduction

This publication offers guidance to thoseconcerned with the provision of scienceaccommodation, either through newconstruction or the adaptation of existingbuildings. It is aimed at teachers,governors, local education authorityadvisers, building professionals and otherswho may be involved in the briefing anddesign process.

Science is a core National Curriculumsubject at all key stages (KS). Post-16courses are widely taught in schools. Thescience curriculum requires practical workat all levels. Most lessons contain amixture of activities, which may includeteaching exposition and questioning,practical work by pupils, teacherdemonstrations, reading text books,writing notes, using computers, andevaluating practical work.

Science is normally taught in servicedlaboratories, although some lessons maynot require access to services, especiallythose for sixth form pupils. Nevertheless,access to serviced laboratories is neededfor the majority of lessons for KS3 andKS4.

The amount of curriculum time spent andthe way in which the subject is deliveredvaries from school to school. Theguidance in this publication is not,therefore, prescriptive. It illustrates avariety of different approaches and it willassist schools in assessing how best theirscience accommodation can serve currentand future curriculum needs in a flexibleand adaptable way.

The accommodation needs of anyindividual subject should be considered inthe context of the curriculum as a whole.It is recommended that this be done inpartnership with either local educationauthority or other specialist advisers andbuilding professionals. It is important toset planning targets to suit availableresources and to look for value for moneyin all solutions.

The publication is chiefly concerned withprovision for 11 to 16 year olds insecondary schools and does not includedetailed information on sixth formaccommodation. However, much of the

general guidance is equally applicable toolder pupils and sixth form requirementsare touched on in some of the examples.

There are no specific middle school plansillustrated although part of the KS3curriculum will be taught in these schools.However, many of the planning principlesdescribed in Section 1 and the detailedinformation on servicing and furnituresystems in other sections will apply.

The information in this publicationbegins with a broad outline ofaccommodation requirements, followedby more detailed guidance; a summary ofthe content is given here.

Section 1: Planning the Suite outlinesthe range of spaces usually required andlooks at planning options in new andadapted departments.

Section 2: The Laboratory describes indetail the planning of an individuallaboratory, covering services distribution,servicing systems and room layouts. Anumber of furnished plans are illustrated.

Section 3: Support spaces providesguidance on the teaching and non-teaching spaces supporting thelaboratories.

Section 4: Furniture and Equipmentcovers items used in the laboratory andpreparation room. The informationcomplements that given in Section 2 onservicing systems.

Section 5: The Environment/Healthand Safety gives general guidance onservices in the science department.Information on appropriate flooring isalso included.

Section 6: Furnished Case Studiesdescribes adaptation studies in threeexisting schools, based on the guidancein other sections.

Section 7: Cost Guidance providesgeneral building cost guidance as well asmore detailed information on the cost ofservicing systems and fume cupboards. Acost analysis of two adaptation studies areincluded.

Appendices include a Check List,Bibliography and Glossary of terms.

Section 1. Planning the Suite

This section outlines the main points to be consideredwhen planning a suite of science spaces. Most schoolswill not be able to build a totally new science block, someschools may be adding one or two new spaces andothers will be adapting their existing accommodation.The information provided here may form a useful guidewhen planning new or adapted spaces.

Notes1 The final report by Sir RonDearing. The NationalCurriculum and itsAssessment' recommended90 hours per year for KS3 asa minimum. This is equivalentto 10% in most schools.2 10% for single science, 30%for separate sciences and20% for double science (takenby the majority of pupils).3The graph is based on theformulae shown alongside,where G (or g) = group size. itis extracted from AreaGuidelines for Schools (BB82),DfEE 1996.

1.1 The range of teaching and non-teaching spaces is listed and a series ofgeneric plan types indicate the keyrelationships between them. Threeexamples of adaptations illustrate typicalsituations in existing science suites.

1.2 This publication is mainly concernedwith 11 to 16 schools with non specialistlaboratories teaching a combined,coordinated or integrated science course.However, two of the adaptations are for11 to 18 schools.

1.3 All the illustrations show individuallaboratories in enclosed rooms. This is themost typical pattern in existing schoolsalthough there will be alternativearrangements, for example a science suitewhich includes one or more large doublelaboratories with an associated smalllecture room, where two teachers 'teamteach' a group of up to about forty pupils.This can be a successful combination forpart of a suite of spaces.

The Suite of Spaces

1.4 The range of spaces required forteaching science will include laboratories,supplementary teaching spaces and non-teaching support spaces. The followingmay be used as a general guide whenassessing the requirements of a particularschool.

Number of Laboratories

1.5 Whether a new science block is beingconsidered or existing accommodationadapted, the school's current and plannedcurricular, timetabling and staffingarrangements will need to be analysed inorder to assess the number of laboratoriesthat are required.

1.6 Figure 1/1 shows, for a range ofschool sizes, the number of spaces that aregenerated by two curriculum modelsreflecting a typical range of 11 to 16schools. The number of teaching periodsavailable will depend on the availabilityand deployment of science teachers.Decisions on this and on the proportionof pupils' time to be spent on science, willdetermine the average size of the teachinggroups.

1.7 Group sizes and the amount ofcurriculum time spent on science will varyfrom school to school. Where the averagegroup size is relatively small (e.g. KS3groups of 25 and KS4 groups of 20), thenumber of lessons will increase and thusthe number of laboratories, althoughthese will be correspondingly smaller.Curriculum time may range from 10-15%at KS3' (the current average is 12.5%). AtKS4 curriculum time may range from10-30% with a current average of 20%.2 Inan 11 to 18 school, account must betaken of any A-level or vocational coursesthat are offered.

1.8 Figure 1/1 shows the averagefrequency of use of the spaces, that is itstimetabled use compared to itsavailability. Schools will probably find itdifficult to achieve a frequency of usehigher than 85%/90% for Science becauseof the complexities of timetabling.

Size of Laboratory

1.9 The size of a laboratory will dependon the maximum expected group sizerather than the calculated average.Figure 1/2 shows suggested area rangesaccording to group size.' For a group of30 KS3/4 pupils, a range of 79-91m2 isgiven (Zone D). Laboratories fromZone C may be possible but will limit theactivities and choice of furniture used.The range of activities being undertaken,the level of storage kept in the laboratoryand the type of furniture system used canall affect area requirements. Section 2provides further information on the sizeand shape of the laboratory and illustratesa number of spaces of 85m2 for amaximum group size of 30 pupils.


Model 115.2% pupil timespent on science

Total PPW: 25

Science PPW

KS3: 3(12%)

KS4: 5(20%)

Schoolsize

KS4 TP TotalTP

No. spacescalculated

Roundednumbers

F/use%

600 KS3 36

KS4 50 86 3.44 4 86%

750 KS3 45

KS4 70 115 4.6 5/6 92/76%

900 KS3 54

KS4 80 134 5.36 6 89%

1050 KS3 63

KS4 90 153 6.12 7 87%

1200 KS3 72

KS4 100 172 6.88 8 86%

Model 217% pupil timespent onscience

Total PPW: 40

Science PPW

KS3: 6(15%)

KS4: 8(20%)

600 KS3 72

KS4 80 152 3.8 5 76%

750 KS3 90

KS4 112 202 5.05 6 84%

900 KS3 108

KS4 128 236 5.9 7 84%

1050 KS3 126

KS4 144 270 6.75 8 84%

1200 KS3 144

KS4 160 304 7.6 9 84%

1.10 If all the laboratories in a suite arethe same size, there should be norestrictions on timetabling them. Schoolswill generally be able to timetable theirspaces most flexibly if all the laboratoriescan accommodate the likely maximumgroup size, if necessary. However, in somesituations, for example where a school has alarge sixth form, it may be appropriate toprovide some smaller specialist laboratories.Two examples of this are illustrated in thecase studies.

Supplementary Teaching Spaces

1.11 Certain supplementary teaching areascan be valuable additions to the suite wherespace allows (see Section 3). The followingexamples may be found.

A small resource area. This space canprovide a focus to the department, withdisplays of pupils' work and newscientific developments. A small networkof computers can be a valuable resource,especially if there is good access fromlaboratories.

A small science project room may bedesirable in schools with sixth formswhere older pupils can set up long termexperiments.

A greenhouse and/or an animalroom. These spaces may be used forteaching or they may be used only by atechnician. Animal rooms are rarely seenin schools these days but are sometimesused for insects such as locusts.

Figure 1/1Numbers of Spaces for aTypical Range of Schools

Notes4 Where possible group sizesat KS3 are no bigger than 30and at KS4 no bigger than 24.5 Where rounding up to thenearest whole number willresult in a frequency of usegreater than 90%, the nexthighest number of rooms isgiven. The practicalities of afrequency of use greater than85/90% will need carefulthought however. KS4 groupsizes sightly higher than 24could achieve a lowerfrequency of use.

Figure 1/2Area Guidelines

100

Area of Space (m2)

90

80

70

60

50

40

KS3/4 15 20 25

post 16 10 15

Group Size: Number of Pupils

37+1.8G

34+1.5G

C

16+1.8G

30 (G)

20 (g)


Figure 1/3Linear Plan

Non Teaching Support spaces

1.12 Preparation and storage areas areneeded to support the teaching spaces. Atotal area of 0.4 0.5m2 per workplace (afigure based on an analysis of a number ofexisting schools) can be used as a guide.Where the laboratories are dispersed oron two floors this figure may need to beincreased to allow for some duplication ofresources.

1.13 A shared staff base can be usefulfor meetings and preparation work andthe secure storage of paperwork such aspupils' records.

Circulation

1.14 Principal circulation routes shouldallow for the adequate movement ofequipment, trolleys and pupils. Access bythose in wheelchairs will also need to beconsidered.

Greenhouse

LabPossible

shared

area

Preparationand storage

Animal

MOM Lab Class Class

Display/resource

Main approachdepartments "Etolepearrtments science suite departments*

Display

PossibleStaff base

and

secure

store

) Class Lab Lab Lab sharedarea

Class

Figure 1/4Central Preparation Room

Lab

Lab

Greenhouse

Animal

MOM Lab Lab


Lab Lab

Lab

4__ Main approach Otherto science sui e departments

Staffbaseand

secure

store

Lab

q

Planning Principles

1.15 Figures 1/3 to 1/6 show four plantypes: linear, grouped around a preparationroom, grouped around a courtyard, andlinear on two floors. These reflect typicalorganisational patterns, each oneconforming to the following principleswhich aim to provide an efficient andintegrated suite of spaces.

Laboratories are grouped together.This enables common resources to beshared, and gives easier access toancillary spaces.

There is only one preparation area foreach floor of laboratories. Thisprovides a more economical use ofspace, equipment and technicians' time.If a preparation room is centrallypositioned, travel distances to thelaboratory are minimised.

Ancillary teaching spaces are locatedfor ease of access. The animal room isalongside the preparation room forconvenient technician use and theresource area is located so that itprovides a focus to the department andcan be easily accessed by the wholesuite.

The key features of the four generic plantypes are outlined below.

Linear Plan (Figure 1/3)

1.16 This plan suits the smaller schoolwith up to six laboratories where they areclose enough together to feel like a suiteand technicians can reach the roomseasily. For a school with more than sevenlaboratories the distance between thepreparation room and some of thelaboratories becomes inconvenient andthe suite may be too dispersed.

1.17 The advantage of this plan type isthat it can facilitate links with adjoiningdepartments. Teaching spaces andresources may be shared; for example, aPECT space (see Glossary) could be usedfor both science and design andtechnology. Staff and display areas canalso be shared.

Central Preparation room(Figure 1/4)

1.18 This plan is most suitable forschools with more than sevenlaboratories. It is convenient for thetechnicians because the preparation roomis central to the suite, but there is no viewout and in a two storey building theremay be no daylight.

1.19 The disposition of the plan makesthe suite easy to define but it may be lesseasy to establish links with otherdepartments or to expand in the future.

1.20 The central resource area can besupervised easily from the preparationroom, and the display can form part ofthe resource area.

Central Courtyard (Figure 1/5)

1.21 This plan is less compact than theprevious one with greater distances frompreparation room to laboratory. Thetechnicians enjoy a view of the outsideand the enclosed and secure courtyardcan be used for some practical activities,becoming an integral part of the suite ofteaching spaces.

1.22 A variation of this plan is to havean atrium in place of a courtyard. Thiscan provide a central teaching space,possibly available for use by otherdepartments and could be considered fora central IT resource.

Linear On Two Floors (Figure 1/6)

1.23 Extending the suite on to twofloors may be the best solution in somebuildings, and it does share some of theadvantages of the linear plan (ease ofinter-departmental links and ease ofextension). In a large school it may alsohelp to break down the scale of the suite.

1.24 The main disadvantage of this planis that preparation and storage facilitiesare divided between the floors and a hoistmay be required. Any lift provided fordisabled access may also be used fortransporting heavy pieces of equipmentsuch as gas cylinders or computers.


Greenhouse

Lab

Lab

Lab

Animal

MOM Preparationand storage

Display/resource

Courtyard

Lab Lab

Staffbase

and

secure

store

Lab Otherdepartments

.4_ Main approachto science suite

Lab

Lab

Lab

Figure 1/5Central Courtyard

Figure 1/6Linear On Two Floors

Ground Floor

Possible

shared

areaLab

Otherclepearrtments

Class

Possible

shared

area

Staffbaseand

securestore


Display/resource

Lab

Lab

4i?lehrp:rtments

Class

First Floor

Staffbaseand

securestore

Hoist

departments

Lab

Lab

Main approachto science suite


Display/resource

Lab

Stairs

Animalroom

Hoist

Greenhouse

Possibleshared

area

Lab

thdepartments

Lab Lab

1.25 A small resource bay has beenshown on each floor so that pupils do nothave to leave their floor to use theavailable resources.

10


E

CASE STUDY 1

A N E

CASE STUDY 26

A N E

CASE STUDY 36

A N

Laboratories (no.) 5 5 5 7 9 9 8 9 9

Workplaces (no.)' 122 134 185 242 147 171

Total TA (m2) 422 403 543 718 518 607

Total TA/WP (m2) 3.45 3.012.63-3.03 2.94 2.97

2.86-3.29 3.52 3.55

3.15 -3.63

Total PA (m2) 46 54 85 111 77 85

Total PA/WP (m2) 0.38 0.400.40.5 0.46 0.46

0.40.5 0.52 0.50

0.40.5

Total (TA+PA)/WP (m2) 3.83 3.41 3.40 3.43 4.04 4.05

Figure 1/7Analysis of 3 Case Studies

Key

E = Existing

A = Adapted

N = Notional

TA = Teaching Area

PA = Preparation Area

WP = Workplace

Notes6 Case Studies 2 & 3 includesome laboratories timetabledonly for sixth form pupils. Thisis taken into account in thecalculations.

The number of workplaces isbased on the lower line ofZone D in Figure 1/2. Thisallows all pupils including sixthformers to engage in a fullrange of activities includingpractical work.

Examples of Adaptations

1.26 The following three case studiesshow how existing scienceaccommodation can be adapted using thearea guidelines and planning principlesalready described. The examples reflectsome typical situations.

Case Study 1: a small school with twoundersized laboratories.

Case Study 2: a medium sized schoolwith an insufficient number oflaboratories.

Case Study 3: a medium sized schoolwith a large sixth form and aninsufficient number of laboratories.

1.27 These case studies, which are allbased on existing schools, show theadaptation of complete suites, although inreality the work may be phased over aperiod of years. Details of the furniturelayouts for Case Studies 1 and 3 aredescribed in Section 6, and a breakdownof both building and furniture andequipment costs is given in Section 7.

11

1.28 All three adaptations follow thesame brief but in each case there arecompromises made because of the natureof the existing buildings. None of theadaptations includes new building workalthough two involve expansion of thesuite within existing accommodation.These plans show that although the sizesof spaces are sometimes less than ideal,valuable improvements can be made withminimal changes.

1.29 Figure 1/7 summarises thechanges in each study and compares theareas per workplace with a notional planwhich is based on the area guidance givenearlier in this section (see paragraphs 1.9and 1.12).

