Describes the problem caused by unneeded, excessive, or dangerously mismanaged chemicals in K-12 schools, recommends ways to address the problem, and provides "lessons learned" from state and local chemical management programs to address chemical mismanagement in schools. 32p.

Summarizes the U.S. Environmental Protection Agencys "Schools Chemical Cleanout Campaign (SC3) program partners, funding sources, and components of the programs. Categories in the "program elements" described include: 1) Regulations/Guidelines - state or local regulations or guidelines that are relevant to hazardous chemicals in schools. 2) Chemical Inventory - a program that has a specific chemical inventory component. 3) Waste disposal a program that includes chemical removal and disposal of unwanted, excess, dangerous, or inappropriate chemicals. 4) Training a program that includes a training component for relevant school staff on aspects of conducting a chemical inventory, cleanout, and responsible chemical management. 5) Responsible Chemical Management a program that includes development and implementation of practices to sustain long-term chemical management such as purchasing policies or chemical hygiene plans. 6) Compliance/Technical Assistance - a program that offers resources to schools to assist in implementation of program components during the life of the SC3 program and beyond. 7) Additional Tools/Resources a program that provides a variety of resources to assist with program implementation such as Web sites, templates, manuals, or experts to call for assistance. 34p.

Offers practical information on school laboratory and general room design, budget priorities, space considerations, and furnishings. Chapters of the book address the advocacy and planning process; current trends and future directions in science education; safety guidelines; and respective designs for grade levels K-5, 6-9, and 9-12. Also covered are "green" design and construction principles, incorporation of the building into the science program, and accessibility. 158p.

Helps identify sources, sometimes obscure, of dangerous chemicals in schools and advises on steps to oversee chemical management activities including establishing a leadership team, implementing pollution prevention and "green" chemistry, establishing a chemical management policy and chemical hygiene, conducting periodic inventories, establishing environmentally friendly purchasing, implementing appropriate storage, handling, and training programs, and developing communication plans for chemical awareness and emergency response. 34p.

Provides an environmental compliance model for a typical K-12 school or school. The manual is divided into organizational units that have common regulatory compliance requirements or would likely be managed as separate operational units of the school or school district. Next, the target audience for each organizational unit is defined. The manual then defines numerous activities that would likely occur within each organizational unit, and for each activity it discusses what is required to comply with the appropriate federal environmental regulations and/or which best management practices apply to ones area of responsibility. 224p.

Provides practical safety information in a checklist format to help reduce chemical injuries in a high school laboratory environment. It presents information about ordering, using, storing, and maintaining chemicals in the high school laboratory. It also provides information about chemical waste, safety and emergency equipment, assessing chemical hazards, common safety symbols and signs, and fundamental resources relating to chemical safety, such as material safety data sheets and chemical hygiene plans, to help create a safe environment for learning. In addition, checklists are provided for both teachers and students that highlight important information for working in the laboratory and identify hazards and safe work procedures. 77p.

Advises on maintaining the chemical inventory, chemical purchasing, storage, labeling, waste minimization, laboratory ventilation, protective equipment, and spill prevention and cleanup. Includes 16 references. 9p.

Describes this special school featuring an integrated curriculum emphasizing science, mathematics and the use of technology, but remaining a neighborhood school for underserved groups of children and their parents. The school is sited part of the California Science Center complex and includes a new classroom building attached to a renovated armory that houses eight classrooms, administrative offices, a multi-purpose room, and the school library. Also housed in the former armory is the Science Center’s education division, the Amgen Center for Science Learning. This places the Science Center School adjacent to facilities that will house many of the Science Center’s community programs, summer science camp, camp-ins, and a teacher professional development program.

Investigates factors that influence a high school laboratory experience, examining what currently takes place and what the goals of those experiences are and should be. The chapter on facilities calls for flexible space and furnishings that combine features of traditional laboratories and classrooms, proper budgeting for the ongoing costs of equipment and supplies, and equitable distribution of facilities, equipment, and supplies. While maintaining student safety is a critical concern, little systematic information is available about safety problems and solutions. 235p.

