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ED 025 902Science Facilities for Mississippi Schools, Grades 1-12.Mississippi State Dept. of Education, Jackson. Div. of Instruction.Report No-Bun-153Pub Date May 62Note-73p.EDRS Price MF-$0.50 HC-$3.75Descriptors-*Audiovisual Aids, Bibliographies, Biology Instruction, Chemistry Instruction, *EducationalSpecifications, Elementary School Science, *Facility Guidelines, Intermediate Grades, Physics Instruction,Science Equipment, *Science Facilities, Secondary School Science, *Standards
Prepared to assist those planning the construction of new science facilities onthe elementary, intermediate, or secondary ichool level. Standards are outlined andspecifications detailed. A statement of fifteen general pricniples for planning sciencefacilities in secondary *schools precedes a discussion of--(1) special facilities fordifferent courses, (2) standards for furnithng laboratories. (3) suggestions forremodeling the present science laboratory, and (4) recommended audiovisual facilities.Facilities for science instruction in the elementary school and basic equipmentrequirements are discussed. A twenty point check list for the furnishing of a scienceroom is also given. The appendices provide similar checklists, for general science,biology. chemist/. and physics. The findings of science teachers' opinions regardingthe relative importance of types of available equipment for laboratories arereported and a bibliography is included. (FPO)
Mitiditi442# -ISCHOOL BULLETIN
NUMBER 153
MAY 1962
SCIENCE FACILITIES
FOR
MISSISSIPPI SCHOOLS
GRADES 1-12
Division of Instruction
State Department of Education - Jackson
J. M. TUBB
Superintendent
SCIENCE FACILITIES
FOR
MISSISSIPPI SCHOOLS
GRADES 1-12
U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
DIVISION OF INSTRUCTION
STATE DnPARTMENT OF EDUCATION - JACKSON
R. C. Roberts, Supervisor of ScienceS. A. Brasfield, Direetor, Division of Instruction
J. M. Tubb, Superintendent of Education
TABLE OF CONTENTS
PageFOREWORD 5
ACKNOWLEDGMENTS 7
PART 1, SECONDARY SCHOOL SCIENCE FACILITIES
Chapter 1General Principles for Planning Science Facilities 10
Chapter 2Special Facilities for Different Courses 14
Chapter 3General StandardsLaboratory Furnishings 18
Chapter 4Remodeling the Science Laboratory 20
Chapter 5Audio-Visual Facilities for Secondary Science Teaehing 23
Chapter 6Photographs of High School Laboratories in Mississippi 25
Chapter 7Layouts (Drawings) of Junior and Senior High School Laboratories._ 34
PART II, ELEMENTARY SCHOOL SCIENCE FACILITIES
Chapter 1General and Special Facilities Required._ 44
Chapter 2Audio-Visual Aids and Materials for Elementary Science 47
Chapter 3Basic Equipment and Materials for Elementary School Science 49
Chapter 4Photographs of Elenientary School Science Facilities 51
Chapter 5Twenty Point Check List for a Science Room 54
APPENDICES
Appendix AA. Check List of Facilities for Teaching General Science inGrades 7, 8, and 9: 58
Appendix BA Check List of Facilities for Teaching Biology 62
Appendix CA Check List of 1- %..- aities for Teaching Chemistry 66
Appendix DA Check List of Facilities for Teaching Physics. 70
Appendix EScience Teachers' Opinions as Revealed by Questionnaire 74
BIBLIOGRAPHY
FOREWORD
This bulletin has been prepared for the purpose of assisting thosewho are planning the construction of new science departments or whomay be planning the improvement of existing facilities. It represents the-results of approximately two years of studying and evaluating sciencedepartments in a large number of schools, of studying similar bulletinsand other literature relating to this subject, and of consulting with manyindividuals trained and experienced in the field of science education. Itis hoped that this publication will prove to be helpful to the school super-intendents, local planning committees, the architects, the equipment sup-pliers, and others who are working with the problems of improving sciencefacilities.
This is the second of a series of publications related to the im-provement of science instruction in our elementary and secondary schools.The first pablication dealt with equipment and materials ; and the thirdpublication, which is in the process of preparation, deals with science cur-riculum - grades 1 through 12.
It is believed that the school administrators and science teachersof our state will continue to evaluate their science departments and willseek to provide science instructon whch is demanded in the scientific worldof today and in the future.
J. M. TUBBState Superintendent of Education
ACKNOWLEDGMENTS
This bulletin is a product of the cooperative efforts of a large numberof persons. It would be difficult to list the names of all the persons whomade contributions to the preparation of the manuscript for this publica-tion ; it would also be difficult to list all of the organizations and publisherswho permitted us to use and/or quote frnm their publications.
The manuscript was prepared under the direction of R. C. Roberts,Supervisor of Science Education in the Mississippi State Department ofEducation. Other members of the Department who made major contri-butions to the preparation of the manuscript were Robert C. Jones, Assis-tant Director of the Division of School Buildings and Transportation (anarchitect) ; E. Harold Fisher, Supervisor of Elementary Education; andW. D. R. Stovall, assistant Coordinator of Title III of the NIYEA and Su-pervisor of Audio-Visual Education.
Special appreciation is hereby expressed to Howard P. McCollum, Super-visor of Science Education, Louisiana State Department of Education, forhis assistance and consultative services rendered in the preparation of themanuscript, and for granting permission for the use of parts of a similarpublication from the Louisiana State Department of Education.
The following persons reviewed the original manuscript and mademany valuable suggestions which were included in the final draft of thebulletin.
State Science Advisory Committee:
Mrs. Genevieve Adams, Chemistry Teacher, Hinds Junior College,Raymond
Otis Allen, Superintendent of Leflore County Schools, Greenwood
Dr. Samuel F. Clark, Chairman, Department of Chemistry, Univer-sity of Mississippi, University
Miss Lucille Horton, Northwest Junior High School, Meridian
James McBay, Bay Springs High School, Bay Springs
Melbourne Miller, University High School, University
Mrs. Sara Richardson, Chemistry Teacher, Copiah-Lincoln JuniorCollege, Wesson
Dr. Clyde Q. Sheely, Professor of Chemistry and Executive Secre-tary, Mississippi Academy of Science, Mississippi State Univer-sity, State College
James K. Upchurch, Bailey Junior High School, Jackson
Dr. J. F. Walker, Chairman, Division of Biology, University ofSouthern Mississippi, Hattiesburg
State Department of Education:
Dr. S. A. Brasfield, Director of the Division of Instruction
A. P. Bennett, Supervisor of Secondary Education
Dr. Lamar Fortenberry, Coordinator of Negro Education
A. A. Alexander, Assistant Supervisor of Negro Schools
Jackson State College:
Ivory Manning, Chemistry Department
Bolton Price, Chairman, Biology Departm int
Through the courtesy and assistance of the Directors of the NationalScience Foundation Summer Institutes of 1960 in Mississippi, the follow-ing institute members met with the State Supervisor of Science Educa-tion and offered suggestions relative to laboratory facilities needed forproviding an adequate program of science education in our schools ; andalso completed a questionnaire, the results of which were tabulated andare listed in Appendix E of this bulletin.
Mrs. Sara Bayles, Itta Bena
W. 0. Benjamin, Indianola
J. M. Bennett, Greenville
Mrs. Louise K. Bishop, Rolling Fork
C. H. Dhonau, Wharton County Jr. College, Wharton, Texas
Frank Drake, Inverness
Robert J. Durr, Greentown, Indiana
Harry Foster, Winona
Bobby Kemp, Quitman
William H. Osborn, Iuka
Miss Darla Skipper, Picayune
Mrs. Mona McClurg Whitson, Columbus
We should also like to thank school personnel, representatives ofschool supply companies, and architects, for the use of photographs, pic-tures, sketches and drawings (floor plans and science layouts) which areincluded in this publication.
We should like to express our deep and sincere appreciation to allpersons who made contributions to this publication.
S. A. Brasfield, Director
Division of Instruction
PART I
SECONDARY SCHOOL SCIENCE FACILITIES
CHAPTER...I
GENERAL PRINCIPLES FOR PLANNING SCIENCE FACILITIES
A. Adequate Space Should Be Provided For aVariety of Activities in Science.
In planning the building area for science in-struction, provisions should be made for spacesufficient for an activity centered curriculum. Anactivity centered curriculum requires a minimumof 50 sq. ft. per pupil. Of this amount, approxi-mately 40 sq. ft. per pupil should be in classroomlaboratory space and 10 sq. ft. per pupil devotedto storage rooms, darkroom, and preparationroom. The proportion of :classroom-laboratoryspace to storage rooms, etc. (4-1) may vary de-pending on the extent of the storage facilitiesprovided by the laboratory furniture in the class-room-laboratory.
As a general rule the number of rooms need-ed will be one for each 250 students enrolled inschool, grades 7-12, or fraction thereof. For ex-ample, an enrollment of 350 students would re-quire two rooms.
Another formula is based on anticipated en-rollment in science.
student-periods using data belowNumber of rooms 275 x 5 = 1.91
24 x 30average X number ofclass periodssize per week
The quantity, "student-periods," is deter-mined by multiplying the number of students ina given course by the number of times that agiven class meets per week. For example, 275students in general science or biology meetingfive times per week would require 1.91 rooms,assuming a school day of 6 periods and an aver-age class size of 24.'
A third method of computing space require-ment would be to anticipate the actual enrollmentin science and assume that a maximum of 150students could under best scheduling conditionsbe taught in one room. If all students in a juniorhigh school of 750 students are to be takinggpienee, then 5 rooms should be provided.
Michardson, John S., ed., "General Aspects of School Science Facili-ties," School Facilities for Science Instruction, ch. 2, National ScienceTeachers Association (1954), p. 19.
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A larger per pupil area should be provided inscience facilities today than was formerly pro-vided, for three principal reasons:2
1. An increased emphasis on small-groupand individual work requires more spacethan is required in a more formal typeof classwork.
2. A wider range of activities employed inthe teaching-learning process requiresthat increased work area be provided.
3. Science teaching today involves a greaterquantity and quality of materials thanwas true formerly. Through NDEA fi-nancial aid most schools have been ableto obtain much needed equipment andmaterials. It logically follows that morespace is required for use and storage ofthe equipment.
B. A Combined Classroom-Laboratory Will Re-quire a Larger Space Than Separate LectureRoom or Separate Laboratory Room but LessThan the Separate Lecture Room and Sepa-rate Laboratory Room.
A combined lecture-laboratory room is moreeconomical particularly in the smaller schoolsystem.
A combined laboratory-classroom shouldhave in excess of 1000 sq. ft. exclusive of storageareas, assuming that some classes may havemore than 25 students. A wide room such as a30' x 40' room would permit peripheral arrange-ment of student tables. A square room is evenbetter for peripheral arrangement.
A narrow room such as a 24' x 46' wouldlend itself to an arrangement of student tablesat one end and the lecture area at the other endof the room.