Case Study 1

As Existing (Figure 1/8)

1.30 Case study 1 is an 11-16 schoolwith 600 pupils on roll. The existingscience accommodation may be comparedwith the two storey generic plan in Figure1/6. On the ground floor there are twolarge laboratories and a very smallpreparation room. On the first floor thereare two small laboratories, neither ofwhich is large enough for 30 pupils; onelarge laboratory and a small preparationroom. Technicians carry equipment upand down the stairs and do much of theirpreparation work in the teaching spaces.The chemical store is accessed via one ofthe laboratories.

The Adaptation (Figure 1/9)

1.31 The science curriculum taught inthis school and the way in which it isorganised requires five laboratories andadequate preparation facilities. Therefore,one of the small laboratories remains andthe second one is enlarged sufficiently toaccommodate 30 pupils. The largelaboratory on the ground floor is reducedin size and the preparation room isenlarged. Below are the main features ofthe proposal.

The suite provides more flexibilitywith four spaces for up to 30 pupilsallowing a KS3 year group to bedivided into four groups.' The fifthlaboratory can, if necessary,accommodate up to 24 pupils and ismost likely to be used for KS4 pupilswhen a year group could be dividedinto five. The total number ofworkplaces (based on zone D inFigure 1/2) is increased from 122 to134.

The preparation and storage facilitiesare increased from 0.38m2 to 0.40m2per workplace. Additional storage cancontinue to be provided in the largestlaboratory. A separate ventilatedchemical store is added with directaccess from the preparation room. Ahoist enables equipment to betransported between the two floors.


Figure 1/8Floor Plans as Existing

Ground Floor

First Floor

0 1 2 3 4 5

Prep Room Enlarged Lab Reduced

Store Removed

Prep Relocated Lab Reduced

As the alternative means of escapefrom the corridor is via laboratory 3,its door would have to remainunlocked. This situation is acceptablein an existing school if properlymanaged, but not in new buildings.The integrity of the main stairway hasbeen secured by filling in the door

opening from laboratory 4.ID&

Figure 1/9Floor Plans as Adapted

Note8 An area from Zone C inFigure 1/2 (such as laboratory2 in Case Study 1) is belowthe recommended area rangefor 30 KS3/4 pupils and wouldnot be ideal in a new building.See Section 2, paragraph 2/7for further discussion.


Case Study 2


1.32 Case Study 2 is an 11-18 schoolwith 770 pupils from 11-16 and 250 sixthform pupils on roll. The amount ofscience curriculum time taught by theschool and the timetabling organisationrequires a minimum of nine laboratorieswith a planned frequency of use of 90%.

1.33 The existing scienceaccommodation consists of seven spacesin one single storey building. Six of thelaboratories are 79m2 or more and theseventh is a small sixth form laboratory of

Figure 1/10Floor Plans As Existing

LAB 181m2

Staff25m2

LIBRARY

COURTYARD

I J.87m2

INIMeleet=i1M11

LAB 747M2

Seminar21m2

LAB 279m2

LAB 386m2

PREP67m2

CLASS55m2

COURTYARD

CLASS55m2

LAB 682m2

LAB 487m2

Store 1a,5

LAB 581 m2

Figure 1/11Floor Plans As Adapted

LAB 2 LAB 3 LAB 9 LAB 4 LAB 579m2 86m2 67m2 87m2 81 m2

1 1

47m2 providing a total of 185 workplaces.There is a centrally located preparationroom and a separate chemical storeproviding a total area of 0.46m2 perworkplace. Within the same block thereare two general teaching rooms and an ITroom which can be brought into theadaptation.


1.34 Two further science spaces arecreated by adapting the IT room and thepreparation room. The small sixth formlaboratory is replaced by a space of 75m2,created by extending one of the generalteaching spaces. The preparation room,which needs to be larger to serve ninelaboratories, is relocated to the centre ofthe suite, adapted from the smalllaboratory and the adjacent courtyard.The suite can be compared with thegeneric plan illustrated in Figure 1/4.The main points to note are summarisedbelow.

The adapted suite provides 7laboratories which are large enough for30 pupils, and two (laboratories 7 and9) which are more suitable for sixthform groups.

The total number of workplaces forscience is increased to 242, assuminglaboratories 7 and 9 are used asspecialist sixth form laboratories.

The area provided for storage andpreparation is still 0.46m2 perworkplace.

The internal preparation room mayneed to be daylit by rooflights andmechanically ventilated.

The main corridor is widened to betteraccommodate the increased through-traffic of pupils and trolleys.

Case Study 3


1.35 Case Study 3 is an 11-18 schoolwith 600 pupils from 11 to 16 and 328sixth form pupils on roll. The scienceaccommodation is all on the first floor ofa 1930's building.

1.36 The science teaching and thetimetabling of this school suggests a totalof 9 spaces and this results in an averagefrequency of use of 87%. There are atpresent eight laboratories but only threeare more than 70m2 and three are 48-50m2. General teaching rooms on otherfloors are currently used for some lessons.

1.37 There are three storage/preparation rooms which togetherprovide an area of 0.52m2 per workplace.Two general teaching rooms are availableto be brought into the adaptation.


1.38 Five of the laboratories need to belarge enough to hold 30 KS3/4 pupils.This is possible in the three largestexisting laboratories (nos. 1, 4 and 7). Afourth laboratory (no. 5) is extended to73m2. A fifth Laboratory (no. 2) isextended to 67m2 and can accommodate28 or, if absolutely necessary, 30 KS 3/4pupils. In some of these cases an areafrom zone C (Figure 1/2) is acceptable asa compromise.9 The remaining fourspaces will be used for sixth form pupils.The main features of the adaptation,which is limited by the overall existingfloor area, are listed below.

The adapted suite provides seven fullyserviced laboratories and two partlyserviced science classrooms. The totalnumber of workplaces has increasedfrom 147 (with 3 spaces timetabled forsixth form groups) to 171.

Four teaching spaces (nos. 3, 6, 8 and9) are suitable for sixth form groups.Two of these are fully serviced, theother two can be used for non-practical lessons.


LAB 358m2

CLASS46m2

CLASS46m2

LAB 472m2

PREP23m2

LAB 548m2

LAB 664m2

Office13mi

LAB 250m2

RE5m

LAB 182m2

ChemStore17,e2

COURTYARDBELOW

PREP22m2

LAB 796m2

LAB 848m2

Figure 1/12Floor Plans As Existing

emelt lab from clessrcern mem. MD extended Wee removed

PREP Office LAB 2 LAB 1 ChemLAB 358m2

LAB 946m2 46m2 13m2 67m2 82m2 Store

17 ,02

LAB 473m2

COURTYARDBELOW

tee

LAB 573m2

extended

LAB 6 PREP prep/ LAB 7 LAB 864m2 22m2 projects 96m2 48m2

0 2 4 6 8 10m

The preparation and storage facilitiesare improved by converting one of thesmall classrooms into a mainpreparation room. The floor areaprovided for storage outside thelaboratory is increased from 77m2 to85m2 (0.50m2 per workplace). This isfurther supplemented by storagewithin the laboratories.

Figure 1/13Floor Plans As Adapted

Note9 See Section 2, paragraph2/7 for further discussion onlaboratory size.


A laboratory should be flexible enough to respond to awide and varying range of activities. The size of thespace, the method of distributing services, and thechoice of furniture systems will all affect the way in whichit can be used.

Figure 2/1Briefing and Demonstration

2.1 This section provides guidance on allthe main aspects of planning a laboratory.It is divided into five parts.

Activities in the Laboratory.

The Size and Shape of the Laboratory.

A Planning Strategy.

Services Distribution.

Servicing Systems.

2.2 This is followed by examples offurnished layouts using a variety ofserviced systems.

Figure 2/2Pupils' Experiments

Activities in the Laboratory

2.3 There are certain basic activitiescommon to all areas of science which maybe identified as having an effect on thedesign of the laboratory. These activitiescan be categorised into three main areas.

Briefing and teacher demonstration ofexperiments.

Pupils' supervised experiments.

Evaluation exercises, which includesindependent research and recording bypupils, and class discussion and pupilpresentations.

Briefing and demonstration(Figure 2/1)

2.4 Increased scientific investigation bypupils is now commonplace inlaboratories. However the teacher mayalso need to address the whole class eitherin the form of briefing or discussion,possibly with the aid of a video oroverhead projector. Demonstration ofexperiments may require pupils to gatheraround a serviced area, often the teacher'sown table or a serviced unit within theclassroom area. A fume cupboard issometimes used for whole classdemonstrations.

Pupils' supervised experiments(Figure 2/2)

2.5 Pupils will often carry outexperiments, either individually, in smallgroups of two or three, or occasionally inlarger groups. A full range of services maybe needed and sufficient space must beprovided for pupils to work safely atserviced units. Pupils may need readyaccess to a range of basic resources, suchas bunsen burners, mats and tripods. Theymay need occasional access to a computerto obtain information and log and analysedata from experiments. CD ROM (seeGlossary) and interactive video may alsobe used in certain situations.

Evaluation exercises(Figure 2/3)

2.6 Evaluation activities can includewriting up experiments, class discussion,and pupil presentations, often with theuse of an OHP (see Glossary) orcomputer.

The size and shape of thelaboratory2.7 Figure 1/2 in Section 1 shows anarea range of 79-91m2 (Zone D) for agroup of 30 KS3/4 pupils. This will allowa class to undertake activities involvingboth practical and theory work. It shouldalso allow for a reasonable level of localstorage. An area from the upper end ofthe range may be appropriate where asmall central preparation area necessitatesan increase in local storage or where thequantity of equipment is greater thanaverage (this may be the case where sixthform pupils are timetabled into mainschool laboratories). At the lower end ofthe range the choice of servicing systembecomes more critical and somecompromises may have to be made in theprovision of equipment. As the size of thelaboratory reduces, it becomesincreasingly important to ensure carefulsupervision of practical work to maintainsafe working practices. A laboratory of70-79m2 (Zone C in Figure 1/2) mayaccommodate 30 KS3/4 pupils but thereis likely to be a reduced level of furnitureand equipment. The range of activitiestaking place may also be limited.

2.8 All the laboratories shown in thissection (Figures 2/11 to 2/25) are fromthe middle of area Zone D, 85m2.Section 6 illustrates examples oflaboratories for 30 pupils of between70m2 and 98m2 as well as smaller spacesfor groups of less than 30.


2.9 The shape of the space is almost asimportant as its size. A simple rectangularshape allows for flexibility of layout andenables good supervision of pupils.Rooms that are too long and narrow aredifficult to arrange. Viewing distancesmay be too long or viewing angles toowide (see Figure 2/4). In a space of85m2, a depth of between 8m and 9m(ie. proportions from 1:1.0 to 1:1.2) suitsa variety of furniture systems and avoidsmost of the problems listed above.Consideration must be given toventilation and lighting in deeper spaces.

Figure 2/3Evaluation Exercises

Figure 2/4Viewing Distances

Angle of view too wide

4- Viewing distance too long

VV VVV

Awkward viewing distance


NotesDepartment for Education

and Employment 'FumeCupboards in Schools'(Revision of DN 29). BB 88,1998.2 In these plans a position fora mobile fume cupboard isshown near to the teacher.When pulled from the wall it isaccessible on all sides fordemonstration purposes. Afume cupboard may not berequired in all laboratories.3 In these plans the teacher isassumed to demonstrateexperiments that do notrequire a fume cupboard fromthe main serviced units.

Figure 2/5Zoning Diagram

Planning strategy2.10 Schools may find it useful toestablish a planning strategy for thelaboratory. They may want to ensure that,regardless of the servicing system used, asuitable environment will be provided thatis capable of responding in a flexible way tothe activities taking place.

2.11 The furnished plans in this sectionare based on the zoning diagram illustratedin Figure 2/5 and the planning strategyoutlined below. A group size of around 30pupils is assumed (although the generalprinciples apply to other group sizes too).

A work surface area of at least 0.3m2 isallowed for each pupil, allowing amaximum number of 30 pupils in thelaboratory.

All circulatory areas follow the planningguidelines outlined in BS 3202 andFigure 2/6.

Each pupil has good access to a fullrange of services, with a minimum ofone gas tap, one socket outlet per pupiland one sink per 6 pupils.

Pupils face the teacher and thewhiteboard whenever possible; alter-native seat positions are shown aroundthe teacher where this is not possible.

A storage facility is included for pupils'coats and bags (if brought into thelaboratory) adjacent to the door and theteacher.

Alternative cult

Storage wall: suplementery work surface; storage

MainTeaching

Area

gathering apace forbriefing and demonstration

coats and bagsstorage nesentrance

Entry

Teaching wall: fume cupboard; teething table; computer table

17

Perimeter benching is kept to one wallwhere possible and is used as anadditional shared work surface,containing a wash-up sink with hot andcold water.

A fume cupboard' is shown which, forHealth and Safety reasons, is positionedaway from the fire exit or maincirculation routes with good access forgroups of pupils duringdemonstrations.2

Where possible, the teaching wall isplaced at 90' to the external wall, toallow good side lighting and avoiddirect glare from the window.

A computer position is provided close tothe teacher to enable supervision, and tomaximise the potential for shared pupil/teacher use. By placing the computer at90° to the external wall problems ofglare will be minimised.

Storage of between 4m3 and 6m3 isprovided for local resources and displayand is concentrated above and belowthe perimeter benching. A separatepreparation area is assumed within theoverall science accommodation.

There is adequate floor space at theperimeter for additional mobile storageunits such as a general purpose trolley ortray units.

A clear area is provided to allow pupilsto gather together for briefing sessionsand the safe demonstration of fumecupboard experiments.3 It is importantto consider each pupil's ability to seeand hear the teacher clearly.

A clear floor length of around 3m isallowed within the circulation route forrunway experiments.

Safe distances

2.12 Figure 2/6 provides a guide to thedistances required between furniture in alaboratory. The information is based on BS3202 (Part 3) with additional dimensionsgiven for space around doors etc. Spaceallocation should fall within the rangeillustrated and will depend on the amountof circulation required, and the type oflayout and activities envisaged. Safedistances around fume cupboards are givenin Building Bulletin 88.'


21350-1650

I

4 1050-1200

4

5 00-105

44

Figure 2/6Safe Distances

Key

circulation

pupil table

pupil

coats and bagsstorage


Figure 2/7Overhead Servicing

Services distribution2.13 Services distribution within alaboratory can have a significant effect onfuture building adaptations, maintenanceand the choice of furniture that can beaccommodated. There arc three mainoptions for the distribution of serviceswithin a laboratory:

overhead (Figure 2/7);

underfloor (Figure 2/8);

perimeter (Figure 2/9).

Within each option there are variationsand sometimes two systems may becombined.

floor level

000possible suspended ceiling

V working level

floor level

Figure 2/8Underfloor Servicing

1 Services fedfrom floor ducts

working level

0-0

00

2 Services fedfrom ceilingvoid below

floor level

floor level

suspended ceiling

Overhead

2.14 In this option services run at highlevel, in trunking which is suspendedbelow ceiling level or in a recessed ceilingduct, or in the ceiling void with anetwork of outlets set into the finishedsurface. Services are distributed to thefurniture below by means of flexible pipesor cables. Generally, overhead supplies arecombined with a gravity drainage systemincorporating a network of floor outlets,although pumped or vacuum drainagesystems which run in the overhead ductsare also a possibility.

2.15 Overhead systems can have thefollowing advantages:

perimeter, peninsular and islandbenching layouts can be serviced in avariety of configurations;

there is flexibility in the location offurniture;

services are readily accessible fromwithin the laboratory which simplifiesmaintenance and allows adaptations tobe carried out without disruptingother spaces.

2.16 The disadvantages of the systeminclude:

the servicing connections from ceilingto the working surface below canobstruct sight lines to the teacher'sposition;

the vertical service 'droppers' can lookuntidy, particularly if there are anumber of them, and may bevulnerable to damage;

currently available pump and vacuumsystems of drainage involve floorstanding units which take up spaceand require regular and specialistmaintenance (they may also be noisy).

Underfloor

2.17 In this option, services may eitherbe run in ducts set into the floor withvarying degrees of accessibility or theymay be located in the ceiling void of theroom below. Services reach bench toplevel via rigid or flexible connections.

2.18 The advantages of this systeminclude:

perimeter, peninsular and islandbenching layouts can be serviced;

the laboratory looks neat with noexposed servicing cables or pipes.