Highlights key health and safety issues to be considered when designing science facilities. Compact, radial design for laboratories and preparation rooms, extra ventilation, adjustable lighting, and storage that keeps traffic areas clear are advised. 4p.

Provides guidance on the design process for high performance laboratories, leveraging the Labs21 tools. It includes the following: 1) The Design Process Checklist specifically lists process-related action items for each stage of the building design and delivery process, with links to relevant Labs21 tools for each action item. 2) The Sustainable Strategies Checklist is a “quick-reference” list of sustainable design strategies, categorized by area of environmental impact (i.e., energy, water, materials, etc), with links to detailed information for each strategy.

Offers design and furnishing guidance for new and renovated high school science instruction spaces. Section 1 outlines the range of spaces usually required and examines planning options in new and adapted departments. Section 2 describes the planning of an individual laboratory covering services distribution, servicing systems, and room layouts. Section 3 provides guidance on the teaching and support spaces connected to the laboratories. Section 4 covers furnishings, equipment and finishes. Section 5 gives general guidance on services in the science department. (Includes 47 references.) 54p.

Provides guidance on science teaching safety in a high school environment, using a teacher's guide format. Facilities topics covered include equipment, cleaning, and safe storage design and practice. Appendix A is a list of chemicals that should not be kept unless required by the program and accompanied by appropriate expertise and equipment. Includes 21 references. 213p.

Presents an investigative post-occupancy evaluation of five school museums using a facilities assessment instrument entitled "Appraisal Guide for a Museum Resource Center Building Program." This appraisal guide represented a model for a school museum. The appraisal guide and site interview questions were used as the framework for the gathering of data in this study. Two of the museums in this study were described as separate facilities within a high school and three were defined as separate facilities within a school system. One of the three facilities within a school system received the highest percentage score on the appraisal guide for being closest to the model. None of the facilities in this study had a dark ride, a separate conservation laboratory, an open storage area, or a shop section. All five of the museums in this study had in common the need for more space. The post-occupancy evaluations of the five school museums in this study described, judged, and explained the performance of each facility. The development of the appraisal guide and its use in the post-occupancy evaluations of the five museums provided examples on an item-per-item basis of design patterns that were adaptable to high schools. 299p.

Discusses aspects of science laboratory design that directly affect student behavior, participation, and learning. It advises on class size, floor area, and room arrangement for teaching, demonstration, and student work. Acoustics, lighting, audiovisual, and HVAC issues are also addressed. 11p.

This interactive publication, the result of a planning study sponsored by the National Science Foundation, provides tools, guidelines, and data necessary to plan and design high school science, math, and technology education laboratories and support spaces. Includes information on forming a planning committee, assumptions, curriculum needs and guidelines, facility programs, architect selection, and design.

Provides guidance on science teaching safety in a middle school environment, using a teacher's guide format. Facilities topics covered include equipment, cleaning, and safe storage design and practice. Appendix A is a list of chemicals that should not be kept unless required by the program and accompanied by appropriate expertise and equipment. Includes 26 references. 183p.

Provides a rating system for use with laboratory building projects to assess environmental performance. It builds on the LEED Green Building Rating System that was developed by the U.S. Green Building Council. As with the LEED system for commercial and institutional facilities, this publication proposes a point system that quantifies sustainable building features and practices, with the goal of obtaining silver, gold, and or platinum ratings. 25p.

This paper will attempt to address both practical and legal issues that confront science educators, in general, and chemistry teachers, in particular. Liabilities of teaching science, collection of material safety data sheets, preparation and maintenance of chemical inventories, suggestions for stockroom organization, and some practical hints for proper disposal of unwanted or unneeded chemicals will be addressed. [Author's abstract]

Recommended standards by the National Science Teachers Association for creating and maintaining safe, effective science learning conditions, including adequate space, safety equipment, and sufficient storage.

Presents a concise question-and-answer format discussion of school laboratory arrangements, support spaces, size, shape, layout, systems, servicing, and flexibility. (Includes five references.) 4p.