C. Proper Utilities, Gas, Water, and ElectricalOutlets, Should Be Provided in the BuildingPlans, According To Subject Areas To BeTaught.
zmcCollum, Howard, "Some General Consideraticins in Planning Fa-cilities for Science Instruction," Facilities for Teaching Science, Section1, Louisiana State Department of Education (August 1960), p. 3.
If funds are inadequate for both buildingand furniture it would be much better to proper-ly equip the building with necessary Plumbingand wiring and add furniture as funds may per-mit.
With regard to needed utilities we may clas-sify rooms according to type of instruction en-visaged, for example :
General Purpose Room: Student tables shouldbe fully equipped with water, sinks, gas andelectricity. Proper utilities to service other unitssuch as demonstration desk, fume hood, wash-upsink, preparation room, audio-visual equipment,and darkroom equipment should be considered.
Chemistry-Physics Room: All utilities areneeded on the student tables as in the GeneralPurpose Room. Attention should be given tofume hood requirement, electrical wiring forphysics project room, etc.
Biology-General Science: Two options maybe considered acceptable:
Option 1. Student tables may be fully equip-ped.
Option 2. The room may be provided withbiology tables without utilities, but in this casewall counter tables would provide a number ofsinks, water, gas, and electrical outlets. ServiceIslar.ds may serve this purpose. The use of mi-croscope lamps and projection equipment requireelectrical outlets.
Physics Room: Physics tables must have out-lets for gas, and electricity, and water must beavailable in the room. Laboratory volt units,circuit breaker, and other power control unitsmay be needed.
D. Rooms Utilized for Science Instruction andAdjacent Rooms Should Be Planned andEquipped To Provide Flexibility in Their Useand To Provide for Future Needs BroughtAbout By An Increase in Pupil Population andChanges in the Curriculum.
Furniture and equipment in the science roomshould allow for regular class work, group work,and individual laboratory experiences. Movablestudent tables or tablet arm chairs provide flex-ibility in classroom activities.
Irt science teaching, individual differencesin interests, abilitie's, and ways of learning mustbe recognized. Pupils learn to do by doing. Thesebasic beliefs in education must be practiced in
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the kind and the arrangements of furniture thatare provided.
In planning school buildings, it is desirableto plan one or several classrooms of the propersize adjacent to the science department, withroughed-in plumbing and provisions for gas andelectrical services so that the room or roomscan be easily converted for science teaching ifthe need should arise. AdPquate planning priorto constructing the school plant may mean thedifference between a science department thatmeets evolving needs and one that only partiallymeets those needs. Also, it may mean the differ-ence between providing a department with a mini-mum expenditure of money and providing onethat is far more expensive than it should havebeen.
E. Student Tables Should Have Adequate Sur-face Work Area and Provide Some IndividualStorage Space.
Tables should provide sufficient work sur-face for the number of students which they areto accommodate. A. minimum of 5 sq. ft. of tablesurface area per student should be available
A four-student table (size 4' x 4') would beinadequate for many experiments in generalscience and physics. A table top 4' x 5' shouldprovide sufficient work surface, except possiblyfor a few experiments in physics. Students maycomplete experiments within the period if indi-vidual equipment is at hand.
F. Adequate Facilities for Demonstration Pur-poses Should Be Provided.
A demonstration desk should be in everyroom where science is taught.
Many experiences in science may be gain-ed through the demonstration technique. Thedesk top height should be above that of studenttables, and desk should be located near the supplyof demonstration equipment.
G. Adequate Space Should Be Provided for Stor-age of All Types of Useful Materials andEquipment.
This would include:
1. Separate storage spaces for chemicalsapart from that of mechanical and electronicequipment. (Chemical fumes cause corrosion whenstored together.)
2. Adequate storage of glassware and otherfragile materials.
3. Storage of heavy and large equipment onlower shelves.
4. Adjustable shelves to fit the equipmentor materials, or permanent shelves providingdifferent heights am' widths.
5. Space for storage of printed materials,books, filmstrips, charts, pictures and clippings,filmstrip models.
6. Space for storage of specialized equip-ment such as microscope cabinets, skeleton, andtorso cabinets.
H. Facilities Should Include Display Space forProjects, Specimens, and Commercial Prod-ucts.
Projects developed in science courses whichmay have been exhibited in science fair or junioracademy activities are often of the quality thatwould merit that they be kept intact and usedfor instructional and motivational purposes.
Rock collections, life histories, representativephyla, models of processing plants, etc. provk'excellent displays for instructional purposes.
Room design should consider :
1. The location of display cabinets andshelves
2. A glass enclosed corridor display space
3. A special display area in the nature of amuseum
I. School Facilities for Science Should Providefor Safety of Pupils and Teachers.
Facilities for safety would include:
1. Laboratory rooms with more than oneexit
2. Gas line installation according to buildingcodes
3. First-aid kit
4. Shutoff valves for water and gas well-marked and located in a prominent plaf..,e
5. Master switches for electrical circuits
6. Floors that are not slippery
7. Fire blanket and emergency showerchemistry Laboratory
8. Fire extinguisher
J. Science Facilities Should Provide for the Use
of Varied Types of Learning Activities andPermit All Appropriate Aids to Instruction.
This would include:
1. Rooms equipped with room darkeningfacilities
2. Appropriately placed electrical outlets forprojection equipment
3. Chalk boards, bulletin boards, and chartareas
4. A library area provided with periodicals,books and study space
5. Student laboratory tables, demonstrationtables, stools, or chairs, special project areas, etc.
K. Rooms for Science Instruction Should Be At-tractive Places for Development of StudentAttitudes and Habits As Well As Acquisitionof Knowledge and Skills.
This would include:
1. The installation of plumbing and wiringaround the wall or in the floor. The presence ofpipes extending down from the ceiling obstructsvision, creates a boiler room appearance ratherthan a good laboratory appearance.
2. The proper use of colors on walls, ceilings,floors, and furniture
3. Proper design of the room and arrange-ment of furniture
4. The creation of a scientific atmosphereconducive to motivated interest in learning-aquaria, growing plants, live animals, projectsand exhibits, bulletin board displays
L. In Planning Science Facilities the Ideas ofMany Qualified Persons Should Be Utilized.
These would include:
1. The science teac:iers who are more cogni-zant of the functional aspects of the facilities
2. Principals and superintendents
3. Supervisors of instruction
4. Supervisors
5. Technicallyin munity
6. Architects
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of building const teflon
trained people in the com-
7. State Supervisor of Science ; Supervisorof School Building Construction
8. Representatives of equipment supply com-panies
S.. Special consultants
Since there may be more than one acceptableplan, the responsibility still rests with the localauthorities to select the plan and facilities whichwould best serve their needs.
This choice should be made in the light ofbest qualified opinion and free from pressure ofvested interests. Certainly the science teachersand administrators who are to "live with" theplanned facilities should have a prominent role inthe planning.
"A special effort should be made to securethe advice of the local teachers of science pro-vided they are well-informed as to modern teach-ing methods and trends in science facilities andprovided they have made satisfactory progressin their methods of teaching and attitudes inkeeping with the developments in science thatare appropriate for high school instruction."
Visits by the local school personnel to good sciencelaboratories should be made before planning iscompleted.
M. Science Facilities Should Possess the Partic-ular Characteristics and Specifications Whichare Unique for a Science Department.
For example:
1. Acid resistant table tops
2. Acid resistant floorsnbid. p. 7.
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3. Sink and waste lines which are chemicallyresistant
4. Hard top surface for physics tables
5. Provisions for use of charts, A-V equip-ment, fume hoods, electrical outlets, electricalpower units, etc.
N. In Planning School Facilities, ConsiderationShould Be Given to Providing Some DesirableScience Facilities Which Supplement the Facil-ities Ordinarily Provided in the Classroom.
Some facilities that would enrich the scienceprogram are as follows:
1. Weather Station
2. Greenhouse
3. Museum
4. Planetarium
5. Observatory
0. Room Space Should Be Provided for TeacherCounseling, Checking Papers, Keeping Re-ports, etc.
A space in the project preparation room,separated from main room by glass wall or win-dow where the teacher can check papers andstill have overview of small group work in thelaboratory, is considered desirable. In largerschools a suite of offices for science teachersshould pi, : space for the above purposes andalso researcn and development by the facultymembers.
P. Plumbing or Electrical Facilities Should Be SoLocated That Easy Access for Repair or Re-placement Is Possible.
CHAPTER 2
SPECIAL FACILITIES FOR DIFFERENT COURSES
SPECIAL REQUIREMENTS FOR ABIOLOGY ROOM
Some special needs of the biology room:(Some of these would also be needed in generalscience.)
1. Aquarium and terrarium
2. Germinating beds and soil bins
3. Dust proof case for microscopes and otheroptical equipment
4. Torso and skeleton cabinets
5. Special display space for museum speci-mens, preserved animals and plants
6. Plant and animal growing area
7. Incubator, oven, and refrigerator
8. Towel and soap dispenser
9. Special individual lighting for microscopework as well as good overhead lighting. See Ap-pendix B, "Check LisefOr Teaching Biology."
SPECIAL REQUIREMENTS FOR THECHEMISTRY ROOM
Facilities and equipment primarily for chemistry:
1. A fume hood or forced ventilation shouldbe provided in the classroom. Additional forcedventilation should be located in the chemicalstorage and preparation room. It is also desirableto have an outside window located in the prepara-tion room.
2. The chemical supply table, the prepara-tion table, and the shelves and cabinets for largebottled chemicals should have a wooden ridgesurrounding the table or shelf. The ridge shouldbe high enough to provide a basin for ordinaryamounts of spilled chemicals.
3. If gas is not available for burners, addi-tional electric outlets and circuits are needed inthe room.
4DeH. Hurd, Paul, "The Modern Icience Room," Science Facilities forthe Modern High School, Ch. 5, Monograph No. 2, School of Education,Stanford University, Stanford University Press, pp. 32 and 41.
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4. A special case or shelf for glass tubingshould be provided.
5. Space should be provided for stonewarereceptacles throughout the classroom and prep-aration room. These jars should be easily acceLsible but not in the line of traffic.
6. All painted surfaces in the room, thesinks, sewer lines, floors, and working surfacesshould be of materials resistant to corrosion,tarnish, and moisture damage.
7. A convenient place should be plannedfor a water still and/or a dispenser table or standfor distilled water.
8. Special storage facilities, located at thefloor level, should be provided for large bottlesof liquid chemicals. These shelves should have asmall ridge surrounding them to hold spilledchemicals.
9. At least one metal-lined cabinet shouldbe provided for highly volatile chemicals.
10. Plan for storage area for tote trays, ifthey are to be used. Special cases under the wallcounters are convenient for storing tote traysas these cases can be spread over a distance andthus reduce the congestion in getting and re-turning the trays.