2.19 The disadvantages of the systemare:

water supplies and drainage needcareful separation from electricalservices in floor ducts;

if services are distributed in the ceilingvoid of the room below, modificationsand maintenance will disrupt thisroom;

as serviced units have to be locatedover floor outlets, there is limitedscope for re-positioning.

Perimeter

2.20 Perimeter service ducts are usuallylocated at bench level or below withdrainage at a low level.

2.21 The advantages of this system are:

all services, including drainage, areaccessible from the space they servesimplifying maintenance and futurechanges;

services are less likely to be damagedsince they can be concealed bybenching, the appearance of thelaboratory is also more tidy;

2.22 The disadvantages of the system are:

island benching cannot be serviceddirectly;

services may have to be routed arounddoor openings etc;

where services are fixed to internalpartitions this can restrict futureplanning changes.


2.23 This method is particularlyappropriate for conversion work becauseinstallation is fairly straightforward,involving minimal disturbance of theexisting structure.

Servicing Systems

2.24 There are several furniture systemswhich distribute services locally within thelaboratory. Systems which are flexibleenough to accommodate change arehighly desirable. For example, it may beadvantageous to be able to move tables tocreate a clear floor area for certainactivities. A flexible servicing system alsoallows individual teachers to reorganise aspace to suit their requirements. Thechoice of system will depend partly on theservicing method that is chosen, and onthe level of available resources. Thevariety of systems can be divided broadlyinto the following four generic types.

Serviced spines

Serviced bollards

Service pods

Serviced furniture

2.25 Each system is described in thefollowing examples and variations withineach type is illustrated in detail. All thelaboratories are the same size (85m2)showing the effect that different systemsmay have on an identical space. The effectof room shape is also demonstrated byshowing each system laid out in two depthsof space (8m and 9m).

Figure 2/9Perimeter Servicing

ago


Figure 2/10Typical Serviced Spine

Notes To PlansA: These illustrations are notprescriptive. The actual designand layout of schoollaboratories will depend on anumber of factors, includingthe level of availableresources.B: Refer to the furniture key atthe back of the publication.C: Where pupils do not directlyface the whiteboard, stools areshaded black.

Figure 2/11Labkit Workstation

Examples of FurnishedLayouts

Serviced Spines

2.26 A Serviced Spine is a freestandingcomponent incorporating (usuallyhorizontal) services distribution duct witha number of outlets. A spine may provideboth dry and wet services, includingdrainage, and may be fed from overhead,under the floor or from the perimeter.Spines serving island or perimeterbenching layouts are not normally fixedto the floor, but their underframes areoften clamped to the benches they serve.Most perimeter serviced spines must beclamped to the wall.

Labkit Workstation (Figure 2/11)

2.27 The Labkit Workstation system is arelocatable kit of components whichincorporates all required servicesincluding vacuum drainage. Piped andelectrical supplies, together with drainageruns, are linked back to a control unitthrough integrated trunking at doorheadheight. The control unit, containingswitchgear, pumps and safety devices, isthe only part of the system connected tothe main services of the building. Loosetables giving a work area per pupil of0.36m2 are arranged around theworkstations and storage components andsinks may be hung off the framework.

2.28 In both the 8m and 9m deeprooms an area is provided at the front ofthe laboratory for note taking andbriefing which is a useful facility in asystem where clear sightlines for pupilscan sometimes be a problem.

2.29 In this particular layout the systemappears to work more efficiently in the8m deep room, with the control boxbeing sited next to the teacher. This isbecause the greater width allows bettercirculation and more space around theteacher for class gatherings.

111111INIMJ

CONTROLBOX

1000

1700

1350

1500

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a1300

1500

IL I

85m2

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1500

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Spine & Perimeter Sink (Figure 2/12)

2.30 A 1200 x 300mm spine carryinggas and power serves a series of 1200 x600mm and 1500 x 600mm tablesclamped around it, giving an average of0.36m2 of work surface area per pupil.Water is provided by 1500 x 600mm sinktables. This system can be serviced fromthe perimeter, the floor or the ceiling. Inthese particular layouts services areassumed to be fed from the perimeter.

2.31 This system is generally efficient inits use of space but, due to its peninsulartype arrangement, some of the perimeterwork surface may be inaccessible andtherefore wasteful of space. To avoiddisruption to pupils working alongsidethe perimeter the sinks are positioned inthe centre of the table.

2.32 Peninsular systems often workbetter in shallower rooms. In the 8mdeep laboratory shown here, for example,there is more space at the front of theroom and around the teacher and lessunderused space in the centre of theroom than in the 9m deep version.

Spine & Island Sink (Figure 2/13)

2.33 A similar spine system to Figure2/12 but in this case the spines, in additionto providing gas and power, carry water anddrainage to and from 1500 x 600mm sinktables. The sink tables are more accessiblethan those in Figure 2/12. Servicing can befrom above or below but in this example isassumed to be from the perimeter withshelf ducts carrying the main service pipesaround the room.

Figure 2/12Spine & Perimeter Sink

Figure 2/13Spine & Island Sink

L27 -7


Figure 2/14Typical Serviced Bollard

Figure 2/156 Person Bollard

Serviced Bollards

2.34 Wet and dry services may beprovided in separate serviced bollards butare usually combined in one unit. Theyare often designed to connect tounderfloor services but some units may belinked to overhead or perimeter servicingsystems. Bollards are usually located asisland units surrounded by loose tables,usually 1200 x 600mm offering a workarea per pupil of 0.36m2. Many types haveto be bolted to the floor for stability.Tables may be positioned in a variety ofways around the units, but the location ofindividual bollards is determined by theposition of floor outlets. The system isbest used where servicing can be providedbeneath the floor to island units.

6 Person Bollard (Figure 2/15)

2.35 A series of six floor serviced 600 x600mm bollards (or pedestals) providewater, gas and electricity for up to sixpupils each. The work surface area isprovided by loose tables which may bemoved to create a variety of layouts.

2.36 In the 8m deep example pupilswork in six clearly defined groups facingthe whiteboard; therefore the lack ofspace around the teacher is less of aproblem than it could be in other layouts.In both layouts the bollards are arrangedin two parallel lines (under-floor service

routes) which permits a variety of tablearrangements with convenient circulationand teacher supervision. Carefulconsideration should be given to thepositioning of the bollards in order tomaximise layout possibilities.

2.37 The circulation is better in the 8mdeep laboratory, although the viewingdistance from the whiteboard to thetables at the back of the room, as in manyof the 8 x 10.5m plans, is rather long.

9 0


8 Person Bollard Option A(Figure 2/16)

2.38 Four 600 x 600mm bollardsprovide services for up to eight pupilseach. The reduced number of bollardsresults in a simple layout with generousfree floor area. A distance of 2.4mbetween bollards allows two tables to fitbetween and enhances layout flexibility.

2.39 The layout of four bollards andsurrounding tables is inherently square inform and therefore works moresatisfactorily in the 9m deep room whichis closer to a square. A useful tip for

planning 'island' layouts is to look uponthe group of serviced units as a simplefour sided shape which can be related tothe room shape. This helps to identifyremaining space which is available for sidebenching and storage.

8 Person Bollard Option B(Figure 2/17)

2.40 These plans show the same roomswith the tables rearranged into ahorseshoe for class discussions. Bothdepths of space result in a regular layoutbut the circulation works better in the 9mdeep room.

Figure 2/168 Person Bollard Option A

Figure 2/178 Person Bollard Option B


1700u.i-PP1.----A WI 14 .1

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Figure 2/181200 x 600 Bollard

Figure 2/19Bollard & Perimeter Servicing

1200x600 Bollard (Figure 2/18)

2.41 This plan shows four 1200 x 600mmbollards serviced from below, providing gas,water and electrical outlets for up to eightpupils. Although the bollards are largerthan those in Figures 2/16 and 2/17, theservicing provision is assumed to be thesame (although the sink is larger).

2.42 Both depths of space workeffectively and although some pupils donot directly face the teacher, alternativetable layouts can overcome this. The 8mdeep room works slightly better, allowinga long run of mobile storage units.

2.43 If servicing provision wereincreased, an arrangement of five tablesfor 10 pupils could be positioned aroundthis larger bollard.

Bollard & Perimeter Servicing(Figure 2/19)

2.44 Four 1200 x 600mm bollardsprovide a full range of services. Thisbollard can be serviced from above orbelow. However, this particular layoutshows a perimeter fed system. A 1200 x1200mm table which is clamped or fixedto perimeter service ducting and thebollard carries services from the perimeterto the bollard. The tables on the otherside of the bollard are loose and can bemoved into the centre of the laboratorywhich is often underused space withpeninsular systems.

2.45 The 8m deep room has less spacein the centre. However, loose tables maybe moved around to create alternativelayouts.

Service pods

2.46 Service pods (sometimes calledbollards) are boxes containing outlets forelectricity and gas which are clamped tobench tops. They are fed from underflooror overhead servicing systems. Separatetap assemblies are used to provide waterto sinks or drainage troughs. Pods andtaps can be fixed to perimeter or islandtable layouts (usually 1200 x 600mmtables offering the pupil 0.36m2 of workarea).4 The main advantage of this systemis that relocating the service unit is easy.When the laboratory is served by anoverhead boom, cables may be 'pluggedin' at various points along its length.

Pod & Perimeter Sinks (Figure 2/21)

2.47 This system works with eitheroverhead or underfloor services. As podsare serviced via flexible connections tablesmay be moved within the limits of theconnection length, giving a variety oflayouts.

2.48 As the pods only provide gas andelectricity the sinks are placed at theperimeter thus increasing the total lengthof benching required. Positioning sinksaway from other services can posedifficulties, particularly when pupils areconducting experiments where access towater is required. As in all layouts it isnecessary for a school to prioritise featuresof individual systems discussed in thispublication and to choose accordingly.


2.49 Both depths of spaces work well interms of circulation and, although not allpupils face the teacher, there is sufficientspace to gather around for lectures ordemonstrations.

2.50 A variation of this system is wheresink tables are positioned alongside podsand tables in the centre of the room.Water and pumped drainage may beconnected to the two overhead servicebooms at various points.

Figure 2/20Typical Service Pod Servicedfrom Above

Note4 A table which houses a podwill provide less work area forthe pupil sitting by the pod.

Figure 2/21Pod & Perimeter Sink


Figure 2/22Typical Serviced Furniture

Serviced Furniture

2.51 In this type of system, services runwithin the furniture. Tables can be linkedtogether allowing services to supply agroup of work places. Installations areconnected to the main services at one ormore points, usually at the perimeter ofthe room. The advantage of this system isthat a whole laboratory may be servicedfrom one perimeter supply point. Thesystem is particularly suitable forconversion or upgrading work becauseservices are kept separate from thebuilding fabric. The disadvantage ofsystems with hard servicing connections isthat tables may still need to be fixed tothe floor thus limiting adaptability. Inaddition, a teacher's direct access topupils may be restricted where a longchain of fixed linking furniture is formed.

Perimeter Serviced Octagon (Figure2/23)

2.52 Fixed octagonal units, 1800mm inwidth, prOvide gas and power for up toeight pupils with a work area per pupil of0.3m2. The units in this example arelinked to services at the perimeter via a1000 x 600mm sink unit. Links at 90" or45° increase planning options but cancreate 'triangles' of space which aredifficult to use effectively. The systemallows clearly organised groups of pupilsto work together and teacherdemonstration can take place around oneFigure 2/23

Perimeter Serviced Octagon

..- ,

1113

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of the units. Rather like serviced bollards,octagons are fixed to the floor and thismay again limit flexibility.

2.53 The system may have a centralturret which provides additional worksurface for books, tasklights or computerscreens. The turret can sometimes affectvisual supervision of pupils sitting at theunits.

2.54 In both layouts the octagonal unitsseat a total of 27 pupils and for additionalpupils a length of serviced perimeterbenching is required. Circulation aroundthe laboratory may be restricted by thelinking sink units. For this reasongenerous distances are allowed betweeneach of the octagonal units.

2.55 The 8m deep space has fewerunusable 'triangles' of floor space but the9m deep space has a better teaching focusand has a more generous area for thefume cupboard and class gatherings.


Island Octagon (Figure 2/24)

2.56 Here octagonal units are servicedfrom below and arc therefore isolated fromthe perimeter of the room. Two pairs ofoctagons with a shared double sink sitcentrally in the laboratory. Thisarrangement is space efficient and followsmost of the planning guidelines laid outearlier in this section.

2.57 Circulation is similar between thetwo spaces. However, as the two pairs ofoctagons create a basic square shape thelayout works better in the deeper 9m space.

Perimeter Serviced Tables (Figure 2/25)

2.58 A serviced furniture system usingvarious components: a 1500 x 750mmtable providing each pupil with 0.56m2 ofwork area, a 750 x 750mm sink table and a

loose unserviced semi-circular table isshown. The rectilinear tables carry servicesin trays clipped to their underframes.Pyramid-shaped service pods at the cornersof the tables provide gas and electricaloutlets. The system offers a good deal offlexibility as tables can be undamped andre-arranged. However, planning in 750mmmodules can sometimes be restrictive.

2.59 Circular computer consoles may beattached to any of the tables and allowcomputers to be positioned anywhere.Being raised, the computer does notencroach on a pupil's working space,although the keyboard may.

2.60 In the 8m deep space there is morespace around the teaching base but somepupils' viewing distances are long from theback of the laboratory.

Figure 2/24Island Octagon

Figure 2/25Perimeter Serviced Tables


This section looks at spaces which support the maintimetabled teaching spaces. It is divided into two parts:Supplementary Teaching Spaces and Non TeachingSpaces. Figure 3/1 indicates the relative location ofthese spaces in the context of one of the generic suitesdescribed in Section 1. The number and type of supportfacilities varies greatly between schools; the examplesshown here are not the only solutions.

Figure 3/1Key Plan

Lab

Lab

Lab

Animals

Green nihouse'

Lab

Resource

Prep

Staff

Lab

Lab

Lab Lab

NoteDepartment of Education and

Science, The OutdoorClassroom'. BB71, London:HMSO, 1990.

Figure 3/2IT/ Resource Area

Supplementary TeachingSpaces

3.1 The three ancillary spaces describedbelow are often associated with sciencesuites: the Resource area, the Greenhouseand the Animal Room. They are allcategorised here as teaching spaces but insome schools the animal room andgreenhouse may be used only by staff.

The Resource Area

3.2 A useful facility is an IT and resourcearea which may need to be supervised. Thisspace, which should be located as centrallyas possible, acts as a resource base to thewhole suite. If it is next to laboratories orthe preparation room, this can helpsupervision when the area is used by smallgroups of pupils. In refurbishedaccommodation it may be possible to usepart of an oversized laboratory as a resourcearea (see Section 6, Case study 1).

3.3 The example shown in Figure 3/2includes a bank of computers and otherresources such as books which are keptcentrally to avoid unnecessary duplication.The space is kept as flexible as possible by

resources/display _faLL

RESOURCEAREA

computers

lllllfi

window from prep room

0 0.5 1 1.5

2Q

using mobile furniture and screens whichdivide up the space. Pupils can either cometo this area to work on a regular basis orcomputers and resource trolleys can bewheeled into a laboratory as the need arises.There is provision for both horizontal andvertical display arranged so that pupils'work and scientific information can be seenon entry to the suite.

The Greenhouse

3.4 If a greenhouse is to be provided it canform an interesting and attractive extensionto a science department. A smallconservatory or Wardian window, asecondary glazing unit which provides a selfsustaining environment, may be consideredas an alternative.

Location

3.5 A greenhouse is best located fairlyclose to the science suite to encourage itsuse and allow easy maintenance andsupervision. The site will need to receiveplenty of sunlight and be protected fromthe wind.' If it is over-looked by otherbuildings the possibility of vandalism will beminimised.

Form and Material

3.6 The size of the greenhouse dependsvery much on the use that will be made ofit. The structure can be of timber oraluminium, the latter requiring lessmaintenance. The glazing can be of glass,polycarbonate or acrylic. Polycarbonate ismore expensive than acrylic although it ismore hard-wearing, less brittle and does notdiscolour. Glass, although more easilybroken, is better at transmitting light anddoes not deteriorate in the same way asacrylic.

Environment and Services

3.7 The greenhouse will need to beventilated and various automatic windowopening devices are available. It may beheated although this will add to the cost.Free standing heaters should never be usedbecause of the danger of fire.