This publication describes science programs and facilities and is intended as a reference document for designers of public school facilities. Some aspects of all science programs and facilities are similar and are described in the introductory portions of this guide. Subsequent sections focus on the peculiar requirements of individual courses or program areas. Sample floor plans supplement and clarify printed descriptions. This planner covers facilities design of the following: classrooms, laboratories, teacher work stations, storage areas, outdoor spaces, and shared spaces. Program facilities include elementary science, middle level science, biology, chemistry, earth sciences, physical science, and physics. 44p.

This provides Texas educators with state guidelines for the planning, construction, and maintenance of indoor science facilities and outdoor learning areas for Texas schools. It includes examples of floor plans for classrooms, laboratories, and storage rooms. Chapters include: 1) Laws, Rules, and Regulations; 2) Safety Equipment; 3) Furniture, Fixtures, and Accessories; 4) Room Design Standards; and 5) Outdoor Learning Environments. 232p.

This guide provides kindergarten through grade 12 Texas science educators with rules, regulations, and safety procedures for classroom, laboratory, and field investigations. The manual is a reference for science teachers and administrators interested in providing a safe learning environment for their students. Guidelines are detailed in chapters addressing: (1) laws, rules, and regulations; (2) laboratory investigations and activities; (3) field investigations and activities; (4) facilities; (5) safety equipment and supplies; (6) chemical safety; (7) health concerns; and (8) safety training. (Appendices offer laws, rules, and regulations; professional organization position statements; agencies and associations; safety forms; checklists and guides; hazardous chemicals lists; safety symbols; and materials and safety equipment.) 189p

Provides guidance on science teaching safety in a teacher's guide format, addressing self-contained elementary classrooms. Facility information covered includes recommended space per student, safety procedures, observability, what to watch for during renovations, and cleaning. Appendix A is a list of chemicals that should not be kept unless required by the program and accompanied by appropriate expertise and equipment. 125p.

Assists elementary science teachers with creating a safe classroom by enumerating potential hazards surrounding heat, chemicals, plants, and animals. Precautions to be taken with these elements are listed, as are suggestions for how to instill safety awareness in children at the earliest ages. 8p.

During the investigation of an indoor air quality complaint in schools, building design, maintenance and school activities can all play roles in adversely affecting air quality. Improper storage of chemicals in school chemistry departments has served as a source of indoor environmental pollutants as well as potential safety hazards. This paper provides examples of storage conditions of science laboratory chemicals. Each example lists poor storage conditions that could either be safety or chemical off-gassing hazards that can affect indoor air quality 5p.

Describes energy-efficient strategies for designing and equipping laboratories. Basic issues of laboratory energy consumption are discussed, along with key opportunities to improve energy performance during each phase of the design and acquisition process. Standard and advanced technologies and practices are included. 12p.

This paper discusses the components of key spaces found within elementary and secondary school science facilities, and highlights the common design features that facilitate quality science instruction in these areas. Three educational trends that have shaped today's school science education are also examined. Common design features highlighted involve the promotion of safety, the integration of the natural environment into the classroom, and the fostering of curiosity and creativity. 4p.

Provides extensive planning and design advice for school laboratories. Beginning with a formula to calculate the number of laboratories needed, the guide discusses details of departmental and laboratory design, personnel to be involved, layouts, systems, furnishings, finishes, costs, utilities, acoustics, lighting, fenestration, HVAC, project scheduling, and maintenance. A model science laboratory specification is provided. 58p.

Offers guidance for creating K-12 science facilities that accommodate the 1996 National Science Education Standards. The document details science teacher input throughout the project, project stages, safety, accessibility, age-specific planning considerations, and hands-on and inquiry-based science. 26p.

This document provides information on the most commonly asked science safety questions by science teachers primarily at the secondary school level. Topics include the legal responsibilities of a science teacher, a general safety checklist, proper labeling and storing of chemicals, purchasing of new chemicals and disposing of old chemicals, a chemical hygiene checklist, general guidelines in case of student accidents, precautions for animal or plant use in the laboratory, a list of protective equipment for teacher and student use in the laboratory, general information on federal safety mandates, and a checklist describing the physical layout of a science lab. 33p.