11. Plan a convenient location for the reagentcase and a balance table.
12. Traffi2 control in a room where chemicalsare handled is of utmost importance. Special con-sideration should be given to the planning oftraffic lares to and from the (1) supply table,(2) reagent case, (3) balance table, (4) fumehood, (5) tote tray cabinet and (6) preparationroom to reduce hazards and to make for a smoothflow of traffic.
13. Science rooms in which students are touse chemicals should be designed so as to elimi-nate as many blind corners as possible. This maybe accomplished through the proper location ofcabinets and doors, vision panels it doors andvision strips between the classroom, storagerooms, and preparation rooms.
Additional suggestions:
Poisonous chemicals should be under lock.
A fire extinguisher and safety shower wouldbe most essential in case of an accident.
A fume hood is regarded as absolutely essen-tial.
See Appendix C, "Check List for TeachingChemistry."
REQUIREMENTS FOR PHYSICS
Experiments by students :5
In strong physics courses, the teach-ers place considerable emphasis onstudent experiments. Students workindividually or in pairs, orless de-sirablyin groups of more thantwo. They use physics apparatus, ex-ploring the physical world in a varie-ty of experiments in the sub-areasof physics such as mechanics, wavemotion, sound, heat, electricity andmagnetism, light and atomic and nu-clear physics. Students may investi-gate wave phenomena, measure thevelocity of light, or count particlesfrom a radioactive source. Directcontact with the apparatus and op-portunities for the student to showinitiative, ingenuity, and persistencein his experimental work are mostimportant. The laboratory classusually a group of about 24 studentsideally meets once or twice a weekfor a double period. Although single-period laboratory sessions are prev-alent, many schools at present areattempting to replace them by dou-ble-period laboratory sessions. A40-or 45-minute span of time is justnot long enough for the class to setup its apparatus, carry on reason-ably coherent experimental work,and put the laboratory in order forthe next class. Laboratory classeswith more than 24 students are fea-sible. To conduct them effectively,however, the physics teacher needsa qualified laboratory assistant, andthe school must, of course, make agreater investment in laboratoryequipment.
Experiments by the physics classare carried out on broad sturdy lab-oratory tables, or wall benches, pro-vided with durable surfaces and sup-plied with the necessary services.Some physics equipment is heavy,
5Palmer, R. Ronald and William M. Rice, Laboratories and Classroomsfor High School Physics, A Report of the American Institute ofPhysics Project on Design of Physics Buildings, Educational Fa-cilities Laboratories, Reinhold Publishing Company (1961), pp. '7-10.
tr,
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and much of it requires a stable sup-port so that shaking or jarring thetable will not disturb the adjust-ment of the appayatus. For bothreasons, laboratory tables must bestrongly built with adequate cross-bracing. Table drawers are usuallynot wanted since they are seldomused for apparatus storage and oftenbecome depositories for brokenwires, waste paper, and dust. Phy-sics students sometimes stand,sometimes sit, at their laboratorywork depending upon the task ofthe moment. Hence a convenienttab7e heightusually about 30inchesis necessary for standingwithout excessive bending and forsitting on chairs with knees clear-ing the lower edge of the table.
Overhang of the table top of notless than 21/2 inches provides need-ed room for table clamps that sup-port rods and apparatus. Tapered orthreaded sockets for rods are alsooften provided in the table top.Wood is the preferred material forphysics tables: it is non-magnetic,electrically non-conducting, morequiet than metal, does not dent read-ily, and resists thermal shock. Solidmaple table tops sealed with clearlacquer provides good service. Corro-sive chemicals, apart from batteryliquids, are seldom used in physicsclasses. A variety of non-corrosiveliquids can be spilled on the tableduring experiments, however, andthe table top should be designed ac-cordingly. The handlings of mer-cury by students is not recommend-ed except under extremely carefulsupervision because spillage createsan accumulating health hazard andis expensive. Heat experiments inschools seldom require raising thetemperature of objects beyond theboiling point of water. Hence, an as-bestos pad placed underneath burn-ers, heaters, and containers of hotwater usually provides sufficientthermal protection for the table top.
About 7 square feet of table topshould be provided for each experi-menter. Physics experiments ofteninvolve apparatus that spreads outover the table such as tracks, trays,electrical meters and their connect-ing wires, supporting rods, andswinging pendulums. Ample appa-ratus room and elbow room shouldbe provided. The top of the tableshould be kept as free of obstruc-tions as possible. Gas cocks andeLactrical terminals might well be
mounted on the side of the table or,if this is not possible, in compactgroups near the center of the table.Incidentally, provide ample storagespace against one wall of the lab-oratory for notebooks and text-books that are not needed duringthe laboratory work so that theywill not add to the clutter on thetable. Hooks in the ceiling abovethe tables are used in some schoolsfor mounting student apparatus.
The services most often requiredat student tables are gas and alter-nating current at 120 volts. Cur-.rents required at each outlet seldomexceed 5 amperes. At least fourconvenience outlets for AC and atleast one gas coimection should beprovided for each pair of students.Taps for hot and cold water shouldbe provided at sinks with suitablesplashboards, at least two sinksto a laboratory. Direct-current serv-ices at several voitagesusually 6,30, and 120are needed to varyingextents depending upon the level ofthe physics course. Small directcurrents are provided by dry cells,and steady direct current at 6 voltsby batteries placed on or near thetables. The higher direct voltages,depending upon the degree of regu-lation and the power required, areusually supplied by motor-genera-tor sets or rectifier banks. The out-puts of these central installationsare distributed by panel boards con-trolled by the teacher or by smallerlocal power supplies at the students'tables. Central power systems prop-erly designed and installed, are ver-satile, are centrally controllable bythe teaeher, and generally require asizable initial investment. However,some teachers prefer local powersupplies. While considering the in-stallation of a central switchboard,school planners should look verycarefully at the requirements of theschool and at the relative advan-tages and disadvantages to theschool of central versus local powersupplies with reference to regulationunder load, intitial costs and main-tenance costs, versatility, and stu-dent and teacher acceptance of thedevices. Some other laboratory serv-ices provided in more advancedp hy si cs laboratories, or projectareas in the larger high schools are6.3 volts ac, rough vacuum lines,and compressed air lines. A goodelectrical connection to wet groundis useful within the laboratory. Ifthe school has a radio club, conduits
from the classroom to the roof willbe required for antenna wires.Chemical hoods with exhaust fansare seldom needed in physics labo-ratories. Students who need themoccasionally for projects can usuallyobtain access to them in chemistrylaboratories.
See Appendix D, "Check List ForTeaching Physics."
SPECIAL REQUIREMENTS FOR GENERALSCIENCE
(Junior High, Grades 7, 8, 9)
The junior high or general science roomrequirements are unique to the grade level, butin any case the room must be larger than usualsize classrooms, if it is to serve adequately forscience instruction. A room overcrowded withchairs and students cannot possibly provide forall the essential activities.
1. Fixed wall counter tables and movablecenter room tables seem to provide the flexibili-ty needed for general science.
2. Gas and water are needed and electricaloutlets should be provided in the backsplash ofthe wall counter tables, or in service islands.
3. Special provisions should be made forareas for the keeping and growing of plants andanimals. This would necessitate aquaria, terra-ria, animal cages, germination boxes, etc. Tablespace and microscopes should be provided formicroscopic work.
4. Special provisions should be made forearth and space science instruction such as rockand mineral collections, planetarium, teltncopesand weather equipment.
5. Special table space is needed for 'heconstruction of home-made equipment, the .e-pair of commercial equipment, the preparationsof collections, etc.
6. Display cabinets at this age level are es-pecially significant. These are used for studentprojects, collections, and commercial products.
7. Special study area equipped with books,bookshelves, table, magazine racks, and charts,is a valuable feature to a junior high scienceroom.
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All of the current literature dealing withJunior High Science emphasizes the necessity forlaboratory activities on the part of Junior High
students, not only the 9th grade, but 7th and8th grades as well. This demands more than thescience demonstration desk. Work spaces forstudents in a class situation should be provided.
A statement from the Illinois Journal of Edu-
cation (November 1961) follows :
"An inspection of the physical facilities of
a modern junior high school indicates that thetrend toward making seventh and eighth gradescience a laboratory course has progressed beyondthe point of just being a trend. Many of ourschools today have as complete and functionallaboratories as we would have found in thesenior high schools of a decade ago. Some of these
are equipped with all the common services( gas,water, and electricity) formerly found only insenior high school labs. Fundamental pieces ofequipment in multiples sufficient to allow individ-
uals or small groups to perform experimentsare being provided."
SPECIAL REQUIREMENTS FOR PHYSICAL
SCIENCE SURVEY COURSE
A lecture-laboratory room equipped for the
teaching of both chemistry and physics willserve fairly adequately for the general physical
science course. However, if some earth scienceis included, then facilities for this phase mustreceive attention.
See Appendix A, "A Check List of Facilities
For Teaching General Science in Grades 7, 8, 9."
17
TEACHABLENESS'
A teachable room is one which ex-pedites and facilitates the learningactivities defined by the purposesand objectives of the course. Ateachable room includes physicalfacilities which aid rather thanhinder teaching and learning pro-cesses. In these terms the follow-ing features would be essential ina good classroom.
1. The room has the teaching aidslocated so that they are conven-iently accessible (roll-down projec-tion screens, demonstration suppliesconvenient to the demonstrationtable, etc.)2. The room is easy for the teacherto move around in so as to workwith individual or small group ofstudents.3. The arrangement of equipmentmakes it easy to shift from oneteaching activity to another (dis-cussions to laboratory work to pro-jected materials, for example, with-out serious loss of time or confu-sion.)
4. The room should be so designedas to make possible a wide range ofstudent activities to take place si-multaneously.5. There should be such auxiliarystorage, preparation, and projectrooms (or the equivalent in facili-ties) that make it possible for theteacher to prepare adequately forand to handle several differentscience classes in sequence.
Mai. Hurd. "Factors Basic to the Development of Adequate ScienceFacilities." Ch. 4, op. cit., p. 26.
CHAPTER 3
GENERAL STANDARDSLABORATORY FURNISHINGS
Basic Considerations :
1. Furniture and equipment of average qual-ity or above will likely prove most satisfactory,usable, and most economical. If the budget doesnot permit complete furnishings of the sciencedepartment in one year, quality standards maystill be maintained by adding pieces of furni-ture as budget will permit.
2. The furniture most suitable for the de-partment will depend upon several factorschiefamong which would be the consideration of thedifferent areas of science to be served. Whatsubjects will be taught in the particular room inquestion?
3. If the room is to serve both as a class-room and a laboratory, then the proper selection'of equipment in consideration of space is an evenmore acute problem.
4. Furniture should be selected which isdurably built from well-seasoned or kiln driedlumber and all working surface should be special-ly designed and equipped for the sciences to betaught.
While there is a lack of unanimity of opinionon the best design of laboratory furniture, thereare some points of general consensus on studenttables. Some of these points of agreement areas follows:
1. Where all sciences (biology, chemistry,and physics) are to be taught in the same labo-ratory, the student table should be equipped withwater, gas, and electrical outlets, a center sink,drawers for storage space, acid resistant top, andserving from 2 to 8 students.