3.8 An automatic watering device is notessential but there should be access to waterwithin the greenhouse. Any electrical socketoutlets must be waterproof.

The Animal Room

3.9 Animals are kept less in schools todaybecause of the problems of caring for themduring school holidays. Animals must beproperly housed and the Animals (ScientificProcedures) Act 1986 must be adhered to.This section provides a brief guide tohousing small animals but more detailedguidance, including information on largeranimals that are kept outside, can be foundin more detailed publications.2 &3

Size and Location of Space

3.10 The size of the space will depend onthe number of animals being kept andwhether pupils are to be allowed into theroom to observe them, but the widthshould at least allow for a 600mm deepwork surface on either side with adequatecirculation for trolleys in between(see Figure 3/3).

3.11 The room should be sited in a securepart of the suite and in an area where theanimals will not be disturbed by excessivenoise.

Environment and Services

3.12 The temperature should be kept at afairly steady level of about 16 22°C,including during holiday periods. Thereshould be some means of controlling directsunlight, although it is not necessary toprovide natural daylight. Backgroundelectric lighting should provide anilluminance of about 200 lux.

3.13 The space must be well ventilatedbut not draughty and provide 6-12 airchanges per hour away from any windowopenings. There must not be anyrecirculation of air, and extracted air mustbe exhausted to the outside. Any externalvents should be covered with insect proofmesh. Recommended humidity levels varyaccording to species from 40 to 60%.3


cleaning/ ANIMALfood storage ROOM

17m2 animalcages

otaisimi.)1wZniafimIleisf.:11.

0 0.5 1 1.5 2 2.5m

Fittings and Finishes

3.14 There will need to be a length ofbenching, a wash-up sink with hot and coldwater, shelves for the animal cages and floorspace for food bins. Shelves (approx.400mm to 600mm deep) may be of metalor sealed timber and should be 100mmfrom the wall to allow air to circulate. Metal(corrosion resistant) supports are preferableto avoid problems with gnawing.Adjustable shelving will accommodate cagesof varying sizes.

3.15 Generally surfaces should bedesigned to minimise the number of dustand dirt traps. Skirtings should be covedand there should be drainage channels toallow the floor to be washed down. Wallsshould be smooth with a washable surface.

Non-Teaching Spaces

The Preparation Room

3.16 In the past preparation rooms havebeen designed to serve one or twolaboratories, often with an emphasis onphysics, chemistry or biology. Howevermore efficient use can be made of floor areaand staff time if a central preparation roomis provided to serve a number oflaboratories. This is particularly the case asmore laboratories become multi-purposeto suit an integrated approach to thescience curriculum. This section outlinesthe basic requirement for a centralpreparation room .(or two if there is morethan one floor). The furniture layouts oftwo typical preparation rooms are illustratedin detail.

Figure 3/3Animal Room

Notes2 RSPCA EducationDepartment, 'Animals inSchools', Horsham: RSPCA,1985.3 Wray JD and Gaitens JF.'Animal Accommodation InSchools', Schools Council.Educational Use Of LivingOrganisms Series, London,English Universities Press,1974.


Note4 These figures are based onstudy of a number of existingpreparation rooms.

a

Figure 3/4Zoning of Activities in thePreparation Room

3.17 An analysis of existing preparationrooms has shown that the use of the spacecan be broken down as follows!'

fixed storage (including chemicals) 20-30%;

mobile storage (including equipmenttrolleys) 8-10%;

working area (including sitting/standing space) 25-30%;

circulation 40-45%.

3.18 The examples shown in this sectionprovide a total of 0.5m2 of floor area foreach science workplace, and assume thatonly a small amount of local storage isprovided in the laboratories. The areabreakdown roughly equates with thepercentages given in paragraph 3.17.

3.19 The preparation room in a middleschool will be simpler than the room(s)described in this section. It will probablyserve only one or two laboratories, but itmay also be used to prepare trolleys ofequipment for teaching pupils in yearsfive and six in their classroom bases.

Planning The PreparationRoom

3.20 A central preparation room can actas the main store room for a suite oflaboratories as well as a workroom for thetechnicians. Five main zones of activitycan be identified: main storage;preparation, dispensing and cleaning;trolley park; the clean working area andchemical storage. These five zones andthe relationship between them are

Entrance1

Chemicalstorage

Cleanworking area

Cleaning/dispensing/preparation

Trolley park loading andunloading

Main storage

Entrance2

illustrated in Figure 3/4. This diagramforms the basis of all the preparationroom layouts in this publication. Eachzone is described in detail below.

The Main Storage Area

3.21 Items of equipment usedfrequently by all pupils (such as tripods,bunsen burners and goggles) are usuallykept in the laboratory. All otherequipment is best kept in a centralpreparation room where it can be checkedregularly by a technician. The mainstorage area may be best concentrated inone place, preferably located alongsidethe preparation and cleaning area.

3.22 Storage is often in the form offreestanding timber or metal racksproviding flexible storage systems whichcan be re-arranged to suit the availablespace.

3.23 An alternative method of bulkstorage is the rolling unit systemsometimes seen in library stockrooms.This system is very economical in its useof space because circulation is reduced,often providing approximately 30% morevolume than a conventional system.However, it is expensive. The system isprobably most appropriate for a largeschool with at least seven laboratorieswhere it can be used for longer termstorage while more frequently usedmaterials can be kept on shelving orracking. Further details of storage systemscan be found in Section 4.

The Preparation, Dispensing andCleaning area

3.24 This is the main working area fortechnicians. It is where glassware iswashed, equipment is sorted after beingreturned on trolleys from lessons,practical experiments are prepared andsmall items of equipment are repaired.There needs to be enough free benchspace for technicians to carry out theseactivities. This is in addition to any spacethat is taken up with small benchmounted apparatus such as an autoclaveor distillation unit. Gas taps and electrical

_51

outlets should be provided and at leastone sink in addition to the wash-up sink(which should have double bowl anddrainer). Floor mounted equipment mayinclude a fridge-freezer and dishwasher.

3.25 In order to dispense chemicals itmay be convenient to position a servicedrun of benching and the fume cupboardas near as possible to the chemical store.A fixed fume cupboard may be preferableto a mobile one because of the frequencyof use by technicians. In a middle school,however, a mobile fume cupboard may beadvantageous as it can be used forteaching as well as preparation. Fumecupboards should always be positionedaway from circulation routes.'

The Trolley Park

3.26 To facilitate loading and unloadingthe trolley park should ideally be locatedbetween the main storage zone and thepreparation/cleaning area. The spaceneeds to be wide enough to park themaximum number of trolleys (eg. up totwo per laboratory) and to allowcirculation alongside. Additional parkingspace for trolleys may be needed at theentrance to the preparation room oradjacent to a hoist.

3.27 Gas cylinders will need to beclamped safely to a wall or bench withinthe preparation room.

The Clean Work Area

3.28 A discrete technicians' work areaallows administrative tasks to becompleted, and may be positioned next tothe main doors of the preparation roomforming a 'reception' area.

3.29 Furniture and equipment in thisarea may include a computer, filingcabinets, lockers for technicians'belongings, a local task light and atelephone. TV programmes may berecorded in this area.


The Chemical Store

3.30 The storage of chemicals iscontrolled by the `COSHH' (seeGlossary) regulations° which state thatemployers should follow recommendedprocedures based on risk assessmentswhen dealing with hazardous substances.

3.31 If bulk chemicals are kept by theschool these are usually kept in a separatestore in the school grounds. Smallerquantities are best kept in a separatelocked chemical store within thepreparation room, and should beaccessible only to technicians andteachers.

3.32 The chemical store must be wellventilated to the outside air either bynatural means or by mechanicalextraction; full air conditioning is notnecessary. The store requires protectionfrom frost, and the door should openoutwards. The floor should be bunded(see Glossary) with a slope to a collectionarea. The flooring material, eg. quarrytiles, should be impervious to chemicals.

3.33 There are recommended ways ofarranging chemicals on shelves accordingto type.' It is an advantage if all shelvesare shallow to avoid hidden bottles andshelving above head height is bestavoided. Shelves should be made of anon-corrosive material such as wood incase of leaks and corrosive liquids shouldbe kept on the lowest shelves.

3.34 A separate chemical store withinthe preparation room is preferable.However, where this is not possible thereshould be at least a separate fire resistantcupboard for the highly flammableliquids, and another locked cupboard forhighly toxic chemicals. The total volumeper school of highly flammable liquidsshould not exceed 50 litres.8

3.35 Radioactive materials must bestored separately from highly flammablematerials in a locked cupboard or store.Such materials should be stored and usedin accordance with AM 1/929 whichstates that in order to limit exposure timethese materials should be stored in anarea not used regularly by the same

.people.

Notes

5 Department for Education andEmployment 'Fume Cupboardsin Schools' (Revision of DN 29).BB 88,S0 1998.

6 Health and SafetyCommission. COSHH:Guidance for Schools. London.HMS0,1989.

The Association For ScienceEducation. 'Topics in Safety'.Hatfield: ASE, 1988.

8 The Highly Flammable Liquidsand Liquified Petroleum GasesRegulations, 1972.

9 AM 1/92: The Use of IonisingRadiations in EducationEstablishments. London: DFE,1992.


Figure 3/5Example A: Central PreparationRoom to Serve 7 Laboratories

Notes10 The volume calculatedassumes a maximum storageheight of 2 metres.

Area Breakdown:

Fixed Storage = 30.5m2(28%) Mobile Storage

Work Area = 27.5m2(25%) Circulation

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ventilation to roof

= 9m2 (8%)

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Example A:A Central Preparation Room.

3.36 Figure 3/5 shows a centralpreparation room serving a suite of sevenlaboratories. The layout is based on thezoning principles described earlier. Beloware some particular points to note aboutthe plan.

Access is from each end of the room,opening directly onto the centraltrolley park.

A rolling storage system is shown,divided into two halves by a fixed unitallowing two technicians to haveaccess to different units at the sametime.

The main work area is divided into 3zones: cleaning, general preparationand chemical preparation. The latterzone includes a fume cupboardadjacent to the chemical store.

The cleaning area is separated fromthe preparation area and positionednext to one of the entrances.

This room provides 8m3 of storage foreach laboratoryi°, ie. 56m3 in total.

Example B:Preparation on Two Floors.

3.37 Figure 3/6 illustrates thepreparation facilities for sevenlaboratories, divided across two floors (as

illustrated in Section 1, Figure 1/6).There are particular points to note aboutthese two plans.

The size of each preparation roomrelates to the number of laboratories itserves. The larger preparation roomalso contains the chemical store.

The facilities are generally dividedaccording to the number oflaboratories served on that floor. Thereare some duplications; in eachpreparation room there is a fridge, aTV and video recorder on a trolley, awash-up sink, a science sink, adistillation unit and fire fightingequipment.

Less frequently used items, such as thedishwasher and the fume cupboard, arenot duplicated.

The hoist enables equipment to betransported conveniently between thetwo floors. It is assumed that the hoistwill have at least one door to preventthe spread of fire up the shaft.

As these preparation rooms are on anexternal wall the technicians have anoutside view but the different activityzones cannot be as efficientlyorganised as in the previous example.

Simple racking units are shown forstorage since the size of eachpreparation room does not warrant arolling storage system. As a result, thetotal volume of storage is 7m3 perlaboratory (49m3 in total), a little lessthan that provided in Example A.

The Staff Base

3.38 The requirements for local staffaccommodation will vary from school toschool. Figure 3/7 shows a possiblearrangement for a staff base serving sevenlaboratories. There is sufficient space forup to seven members of staff to preparework, hold meetings, or makerefreshments. Facilities shown hereinclude a computer, photocopier,telephone and sink. An adjacent lockablestore may hold pupils' work retained forassessment purposes, record cards or anyother items needing secure storage.


First Floor Area Breakdown:

Dead Storage = 15m2(21%),

Work Area = 18m2(26%)

Mobile Storage = 5m2(8%),

Circulation = 32m2 (45%)

flam's

corrosive

chemicalstore

oven

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fr

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.12

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Ground Floor Area Breakdown:

Dead Storage = 9m2(20%), Mobile Storage = 4m2(9%),

Work Area = 13.5m2(30%)Circulation = 18.5m2 (41%)

STAFFBASE

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Figure 3/6Example B: Preparation onTwo Floors in 7 LaboratorySuite

Figure 3/7Staff Base


This section provides general guidance on the furnitureand equipment shown in the layouts illustrated inSections 2 and 6. It is worth noting however that each ofthe servicing systems outlined in Section 2 has its ownparticular furniture requirements whether loose or fixed.

Figure 4/1Co-ordinating Furniture andServices

4.1 Any science furniture that will be usedin a school laboratory should ideally complywith all the relevant and current BritishStandards (BS). BS 3202 is a wide rangingstandard which deals mainly with theconstruction of science research laboratoryfurniture, but is a useful reference. Thestandard is in four parts. Part Three coversmainly dimensional standards, theinformation on the safe distances betweenfurniture forms the basis of the dimensionsgiven in Section 2. BESA (see Glossary)have a list of member manufacturerswhose products meets the relevant BritishStandards.

35

Tables and Benching

Dimensions

4.2 When designing with safety in mindit is important to consider both thesmaller and taller pupil. 850mm isgenerally considered a suitable height fora laboratory work surface for KS3 and 4science. Stools must correspond in heightto the worktop. A measurement of 240-270mm from the top of the stool to theunderside of the worktop allows sufficientthigh clearance for the pupil to sitcomfortably at the work surface.

4.3 For benching there may need to be aworking depth of 600mm. In anysituation service outlets should bepositioned not further than 600mm fromthe front of the bench. There should besufficient depth underneath to allowstools to be safely tucked away duringexperiments. The computer and its wiringmay often require a greater depth than600mm; a computer table or trolley of750mm deep may be preferable.

4.4 Separate trunking containing gas,electrical and water services, may runaround the perimeter of the room sitedabove or below the side benching. Carefulco-ordination will be needed where fittedworkbenching and trunking runs above aradiator or where trunking runs beneath awindow (see Figure 4/1). A wellorganised system of services which runalong the benching will avoid servicesrunning along the wall and can ensurethat there is sufficient free wall space fordisplay boards and shelving.

Frames

4.5 Various frames in both wood andmetal are available for side benching, fixedscience furniture and loose tables. Frameshapes vary but metal frames are generallycantilevered whilst wooden frames are themore traditional four legged shape. Four-legged frames are more suitable for systemswhere tables may be rearranged as theyallow pupils to sit at the end of the table.

4.6 Cantilevered frames can be usefulwith wall benching/tables as there are nolegs at the front to prevent pupils sittinganywhere along the bench. Figure 4/2shows frame shapes used in variousscience systems installed in schools today.

Work Surface Materials

4.7 Resistance to water penetration,chemical attack, heat and impact are criticalto work surfaces. BS 3202 sets downstandards for surface strength and resistancebased on a number of tests. CLEAPSS (seeGlossary) have carried out tests based onthis British Standard on a range of benchmaterials.'

4.8 Manufacturers sometimes usedifferent finishes for the perimeter worksurface and the main serviced furnituresystem.' The suitability of these finishesshould therefore be carefully checked.

4.9 Below is a brief description of themost widely available materials and theirproperties divided into their two maincategories of Wood and Synthetics.Section 7 gives a guide to the relative costof these materials.

Wood

4.10 Iroko is often used for bench andtable tops. It is a very durable wood and ifcorrectly sealed it has good resistance towater and most chemicals, although itcan be marked by heat. All seals, however,need to be adequately maintained toprevent water or chemicals reaching thewood itself. Wood has the advantage thatit may be sanded and re-polished duringrefurbishment.

4.11 Iroko comes from trees in tropicalrain forests and partly for this reason it isless used than it once was. Schools maywish to purchase iroko which has comefrom a sustainable source. An alternativeis a recently developed material made upof small sections of iroko laminatedtogether. These small sections come fromyounger trees helping the development ofa sustainable resource.


`I' frame

`C' frame

Four legged frame

Synthetic4.12 There are two main types of plasticused for worktops: homogeneous andlaminated. Homogeneous syntheticsinclude:

cast epoxy resins;

polymethacrylates;

polyesters.