The purpose of this document is to provide guidelines for developing a safety program both at the campus and district levels. Chapters include: 1) Laws, Rules, Regulations; 2) Laboratory Investigations and Activities; 3) Field Investigations and Activities; 4) Facilities; 5) Safety Equipment and Supplies; 6) Chemical Safety; and 7) Safety Training. 190p.

Science facilities that are designed and built correctly for safety and effective science instruction provide a first line of defense to problems. This provides an introduction to minimum requirements and recommendations for science facilities in Texas. Includes an example of a combination laboratory/classroom, discusses a preparation room and equipment storage, and covers renovating existing science facilities. 8p.

This guide provides kindergarten through grade 12 science educators with rules, regulations, and safety procedures for classroom, laboratory, and field investigations. The manual is a reference for science teachers and administrators interested in providing a safe learning environment for their students. Guidelines are detailed in chapters addressing: (1) laboratory investigations and activities; (2) field investigations and activities; (3) facilities; (4) safety equipment and supplies; (5) chemical safety; (6) health concerns; and (7) safety training. (Appendices offer laws, rules, and regulations; professional organization position statements; agencies and associations; safety forms; checklists and guides; hazardous chemicals lists; safety symbols; and materials and safety equipment.) 204p.

This paper presents air quality and ventilation data from an existing chemical laboratory facility and discusses the work practice changes implemented in response to deficiencies in ventilation. The paper reviews design considerations for good indoor air quality in new laboratories using two recently designed projects as examples. The program document, used by architects and engineers to design a building according to the requirements of the facility's users, is explained as it relates to indoor air quality. There is also a discussion of how the program information is translated into design strategies and equipment selection for good indoor air quality. The paper concludes with a summary of conditions that often contribute to poor air quality in laboratories, and it offers suggestions for addressing these situations. 7p.

This design guide offers guidance to science educators, architects, and others concerned with the provision of science accommodations in Ontario, Canada, either through new construction or the adaptation of existing buildings. Guidelines include general design considerations; services; ventilation and the thermal environment; lighting and acoustics; safety; equipment, furnishings and finishes; allowance for computer technology; laboratory design; the preparation room; and chemical storage provisions. 46p.

The National Science Teachers Association, in response to the emergence of new science curricula and the need for updated science facilities in the nation's public schools, convened a task force to develop guidelines for K-12 science facility design and use. This guide, a result of NSTA Task Force on Science Facilities and Equipment, includes information about planning facilities design; budget priorities; space considerations; general room and laboratory design; and furnishings for the laboratory/classroom specifically targeting K-5, middle, and high schools. It is designed to familiarize educators, administrators, and citizens with the stages of the planning process for new and renovated science facilities and provides specific, detailed information on many aspects of the planning and design phases. Additionally, chapters address current trends and future directions in science education and safety, accessibility, and legal guidelines. Appendices include discussions on solar energy for school facilities, equipment needs planning, checklists, a glossary of construction terms, and classroom dimensional considerations. 100p.

School science laboratory planning and building are being required to address long-term educational and structural implications, e.g. the linking of school instruction concerning testing of chemicals and substances with commercial applications in the workplace. This report examines how school science laboratories can be planned for the future by paying attention to the educational, environment, and physical sustainability of their designs. Specific questions are proposed to help in the planning process and examples are provided of schools that have addressed sustainability issue from low cost/no cost to high cost options. 5p.

This document offers guidance in the accommodation needs for teaching the sciences in secondary education, either through new construction or the adaptation of existing buildings. Section 1 outlines the range of spaces usually required and examines planning options in new and adapted departments. Section 2 describes the planning of an individual laboratory covering services distribution, servicing systems, and room layouts. A number of furnished plans are illustrated. Section 3 provides guidance on the teaching and non- teaching spaces supporting the laboratories. Section 4 covers items used in the laboratory and preparation room. Section 5 gives general guidance on services in the science department. Information on appropriate flooring is also included. Section 6 describes adaptation studies in three existing schools, based on the guidance in other sections. Section 7 provides general building cost guidance as well as more detailed information on the cost of servicing systems and fume cupboards. A cost analysis of two adaptation studies are included. 61p.