2. Where laboratory is used for biology only,the table may or may not be provided with utili-ties, but a sufficient number of sinks, gas, water,and electrical outlets should be available in theroom. Electrical outlets either on the studenttables or wall counter tables are essential formicroscope work. The two-student tables, 2:4, to30 inches wide, are preferred to the longer eight-
18
student tables, but the same 15 two-studenttables required for 30 students may be more ex-pensive. If general science is taught in the roomwith biology, then gas and electrical outlets arestill more essential.
3. Where the laboratory is to serve for phy-sics only, the table should be very durably built,equipped with gas and electrical outlets, andshould have vertical and horizontal rods, and ahard top surface. Power supply units installed inthe tables, or general distribution panels should beconsidered.
4. Where the laboratory is to serve for chem-istry only, it is obvious that acid resistant drains,acid resistant table surfaces, electricity, water,and gas connections, reagent space, and storagedrawers sh.ould be provided. The cup type sinksare preferred to center trough draining into endsink.
5. Facilities for general science in the juniorhigh division, 7th, 8th, and 9th grade, should beadequate to the teaching of general science. Fa-cilities should include: tables, storage and displayunits, utilities consisting of gas, and water andelectricity for student demonstration and experi-mentation as well as for teacher demonstrations.
"Basic considerations" "listed above a r efound also in Mississippi School Bulletin No. 150,Title III, NDEA, Handbook for School Adminis-trations (Sept. 1961).
LABORATORY FURNISHINGS-SECONDARYSCHOOL SCIENCE
Description of the item indicates desirable qualities(specifications which should be sought in selection oflaboratory furniture).
Name of Facility and Description of Facility
Aquariumtank
Blackoutequipment
Boxes
Cases:Display
20-50 gallon, permanent type installa-tion, heavy glass and stone with metalrod supports and air supply outfit.Opaque shades, blinds, curtains.
Window boxes.
Cases suitable for collections, taxidermymounts, projects of special scientific in-terest.
Storage
Cabinets:Storage
Demonstra-tion desk
Laboratoryfume hood
Racks, display,storage
Sink
Stools
Studentlaboratorytables
General pur-pose tables
Biology tables
Physicstables
Chemistrytables
Junior Highgeneral sci-ence tables
Service IslandWhen tablesare notequipped
Germinatingbed
Terrarium
Adjustable shelves, glass or wooden door;or shelf, rack and drawer combination.
Different size compartments fitted toequipment, such as, microscope cabinet,chemicals, etc.
Utility connections; acid resistant top;water, gas, and electrical outlets. Allrooms where science is taught should beequipped with a demonstration desk. Ifnot permanently equipped, a portable desk(portable laboratory on wheels) shouldbe provided with acid resistant top, sinkand water source, and electrical outlets.Powered by at least horsepower ACmotor, acid proof work area, gas andelectrical outlets available.For storage of charts or display of maga-zines.
Wall installation (cabinet type) acid re-sistant construction and plumbing.Durably built, rubber capped legs, heightto match table.All tables should have acid resistant top,should be durably built, non warping, withdrawers and doors easily operated. Fiveor more square ft. of table area per stu-dent should be provided on table surface.Equipped with water, gas, electricity, andsink.
May or may not have water, gas, electricalconnection with sink on the tables but allutilities should be provided in the room.Where tables are not equipped, it is rec-ommended that the room provide 4 to 6water and sink units, 12 to 15 electricaloutlets (for microscope lamps and otherpurposes) 6 or more gas outlets.Very hard top finish, strong and durable,vertical and horizontal bars, gas andelectrical connections.
Tops very acid resistant non-corrosivesinks or drains, equipped with water, gasand electrical connections, and storagedrawers or cabinets.Refer to "General Purpose" specificationsor description in General Standards Lab-oratory Furnishings Page 24, SecondaryScience, Title III, NDEA List.Equipped with, gas, electrical andconnectionsacid resistant sink.
water
Durably built, drain facilities, casters pre-ferred.Durably built, glass doors or windows.
19
Wall countertablesIm-portance de-pendent upontables andother furni-ture in roomElectricalpower sup-ply powerunit
*Bulletinboards
*Chalkboards
Laborato-vcart*Book 7:helvesor bc.:1,,..clseand studytable, if roomsize permits
Microscopecase
*Periodicaldisplay rackPreparationor projectsroom wallcounter unit
Darkroomtable
Reagentshelves
*Notebookcases
*Key cases
Wall screen
Cabinet type, acid resistant top, (shouldprovide sufficient electrical outlets, sinks,water and gas connections in part or allof the units.)
Low voltage AC and DC. Variable AC andvariable DC, with circuit breaker, 5 ormore amp. capacity. For special electron-ic equipment, higher voltage units shouldbe acquired according to the demands ofthe application.
Sliding, multiple boards which may alsoprovide some storage area should be con-sidered. This may be mounted as to con-stitute a movable wall between laboratoryroom and storage room.A portable unit with plane top and one ormore shelves, large casters.
Containing 15 or more compartments
Sink, acid resisthnt top, i.torage space,equipped with water, gas, and electricity.
Acid resistant top, sink, storage drawersor cabinets, equipped with gas, water, andelectricity.
Open shelving.
60" by 60" or approximate size, mountedon brackets, spring roller.
Chart racks May be wall mounted for spring rollercharts.
*Towel andsoap dis-pensers
The above items and similar specification are alsolisted in Mississippi School Bulletin No. 150 (Title III,NDEA), with the exception of those marked with anasterisk.
CHAPTER 4
REMODELING THE SCIENCE LABORATORY
In some cases, existing facilities may beconverted into much improved teaching spacethrough remodeling. Three adjacent classroomsend to end may be made into two combined labora-tory classrooms through the removal of two wallsand the construction of storage and preparationrooms between the two new rooms.
Plumbing facilities may be installed for stu-dent tables, instructors' desks, sink units, gas out-lets or fume hoods. This is a comparatively simpleprocess through wood floors. If the floors areconcrete then special precautions should be ob-served in regard to safety features with respectto gas installation. Local gas companies likely canadvise on the matter. For natural gas installation,information can be obtained from Southern Build-ing Code, a guide which may be available throughthe local ins company.
20
For liquid gas installation, check with theL. P. Gas Division of the State Motor VehicleComptroller Office.
Frequently there is an urgent need for morestorage space. It may be possible to convert adja-cent utility rooms to storage rooms. In some cases,a wall may be removed to enlarge the teachingspace and a storage room constructed in the newaddition. Separate storage rooms for chemicalsapart from electronic and mechanical equipmentare very desirable.
In considering the annexation of storagespace one may consider also the possibility ofsolving the problem through acquiring storagecabinets, wall counter tables with storage space,or new student tables fully equipped with stor-age compartments.
BIO
LOG
Y D
EP
AR
TM
EN
TC
OP
IAR
ft.LI
NC
OLN
JR
.CO
L.6'
MI5
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vd0o
pt b
yhi
tIbt
h c
ic1(
AI.
Afi
s4S.
Sc4
00l S
urny
Cat
Rem
odel
ing
at C
opia
h-L
inco
ln J
unio
r C
olle
ge a
nd A
HS
A th
orou
gh r
emod
elin
g an
d re
nova
tion
was
don
e in
the
Bio
logy
Dep
artm
ent a
t Cop
iah-
Lin
coln
Jun
ior
Col
lege
and
AH
S. T
he a
ccom
pany
ing
sket
ch s
how
s th
e ro
om a
ppea
ranc
ean
d ar
rang
emen
ts a
fter
rem
odel
ing.
Tab
les
are
arra
ngie
dar
ound
the
wal
l sin
ce p
lum
bing
and
wir
ing
can
be p
rovM
ed m
uch
mor
e ec
onom
ical
ly in
this
arr
ange
men
t tha
n th
roug
hth
e fl
oor.
The
con
cret
e fl
oor
was
cov
ered
with
new
con
cret
ean
d th
en c
over
ed w
ith ti
le. L
arge
sto
rage
roo
ms
and
proj
ect a
reas
ope
n ne
ar th
e de
mon
stra
tion
desk
.
PH
IS1C
S--
CH
EM
IST
RY
LA
&C
AN
TO
N H
IGH
SC
HO
OL
Rem
odel
ing
at C
anto
n H
igh
Scho
ol
GE
NE
RA
L. E
QU
IPM
EN
T M
AN
UF
AC
TU
tEid
Inst
alla
tion
of p
lum
bing
and
wir
ing
thro
ugh
a w
oode
n fl
oor
mad
epo
ssib
le th
e eq
uipp
ing
of a
phy
sics
-che
mis
try
room
with
mod
ern
stud
ent t
able
s.T
hrou
gh th
e co
nstr
uctio
n of
a p
artit
ion
in th
e ol
d sc
ienc
e ro
om, s
tora
ge s
pace
was
crea
ted.
A f
ume
hood
and
dis
play
cas
es, n
ot s
how
n in
dia
gram
, wer
ead
ded.
The
tabl
es w
ere
equi
pped
with
lab-
volt
units
in a
dditi
on to
wat
eran
d ga
s fa
cilit
ies.
Cha
ir a
rea
is a
t the
fro
ntof
the
room
.A
t the
sam
e bu
ildin
g tw
o ad
jace
nt c
lass
room
s w
ere
conv
erte
d in
to a
larg
e bi
olog
y-ge
nera
l sci
ence
roo
m b
y re
mov
ing
a pa
rtiti
on a
nd c
onst
ruct
ing
stor
age
spac
eat
the
end
of th
e ne
w r
oom
. Thi
s ro
om, t
oo, w
as e
quip
ped
with
new
stud
ent
tabl
es, d
emon
stra
tion
desk
, aqu
ariu
m, g
erm
inat
ing
bed,
a c
orri
dor
disp
lay
and
othe
r un
its in
mod
erni
zing
this
par
t of
the
scie
nce
depa
rtm
ent.
CHAPTER 5
AUDIO-VISUAL FACILITIES FOR SECONDARY SCIENCE TEACHING
Special attention should be given to audio-visur,i facilities in the initial planning stages.Facilities may be considered in the categories ofprojection facilities and non-projection facilities.
NON-PROJECTION FACILITIES
In the non-projection classification, we con-sider models, charts, mounted and preserved spec-imens, museum specimens, a continued experi-ment, pictures, factory or commercial productsand student projects ; these facilities requirespace for display.
Glass enclosed disy cases may serve partof the need. Further display space may be provid-ed by proper size shelves. A wall display visiblefrom the corridor motivates both the exhibitorsand the observers. Attractive displays are con-tinuous centers of interest and learning, and theyshould be well lighted.
Shelves and ledges may be provided for dis-plays of mounted specimens. Cork boards may beinstalled for displaying pictures, posters or mount-ed plants. A tack board should be installed at eyelevel, located where it is easily visible to students.Avoid glare from windows and other sources oflight.