4.13 Laminated plastics are made up oflayers of paper impregnated with resins.There are two main types:

solid laminates;

laminates on a chipboard base (laminatein a variety of thicknesses).

4.14 All the homogeneous synthetics havegood all-round resistance but cast epoxyresin is the strongest material. The polymersmay be stained by certain chemicals orexcessive heat. The mottled surface finish ofsome of these materials can help to maskstains. Using a grinder on certain materialscan help remove stains, a resin filler canthen be used to fill in the 'hole', however acertain degree of skill is required to re-sandto a similar smooth finish as before. Solidlaminates have a similar resistance to thepolymers. Laminates which are on achipboard or similar base are less suitablefor laboratory use (particulary when thelaminate is thin) because the layer oflaminate can be damaged exposing theporous base layer. 36

Figure 4/2Frame Shapes for LaboratoryTables

NoteCLEAPSS. 'Bench Materials

for School Laboratories',School Science Service,1991.


Figure 4/3Mobile Storage Units

Service Outlets

Gas

4.15 Gas taps must be securely fixed insuch a way that they cannot rotate, therebypreventing pupils from twisting the pipesand fracturing the gas connections. Tapsshould also have a clearly defined on and offposition controlled by a double actionmethod (eg. depressing and turning) toavoid pupils turning them on by accident.Drop lever taps are preferable as teachersare able to see from a distance whether tapsare on or off.

Power

4.16 Double socket electrical outletsshould be switched. Sockets should not bepositioned horizontally and should ideallyeither be angled or protected by anoverhanging work surface with non-dripgroove. The way in which sockets arepositioned near to sinks should beconsidered. All pipework to sinks should becrossbonded.

Water

4.17 Non-rotating sink taps avoidsplashing and pupil misuse, and areadvisable with high swan-necks to allow tallglassware to be filled. Various tap materialsare available but an epoxy coat is suggesteddue to its overall resistance to corrosion.

Sinks

4.18 Wash up sinks are usuallymanufactured in stainless steel. The steelmust be of an acid resistant grade

adequate for laboratory use althoughundiluted chemicals should never bepoured into these sinks. Small sinks whichare used for science practical work aregenerally available either in fireclay or asynthetic material. Fireclay has goodresistance to most chemicals and heat, iseasy to maintain and has a long life, but itis a hard material and glassware is morelikely to break if dropped into this than asink in one of the following syntheticmaterials.

Cast epoxy: the same properties of highresistance as a worktop in the samematerial. Sink units are either inset intothe bench top and the joint is sealedwith a sealant, or form a complete unitwith a drainer.

Polymethacrylate: used where this is thebench material and a continuous joint-free surface is achieved. Staining may becaused by certain chemicals.

Polypropylene: these sinks are inset andlipped and although they have goodchemical resistance they can be damagedby heat.

4.19 Bottle traps to sinks will allow easyclearance in the case of blockage. Ifregulations concerning the disposal ofchemicals are followed, dilution trapsshould not be necessary. Non-corrodingpolypropylene waste pipes arerecommended.

Storage

Resources and Equipment

4.20 The laboratory layouts in Section 2provide from 4m3 to 6m3 of storage. Thisallows for basic resources for up to 30pupils and is additional to the storage in thepreparation area. The majority of storagecupboards, with either adjustable shelvingor trays, are shown stored under worktops.Adjustable shelving providing storage abovethe benching is also shown. Underbenchstorage units should ideally be mobile (seeFigure 4/3). This also allows units to be re-arranged within the laboratory, moved toanother laboratory or to the preparationarea. Mobile storage units allow laboratory

37

floors to be cleaned more effectively and,when stored under benching, may bemoved to create 'knee holes' when pupilswish to sit at the perimeter benching (seeFigure 4/1).

4.21 Equipment trolleys are widely usedfor storing and moving resources. 1000 x500mm is a typical size which is compatiblewith standard storage units. Trolleys maycarry trays or shelves. Trays are particularlyuseful because they are also used in storagecupboards in the preparation area and thelaboratory. Tray storage can be useful asresources can be stored in the preparationarea on trays, placed on a trolley to be takento a laboratory for transfer into a tray unitin the laboratory. A tray full of resourcescan be taken from a storage unit in thepreparation room onto a trolley andtransferred to a storage unit in thelaboratory.

4.22 Where storage in the preparationarea is minimal, full height cupboards maybe used in the laboratories to increasestorage capacity. They can be compatiblewith other lower height cupboards andtrolleys and are often more economical inoverall cost. However, they are not usuallymobile, they do not provide a horizontalwork surface and, if there are several, theycan reflect sound from their laminate ormetal doors.

4.23 The bulk of science equipment isgenerally stored in the preparation room.Storage systems which offer a range ofinterchangeable containers are particularlyuseful because science equipment comes ina variety of shapes and sizes. The rackingsystem shown in Figure 4/4 canaccommodate shelves, wire baskets orplastic trays. Baskets and trays are availablein different depths and can be taken fromracks and fitted onto trolleys (trolleys areusually included in the same range). Scienceequipment can often be heavy and it isadvisable to place trays carrying thisequipment on shelves. Figure 4/5 showsthe rolling unit system described inSection 3, paragraph 3.23. If this furnitureis used, the floor must be designed to allowtrolleys to run smoothly between units. Thefloor must also be strong enough to takethe additional weight of the system.


Figure 4/4Racking Storage System

Figure 4/5Rolling Storage System

33


Figure 4/6Wall Rail Systems

Figure 4/7Pupils Coat and Bag Storage

4.24 Care must be taken in the storageof items which are fragile (such asglassware or eye-protective goggles) andwhich may require specialised storageunits. The storage of large or heavy itemsshould also be considered. The flexibilityof each storage system should be borne inmind.

4.25 Wall rail systems are sometimesused in laboratories. Metal uprights hungfrom any point along the length of ahorizontal shaped metal section carrycupboards or shelving brackets.Whiteboards can be hung directly fromthe wall rail. This system allows units tobe positioned anywhere along a wall andchanged (if required) at a later date (seeFigure 4/6).

Pupils' coats and bags

4.26 If pupils' coats and bags are to bebrought into the laboratory they must,for Health and Safety reasons, not causeobstruction. In all the laboratory layoutsin Section 2, an area is shown near to theentrance for storing outdoor coats, bagsand laboratory coats. Figure 4/7 showsone example of a storage unit designedfor this purpose.

Display

4.27 Display is an important aspect ofany classroom environment providingboth visual stimulation and a sense ofachievement to pupils. Vertical displaymay be in the form of loose boards orpermanent pinboard wall covering. Worksurfaces and cupboard tops provideexcellent horizontal surfaces fordisplaying three dimensional objects.Delicate objects may need to be kept inglass fronted wall hung cupboards.

4.28 The flexible wall rail systemillustrated in Figure 4/6 can be used fordisplay as well as storage. This systemenables the teacher to choose how theclassroom environment should function.

3

Stools

4.29 Stools are available with a wooden ormetal frame. The finish of the seats shouldbe carefully considered, sealed wood orpolypropylene are particularly useful.Shaped seats are generally morecomfortable for students. Plastic end capsor bungs must be firmly positioned as, ifremoved, the metal legs can scrape anddamage floor surfaces.

Fume Cupboards4.30 Fume cupboards may be either fixed(Figure 4/8) or mobile (Figure 4/9).BB 882 looks in detail at the pros and consof different types of fume cupboard (as wellas containing valuable guidance onspecifications, maintenance andcommissioning). The main advantages of amobile fume cupboard are ease of access fordemonstration purposes and economy ofuse (one unit can be shared between anumber of laboratories). The room layoutsin Section 2 indicate a position for a fumecupboard (assumed to be mobile) in everylab.

4.31 Mobile fume cupboards may be ofthe ducted or recirculatory type. Theducted type has to be attached to a fixedextraction system whereas the recirculatorytype, being self contained, can be usedanywhere, making it particularly useful inconversion schemes.


4.32 Recirculatory fume cupboardscontain filters which need to be changed atregular intervals. They are legally requiredto be tested for saturation. Testing filters is,in many cases, a skilled job and schools willneed to invest in specialist equipment ifthey wish to do it themselves.

4.33 To ensure flexibility, the overall sizeof a mobile fume cupboard may need to bechecked against door opening sizes. Thereare a number of documents providinginformation on all types of fume cupboard(see Bibliography).

Figure 4/8Fixed Fume Cupboardwith vented corrosives cabinetunderneath

Note2 Department for Education andEmployment 'Fume Cupboardsin Schools' (Revision of DN 29).BB 88, SO 1998.

Figure 4/9Mobile Fume Cupboards-Ducted and Recirculatory

Section 5: The Environment/Health and Safety

As science is essentially a practical subject, Healthand Safety regulations and environmental conditionsare particularly important. Science laboratories areheavily serviced rooms and the design andcoordination of all services must be considered at theoutset. This section describes some of the mainissues to be considered but reference should be madeto all the relevant statutory documents and additionalguidance listed here and in the bibliography.

Notes1 School Premises Regulations1999. SI 1999/360. HMSO.2 Workplace Regulations(Health, Safety and Welfare).Approved Code of Practice.224. 1993.3 Department of Education andEmployment, 'Guidelines forEnvironmental Design inSchools' (Revision of DesignNote 17). BB 87, SO 1997.4 Department for Educationand Employment 'FumeCupboards in Schools'(Revision of DN 29). BB 88,SO 1998.5 Department for Educationand Employment, 'LightingDesign for Schools', BB 90,SO 1999.

Environmental Services

Ventilation

5.1 Ventilation of science laboratoriesmust be designed to provide the normalbackground and rapid ventilation ratesdescribed in the School PremisesRegulations' for all teaching spaces. Theserequire that "Controllable ventilationshould be provided at a minimum rate of 3litres of fresh air per person per second foreach of the maximum number of personsthe area will accommodate" and that, "thespaces should be capable of being ventilatedat a minimum rate of 8 litres of fresh air persecond for each of the usual number ofpeople in the space". The WorkplaceRegulations2 also apply during use andrequire that "The fresh air supply rateshould not normally fall below 5 to 8 litresper second, per occupant. Factors to beconsidered include the floor area perperson, the processes and equipmentinvolved, and whether the work isstrenuous." Natural ventilation will need tobe carefully designed to give the necessaryventilation rates.

5.2 Ventilation will be required forpollutant loads due to chemicalexperiments, heat gains from bunsenburners and other equipment and solargains. The risk assessments for pollutantsgenerated by science experimentsconducted in the open laboratory assume aroom volume of 200m3 and at least 2 airchanges per hour for a typical sciencelaboratory.3 This implies that if the ceilingheight is low a higher ventilation rate willbe required. Because of the possibility of 30pupils doing chemical experiments localexhaust ventilation is usually required in

science laboratories where chemicalexperiments are conducted. Mechanicalventilation may be necessary where naturalventilation cannot be relied upon toprovide the necessary ventilation. Heatrecovery on local extract fans and on supplyand extract systems is recommended tominimise ventilation heat losses. Windowswhich partially open are useful for naturalventilation during the winter months.

5.3 Where ducted fume cupboards areused, there needs to be an adequate supplyof incoming air to compensate for theextraction when the cupboard is in use.The extracted air should ideally bedischarged at a minimum height of onemetre above the highest part of thebuilding. All fume cupboards should beinstalled and used according to the guide-lines laid down in Building Bulletin 88.4

Lighting

5.4 A good general level of illuminance(eg. 300 lux) is recommended for allteaching rooms in Building Bulletin 87.3Additional local task lights may be usefulfor certain experiments. Dark shiny worksurfaces are best avoided as they can causeglare. Very dark colours may provide toogreat a visual contrast. Further details canbe found in 'Lighting Design for Schools'.5

5.5 Laboratories may need some form ofblinds to reduce the daylight in the roomwhen the OHP or video are in use or tocontrol reflections on computer screens.One laboratory may need black-outfacilities for light experiments; a dimmingfacility is also useful.

Heating

5.6 As with all services the position ofheating outlets should be coordinated at anearly stage with the furniture andequipment layout of the room. This isparticularly important where heating unitsoccur under worktops. Detailing mustallow for adequate air movement whichmay mean leaving space in front of the unitand designing the worktop to allow for anair grille above each one.

41

Health and Safety

Electricity

5.7 All installations must comply with thelatest regulations from the Institute ofElectrical Engineers (IEE).° The safety ofthe electrical system should not becompromised by the electrical wiring in thefurniture system and particular care must betaken with correct earthing and the safeisolation of electrical faults. This isespecially important when adapting existingaccommodation. Where servicing systemsinclude flexible cables there must be someform of physical restraint.

5.8 Most laboratories are now fitted withmains supply and transformers are usedlocally for low voltage experiments.Protection by residual current devices(RClls) is recommended. The current isswitched off automatically in the case of afault. One circuit usually controls onelaboratory. A central push button isolator isalso useful and should be positioned nearthe main laboratory entrance, easilyaccessible to the teacher.

Gas

5.9 Reference should be made to`Guidance Notes on Gas Safety inEducational Establishments' (IM25).7

5.10 There will need to be a manual shut-off valve at the pipe entry to eachlaboratory. Where this valve is not easilyaccessible an automatic shut-off system canbe used which will also shut down thesupply in the event of a leak. This can berestored manually by a switch which shouldbe located near the teacher's position ornear the door.

5.11 Gas pipes should be installed inaccordance with the Gas Safety (Installationand Use) Regulations 1998 and theApproved Code of Practice.8 With a fewexceptions, the regulations require gas pipesto be ventilated along their run either bybeing exposed or by the enclosure beingpunctuated to provide adequate ventilationto avoid explosion due to a build-up of gasin the case of leakage.

Section 5 : The Environment/ Health and Safety

5.12 Gas pipes need to be well supportedparticularly where they are part of a flexibleoverhead servicing system or at a heightaccessible to pupils. IM257 gives guidanceon gas supply to portable equipment suchas mobile fume cupboards and recommendsdetailed inspection of such equipment atleast once a year. It also recommendsannual inspection of all gas pipework andcontrols.

Fire

5.13 The design of both new and adaptedlaboratory accommodation should be inaccordance with the DfEE ConstructionalStandards.9 If the room exit door is not in ahazardous position a second exit is notessential. However, in new laboratorybuildings an alternative exit is desirable andwhere the rooms are on the ground floorthis can have the added advantage of givingaccess to an external learning space. Asecond exit can also lead to an adjacentlaboratory in which case it is important thatthe door is left unlocked. Such anarrangement is shown in most of the plansin this publication.

Flooring

5.14 Flooring should have a minimumnumber of joints, be resistant to commonlyused chemicals and be slip resisistant evenwhen wet.

5.15 Vinyl, which is often used forlaboratory flooring, has good resistance togrease and oil and most chemicals althoughit can be damaged by hot cinders. Asstaining is likely to occur in time because ofspillage, very light colours are best avoided.The versions with abrasive chips are slipresistant but more difficult to clean, andmay damage the plastic feet on chairs andstools which then in turn, further damagethe floor. Vinyl sheet must conform toBS 3261 and manufacturers recommend-ations for cleaning and maintenance shouldbe adhered to carefully to avoid eitherdamaging the surface or reducing the slipresisitant quality.

5.16 Wood block flooring can be used ifthe surface is fully sealed and it is essentialthat a slip resisitant polish continues to beused.

Notes6 Institution of ElectricalEngineers. Regulations forelectrical installations': IEEwiring regulations. Stevenage:Institution of ElectricalEngineers, 1991.7 British Gas and Departmentof Education and Science'Guidance Notes on Gas Safetyin Educational Establishments'(IM 25). London: British Gas1989.8 'Safety in the installation anduse of gas systems andappliances', Guidance on theGas Safety (Installation andUse) regulations 1998 andApproved Code of Practice,HSE Books, 1998, £10.95.9 Department for Educationand Employment. Letter toChief Education Officers etc.19 September 1997. Annex:the 1999 ConstructionalStandards. See also 'SchoolBuilding Information Centre'website: www.dfee.gov.uk/schbldgs/reg.


This section illustrates the furnished adaptations ofthree existing schools reflecting some typicalsituations. The examples show rooms of differentsizes and shapes as well as a variety of servicingoptions.