Regulations require hazardous gases in school science classrooms be controlled, i.e., their levels in the air kept below the exposure limits, with fume cupboards being the most usual method. This document reviews the requirements for fume cupboards used in schools and colleges for teaching the sciences, mainly chemistry and biology, up to A-level GCE. It covers the level of provision that is desirable to meet curriculum needs and makes recommendations for good practice in the design, specification, and installation of fume cupboards and their related extraction systems. Other chapters address the commissioning and monitoring of fume cupboard systems and the repairing and upgrading of existing fume cupboards. Appendices include a description of how a fume cupboards works, the monitoring and commissioning tests and report forms, commissioning schedules, and the exposure limits and calculation of gas levels in laboratories. 63p.

This manual provides technical assistance to help districts develop policies regarding secondary science laboratories. Chapters include: 1)Physical Layout of the Laboratory; 2)Safe Handling of Hazardous Materials; 3)Waste Minimization Strategies and Chemical Waste Disposal; 4)Model Chemical Hygiene Plan; 5)The Biology Classroom; and 6)Outdoor Safety Standards.

Some of the issues surrounding the indoor air quality (IAQ) problems presented by science labs are discussed. Described are possible contaminants in labs, such as chemicals and biological organisms, and ways to lessen accidents arising from these sources are suggested. Some of the factors contributing to comfort, such as temperature levels, are explored, and an overview of exposure standards for air contaminant levels are discussed. Recommended control methods to avoid IAQ problems include eliminating or reducing the use of potentially harmful chemicals such as ether and mercury; ensuring that room ventilation meets government standards; and using hoods in labs to vent harmful vapors. Various laboratory hood exhaust systems are described and recommendations for hood placement are provided. It is emphasized that maintenance and sound operation policies are needed to ensure proper ventilation and that labs should use negative pressure whenever production of contaminants may occur. An overview of laboratory hood performance is provided. Others control methods include the proper storage of chemicals, careful disposal of laboratory waste, and implementation of a chemical hygiene plan. 10p.

These guidelines, presented in five chapters, propose a framework to support the planning, designing, constructing, and renovating of school science facilities. Some program issues to be considered in the articulation of a science program include environmental concerns, interdisciplinary approaches, space flexibility, and electronic communications. The translation of this educational concept into the three-dimensional space is accomplished by a planning committee in phases that include planning, designing, constructing, and occupying the space. Appropriate science facilities need to be designed around experiences that reflect relevancy within the community. Resources to this end may include: regional and global; career and technology education facilities; commercial, research, and industrial facilities; natural and institutional resources; and electronic resources. The organizational requirements based on the type of school (elementary, middle, or secondary) and its educational philosophy are presented. Once the science education framework within a school has been articulated, the design development and materials specifications for programming space should be considered. At the elementary school level, the majority of science education takes place in the general classroom. At the secondary level, most science education takes place in the laboratory. Other dedicated spaces used for science education at this level are the lecture area, the preparation area, the storage area, the student project area, the seminar room, the greenhouse, and the science studio. Detailed guidelines for laying out these program spaces and overlaying the supporting systems are presented. The design considerations are made from an architectural standpoint as well as within a technical framework. 66p.

This publication was designed to provide assistance to California school personnel and architects in the design of new science facilities. Following the introduction, chapter 1 discusses the enhancement of science programs through architectural design. Chapter 2 describes architectural requirements and regulations for science-instruction facilities in California, and the third chapter outlines steps in the planning process. The next three chapters offer guidelines for elementary-, middle-, and high-school science facilities. Planning the science complex from site development to occupancy is described in chapter 7, and requirements for furnishings and appliances are delineated in chapter 8. Cost estimates are provided in the final chapter. Forty-nine figures are included. 74p.