Charts may be acquired in a set which aremounted on rollers in a rack attached by bracketsabove the chalk board. If the wall mounted chartsare not provided, then charts on a roller basewould be preferred to the tripod non-roller type.
A filing cabinet should be provided for clip-pings, pictures, bulletins, charts and other print-ed materials useful to science instruction.
PROJECTION FACILITIES
The use of projected material involves specialattention in planning since projection requiresspecial provisions. The problem of projection in-cludes the important consideration of darkeningfacilities, electrical outlets, r eens, and ventila-tion.
Electrical outlets are essential, and should be
23
provided at the front and rear of the room in addi-tion to other outlets. Room may be effe?fivelydarkened through the use of roller shades, drapes,or venetian blinds. Venetian blinds of special de-sign and installation may do effective darkeningand at the same time harmonize with colors inthe room.
A wall-mounted screen 60 inches to 70 inchesin width and length is most satisfactory. Thisroller screen may be mounted on brackets abovethe chalk board where it is readily pulled down foruse.
Proper ventilation of a well-darkenPd roomis rather difficult. Some ventilation is affordedthrough the use of venetian blinds. More ventila-tion may be obtained through the use of drapessuspended from a track at the ceiling, at a dis-tance of about one foot from the windows andtwo feet from the floor ; however, equipmentabout windows in some science rooms may pre-sent obstructions to the use of drapes.
Where projection equipment is readily avail-able in the science room or in the department, botheffective and efficient use can be made of theequipment. It is assumed that through the match-ing funds of NDEA practically all schools haveattained this standard.
In most cases a projection stand with pro-jectors should be in the back of the room andready for use with a minute's preparation. Oper-ating troubles are kept at a minimum when onlyone or two persons operate and handle the partic-ular projector.
Mississippi School Bulletin No. 150 (TitleIII, NDEA) lists projectors and minimum specifi-cations.
Projection equipment most often used forsecondary science are motion projector, film andslide projector, microprojector and overhead pro-jector. The latter has a great potential for scienceinstruction yet has not attained the full measureof its potentiality. This may be due to lack ofmaterials or acquaintance with the machine. Careshould be given to the selection of projectors con-
sidering, ease of operation, lamp brilliance, main-tenance service, cooling system, and many otherfactors.
Record players and tape recorders are find-ing more use for science. Records are now avail-able on bird songs and call notes, frog voices, in-sect sounds, and so on. Some scientific lecturersor other programs are on disc.
24
Tape recorders may be effectively usedthrough recording TV or radio programs and re-producing these in the classroom. Schools locatedin areas where there are educational TV or radiostations have a great advantage in this regard.
Further discussion on audio-visual facilitiesis given in Chapter 2 of Part II.
CHAPTER 6
PHOTOGRAPHS OF HIGH SCHOOL LABORATORIESIN MISSISSIPPI
GREENWOOD JUNIOR HIGH SCHOOL
Greenwood, Miss.
1
.4/
sirs Siwo
x
4.401461000 MAO Mai ,14,Witiatig
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*how to a CIMINO1401116 141/1
arnimideortut..;
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Note the spring roller charts mounted in rack. The room is equipped with installed wall counter tableswater, gas and electricity as well as the teacher's demonstration desk as shown in photograph.
MM.«NW,
providing
Another science room at the same school. Note the wall counter work table with storage. All science rooms at the schoolunderwent remodeling to provide work spaces for total laboratory classes. Utility table o.nd laboratory cart are in theforeground. Teacher's demonstration desk is at the other end of room.
25
s-,
LEXINGTON HIGH SCHOOL
Lexington, Miss.
4
a
ft1........1._ 1
,
Good lighting as shown here is m ost essential for microscope work.Shielding of light fixtures no doubt has been provided.
all.
Fume hood and wall counter sink unit.
26
1
I
GULFPORT HIGH SCHOOL
Gulfport, Miss.
-
*
if
-;f
BIOLOGY ROOMOne of the two biology rooms connected by a projects room with large aquarium and other equipment. Equipmentis readily accessible from the large storage area between the two rooms or from the wall counter storage units.
-
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PHYSICS ROOMTables here each provide for four students. There are book recesses for each student in the table. Chalk board isOn the side as well as the front for problem work and drawings required in physics.
27
PHILADELPHIA HIGH SCHOOL
Philadelphia, Mississippi
PHYSICS-CHEMISTRY ROOM--LECTURE AREA
Note the panel chalk board behind which is storage area. Note display and storage cabinets where equipment is
accessible to teacher.
WY'
I .
ti
.
a
PHYSICS-CHEMISTRY ROOMLABORATORY AREA
Note the preparation area behind fume hood with table sink unit, storage shelves, cabinets and peg board for
glassware.The tables are fully equipped including the lab volt units supplying variable AC and DC voltages.
28
PHILADELPHIA HIGH SCHOOL
Philadelphia, Mississippi
BIOLOGY ROOMLECTURE AREANote skeleton models, display cases, demonstration 'desk, and laboratory table in the foreground.
f
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BIOLOGY ROOMLABORATORY AREAIn addition to well-equipped students tables, work tables are provided with sinks as seen at the left. The wallcounter unit provides additional space for storage, aquarium, and general utility.
29
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LEFLORE COUNTY HIGH SCHOOL
44.-4
Itta Bena, Mississippi
5 -t-- "ra'
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BIOLOGYGENERAL SCIENCE ROOMObserve the demonstration panels of equipment for general science.
;14';7
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5.
BIOLOGYGENERAL SCIENCE ROOMObserve the tables situated about the Service Island. Note the weather station equipment in the adjacent growingroom. The weather station was later installed just outside the windows by this room.
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30
LEFLORE COUNTY HIGH SCHOOL
Itta Bena, Mississippi
^
CHEMISTRY-PHYSICS ROOM
The students are working with semi-micro chemistry equipment obtained from a drawer in each desk.
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CHEMISTRY-PHYSICS ROOM
Note the fully equipped fume hood in the foreground. Preparation area (not shown) is just back of fume hood.Very much experimental equipment was later added after the initial installation of the principal laboratory facilities.
31
GREENWOOD SENIOR HIGH SCHOOLGreenwood, Mississippi
1 k
t
,
Am..-
BIOLOGY ROOM
Above the wall counter table at the periphery of the room, a ledge provides for the display of student projectwinners of former science fairs. A science demonstration desk joined by teacher's desk provides for class demonstra-tions and necessary paper work. Students are studying some of the commercial models found in the room.
CARTHAGE HIGH SCHOOL
Carthage, Mississippi
Loaf
,
4111111! .41.
CHEMISTRY-PHYSICS ROOM
Tables and fume hood stand out in this picture. The fume hood installation permits working from either front orback sides.
32
NATCHEZ-ADAMS HIGH SCHOOL
Natchez, Mississippi
Laboratory tables are at the periphery of the room. A large teacher's demonstration desk is seen at the front of
the room.
tl-" '4"
BILOXI HIGH SCHOOL
Biloxi, Mississippi
111111..---44144
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.
Equipment seen here had just been installed when photo was taken. Some special f eatures here are the 2-studentphysics table, large teacher's demonstration desk, and student notebook file.
33
NO
RT
HW
EST
JU
NIO
R H
IGH
Mer
idia
n, M
issi
ssip
pi
Thi
s pl
an p
rovi
des:
1. W
all c
ount
er ta
bles
with
sto
rage
cab
inet
s an
d si
nks
on o
nesi
de a
nd a
t the
rea
r of
the
room
s. 2
. Pro
ject
room
s av
aila
ble
to b
oth
room
s as
wel
l as
ajo
int s
tora
ge a
nd d
arkr
oom
. 3. A
roo
mw
hich
is a
lmos
t squ
are
and
whi
ch a
dapt
s its
elf
to b
ette
r ut
iliza
tion
of s
pace
. 4. W
all d
ispl
ay c
ases
.5.
Pro
vide
s fo
r us
e of
eith
er ta
bles
or
tabl
et a
rm c
hair
s in
cen
ter
area
. (In
this
cas
e ta
bles
are
used
.)
Sugg
estio
n: M
ore
mig
ht h
ave
been
pro
vide
d in
both
cla
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om a
nd s
tora
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rea,
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Thi
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gh w
all i
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nd e
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stea
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pro
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ng th
ese
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ter
area
. 2. F
lexi
bilit
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able
s m
ay b
e m
oved
to th
e w
all f
acili
ties
for
cert
ain
expe
rim
ents
. 3. S
tora
ge s
pace
Stor
age
spac
e is
ava
ilabl
e to
stu
dent
s an
d te
ache
rs. 4
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Indi
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In p
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nce
by H
owar
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tate
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ent
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(Aug
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e fu
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spec
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l-eq
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cien
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acili
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atte
stto
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philo
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the
scho
ol a
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istr
atio
nan
d st
aff
inth
eir
effo
rts
to m
ake
adeq
uate
pro
visi
ons
for
scie
ntif
ic tr
aini
ng f
or a
sch
ool o
fth
is s
ize.
The
sci
ence
are
a co
nsis
ts o
f:1.
Che
mis
try-
Phys
ics
Roo
m-w
hich
is a
com
bina
tion
lect
ure-
lab
with
tabl
es a
t one
end
and
cha
irs
at th
e ot
her
end.
2. S
emi-
mic
ro c
hem
istr
y eq
uipm
ent i
s pr
ovid
ed a
nd k
ept i
n th
e ta
bles
. 3.
Prep
arat
ion
Roo
m-b
ack
of th
e fu
me
hood
.4.
A d
arkr
oom
with
ope
ning
to c
orri
dor
disp
lay
case
s. 5
. Gen
eral
Sto
rage
Roo
m 6
. Gen
eral
Sci
ence
-Ilio
logy
Roo
m-
equi
pped
with
tabl
es a
bout
ser
vice
isla
nds.
7. A
ssem
bled
dem
onst
ratio
ns p
anel
s of
exp
erim
enta
l equ
ipm
ent m
ount
edat
the
wal
l. 8.
A g
reen
roo
m o
r gr
owin
g ro
om. 9
. A w
eath
erst
atio
n ju
st o
utsi
de th
e B
iolo
gy-G
ener
al S
cien
ce R
oom
.
Wal
l cou
nter
tabl
e sp
ace,
rea
gent
she
lves
, dis
play
cab
inet
s,sl
idin
g pa
nel c
halk
boa
rds
are
avai
labl
e to
stu
dent
sfo
r sc
ienc
e in
5tru
ctio
n.T
he c
hem
istr
y-ph
ysic
s ro
om is
26
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y- 4
7 ft
., 8
inch
es.
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bio
logy
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eral
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ence
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y 39
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ches
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Thi
s pl
an p
rovi
des:
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wal
l arr
ange
men
t of
stuf
lent
tabl
es in
che
mis
try-
phys
ics
room
with
a ch
air
seat
ing
spac
e on
one
sid
e ne
ar th
efr
ont.