Key

gas & electricity4

water

->

Figure 6/1Case Study 1, Servicingarrangement of existingbuilding

6.1 The information shown differs foreach case study.

Case Study 1. The adaptation of a suiteof science spaces (see Section 1, Figures1/8 and 1/9) is shown refurnished andre-equipped using three differentfurniture systems. The advantages anddisadvantages of each are outlined.

Case Study 2. One 6.5m deep laboratoryis shown furnished in four different waysin order to give some guidance on thelayout of narrow spaces, which are oftenthe result of combining two generalteaching rooms. A comparative analysis ofthe facilities provided by each option isshown in Figure 6/11.

Case Study 3. Three of the fivelaboratories from the project described inSection 1 (Figures 1/12 and 1/13) areillustrated, each furnished with a differentsystem.

LAB 498m2

LAB 159m2

Ground floor

INNS

LAB 5116m2

Office8m2air

PREP16m2

M

r

First floor

Store11m2

f..7LAB 391m2

LAB 258m2

PREP19m2

1

1070 1 2 3 4 5m

6.2 All the furniture layouts follow theprinciples outlined in Sections 2 and 3.However, with limited space somecompromises are inevitable. As in Section 2,where pupils do not directly face thewhiteboard, stools are shown shaded black.

Case Study 1: Furnishing aSuite of Laboratories

6.3 This two storey adaptation isdescribed in Section 1 (Case Study 1) anda breakdown of the building, furnitureand equipment costs is given in Section 7.Figure 6/1 shows the location of existingservices. All the first floor laboratories areserviced at the perimeter only. On theground floor, laboratory 4 has fullyserviced tables and perimeter benches.Laboratory 5 has tables with gas andelectricity and sinks in the perimeterbenches. In these two rooms in particularthe services and the furniture are in poorcondition.

6.4 Figures 6/2 to 6/4 show theadapted suite of five laboratories laid outwith three different furniture systems, allchosen to suit the dimensions of eachspace and the existing services. Four ofthe five laboratories (nos. 2, 3, 4 and 5)are furnished for up to 30 pupils. Thefifth laboratory is furnished for a group of24 pupils (probably KS4). On each floorone mobile (recirculatory) fume cupboardis shared between laboratories with aposition shown in every laboratory exceptfor the smallest.

6.5 In each example the preparationroom layouts are identical. The largerroom has a technicians' wash up areaprovided near the window wall whilestorage in the form of full height trayunits is kept to the back of the room. Anextraction system, taking foul air from thefume cupboard and chemical store to theoutside, runs at high level.

43

Option A (Figure 6/2)

6.6 In this option a serviced furnituresystem is shown.' On the first floor, servicesrun through the furniture from theperimeter to the centre of the room. On theground floor, because there are existingcentral services, an island version of thesame system is used. The following pointsare of particular note.

The octagonal units allow pupils towork in groups of up to 7 although inall the laboratories some pupils have tosit at the perimeter bench.

In laboratory 1, which allows only2.4m2 per workplace, a smaller versionof the octagon unit (1650mm diameter)


is used. A shelf duct on the side wallhouses the service runs where a fulldepth bench would take up valuablespace.

The geometry of the octagonal units issuited to irregularly shaped rooms suchas laboratory 3.

In laboratory 5 where existing wetservices are restricted to the perimeter,the units are 'dry' and pupils use sinks inthe side benches.

In laboratory 4 there is a small resourcearea which may be used by pupils fromother classes. The continuous run of thework surface may present problems ofcirculation and access.

Note1 See Section 2, para 2.52, fora description of this type ofsystem.

Figure 6/2Case Study 1, Option A


Note2 See Section 2, para 2.58, fora description of this type ofsystem

Figure 6/3Case Study 1, Option B

Option B (Figure 6/3)

6.7 In this option another example of aserviced furniture system is shown2 which isserviced exclusively from the perimeter. There

are several points to note about this option.

This system leaves more floor area free sothat groups of pupils can gather easilyaround the teacher.

In laboratory 2 the position of thewhiteboard may cause problems with glarebut this can be overcome by using blinds.

Laboratory 4 on the ground floor has aresource area similar to that shown inOption A, resources may be replenished bytechnicians in the adjacent preparationroom.

Option C (Figure 6/4)

6.8 This option is based on a bollardsystem. Island bollards provide wet anddry services in laboratory 4 (where wetservices already run to the centre of theroom) and dry services only inlaboratories 2, 3 and 5. This involvesmore work to the existing services andbuilding fabric than options A and Bbecause gas pipes and electrical conduitshave to be fitted beneath the floor inlaboratories 2 and 3. In laboratory 1 apeninsular bollard system is used.Particular points to note are givenopposite.

II

LAB 4° 0_O98m2

resource011:071

Ground Floor

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LAB 277m2

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First Floor

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LAB 378m2

This system provides a very compactlayout particularly in a small space suchas laboratory 1.

Where the bollards are fixed centrally(laboratories 2, 3, 4 & 5), the tables areloose and can be rearranged. Inlaboratory 2, for example, tables can berearranged to allow all pupils to see thewhiteboard (see Section 2, Figure 2.17).

In laboratory 1 tables adjacent to thewall are clamped to a 1200 x 600bollard, forming peninsular unitsunder which services run. The othertables are loose and can be rearranged.


In laboratory 2 the whiteboard facesthe window wall and as with option B,blinds may be needed.

In laboratories 2, 3 and 5 pupils sit attables around the central bollards anduse the sinks in the perimeter benches.The sinks are located along the same`run' as the central bollards for easyaccess.

In the large laboratory 4 a bank ofresources is shown at the back of theroom. There is space at the front forpupils to group around the teacher.

Figure 6/4Case Study 1, Option C

Ground Floor

1I111

0 1 2 3 4 5m

First Floor

1101.1'"11500 59m2

LAB 1

9.11I Ili

LAB 277m2

1

itLAB 3 ww78m2

13501200

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MiraJ J

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Figure 6/5Case Study 2, As Existing

Case Study 2: The FurnitureLayout of a Narrow Space

6.9 A common method of providing anextra laboratory is to combine two generalclassrooms which often results in a verynarrow space which is difficult to plan.Figure 6/5 shows two 6.5m deep generalclassrooms of 49m2 located adjacent to anexisting science suite. The dividing wall isremoved to provide one laboratory of 84m2and an adjacent store room. There is no gasand water in the room but existing servicescan be extended to the perimeter of thespace.

JGENERAL TEACHING

49m26.5m

GENERAL TEACHING49m2

0

m0.5 I 1.5 2 2.5

Figure 6/6Case Study 2, Option A

Figure 6/7Case Study 2, Option B

6.10 Figures 6/6 to 6/10 show thelaboratory fitted with five different systemsto illustrate a variety of solutionsappropriate for a narrow laboratory. Figure6/11 shows an analysis of facilities offeredby each system. In the first two optionsserviced furniture is used, in the third aspine, in the fourth underfloor services tocentral bollards and in the last optionoverhead booms service bench level pods.

6.11 The new laboratory is large enoughto provide a full range of facilities, includinga mobile fume cupboard. In every optionthe best position available for thewhiteboard is opposite the window wall,blinds would therefore be needed tocontrol glare. The proportions of the roomcan result in pupils having an oblique viewof the teacher and whiteboard.

Option A (Figure 6/6)

6.12 This option shows an octagonalfurniture system where the services runwithin the units (see Section 2, paragraph2.52). The following points are of particularnote.

The arrangement of the octagonal unitsallows for an open central area wherepupils and the teacher can gather forbriefing or discussion.

The door is placed in the centre of theroom where the floor area is leastobstructed.

A shelf duct conceals the servicesrunning along the external wall.

The position of the computer trolley isnot ideal due to glare but this could becontrolled by window blinds.

Option B (Figure 6/7)

6.13 This option shows another servicedfurniture system (see Section 2, paragraph2.58). Here tables form peninsular unitsalong the long window wall. The followingpoints are of particular note.

Six pupils have to sit directly facing awall rather than into the centre of theroom, and this may be less easy for ateacher to supervise.

There is no computer trolley shown asthis system incorporates a monitor shelf.

The area of work surface per pupil is higher

than in other options, although thecomputer may take up some of this area.

Option C (Figure 6/8)

6.14 In this option tables are arrangedaround a 'wet' service bollard and a 'dry'service spine forming three peninsular unitsalong the window wall. This system isdescribed in more detail in paragraph 2.33,Section 2. A shelf duct along the windowwall contains the services. This systemshares some of the characteristics of optionB but there are some differences.

All pupils can be seated at the peninsularunits.

Pupils have ready access to sinks.

Option D (Figure 6/9)

6.15 In the first three options services arecarried from the perimeter within servicedfurniture or spines. In this option gas andelectrical services run in underfloor ducts todry bollards (this may not always bepossible in an existing building). Sinks areprovided at the perimeter. The followingare the main features of this arrangement.

The teacher has easy access to every sideof each pupil group.

The tables are loose and can berearranged.

There is less space at the front of theclass than in the peninsular layouts.

Option E (Figure 6/10)

6.16 In this option the services are carriedby an overhead boom to four table-mounted pods. As in option D the tablesare loose and pupils use perimeter sinks.The following points are of interest.

The free floor area is greater than inoption D because the service pods sit onthe tables and do not take any floorspace. However, work surface areas areslightly reduced.

One overhead boom serves all tables.

As in option D, all the pupils can sit atthe central tables.


Figure 6/8Case Study 2, Option C

..=1111}1

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STORE13m2

Figure 6/9Case Study 2, Option D

Figure 6/10Case Study 2, Option E

Figure 6/11Comparative Analysis of CaseStudy 2

Options A B C D E

Serviced work area (m2) 9 16.9 10.8 11.3 10.8

Ancillary work area (m2) 4.7 7.8 6 6.3 6

Small sinks 5 5 4 6 4

Storage (m2) 4 4.3 4 5.2 4.4

Service outlets 40 45 40 56 38

Computer table 1 0 1 1 1

Wash up sink 1 1 1 1 1

Fume cupboard 1 1 1 1 1

Whiteboard 1 1 1 1 1

Teacher's table 1 1 1 1 1


LAB 3 CLASSr\

0 2 4 6 8 10

prep

LAB 4

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Figure 6/12Key Plan

Figure 6/13Case Study 3, Laboratory 2


controlbox

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Case Study 3:Three Different Systems

6.17 The adaptation of this first floorscience suite is described in Section 1(Case Study 3). The existing furniture hasnot been changed since the 1930s. Three

'of the five refurbished laboratories areillustrated showing differently furnishedexamples. Services are restricted to theperimeter of each space.

6.18 Each laboratory has sufficient worksurface for 30 pupils although there is lessside benching than in the larger spacesshown elsewhere and the level ofequipment is reduced. There are twoexisting fume cupboards in laboratory 1and a mobile fume cupboard is sharedbetween other laboratories. Eachlaboratory includes some full heightstorage units. Figure 6/12 shows thelocation of the laboratories described.Points to note about the layout of eachlaboratory are listed below.

Laboratory 2 (Figure 6/13)

6.19 In this laboratory an octagonalserviced furniture system is shown withperimeter services masked along theexternal wall by a 300mm deep shelf. 27pupils sit at the central units and three atone of the side benches.

6.20 Because of space restrictions, asmaller octagonal unit (1650mmdiameter) and a small linking unit(500mm long) are used. The teacher'stable is a special mobile unit based on thestandard octagon.


6.21 The `Lablcit Workstation' system isshown (see paragraph 2.27, Section 2 fora description). Additional tables are usedin place of perimeter benching.

6.22 All the tables are freestanding andcan be rearranged to suit the activities inthe lesson. The additional tables allow allpupils to sit 'inside' the overhead serviceboom enabling them to see thewhiteboard more easily.


6.23 This laboratory is also servicedfrom above but only dry services arecarried by the boom. Tables whichsurround a services spine are clampedtogether for stability. A similar system isdescribed in paragraph 2.30, Section 2.Water services run along the perimeterwall beneath a 300mm deep shelf whichalso keeps units clear of existing radiators.

6.24 The proportion of the room limitsthe view of some pupils but there isenough clear space for pupils to gatheraround for demonstration or discussion.

6.25 As in all these laboratories acomputer trolley is not shown because ofthe limited size of the space. In this case ifa computer is required it sits on one ofthe tables.


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This section gives guidance on capital cost aspects ofproviding and fitting out science accommodation insecondary schools. It is divided into 3 parts: GeneralCost Matters, Furniture and Equipment Costs andCase Study Analyses. The Case Studies are takenfrom those illustrated in Section 6.

Note1 Costs given are at firstquarter 1999 prices (unlessotherwise indicated) and maybe updated to current pricelevels using appropriate tenderprice indices available from theIndices group of theDepartment of the Environment,Transport and the Regions, seealso Note 3, page 50.

General Cost Matters

Building consultants' fees.

7.1 Major new building work andextensions, or substantial adaptations ofexisting accommodation, will normally bemanaged and supervised by a team ofprofessional building consultantsemployed directly by the building owner.Depending on the nature of the work thisservice will usually cost between 10% and15% of the value of the building contract,although higher fees may be payable inexceptional circumstances. The fee willcover the cost of employing whereappropriate architects, engineers andsurveyors. Consultants' services should beprocured, like those of buildingcontractors, on a competitive basiswherever possible. The respectiveProfessional institutions will supply detailsof the services that can be provided aswell as information on fee scales.

7.2 The fee percentages will usually alsoapply to the value of any fixed furnitureand fittings, eg. shelving, benching,cupboards etc, included within the mainbuilding contract whose design,procurement and installation has involveda reasonable degree of professional inputby the consultants. Care however shouldbe taken to ensure that fees are not paidon the value of items which, whilstforming part of the main buildingcontract, have been independentlydesigned, procured and fixed by aspecialist contractor who has alreadyincluded for the cost of providing theseservices within his price, eg. fittedlaboratory furniture. Consultants may,however, claim fees in respect of anynecessary co-ordination and liaison work

between the main project team and thespecialist contractor.

7.3 In many local education authoritiesthe procurement of furniture andequipment (sometimes both fixed andloose) is managed by the authority'ssupplies organisation. As an authority-wide service the cost of providing it maynot always be attributed to individualprojects and can therefore remain as ahidden cost. For projects at self-governing and other schools which donot automatically receive support from alocal education authority supplyorganisation it may instead be necessaryto employ the project architect or anotheragency to provide this service. This maycost up to 6% of the value of the furnitureand equipment supplied and be additionalto the normal professional fees describedabove. In smaller projects this work maybe undertaken, possibly at no cost, by theschool itself.

Value Added Tax

7.4 Under current regulations allbuilding work will attract VAT at thestandard rate except in the case of newdetached buildings provided at schoolswhich have charitable status, such asvoluntary aided schools, in which case thework may be zero rated. Extensions toexisting buildings will usually be standardrated, although in some instances,depending on the way the extension islinked to the existing buildings, it ispossible for most of the work to be zero-rated. Furniture and equipment andprofessional fees are standard ratedwhatever the type of project. In localeducation authority school buildingprojects any VAT payable is normallyrecoverable by the local authority.

7.5 Given the considerable impact thatVAT can have on the total cost of aproject, particularly in relation toextensions which may or may not attractVAT for the reason mentioned, adviceshould be sought from the local HMCustoms and Excise Office at an earlystage in the planning process.

Building project phasing

7.6 For a number of reasons, it may benecessary to consider phasing the workover a period of time. The diseconomiesassociated with carrying out a number ofsmall building projects instead of a singlelarge one will need to be allowed forwhen the initial budget is set. Funding forphased educational projects will usuallybe contingent upon each phase providingfully operational accommodation in theevent that further funds do not becomeavailable.

Comparative costs of newbuildings and adaptation/refurbishment

7.7 Constructing and fitting out a newscience building can cost between £1,000and £1,400 per m2 of gross floor areaprovided. These costs include for buildingwork, furniture, equipment, site worksand professional fees, but exclude landpurchase costs and VAT. Factorsinfluencing the cost include the size ofthe building contract, briefingrequirements and standard ofspecification, site condition and ease ofaccess and whether the building is singleor multistorey.

7.8 Adaptation and refurbishment costsof existing buildings are usually morevariable and depend on the degree towhich the existing structure and servicesneed to be altered and on the level of re-use of existing furniture and equipment.In the case of refurbishment requiring,for instance, only redecoration and a fewextra services outlets and where there issubstantial re-use of existing furniture andequipment the costs may be less than 10%of the cost of new. In larger projectsinvolving extensive structural remodellingand renewal of services and where all newfurniture and equipment is provided, thecosts can approach those of providing acompletely new building.