Outlines plans for completion of two prototype classrooms, one for science and one for general technology. Curricular and instructional trends in mathematics, science, and educational technology are highlighted. The second section offers guidelines for the general design of various environments within the educational plant, with a focus on factors that impact facilities planning and on the characteristics of educational environments. The third section offers a description of Project Scope--which seeks to create two prototype classrooms--provides inventories, guidelines, and architectural designs for technology and biochemical laboratories. 56p.

An environment appropriate for activity-oriented science is one that contains sufficient work space, equipment, and materials for students to practice and master the essential elements. This publication was developed to aid Texas school administrators, teachers, and architects to upgrade existing science facilities or plan new ones for kindergarten to grade 12. Chapter titles are as follows: (1) Overview of the Science Program; (2) Elementary School Science Facilities; (3) Middle Junior High School Facilities; (4) High School Science Facilities; (5) Computers in the Science Laboratory; and (6) Sample Floor Plans for Science Facilities. The chapters give details on science equipment needed, safety features that are necessary, and characteristics of science instruction. Appendix A, "Conditions of Instruction," is a National Science Teachers Association document pertaining to recommended work conditions for science teachers. Appendix B outlines state laws and regulations that apply to safety in science education and lists addresses of organizations that can help improve the safety of the classroom. The last appendix contains a laboratory safety checklist for science teachers. 83p.

The purpose of this document is to identify potentially hazardous substances that may be in use in many school laboratories and to provide an inventory of these substances so that science teachers may take the initiative in providing for the proper storage, handling, use, and if warranted, removal of hazardous materials. 52p.

Reviews current furniture and workstation options for middle and high school science laboratories.

Reviews the advantages of chlorinated polyvinyl chloride and borosilicate glass piping for laborary waste systems, citing their respective chemical and thermal resistance, joint reliability, installation, fire safety, and durability.

Profiles 33 outstanding new specialized school facilities selected for their innovation, sustainability, security, aesthetics, and life-cycle costs. These include art, performing arts, athletic, student health, service, K-12, science, and other facilities. Project information and photographs are included. (The URL for this citation links to the searchable database of American School and University Magazine's school design awards.)

Profiles the high school physics laboratory of Dave Lapp at Tamalpais High School in Mill Valley, California. The teacher invited his students to help transform his room into a "parallel universe of physics worship." The walls present an information mural, and the room is heavily accessorized with everyday objects that are used in demonstrations.

Illustrates principles of school science laboratory design, citing the experience of the Cedar Rapids (Iowa) Community School District. The District recently built or renovated over 50 laboratories, and principles of combining classrooms and laboratories, student learning patterns, occupant health, safety, proper location, flexibility, and value are discussed.

A national study released in 2005 concluded that most high school students are not exposed to high quality science labs because of these reasons: (a) poor school facilities and organizations; (b) weak teacher preparation; (c) poor design; (d) cluttered state standards; (e) little representation on state tests; and (f) scarce evidence of what works. Because of these, science labs have been considered a failure, but Boston is trying to put them back together.

Presents one high school and four higher education laboratories selected for the American School & University 2006 Educational Interiors Showcase. The projects were chosen for their creative renovations and use of existing conditions, engaging and delightful spaces, use of natural light and sustainable materials, technology integration, functionality, and flexibility. Building statistics, a list of project participants, and photographs are included.

Details statistics indicating a sharp rise in school laboratory accidents when less than 60 square feet per student is provided, indicating that attempts to save money by cutting space in laboratories is not only unwise, but unsafe.

Proposes eight questions to be answered when designing high school science laboratories. These questions address different configurations for experiment, lecture and preparation areas. Flexibility, collaborative work, and the type of science being taught are also factored into these considerations.

Provides guidelines for developing a safety program both at the campus and district levels, with updated references to Texas school safety laws, science organization position statements on safety, Chapters cover laws, rules, regulations; laboratory investigations and activities; field investigations and activities; facilities; safety equipment and supplies; chemical safety; and safety training. 300p.