2. A
bio
logy
-gen
eral
sci
ence
roo
m w
ith ta
bles
to a
ccom
mod
ate
3 st
uden
ts e
ach
for
both
lect
ure
and
labo
rato
rypu
rpos
es. 3
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side
rabl
e st
orag
e sp
ace
arou
nd th
e w
alls
and
a c
entr
al s
tora
ge a
rea.
4. C
entr
al s
tora
ge a
nd p
r oj
ects
area
acce
ssib
le to
teac
hers
and
stu
dent
s of
bot
h ro
oms.
Con
side
ratio
ns:
As
an a
ltern
ativ
e so
me
may
pre
fer
the
2-st
uden
t bio
logy
tabl
es to
the
3-st
uden
t tab
les.
Au.
..,24
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ficT
sam
oom
eas
v.
Che
mis
try-
Phys
ics
and
Bio
logy
Thi
s pl
an p
rovi
des:
1. S
epar
ate
area
s in
the
sam
e ro
om f
or I
ectu
re-d
iscu
ssio
n, a
nd la
bora
tory
act
iviti
es.
gene
ral e
quip
men
t acc
essi
ble
to b
oth
room
s, a
nd s
tora
ge a
rea
in c
ount
er w
all
tabl
es a
sC
lose
r ob
serv
atio
n of
stu
dent
wor
k by
con
cent
ratin
g st
uden
t tab
le.:
in o
ne a
rea.
Con
side
ratio
ns:
1. T
he b
iolo
gy r
oom
mig
ht h
ave
had
a do
or a
t the
rea
r of
the
room
. 2. A
dditi
onal
sin
k un
its in
the
biol
ogy
room
at B
2 an
d IV
loca
tions
wou
ld b
e us
eful
.
AN
N O
at C
alliN
CT
Um
111
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INIC
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SN
60
247
Thi
s pl
an p
rovi
des:
1. A
che
mis
try-
phys
ics
room
with
sin
ks in
wal
l cou
nter
are
a ra
ther
than
the
tabl
es. 2
. Sto
rage
roo
ms,
pre
para
tion
room
s an
d a
dark
room
acc
essi
ble
for
teac
her
use
at th
e ne
arby
dem
onst
ratio
n ta
bles
. 3. M
ovab
le b
iolo
gy ta
bles
with
som
e w
all s
inks
, a d
esk
chai
r ar
ea in
gen
eral
sci
ence
roo
m.
Con
side
ratio
ns:
1 T
able
s in
phy
sics
-che
mis
try
room
mig
ht h
ave
been
mov
ed f
arth
er to
war
d th
e re
ar a
llow
ing
mor
e ch
air
area
in th
e fr
ont o
f th
e ro
om. 2
. The
Gen
eral
Sci
ence
roo
m m
ight
be
equi
pped
with
wal
l cou
nter
tabl
es o
r ta
bles
of
othe
rty
pe th
roug
h th
e ro
om, p
rovi
dihj
stu
dent
wor
k ar
ea. 3
. Mor
e sp
ace
in b
iolo
gy a
nd g
ener
al s
cien
ce r
oom
s w
ould
be
desi
rabl
e.
111111111240"
RIAINNG CalTER
TYPE N DISKS
STORAGE CABINET
II IIIII FlTAILIT AIM OURS
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DEMONSTRATION DUK
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011K
PIEPARATION INXIN
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0
WALL COUNTER
STORAGE ROOM AM OARKINION
CANNET
Physics and Chemistry RoomThis plan provides:
1. Sufficient spacefor chairs in center area with tables around the walls. 2. For varied group and individualactivities. For example: experiments, project work, construction and repair, reading, and use of audio-visual aids.3. Tables fully equipped with utilities and storage space.
Considerations:A door might be added to connect preparation-storage room to adjacent roam allowing for expansion with increase
in enrollment.*Drawing reprinted from School Facilities for Science Instruction, National Science Teachers Association (1954.)
40
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1. F
or m
ore
spec
ializ
atio
n in
fac
ilitie
sbio
logy
, phy
sics
, che
mis
try,
and
phy
sica
lsc
ienc
e. 2
. For
the
need
s of
larg
er s
choo
ls. 3
. Tw
o co
mm
unic
atin
g bi
olog
y ro
oms
with
larg
e pr
ojec
t roo
m a
nd s
tora
ge r
oom
betw
een
them
. The
bio
logy
tabl
es a
re u
sed
for
both
lect
ure
and
lab.
4. A
n as
soci
ated
gro
win
g ar
ea la
bele
d as
gre
enho
use.
5. S
epar
ate
phys
ics
and
chem
istr
y ro
oms,
eac
h w
ith s
tora
ge a
nd d
ispl
ay s
pace
. 6. A
sepa
rate
phy
sica
l sci
ence
roo
m.
The
sci
ence
dep
artm
ent a
t Gul
fpor
t Hig
h Sc
hool
is in
a s
epar
ate
scie
nce
build
ing.
The
ske
tche
s sh
ow th
e co
rrec
t pos
ition
s of
bio
logy
and
pra
ctic
al p
hysi
cal s
cien
cew
ith r
espe
ct to
one
ano
ther
,al
so th
e po
sitio
n of
phy
sics
lab
in r
elat
ion
to c
hem
istr
y; h
o w
ever
, the
phy
sics
-che
mis
try
win
g is
not
pro
perl
yor
ient
ated
in th
e sk
etch
. The
phy
sics
-che
mis
try
win
g ac
tual
ly o
ccup
ies
a po
sitio
n at
rig
ht a
ngle
s to
the
othe
r w
ing
with
phy
sics
and
phys
ical
sci
ence
in ju
xtap
ositi
on.
PART II
ELEMENTARY SCHOOL SCIENCE FACILITIES
CHAPTER 1
GENERAL AND SPECIAL FACILITIES REQUIRED
Science experiences in the elementary schoolare a part of the total education of the pupil. Itis difficult, if not impossible, to isolate these ex-Deriences from the total school program. How-ever, a definite program in science must be fol-lowed if the formative skills, attitudes, interestsand knowledge in science are to be developed atthis important early age.
Even though science is usually taught in aself-contained classroom in the elementary schoolby a classroom teacher who is often not a special-ist in science, certain facilities, equipment andmaterials are essential if a good program, oreven an acceptable program, is conducted inscience. It is the purpose of this bulletin to coverthe subject of facilities rather than materials,yet certain basic materials are included for dis-cussion at this level.
I
SPECIAL FACILITIES NEEDED FORSCIENCE INSTRUCTION
The elementary age child acquires sciencefacts and concepts through many types of mediaof communication. In view of this principle, theelementary school classroom should be equippedwith special facilities to permit learning througha variety of learning techniques. This requiresmany facilities to be used either by the studentor teacher, or both. The presence of such facili-ties for science in the classroom will not deterbut rather w;11 aid the instruction in other areas.This is iv ularly true when the teacher seesscience integrated part of the total learn-ing e, ,:lces.
For the use of a variety of techniques, theclassroom should contain the following:
1. Demonstration table, mobile for teacheruse. The' usual type is a portable table, on casters,chemically resistant top, a small stainless sinkwith a pump faucet, fresh water and waste tanks(polyethelene), shelves possibly with trays, re-movable Green law arm, and an electrical recepta-cle with connecting cord. The table is high enoughthat pupils may easily see the demonstrations.
44
2. Work table for childrenOne or moretables may be provided where students may sitor stand, handle materials, and receive instruc-tion. A movable table (with or without casters),either rectangular or circular, where studentsmay work all around the table is better in someways than the fixed table. For a group of 30 aminimum of 18 sq. ft. of working table spaceshould be available. Additional table space is re-quired for the use of tools.
3. Wall counterThe fixed wall counter tablewith shelves, doors and drawers, and a water-sink unit is becoming standard equipment inelementary classroom construction. This providesstudent work area, display space, and storagespace. The wall counter unit should be coveredwith a heat resistant and chemically resistantmaterial such as formica.
4. Germinating bedThe germinating bedmay be or casters, with drain, and contain auxil-iary shelf space for pails of soil, sand, peat, etc.Window frames or boxes may also provide germi-nating and growing arc a.
5. Aquarium A 5 to 10 gallon aquarium inevery room stimulates interest in aquatic lifeand increases interest in many biological princi-ples.
6. Water and sink unitIf sink is not provid-ed in wall counter unit, then a separate sink unitshould be in the classroom.
7. Cages and casesCages for keeping ani-mals and cases for display of science materialsare needed in the elementary classroom. Casesare useful for collections such as insects, rocks,shells, seeds, and products from !ndustrial pro-cesses such as petroleum products.
8. GlobeA terrestrial globe and possibly anastrJnomical globe are needed for science relatedinstruction. Plain slated globes, too, are desirable.
9. MicroscopeAt least one good microscopein every room is very desirable.
10. Microprojector, Motion Film Projector,Filmstrip Projector, Opaque ProjectorThese
should be available from some central storageroom accessible to all teachers. If funds shouldpermit every room to have a projector, then itmay be more ideally equipped.
11. Science kitThe science kit idea is anattempt to equip the classroom with a minimumamount of demonstration and experimental equip-ment for the doing of a number of experiments.Such a kit contains a variety of possibly unrelat-ed items. A more specialized type of kit consistsof related items adapted only to a specific pur-pose such as a radio kit. A kit is usually insuffi-cient in that it lacks many necessary items fordoing all experiments that a class desires to do.The classroom should be equipped with at leastbasic equipment and materials recommended bythe State Department of Education on the TitleIII, NDEA, Elementary Science List. When theclassroom is provided with the basic items con-tained in the list, a very definite attainment hasbeen made in realizing a more adequate elemen-tary science program.
12. Electrical outlets----This important facilityshould not be overlooked. Outlets should be avail-able both at the front and rear of room, at thewall counter unit and possibly elsewhere. Theuse of audio equipment and projection equipmentdemands electrical outlets. Hot plates and otherequipment require the 110 volt outlet.
GENERAL FACILITIES FOR ELEMENTARYSCIENCE
The following items are needed for scieneuse and other instructional purposes.
Storage Cabinets
Teachers always need storage space formaterials, equipment, and supplies. Some storagespace may be built in accord to the plan of roomconstruction, but building plans should provide forlocation of cabinets as needed. Cabinets withadjustable shelves are more adaptable. A mini-mum of 12 ft. of 18 inch shelf space is desirablefor science. More is needed for other purposes.
Projection Screen
A standard roll type projection screen maybe mounted 18 to 24 inches above the chalk boardon special brackets. Screen size 50" by 50" up to70" by 70" will serve needs of the classroom.
Book Cases
Open bookshelves or bookcases are required
45
for supplementary texts, reference books andspecial interest readers.
Filing Cabinet
A filing cabinet for pupil records, reports,science clippings and pictures, and other classi-fied material should be available and accessibleto the teacher.