7.9 Generally where there is a choicebetween building new and adaptating/refurbishing existing accommodation, thelatter will provide the more economicsolution as the capital costs are likely tobe lower. Furthermore, as the amount ofarea in use remains the same there willnot be the extra recurrent servicing costsassociated with additional new buildingarea, ie. heating, lighting, cleaning,maintenance, rates etc. These can cost upto £40 per m2 of gross floor areaannually. In addition adaptation/refurbishment may enable better suitingbetween existing curriculum areas thanwould a separate new building. Costs forthe adaptation case studies described inSection 6 are given overleaf.

Temporary accommodationcosts

7.10 The typical outright purchase andinstallation cost of temporary sciencelaboratory buildings fully fitted withfurniture and equipment is between £600and £850 per m2 (excluding VAT). Thisis about 50% to 75% of the cost ofequivalent new permanentaccommodation. Although cheaper thanpermanent accommodation, temporaryscience buildings generally have a shorterlife expectancy. They may also be lessconvenient if they are isolated from therest of the science department, makingthe sharing of resources and equipmentmore difficult. When hired for shortperiods, however, they can provide a costeffective solution to short termaccommodation needs, eg. duringbuilding work, or to accommodate ashort term peak in a school's roll. Atypical six month hire charge for a 100 m2fully fitted and serviced temporary sciencelaboratory building, inclusive of delivery,installation and removal, is between£20,000 and £24,000 (excluding VAT).


Figure 7/1Laboratory Plans Used forComparative Cost Study

Note2 Costs include for supply,delivery and fixing at Q1 1999prices.

Furniture andEquipment Costs

Comparative costs of servicedfurniture systems.

7.11 The Department has recentlyexamined typical fitting-out costs for arange of model laboratory typesincorporating some of the differentserviced furniture systems that areavailable to schools. A number ofmanufacturers were invited to providebudget costs for completely fitting outtwo sizes of laboratory a small one of72m2 and a larger one of 84m2 usingtheir own proprietary furniture systemand, if possible, a range of worktopmaterials.2

7.12 Because the choice of furnituresystem depends largely on thearrangement of services within thelaboratory, the manufacturers were alsoasked to cost two servicing arrangements.The first had the main services enteringthe room and terminating at one pointabove the floor. This suggested a systemin which the services after this point werecarried within the furniture itself. Thesecond arrangement had services runningunder the floor (see Figure 7/1). This

suggested a system of isolated servicedunits, or bollards, in the centre of theroom.

7.13 The results of the exercise aresummarised in Figure 7/2. Not all themanufacturers submitted costs for allsituations as they do not all producesystems applicable to each servicingarrangement.

7.14 The costs in Figure 7/2 alsoinclude the manufactures' budgets forfurniture and equipment based on astandard schedule of items appropriate toa group size of 30 pupils. It wasrecognised at the outset that some of theschedule items were not produced by themanufacturers themselves and that theywould have to obtain costs from othersuppliers. This, however, is consistentwith the growing market requirement formanufacturers in this sector to provide acomplete service to supply, deliver and fixa wide range of products. Although mostof the proposed furniture and equipmentitems were the same for both laboratories,some items were not included in thesmaller one due to space constraints.

7.15 Although the figures include forthe supply, delivery and fixing, theyexclude the cost of any associatedbuilders' work or for service installationsup to the outlet points to which the

floordrain

Perimeter Services

serviceoutlets

floordrain

-S-

r3Underfloor Services

underfloorserviceducts

(1

services in the furniture would connect.The following were included in thefurniture and equipment schedule:

serviced work surface for 30 pupils,which included 15 double socketoutlets, 15 double gas taps and 5 smallsinks with high level cold water taps;

side benching provision and associatedservicing;

1 no. wash up sink with hot and coldtaps;

mobile demonstration fume cupboard(in 84m2 laboratory only);

stools;

teacher's table (unserviced) and chair;

computer table/trolley;

coats and bags storage (in 84m2laboratory only);

storage (5m' for the 84m2 laboratory,3m3 for the smaller laboratory);

4 drawer filing cabinet;

whiteboards.

7.16 The first conclusion to be drawnfrom this exercise is that the type ofworktop material was the main factorinfluencing overall costs. Although costsfor the 'newer' materials are generally lessexpensive than they once were there isstill a significant difference in the costs ofsystems finished in the new finishescompared to systems finished in moretraditional materials such as iroko. Theexercise shows the approximate order ofcosts (lowest first).

1. iroko.

2. solid laminate.

3. cast epoxy.

4. polyester.

5. polymethacrylate.

7.17 Section 4 analyses the non-financialadvantages and disadvantages of thesematerials which need to be taken intoaccount alongside the costingconsiderations when choosing a worktop.

7.18 Secondly, there was very little costdifference between manufacturers for thesame generic systems (see paragraph 7.28).Despite the broad similarity in overall


84m2 Laboratory

Above floorservices

Worktop material

Type of system Iroko Solid laminate Polymethacrylate

Seviced bollards £21,000

Seviced spines £21,000/28,000

Serviced pods £21,000

Serviced furniture £22,000 £18,000 £26,000

Under floorservices

Worktop material


Seviced bollards £22,000124,000 £17,000122,000

Seviced spines £21,000 £17,000/20,000


Serviced furniture £21,000 £28,000130,000

71m2 Laboratory

Above floorservices

Worktop material


Seviced bollards £13,000114,000

Seviced spines_ £21,000 £17,000120,000


Serviced furniture £12,000

Under floorservices Worktop material


Seviced bollards £12,000114,000 £12,000

Seviced spines


Serviced furniture £11,000/14,000 £18,000/23,000

costs, manufacturer's individual chargesfor delivery and fixing varied greatly as apercentage of the furniture ex-works cost.None of the systems could be identifiedas being more costly, although some ofthe most recently developed systemsappeared to attract the more expensiveworktop materials.

7.19 Thirdly, the exercise shows thatalthough both laboratory sizes are designedto accommodate 30 pupils, actual costsseem to reduce roughly proportionatelywith the reduction in floor area.

Figure 7/2Comparative Budget Costs ofServicing Systems


Note3 For this reason it was felt tobe unreliable to update costs,particularly as increases in F&Ecosts do not necessarilydirectly relate to any specificprice indices.

'es

However, because a major cost elementrelates to the provision of the basicserviced units the quantity of which aredetermined by pupil numbers rather thanfloor area there is likely to be athreshold below which furniture costs areunlikely to go for this number of pupilsand at this level of specification.

7.20 Finally, the method of supplyingservices, either from below or above floorlevel, seems to have little effect on overallfurniture costs. It is worth notinghowever whether the costs for particularsystems include the costs of the servicesthemselves (this may be particularly likelyin the case of serviced furniture andserviced spines, see Section 2, paragraph2.26 and 2.51).

Comparative costs of fixedand mobile fume cupboards

7.21 Fume cupboard costs can form asignificant element of laboratory furnitureand equipment costs. There are threemain types: fixed, mobile re-circulatoryand mobile ducted (described in Section4). The supply and installation cost of atypical. fixed fume cupboard is likely to bebetween £1,500 and £2,500 (excludingVAT) to which must be added the extractsystem cost of between £1,000 and£2,500.

7.22 Where a unit has to be situated aconsiderable distance from the exterior ofthe building, external extraction costsmay be prohibitively high because of theneed for more powerful fans and longduct lengths together with theirassociated builders' work. In suchinstances there may be advantages inusing a mobile re-circulatory fumecupboard. At between £2,500 and£4,000 per installation these costsomewhat less than fixed fume cupboardswith their associated extract systems.However, they do need regular filterchanges which cost between £200 and£300 each; the change frequency dependson intensity of use but once a year istypical. The cost of a mobile ducted fumecupboard is likely to be between £1,500

and £2,500, plus the cost of the extractsystem as before.

7.23 Shared use of mobile fumecupboards between a number oflaboratories can be a more economicalsolution than fixed units in each space.

Case Study Cost analyses

7.24 Figure 7/3 provides model costanalyses (based on typical budget prices)of the building adaptation work andfurniture and equipment provision foreach of the three furnishing optionsshown in Case Study 1, described inSection 6. Figure 7/4 provides a similaranalysis of the project described in CaseStudy 3, although these reflect the truecosts of a real project carried out byvarious manufacturers and contractors.3In both tables the costs are attributed toeach of the main building work elementsin terms of the total cost, the percentageof total cost and the cost per m2 of grossfloor area affected by the building work.Furniture and equipment costs for CaseStudy 1 are further analysed on a room byroom basis in Figure 7/3.

7.25 Building costs include for: minorstructural changes to internal walls; somenew doors and windows; new andupgraded mechanical and electricalservices installations; new floor andceiling finishes where necessary; fullinternal redecoration in areas affected bybuilding work and modification ofexternal drainage and service runs. Noallowance is made for the cost of makinggood existing defects or for work arisingfrom deferred maintenance.

7.26 Costs in these studies allow forentirely new furniture and equipment. Inmost adaptation and extension projectshowever it is likely that there will beconsiderable scope for re-use of existingitems and it may be possible to achievethe kind of solutions shown here atconsiderably lower cost. However theHealth and Safety implications of re-usewill need to be considered as older itemsof furniture and equipment may nolonger meet with current standards.

5s

Note: Gross floor area affected by adaptation work = 461m2.Costs at first quarter 1999 prices.

Option A: octagonal serviced furniture


Figure 7/3Case Study 1: Cost Analysis of3 Options

ANALYSIS,OF TOTAL COSTS Analysis of furniture and equipment costs

Fixed Loose

Cost % Cost furniture furniture Equipment

£ £ per m2 £ £ £

Building adaptations 9,975 5.88% 21.6 Laboratory 1 6,181 2,425 863

Finishes 9,240 5.45% 20.0 Laboratory 2 8,903 3,285 4,007

Mech. & Elec. services adaptations 31,350 18.5% 68.0 Laboratory 3 8,721 3,115 3,719

External work and drainage 460 0.27% 0.99 Laboratory 4 7,974 3,685 4,087

(a) Building works sub totals 51,025 30% 110.7 Laboratory 5 6,510 4,135 3,895

Furniture (from boxes opposite) 65,143 38.4% 141.3 Preparation rooms 3,105 7,104 3,814

Equipment (from box opposite) 20,385 12% 44.2

(b) Sub total 136,553 80% 296.2 Total 41,394 23,749 20,385

Profession fees @ 15% on (a) 7,650 4.5% 16.6

(c) Sub totals 144,203 84.5% 313.0

VAT @ 17.5% on (c) 25,235 14.9% 54.7

TOTAL 169,438 100.00% 367.54

Option B: serviced furniture

ANALYSIS OF TOTAL COSTS Analysis of furniture and equipment costs

Fixed* Loose


£ £ per m2 £ £ £

Building adaptations 9,430 5.65% 20.45 Laboratory 1 8,350 1,466 411




(a) Building works sub totals 40,870 24.45% 88.7 Laboratory 5 13,450 1,525 3,365


Equipment (from box opposite) 18,456 11.1% 40.0

(b) Sub total 135,827 81.15% 294.6 Total 61,785 14,716 18.456


(c) Sub totals 141,957 84.85% 307.9

VAT 0 17.5% on (c) 24,842 14.9% 53.9

TOTAL 166,799 100.00% 361.81

Option C: serviced bollards

ANALYSIS OF TOTAL COSTS Analysis of furniture and equipment costs

Fixed* Loose


£ £ per m2 £ £ £

Building adaptations 14,320 8.41% 31.0 Laboratory 1 7.039 2,803 1,199




(a) Building works sub totals 53,290 31.29% 115.6 Laboratory 5 4,354 6,880 3,815



(b) Sub total 136,868 80.39% 296.8 Total 27,218 34,447 20,913


(c) Sub totals 144,863 85.1% 314.2

VAT @ 17.5% on (c) 25,351 14.9% 54.99

TOTAL 170,214 100.00% 369.23

includes storage units 6-6c1


Note4 Although the system inOption B is essentially a loosesystem costs are given in thefixed furniture category toreflect the need forprofessional installation andreorganisation.

Note: Gross floor areaaffected by adaptation work =445m2. Cost at first quarter1999 prices.

Figure 7/43Case study 3: Tender costanalysis

7.27 The furniture costs' shown in thesecase studies include only furniture andequipment seen on the drawingsie: benches, shelving, coats and bag racks,filing cabinets, tray units, tables, chairs,chemical cupboards etc. The equipmentcosts include for: mobile re-circulatoryfume cupboards, computer trolleys, (ITequipment is not included) overheadprojectors, refrigerators and dishwashers.Two of the furnishing options in CaseStudy 1 allow for solid iroko benchworktop material, the third option isassumed to be finished in solid laminate,its standard finish. A range of materials,including solid laminate, is shown inCase Study 3.

Adaptation Case Study 1:Options A, B and C (Figure 7/3)

7.28 The difference in building workcosts between the options can beattributed to two main factors. Firstly, theneed with the serviced bollard system(Option C) to take up and relay timberflooring to allow for underfloor servicingof the island bollards. This is unnecessaryin the other two options where theservices are fixed to the face of wallsabove floor level. In other adaptationschemes however the installation ofunderfloor services may be considerablymore difficult, eg. with reinforcedconcrete floors etc, and the costs involvedmay make it an uneconomic solution. The

second factor relates to the lowermechanical and electrical services costs ofthe loose serviced furniture system(Option B) reflecting the element ofservicing included within the furnitureitself.

7.29 Average building work costs perlaboratory (including fees and VAT) arefairly similar in the three options at about£13,800, £11,000 and £14,400respectively, average furniture costs areabout £13,000, £15,000 and £13,000.The relatively higher furniture cost inOption B reflects the element of servicingincluded within the furniture itself.Average equipment costs per laboratoryare broadly the same for each option atabout £3,500.

7.30 In terms of the distribution ofcosts, the analyses show that the furnitureand equipment items make up by far themajor element accounting for 57-67% ofthe total with unit costs ranging fromabout £210 to £242 per m2. Thiscompares with about £120 to £160 per m2for the building work elements of whichabout 60% relate to services.

7.31 Although there cost variationsbetween the building and furniture andequipment elements of the three options,overall costs are broadly similar. The totalcosts expressed per laboratory are about£34,000, £33,000 and £34,000 forOptions A to C respectively. These costsare about a third of those for new scienceaccommodation.

ANALYSIS OF TOTAL COSTS Furniture and Equipment costs

Cost %Cost Furniture Equipment

£ £ per m2 £ £

Adaptations 32,725 13.1% 73.5 Laboratory 1 17,234 1,988

Finishes 13,296 5.3% 29.9 Laboratory 2 19,220 2,102

Mech. & Elec. services adaptations 29,281 11.7% 65.8 Laboratory 3 25,534 1,892

(a) Building works sub totals 75,302 30.1% 169.2 Laboratory 4 31,859 1,892

Furniture (from box opposite) 115,982 46.4% 260.6 Laboratory 5 22,135 2,200


(b) Sub total 201,358 880.6% 452.5 Total 115,982 10,074


(c) Sub totals 212,653 85.1% 477.9

VAT @ 17.5% on (c) 37,214 14.9% 83.6

TOTAL 249,867 100.00% 561.5

,Pa,

Adaptation Case Study 3.(Table 7/4)

7.32 This analysis, as with the previousone, shows the furniture item to be by farthe major cost element accounting for59% of the total. The total cost, againexpressed as cost per laboratory, is higherthan shown in the previous case study atabout £50 ,000. This does not includeany costs associated with the preparationrooms. The difference can be largelyattributed to the use of more expensiveworktops, particularly solid laminates, butalso to more builder's work in adaptingthe existing structure and services, non-standard sized components and theboxing-in around services. This cost isabout half of that of a new building of asimilar size.


Case Studies Conclusions

7.33 The case studies show thatadaptation and refurbishment of existingaccommodation is a cost effectivealternative to building new. Theseparticular examples indicate how arelatively modest amount of buildingwork in conjunction with new furnitureand equipment can provide up-to-datelaboratory accommodation at less thanhalf of the cost of new. These examplesallow for all-new furniture andequipment, but if it was feasible to re-usemuch of the existing provision then thesecosts could be reduced substantially and itmay be possible to provide acceptablesolutions at less than 10% of the cost ofnew.