Science teachers often have two different curricula--the ideal framework on paper and the real, day-to-day instructional program that occurs in the classroom. A number of factors can affect how much of that ideal framework is accomplished. For example, how a facility is designed and how space is used can affect student achievement, classroom safety, and teacher liability. When science teachers and administrators plan and design classroom environments, they should consider four factors that play a major role in classroom efficiency and safety: student-teacher ratio, student-space ratio, facility layout, and storage space. This article presents a review of these topics and provides suggestions for how teachers can make use of their existing classroom space. Note:The following two links are not-applicable for text-based browsers or screen-reading software.

Discusses the virtues of small schools, ways small school communities have been created within large schools, and the particular problem of creating adequate science facilities in "school within school" settings.

Suggests six areas of design considerations for science classrooms and laboratories: educational program delivery, technology incorporation, placement within the building, safety, instructor preparation and storage, and proper use of the floor.

Emphasizes selecting science laboratory furnishings for flexibility, sturdiness, and usefulness. Savings can be realized by eliminating central gas systems, fixed casework, and rarely used fume hoods.

Describes this renovation of a 1960's chemistry classroom into a modern facility with integrated scientific and telecommunications technology. Lists design and construction participants, suppliers, costs, and specifications, with a floor plan and photographs included.

Presents four articles on secondary and higher education science facilities. The first presents a view on approaches to teaching science in school and illustrates ideal science facilities for secondary education. The second reports on improvements to the Science Complex at the Universite du Quebec a Montreal. The third describes a secondary level vocational training center devoted to new technologies in Quebec. The fourth describes an Australian science and mathematics magnet school.

Describes this high school science center that conforms to the land-use plan and rustic style of the campus. Building statistics, a listing of the design and construction participants, a floor plan, and photographs are included.

In South Central Los Angeles, a partnership between the district and a state-owned science museum will result in a neighborhood elementary school with a math- and science-focused curriculum and as a resource center for educators and the local community. The Science Center School project combines an early 20th-century armory with a two-story addition. The $48-million project draws on FEMA funds, several state financing sources, and QZABs (qualified zone academy bonds), a U.S. Dept. of Education program that allows disadvantaged school districts to issue interest-free bonds. The project has no land acquisition costs, since the district will lease the school from the state.

Describes the design of an HVAC system at Haverford College that recovers significant amounts of heat from laboratory hood exhaust. Higher equipment costs were more than offset by savings realized in reduced ductwork, plant size, and energy usage.

Describes how to design school and university labs to comply with Americans with Disabilities Act (ADA) standards, focusing on counter height for students in wheelchairs; appropriate knee space and sink height in sink areas; ADA-compliant fume hoods; accessible laboratory doors and entryways; and safety concerns (e.g., emergency eyewash stations and emergency showers for people with disabilities).

According to this article, science classrooms might be the most dangerous places in American schools. Most safety experts agree that teachers and administrators aren't doing enough to protect their students from injury. This outlines steps that can be taken to curtail accidents. [Free subscriber registration is required.]

Written in response to the frequent budget overruns experienced by higher education facilities when renovating and expanding laboratories, provides an overview of possible problems and presents a series of procedures and checklists to manage activities associated with such a move or renovation.

Reviews the National Science Education Standards for science classrooms and gives examples of practice in the following areas: overcrowding, class size, individual workspaces and workstations, teacher preparation, discipline, hiring practices, scheduling, safety audits, and facilities and equipment. Contains 44 references.

Describes the design of notable school laboratories, including the educational context and design goals. Includes information on architects, suppliers, and cost, as well as photographs.

Describes how schools in Carroll County, Maryland; Toronto, Ontario; Durham, North Carolina; Englewood, Colorado; and Troy, New York, are renovating their vocational areas for inquiry- based, hands-on science learning. Includes sample floor plans and photographs.