Display Boards (Bulletin Board)Science bulletin boards are valuable aids to
learning. Frequent changes with up-to-date ma-terial will capture students attention. All classmembers, or possibly a rotating committee, shouldbe utilized in keeping up the bulletin board.
Chalk BoardThe chalk board is a most important facility.
Sliding panel chalk boards and reversible chalkboards on stands have gained widespread accep-tance. Metal chalk boards with magnetic piecesare useful. They are used for display or for de-veloping a story in a way similar to a flannelboard.
Room Darkening FacilitiesThe room must be darkened for projection
purposes and certain experiments requiring dark-ness. Opaque roller shades, venetian blinds ordrapes may be effective darkening facilities.Regulations of Title III, NDEA in Mississippipermit the darkening of one half of the class-rooms of an elementary school on a reimbursablebasis, if proper darkening facilities are acquired.This means that if all rooms are darkened in anelementary classroom building, NDEA fundswould pay 1/4 of the cost.
Science CenterA classroom may have a certain designated
area known as the Science Center. It is an areaof the room where special attention is drawn toscience. It may contain exhibits, charts, globe,pictures, tables, work counter, or other specialfacilities for science. The experimental equip-ment might also be kept in this area. Whetherequipment is kept here or in other room area, theroom should be equipped with many items ofequipment such as balances, batteries, magnets,compasses, thermometers, beakers, glasses, mi-croscope, globe, lens, mirrors, motors, aquarium,measuring devices and many other items.
Laboratory CenterCertain types of equipment and materials
may be shared by a number of classrooms in the
elementary school. The central storage room orlaboratory center provides for keeping of suchequipment. The laboratory center should be ac-cessible to all teachers (but not in the principal'soffice) where teachers feel free to take equipmentfrom the center to the room according to estab-lished policies. Shared equipment ordinarily foundat the center may be electrical meters, micropro-jector, microscopes, motion projectqr, opaqueprojector, film and filmstrips, models, plane-tarium, telescope, vacuum-pressure pumps, otherequipment, and stock quantities of materials andsupplies.
In some cases, science kits and mobile demon-stration desks may be shared by 3 or 4 teachers;but experience has shown that the use of thistype of equipment is far more extensive andsatisfactory if readily available in the room. Dis-play space for sharing, on a school-wide basis,the tangible results of children's work in elemen-tary science also is desirable. If a small room isavailable, it may be provided with such displayspace as well as with cupboards for the storage
of equipment. Display cabinets may be located inthe halls of the school if sufficient space is avail-able.
In those schools where teaching of scienceis the responsibility of a specialist, a laboratorymay be provided. This laboratory should be equip-ped so that a minimum of 4 square feet of mar-resistant working space is available for eachchild. The number of electrical and gas outlets,storage cupboards, open shelves for equipmentand books, window shelves, aquarium tables, anddisplay cabinets and/or shelves needed in thelaboratory will be estimated best by the sciencespecialist, who should be consulted before re-modeling is undertaken. Each laboratory shouldhave dark shades and at least one sink. In someinstances, a demonstration table equipped witha sink, an electrical outlet, a gas outlet, and asupport stand for suspending certain items ofapparatus will also be useful.
RemodelingThe Purchase Guide preparedby the Council of Chief State School Officerscontains a special section on remodeling for scienceat the elementary school level.
46
CHAPTER 2
AUDIO-VISUAL AIDS AND MATERIALS FOR ELEMENTARY SCIENCE
Visual aids are very effective means ofcommunication at the elementary level. The lackof adequate vocabulary necessitates the use ofvisual communication, yet the principle still holdsthat the visual impression when supplementedby the audio component is far more effective.
Audio-visual aids mean much more than"showing a film." There are many devices otherthan film and film projectors which may be val-uable in acquainting students with the exact na-ture of some object or substance, or with someconcept. The more frequently used audio-visualaids are chalk boards, charts, diagrams, picturesfor the bulletin board or pictures shown byopaque projector, models and specimens, as wellas motion picture films, filmstrips, and colored orblack and white slides.
When live or preserved specimens are used,children have opportunity to have direct exper-iences. The actual object, industrial plant, animal,etc., should be observed wherever the conditionswill permit. Models, pictures and other symbolsare only convenient substitutes for the actualobject in the classroom.
Full use should be made of the nearby natureareas, museum, zoo, or other scientific places.
PicturesMany teachers keep a file of pictures which
have either been purchased as a set or clippedfrom various magazines. The room should have ex-tensive bulletin board area for display of pictures.Pictures in books and magazines may be identi-fied by subject, book, and page reference for usein opaque projector, and a record kept of thisdata.
ChartsA great number of charts of elementary
science have been produced by the major chartand map companies. In addition to these a greatnumber of industrial companies and other agen-cies offer special science charts free to schools.Among these would be U.S. Steel, General Motors,Westinghouse, General Electric, National Founda-tion, and many others.
47
Films (available for purchase)
138 Coronet films correlated with texts, in-termediate level (4, 5, 6)
E. B. F. Films Science for the Space Age(grades 5 to 9) 15 films of the Basic PhysicalScience series
International Film BureauNatural LifeSeries and others
McGraw Hill Correlated text films, lifescience and physical science Primary and middlegrades
United World FilmsThe Living ScienceSeries (Physical Science) all grade levels
Film Associates of CaliforniaSeveral onlife science and physical science, elementary andjunior high
Colonial Films
Free loan films in Mississippi
Schools not members of one of the coopera-tive film libraries still may find free loan filmsavailable. Some sources of free loan films forelementary science are listed below:
1. Miss. State Board of Health
2. Mississippi State Game and Fish Commis-sion
3. Mississippi Agriculture Extension Serv-ice, Mississippi State University
4. Educators Guide to Free Film, EducatorsProgress Service, Randolph, Wisconsin
5. H. W. Wilson Film Guide, 950 UniversityAvenue, New York, N. Y.
6. U. S. Government Films, Bulletin No. 1,Supt. of Documents, Government Printing Office,Washington, D. C.
7. Various sponsored film librariesFilmstrips
Most schools are able to stock and keep onhand a certain number of selected filmstripsfor the teaching of sciencel. These should be
carefully selected (previewed before purchased)and acquired for use for a very definite instruc-tional purpose. They may be good aids to instruc-tion, but care should be exercised in obtainingonly those which fit in with the topic and aimsof instruction.
Some producers of filmstrips are:
Encyclopedia Britannica Films Jam Handy, Inc.
Society for Visual Education Children- s Press
Curriculum Films McGraw Hill
Eyegate
Proiectors
Popular Science
A 16mm motion picture projector and afilmstrip projector should be available for everyclassroom. The opaque projector can be a valuableteaching device in the hands of a versatile teacher.The room should be equipped with room darken-
ing facilities to obtain best results. The overheadprojector has the special advantage of projectinga figure, drawing, etc., as the teachers developthe story under normal lighting conditions.
Science RecordsSome good records are avAable. Among
those are several records available from CornellUniversity with titles such as "Songbirds of A-merica," "Voices of the Night" (toads andfrogs), and "The Songs of Insects."
Available from Stanley Bomar Co., Valhalla,New York, and Flicker Records, Old Greenwich,Connecticut, are recoi ds of many different birdsongs. "Science of Sound" and "Science in OurLives" and a number of other science recordsmay be obtained either from Mississippi SchoolSupply Co., Jasper Ewing, or Herschel Smith,Jackson. These companies also handle some of thefilms and filmstrips listed above.
48
CHAPTER 3
BASIC EQUIPMENT AND MATERIALSFOR ELEMENTARY SCHOOL SCIENCE
An effort to provide some scient;fic experiences inthe total school program of the elementary school shouldbe made at once with the equipment on hand and thatwhich can be obtained locally.
Then the following items, regarded as basic, shouldbe supplied to each elementary classroom as quickly asposs ible.
ITFMS DESCRIPTION
Animal cages-Collapsible, glass, r.gidobservation ofsmall animalsMuarium Minimum size 6 gal.Aquariumequipment
Dip netSand andgravelAir linevalve
Asbestos Sheets for heat insulationboard
Balance, Har- Flat pan balancesyard TripBall and ring For expansion when heatedset
Brass, 3 way
Batteries, drycell
Beakers,pyrex
Bell, electric
Books
Bottles, widemouth
Burners
Charts, ele-mentaryscience
Clamps, bur-ette
Collectionsets
Compass,magnetic
Corks
Crucible, por-celain
Desk, por-table demon-stration
Dishes forscience ex-periments
Assorted sizes from 100 to 1000 ml.
Low voltage
See Science Book List for Children by Hil-lary Deason, The Traveling ElementarySchool Science Library, and other references
8 ozs. or approximately
Alcohol, bunsen or propane gas burner
Atom, bird, first aid, general science, health,hygiene, or mammal
Minerals, rocks, and seeds
Minimum diameter 45 mm
Assorted size range #0 to 26 mmSize #0 or approximate size
On casters, equipped for water, drainage,electricity, with vertical and horizontalrods cabinet space
49
Forceps
Friction rods Glass, vulcanite (hard rubber)
Fur, piece forrubbing
Funnel
Glass slides,clear micro-scopic
Cylinders 50 ml to 1000 ml
Hot plate Electric (one or two eyes)
Iron filingsIron spoon For heat and chemical workLamp chim-ney
Lamps, minia- Screw base preferredture
65 mm diameter or other sizes
Lamp soc-kets, minia-tureLenses
Magnets
Magnifier
Medicinedroppers
Meter stick Squares ruled in English and metric system
Microscope Double objective up to 440X powerStandard fordemonstrationuse
Mirrors
Demonstration set
Bar, horseshoe
Hand or tripod type
Models
Pith ballsPlumb Bob
Prism,equilateral
Pulleys
Pump, liquid
Ring stands
Rubber stop-pers
Rubber tub-ing
St. LouisMotor
Switch, knifeblade type
Concave, setConvex, setPlane (4" x 6" recommended as minimum)Human, such as ear, eye, or heart
Glass 25 x 100 nun or approximate size
Double, single, or triple sheave
Plastic or non-breakable
Assol. ced
Assorted sizes
3/16" diameter, 1/16" non-expandableitems or selected to fit glass tubing
Single pole single throw
Terrarium
Test tubebrush
Test tubeclamp
Test tuberack
Test tubes,pyrex
Thermomete r
Tripod
Tubing, capil-laryWeather in- Includes barometer, hygrometerstrurnent for mometerteacher's desk
18" x 10" x 16"recommended
Wire
25 x 150 mm25 x 200 mm
Centigrade 110 degrees CFahrenheit 220 degrees FIron burner stand
WeighthangerWeights Hooked, 10 gm 1000 gms
Slotted 1 gm 500 ginsWire Coil of iron and coil of insulated "(Aver,
20 guage
Yardstick
Audio-visual Including motion picture projector, film-equip me nt strip and slide projector, screen, filmstrips,
films, and other audio-visual equipment
For other equipment and materials in enriching ele-mentary science, see the Title III, NDEA Science Listfor elementary schools. The above list does not includeconsumable materials. A great variety of materials maybe obtained locally at little or no cost when advance prep-aration is made.
r The above list is essentially the same as the listprinted in Mississippi School Bulletin No. 150 (Title III,NDEA).