7.34 These case studies suggest that thetype of worktop material has a majorimpact on the overall cost of a laboratory,particularly in adaptation schemes asillustrated here where the furniture andequipment budget comprises a majorelement of the total cost. The type offurniture system and method of servicingappear, by comparison, to have lessinfluence on costs. The relatively highersupply cost of systems which contain theirown services may be offset by savings inthe cost of services in the building work.

SR

Appendix 1: Check List

Planning The Suite

Number and Size ofLaboratories

When planning a new science block oradapting existing accommodation, thefollowing information is needed in orderto determine the number and size oflaboratories required:

the amount of science curriculum timeat each key stage and in the sixth form;

numbers of pupils taking scienceincluding those in sixth form;

maximum group size expected;

any particular teaching methodsintended, eg. team teaching.

It is also worth considering:

timetabling is more flexible if alllaboratories are the same size;

timetabling becomes more difficult ifrooms are used more than 90% of thetime.

Supplementary Teaching/ NonTeaching Spaces

Support spaces in addition to those forpreparation and storage may include:

staff base;

display and resource area (preferably atthe entrance to the suite);

greenhouse (located to avoidvandalism);

animal room (to be secure and wellventilated);

a secure store.

Planning Principles

The following points are worthconsidering when planning a sciencedepartment:

it is advantageous to group as manylaboratories together as possible,served by a central preparation room;

any ancillary spaces should be easilyaccessible from the suite;

circulation routes should allow fortrolley movement.

Laboratories may be grouped in variousways, each has particular advantages:

a linear plan may allowinterdepartmental links but traveldistances can be long;

a central preparation room mayreduce distances from preparation tolaboratory but there may be noexternal view for technicians;

a central courtyard can provide asheltered external teaching space;

a linear plan on 2 floors dividesresources and equipment, a hoist maybe needed.

The Laboratory

A Planning Strategy

When designing an individual laboratoryconsider the following:

the range of activities that are likely totake place;

the equipment that will be housed inthe laboratory, including the level ofstorage.

A successful layout needs to take accountof:

the safe movement of pupils aroundfurniture;

the position of shared facilities, eg.computer workstation, wash up sink;

space for storing pupils' coats andbags, near to laboratory entrance;

the visibility of the whiteboard to allpupils;

a serviced position from which theteacher can demonstrate;

a fume cupboard position whichensures visibility and safety during classdemonstration;

the layout characteristics of the chosenfurniture system.

Services Distribution

A decision will need to be made early onabout the method of servicing thelaboratory. Each method has differentcharacteristics and will affect the choice offurniture system.

Overhead: flexible; easy to maintain;droppers may look untidy.

Underfloor: neat appearance; less easyto maintain; service coordinationcrucial.

Perimeter: more difficult to servicetables in the centre of the room; neatappearance; straightforward to installand maintain.

Servicing systems

The range of serviced furniture systemscan be broadly divided into four generictypes each with particular characteristics.

Serviced Spine:

unit provides all services to tables,some of which are loose;

serviced from perimeter, above orbelow;

relocatable.

Serviced Bollard:

serviced from perimeter, above orbelow;

units generally fixed but tables can berearranged.

Service Pod:

a small unit carrying principally gas andelectricity is clamped to loose tables;

usually served from above;

flexible, may look untidy.

Serviced Furniture:

services carried within furniture;

serviced from perimeter, below orabove;

some systems relocatable;

central areas can be serviced fromperimeter.


The Preparation Room

The preparation room can be divided intofive zones of activity which should beorganised to make the best use of thespace:

main storage: bulk storage may bekept in a rolling storage system whichprovides 30% extra volume per unitarea;

preparation/ dispensing/ cleaning;

the trolley park;

the clean work area;

the chemical store: chemicals shouldideally be kept in a separate ventilatedstore and organised according toCOSHH regulations.

Furniture and EquipmentThe range of furniture in a laboratory ispartly dependent on the choice ofservicing system but the following keypoints are generally applicable:

all laboratory furniture should bedesigned and installed in accordancewith BS 3202;

850mm is a suitable work surfaceheight for secondary schools (surfacesshould generally not be less than600mm deep);

work surfaces need to be able towithstand impact, heat and chemicals;

storage systems should be compatiblewith those used in the preparationroom;

trolleys increase flexibility and themobility of resources;

top hung storage and display systemsmay also be considered.


The Environment/ Healthand SafetyThe following need to be taken intoconsideration:

the laboratory must be adequatelyventilated;

fume cupboards must be designed andinstalled in accordance with BB88;

fixed furniture must not impede airflow around heating outlets;

lighting must be sufficient to safelyperform practical work;

all electrical installations must be inaccordance with IEE regulations;

all laboratories must have a manual gasshut-off value and can have automaticshut off (ref IM25).

Cost Guidance

The following points are worthconsidering.

Professional fees can add a further 1015% to the cost of a new sciencebuilding.

The cost of procuring furniture andequipment need to be taken intoaccount when setting the budget.

Advice from the Local Customs &Excise Office on VAT should beobtained in relation to zero-ratingparts of the work.

Phasing a project can increase theoverall cost.

The total cost of a new sciencebuilding can be £1,000 £1,400 perm2. Adaptation and refurbishment ofexisting spaces to provide equivalentaccommodation can cost less than halfof this.

Temporary buildings can provide acost effective solution to short termaccommodation difficulties.

Worktop material is the maindeterminant of laboratory furniturecost, whereas the type of servicedfurniture system and the method ofservice supply appear to have littleoverall effect.

The generally higher initial cost offurniture containing its own services isbroadly balanced by savings in theservices cost of the building contract.

Savings can be made by re-usingexisting furniture.

In adaptation projects, underfloorservicing may be uneconomicdepending on the nature of the floorconstruction.

Where ducting is a problem, mobilerecirculatory fume cupboards canprovide a cost effective alternative tofixed' fume cupboards.

Appendix 2: Glossary

BESA:British Educational SuppliesAssociation, London 0171-537 4997

BS: British Standard.

BUNDED: A sloping floor which leads toa drainage hole.

COSHH: Control of SubstancesHazardous to Health.

CLEAPSS: Consortium of LocalEducation Authorities for the Provision ofScience Services, or School ScienceService.

CD ROM: Compact Disc Read OnlyMemory computerised referencematerial.

FREQUENCY OF USE (%): The averageamount of time that a space is used,expressed as a percentage of the totalnumber of teaching periods available.

KEY STAGE (KS): The statutory schoolyears are divided into four phases whichmark stages of development. Theseapproximate to age as follows.

KS1: age 5 7

KS2: age 7 - 11

KS3: age 1 1 14

KS4: age 14 16

LEA: Local Education Authority

MIDDLE SCHOOLS: Middle schoolsmay be either 'middle deemed primary'with an age range of 8-12 or 'middledeemed secondary' with an agerange of9-13.

NATIONAL CURRICULUM CORE:There are three subjects that make up astatutory core in the National Curriculum.All pupils study Mathematics, Science andEnglish through all key stages.

OHP: Overhead Projector.

PECT: Pneumatics, Electronics, ControlTechnology.

SERVICED LABORATORY: This refersto a space which provides pupils with oneor more outlets for gas, water andelectrical services.

SERVICING SYSTEMS: Methods forproviding service outlets alongside worksurface, eg. serviced bollard.

SUITE: In this publication a suite refersto an identifiable group of same-subjectspaces.

TEACHING PERIOD: Schools divideup the week in different ways. Forexample, 40 periods of 35 minutes.

WARDIAN WINDOW: A unit ofsecondary glazing inside a window whichprovides a self-sustaining environment.

WORKPLACE: A place to work, ie. tablespace and seat, for one pupil.

YEARS 7 TO 11: Secondary school yearsare numbered from 7 (first year) to 11(end of statutory schooling). The sixthform is sometimes referred to as years 12and 13.

Bibliography

GENERAL REGULATIONS & GUIDANCE

The Education (School Premises) Regulations,1999. (Statutory Instrument 1999 No. 2)London: The Stationery Office, 1999.ISBN: 0 11 08 0331 0.

HSE Workplace (Health Safety and Welfare)Regulation. 1992 (Statutory Instrument 1992/3004). London: HMSO, 1992.ISBN 0 11 02 5804 5.

The Construction (Health, Safety andWelfare) Regulations 1996. (StatutoryInstrument 1996/1592). London: HMSO,1996.

Department for Education and Employment.Letter to Chief Education Officers etc.19 September 1997. Annex: The 1999Constructional Standards.

Elliott Chris (ed). Building for Science: aLaboratory Design Guide. Hatfield: Associationfor Science Education, 1989.ISBN: 0 86 35 7119 0.

Department for Education and Employment.Constructional Standards for New SchoolBuildings. London: DfEE, 1997.

Archenhold W F, Jenkins EW and Wood-RobinsonC. School Science Laboratories. London: JohnMurray, 1989.

CLEAPSS. Laboratory Handbook. Uxbridge:School Science Service, 1989.

Adler D (ed). Metric Handbook. 2nd edition.Oxford: Butterworth-Heinemann, 1999.ISBN: 0 75 06 0899 4.

Dearing Ron. The National Curriculum and itsAssessment. Final Report. London: SchoolCurriculum and Assessment Authority, 1994.

Department for Education and Employment. AreaGuidelines for Schools (Building Bulletin 82).London: HMSO, 1996. ISBN: 0 11 27 0921 4.

Department of Education and Science. TheOutdoor Classroom. (Building Bulletin 71.)London: HMSO. 1990. ISBN: 0 11 27 0730 0.

r fl

SERVICES AND ENVIRONMENTAL DESIGN

Health And Safety Executive. Electrical Safety inSchools. (Guidance Note GS 23.) Health andSafety Executive, 1985.

Gas Safety (Installations and Use)Regulations. 1998. (Statutory Instrument1998/2451). London: The Stationery Office,1998. ISBN 0 11 07 9655 1.

Institution of Electrical Engineers. Regulationsfor Electrical Installations: IEE WiringRegulations. Stevenage: Institution of ElectricalEngineers, 1992. ISBN: 0 85 29 6557 5.

Department of Education and Science.Maintenance of Mechanical Services. (BuildingBulletin 70.) London: HMSO, 1990.ISBN: 0 11 27 0717 3.

The Electricity at Work Regulations 1989(Statutory Instrument 1989 No. 655). London:HMSO, 1989. ISBN: 0 11 09 663 5.

British Gas and Department of Education andScience. Guidance Notes on Gas Safety inEducational Establishments. (IM 25). London:British Gas, 1989.

Department for Education and Employment.Guidelines for Environmental Design inSchools (Revision of Design Note 17).(Building Bulletin 87). London: The StationeryOffice, 1997. ISBN: 0 11 27 1013 1.

HEALTH AND SAFETY

Health and Safety Commission. COSHH:Guidance for Schools. London: HMSO, 1989.ISBN: 0 11 88 5511 5.

Health and Safety Executive. A Step by StepGuide to COSHH Assessment. London:HMSO, 1993. ISBN: 0 11 88 6379 7.

The Control of Substances Hazardous toHealth Regulations 1999. (StatutoryInstrument No. 1999/437). London: TheStationery Office, 1999. ISBN: 0 11 08 2087 8.

Department of Education and Science. Safety inScience Laboratories. 3rd ed. (DES SafetySeries No 2.) London: HMSO, 1978.ISBN: 0 11 27 0473 5.

o3

Wray J D and Gaitens J F. AnimalAccommodation in Schools. Schools CouncilEducational Use of Living Organisms series.London: English Universities Press, 1974.

Animal (Scientific Procedures) Act 1986.London: HMSO, 1986. ISBN 0 10 54 1486 7.

Royal Society for the Prevention of Cruelty toAnimals. Animals in Schools. Horsham:RSPCA, 1985.

Health and Safety Executive. Storage and Use ofHighly Flammable Liquids in EducationalEstablishments. Leaflet. Code Number 1AC(L)15. HSE, 1986 (out of print).

Department of Education and Science. The Useof Ionising Radiations in EducationEstablishments in England and Wales.Administrative Memorandum 1/92.London: DES, 1992.

Association for Science Education. Topics inSafety 2nd edition. Hatfield: ASE, 1988.ISBN: 0 86 35 7104 2.

The Highly Flammable Liquids and LiquefiedPetroleum Regulations. 1972, SI 1972 No. 917.The Stationery Office, priced hard copy or freeinternet version.

FURNITURE AND EQUIPMENT

British Standards Institution. BS 3202:Laboratory Furniture and Fittings. MiltonKeynes: BSI, 1997. 'In 4 parts.

British Standards Institution. BS 4875: Strengthand Stability of Furniture. Milton Keynes: BSI,1985 -1995. In 8 parts.

British Standards Institution. BS 5873:Educational Furniture. Milton Keynes: BSI,1980-1998. In 5 parts.

Department for Education and Employment.Fume Cupboards in Schools (Revision ofDesign Note 29). (Building Bulletin 88.)London: The Stationery Office, 1998.ISBN: 0 11 27 1027 1.

British Standards Institution. BS 7258:Laboratory Fume Cupboards. Milton Keynes:BSI, 1994. In 4 parts.

British Standards Institution. BS 1363:Specification for 13A Fused Plugs andSwitched and Unswitched Socket Outlets.Milton Keynes: BSI, 1984. ISBN: 0 58 01 355 6.

British Standards Institution. BS 1552:Specification for Open Bottomed Taper PlugValves for 1st, 2nd and 3rd Family Gases upto 200 m bar. Milton Keynes: BSI, 1995.ISBN: 0 58 02 3726 5.

British Standards Institution. BS 5412:Specification for the Performance of Draw-offTaps with Metal Bodies of Water Services.Milton Keynes: BSI, 1976.

British Standards Institution. BS 5459:Specification for Performance Requirementsand Tests for Office Furniture. Milton Keynes:BSI, 1977.

British Standards Institution. BS EN 60309-2:Dimensional Interchangeability Requirementsfor Pin and Contact Tube Accessories ofHarmonised Configurations. Milton Keynes:BSI, 1992. ISBN: 0 58 02 1181 9.

British Standards Institution. BS 8313: Code ofPractice for Accommodation of BuildingServices in Ducts. Milton Keynes: BSI, 1997.ISBN: 0 58 02 7363 6.

CLEAPSS. Bench Materials for SchoolLaboratories. Uxbridge: School Science Service,1991.

Bibliography

Key to symbols

11:1M=E13Cori-licit::BOX

JEUE3_= OCTAGON AND SINK

= OVERHEAD GANTRYSYSTEM

= CONTROL BOXFOR OVERHEAD SYSTEM

= 600X600 BOLLARD

=1200X600 BOLLARD

=1200X300 SERVICEDSPINE

= TABLE-TOP SERVICE POD

(I)

1r1

= 1500X600 SINK TABLE

=1500X600 SINK TABLE

750X750 SINK TABLE

( )

= TABLE TOP SERVICE POD(PYRAMID) i

=2=30 WALL SERVICING DUCT rEITILT-.. 111-111

(1)

w

L

I.:

dw

it

lzr

=SS SINK

= WALL BENCHINGSINK

= FUME CUPBOARD

= FIXED FUME CUPBOARD

= STORAGE RACKING

= DISHWASHER

= FRIDGE

= FREEZER

= DISTILLATION UNIT

f/c

= FIRE EXTINGUISHER CalAND BUCKET

= GAS BOTTLES

=TEACHERS DESKAND CHAIR

=COMPUTER TABLE

=1200X600 TABLE

=1500X600 TABLE

=1200X12000 TABLE

=1500X750 TABLE

=1500 DIA TABLE

=STOOL

=TROLLEY

=TRAY UNIT

=TRAY UNITUNDER BENCH

=CUPBOARD UNIT

=CUPBOARD UNITUNDER BENCH

= TALL CUPBOARD

=GLASS FRONTEDWALL CUPBOARD

= LOCKER

= FILING CABINET

=COATS AND BAGSSTORAGE

=SHELF

=WHITEBOARD

=OHP ON TROLLEY

=TELEVISION

= PHOTOCOPIER

=LASER PRINTER

=TELEPHONE

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