The Roanoke Valley Governor's School (RVGS) in Virginia designed special spaces for mathematics, drawing directly from current national standards for secondary school mathematics. Tables show how recommendations for facility design were derived from the curriculum-focused standards and guidelines. A summary of the major design features and materials incorporated into RVGS labs is found in the appendix. (Contains 15 references.)

Shows how schools are establishing environmental-management systems to help them comply with stricter federal regulations. Topics addressed include hazardous waste management and use of third-party audits to prepare for Environmental Protection Agency inspections. Environmental guidelines for laboratories and special concerns confronting science buildings are highlighted.

Discusses an effort to design a heating, ventilation, and air conditioning system flexible enough to accommodate an easy conversion of classrooms to laboratories and dry labs to wet labs. The design's energy efficiency and operations and maintenance are examined.

Explains how schools can cost-effectively upgrade their existing science facilities and offer technologies normally found only in new buildings. Explores the decision-making process leading to a decision to build or renovate. Includes a case study on meeting the challenges poised by a building's infrastructure.

Discusses design goals, space requirements, and need for mobile furniture and "imagination stations" at Michigans Midland Public High School science technology addition. Describes the architectural design, costs, and specifications. Includes floor plans, general description, photos and a list of consultants, manufacturers, and suppliers used for the project.

Examines how Walnut Hills High Schools (Cincinnati, OH) new Arts and Science Center was designed to students' and teachers' specifications. Facility assessment and planning are discussed, concluding with comments on the new facility's impact on education.

Explores the problems associated with laboratory workstation exhaust faced by most colleges and universities and explains how the selection of a proper fume hood exhaust system can prevent or eliminate these problems and provide a clean and safe lab environment. Also highlighted are indoor air quality legal implications.

Examines how the introduction of new technology has spawned the emergence of new types of furniture, furnishings, and classroom design to support high school science instruction. The challenges imposed by the Americans with Disabilities Act on school science labs are highlighted.

Explains why schools and universities should seek wide-ranging input to create labs specifically designed for their science curriculum. Specific issues requiring attention are examined, such as equipping the lab, classroom communication needs, lab benches, and exhaust.

Examines areas that are part of a flexible and integrated science facility within state-of-the-art high schools that allow students to progress at their own speed and learn in their most effective manner. Areas described include outdoor, greenhouse, biological wastewater treatment, controlled environment, and student and faculty meeting areas.

Explains that mercury is a dangerous substance to use in school science laboratories and gives several examples of mercury poisoning. Lists some precautions that should be taken in case of mercury spillage in the lab. Advocates using non-mercury laboratory equipment and limiting student access to mercury to prevent dangerous situations.

Provides an overview of the variety of problems that may be incurred, and the series of procedures that can be used, to manage science laboratory renovation activities. Examines the various project phases, including planning, decontamination and moving, construction and renovation, and moving in stages.

Examines the planning requirements for designing a middle school's science classroom, including the areas of casework and sinks, surfaces, furniture, gas, storage, power, ventilation, and safety issues.

Examines how community cooperation helped to create a state-of-the-art aquarium for its high school. Discussed are building challenges and solutions, sponsorship from the state of California, and the aquarium program's community outreach.

Discusses the modern school science facility and how computers and teaching methods are changing their design. Issues include power, lighting, and space requirements; funding for planning; architect assessment; materials requirements for work surfaces; and classroom flexibility.

Reports on how OECD Member countries are rethinking their school labs by moving toward more flexible approaches new technology, design, safety, and classroom flexibility. Switzerland, France, Ireland, South Australia, and the state of Maryland are covered.

School budgets dictate what can and cannot be done in science. Article offers an inexpensive, modified design to build a planetarium. The planetarium provides hands-on experience in plotting and mapping constellations.

This article addresses curriculum, technology, and equipment for the science classroom in the year 2005.

Presents schools as the perfect microcosms of the world of the 1990s: most work is done indoors, many resources are consumed, and schools sit surrounded by large chunks of land mostly devoted to grass and parking. Suggests that a school can serve as two perfect environmental education laboratories, one indoor and one outdoor. Describes how to design environmental education in these laboratories.