50
CHAPTER 4
PHOTOGRAPHS OF ELEMENTARY SCHOOL SCIENCE FACILITIES
WEST END ELEMENTARY SCHOOL
Meridian, Mississippi
A.
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Wall counter table with cabinets orov:de work spaces, storage and display space. Corkboard on the wall provides for display of pictures and printed materials.
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Closer view of the same facilities.
51
,44
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nee, *,'re
RICHLAND ELEMENTARY SCHOOL
Rankin County, Mississippi
Science in grades 6, 7, and 8 are taught by a teacher trained in science. Minor remodeling was done to provide workstations to include:
1.. A well-lighted table for microscope use
2. Tables for experiments in chemistry or general science3. Area with telescope and other equipment in earth science. The teacher uses a portable demonstration desk.
tz
A reconverted science table in use by 7th grade pupils at Richland.
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Germinating bed and aquarium in use by 6th grade pupils, Richland.
52
4
McWILLIE ELEMENTARY SCHOOL
Jackson, Mississippi
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Rock and mine displays are arranged on tables, wall znd cabinet at the side of this sixth grade classroom atMcWillie School. These are exhibited during the study of the earth science unit. Students are motivated by the displaysand take pride in their own collection. Note the stocked aquarhim jars, too.
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Students work with their collections at the back of the same room shown above. Earth science posters similar toones seen on the wall are exhibited in the corridor during the study of the earth science nnit.
53
CHAPTER 5
ELEMENTARY SCHOOL SCIENCE FACILITIESTWENTY POINT CHECK LIST FOR A SCIENCE ROOM'
Editor's note: Here an elementary sciencesupervisor gives some help on evaluating a scienceroom. Although many schools do not have sepa-rate rooms set aside for science teaching, thischeck list will be helpful in checking the sciencepart of any self-contained classroom. Many of theitems suggest activities that are appropriate inany room where science learning takes place. Forexample have you considered having a live ani-mal zoo (item 6) ? or a science reference shelf(item 14) ? or a collection of science pictures(item 15) ?
1. Is the science room the high spot of theschool?
2. Is a fifth or sixth grade class assign-ed primary responsibility in: (a) planning, (b)arranging, (c) running the science room?
3. Do the children enter the room fasterthan they leave? Is the room a merry one witheye and nose appeal?
4. Does it have a "touch and try" sectionwhere the children can study :
plants water machines electricityanimals soil sound buildingfoods rocks heat and &thingairweather
toyschemicals
light materials
5. Does it have a work table, tools, andconstruction materials like
wire round pencilsstring spoolsrubber bands cardboardpaper emptyfasteners containerstacks candy boxes
for the assembling of simple projects?6. Does it have a "live animal zoo?"
hair pinscementscotch tape
a. Housed in natural habitat as far aspossible?
7 Milgram, Harry. Elementary School Science Bulletin NationalS-ience Teachers Association. No. 9 (February 1954), P. 3. Per-mission granted for use of this material.
b. Fed, watered, and cleaned at properintervals by the children?
c. Simply labelled in large type?
d. Characteristics described by storiesand drawings created by the children?
e. Provided for on week ends and holi-
54
days?
f. Protected against mishandling by ac-quainting the children with the proper handlingof animals?
7. Does it have its own "botanic garden"featuring:
a. Live displays of plants and flowersin season?
b. Woodland scenes of ferns, mosses,and lichens?
c. Plants grown at home by the children(sweet potato, beans, grapefruit, carrot, etc.) ?
8. Does it have a museum?
a. Colorfully displayed?
b. Carefully spaced?
c. Clearly labelled?
Does the museum feature :
a. Diorama scenes made by the children?
b. Dioramas borrowed from a local mu-seum?
c. Models constructed --n a table tq...showing farm, jungle, eskimo, factory, or similarscenes?
9. Does it have a bulletin board? Is it :
a. Changed periodically as seasons, top-ics or interests vary?
b. Decorated with the children's ownscience art work ?
c. Used to display children's questionsand answers?
1
10. Does it have a quiz section consisting of
a. Electrical games?
b. Identifications?
c. Riddles?
d. Picture puzzles?
11. Does the room have an imaginative playcorner, outfitted with homemade devices simu-lating a:
a. Fire engine?
b. Derrick?
,:. Space port?
d. Locomotive cab?
e. Radio or television studio?
f. Research laboratory?
g. Mountain observatory?
h. Weather station?
12. Is the school science equipment stored inthe room? Is it:
a. Provocatively displayed?
h. Readily accessible to the teachers?
c. Catalogued?
13. Are the displays integrated with classactivities of :
a. Seasonal
b. Topical
interests?
55
14. Does it have a reference shelf, indexedaccording to topics to facilitate "looking up" bychildren?
15. Does it have a collection of science pic-tures, indexed according to subject matter?
16. Does it feature a toy corner where thescience implications of:
a. Magnetic toys (Scottie dogs on mag-nets)
b. Wind-up toys (cars, locomotives)
c. Boats and planes (submarine, jet bal-loon), may be studied?
17. Does it publish a science bulletin writtenby the children to describe their experiments andfindings?
18. Are safety precautions prominently fea-tured and stressed with respect to:
a. Use of tools?
b. Handling of animals?
c. Use of chemicals and heat?
19. Do the children at work in the room:
a. Show genuine interest?
b. Set up their own problems?
c. Become more and more curious?
20. Is the teacher assigned to supervise theactivities, eager to explore the world of sciencein full partnership with the children?
,
APPENDIX A
A CHECK LIST OF FACILITIES FOR TEACHINGGENERAL SCIENCE IN GRADES 7, 8, AND 9'
1. Has adequate space (approximately 40 square feet per pupil in the classroomlab-oratory and 10 square feet per pupil in the storage, preparation, and darkrooms)been provided fop,- pupils to have many kinds of experiences in science ? _
2. Has sufficient number of classroom-laboratories been provided to enable eachgeneral science class to meet in a classroom-laboratory?
3. Have floors been provided that meet the following conditions ?
a. Non-slippery when wet
b. Resistant to action of cleaning agents
c. Attractive in color
d. Made of material that is free from unnecessary polish to provide safety and toprevent excessive glare
4. Do the walls and ceilings meet the following specifications ?
a. Attractive in color
b. Acoustically appropriate
c. Finished with paint that does not contain lead or chrome pigments whichdarken with age
5. Is the room adaptable to experiences in both the physical and the biologicalsciences ?
6. Is the room adaptable to use by other high school classes such as mathematics?
7. Does the demonstration desk meet the specifications outlined below ?
a. A working surface of approximately 20 s quare feet
b. Acid and heat-resistant top
c. Sink, trap, and disposal lines that are res istant to the action of strong chemi-cals
d. 110 volt alternating current
e. Direct current
f. Running water, both hot and cold
g. Duplex gas outlet
h. Several drawers and a cupboard
i. Upright bars
8. Is the demonstration desk located in such a position that all pupils can see the dem-onstrations with difficulty ?
%McCollum, op. cit.
S7 / "
Yes _No._ _
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9. Have movable tables or tablet arm chairs of varying heights been provided ?__
If tablet arm chair have been provided, have provisions been made for left-handedpupils ?
10. Has a sufficient number of laboratory tables been provided to afford ample work-ing area for pupils to participate in small group activities? (The laboratory tableswill not be necessary if movable student tables have been provided in place oftablet arm chairs.)
11. Are the projectors listed below available for use in the science program?
a. 16 mm sound motion picture projector
b. Filmstrip projector
c. Slide projector
d. Microprojector
12. Have the following provisions been made for efficient utilization of the projectors?
a. Facilities for adequate darkening of the room. (This may call for dark shadesor draperies.)
b. Electrical outlets located at planned work areas in the room
c. A suitable screen
13. Have the following facilities been provided f or printed materials?
a. Bookcase or shelves
b. Magazine rack
c. File for bulletins, pamphlets, etc.
14. Have the facilities which follow been provided for display purposes ?
a. Display case (s), shelves, and/or table
b. A minimum of 12 linear feet or 42 square feet of tackboard
c. Tracks above chalkboard
d. A stand or rack for charts
15. Does the display case possess the following desirable features?a. Glass doors and shelves
b. Adequate interior lighting
c. Electrical outlet and switch for operating exhibited devices requiring electricity
16. In providing running water, have the following provisions beeL. made ?a. Faucets of the slow-compression type
b. Working parts of metal resistant to corrosion and abrasion
c. Some faucets fitted with serrated hose connection
d. Hot water at one location in the room, preferably the demonstration table
17. H,ave the following provisions been made for reasons of safety?a. Electrical outlets located in such a position that water cannot enter them
b. Master switch for electrical circuits
c. Grounding of any electrical circuit with a potential of more than 25-V, a.c.
59
d. Arrangement of motors, generators, and switchboards so that pupils are pro-tected
e. Fire extinguisher
f. Asbestos blanket
g. First-aid kit
h. Prominently placed shut-off valves for gas and water lines
i. Sturdy chairs, tables, and other furniture
j. A storage cabinet which can be locked for the storage of dangerous chemicals
k. Steel cabinets for storage of inflammable chemicals
18. In addition to providing the utilities listed below at the demonstration table, havethey been provided in at least one other area in the laboratory ?
a. Gas
b. 110-V alternating current
c. Running water
d. Acid-resistant sink and disposal lines
19. Have earthenware crocks been provided for the disposal of plant and animal wastes ?
20. Have the following facilities been provided in each classroom laboratory ?
a. Terrarium
b. Aquarium
c. Germinating bed
21. Have provisions been made for using radio in teaching science ?
22. Have provisions been made for using television in teaching science?
23. Has a mobile demonstration desk or cart of the same height as the stationarydemonstration desk been provided which can be used for such purposes as set-ting up demonstration materials for use during the day, additional laboratoryspace for pupil work, display purposes, projector table, and for use in the elemen-tary school?
24. Has adequate chalkboard been provided ? (A minimum of sixteen linear feet)
25. Has storage room been provided?
26. Are shelves in the storage room adjustable for maximum utilization of space?
27. Have storage facilities been provided which separate chemicals from apparatus?
28, Has a dust proof c,abinet been provided for the storage of microscopes ?
29. Have plans been made for satisfactory storage of the following teaching materials ?
a. Charts
b. Films and filmstrips
c. Projects that may be valuable teaching aids
30. Has a preparation room been provided which serves as a workroom for the teach-er and for pupil experimentation and project work ?
31. Have the following facilities been provided in the preparation room ?
60
a. A work table with sink and lines made of materials that resist the action ofstrong chemicals
b. Running water
c. Duplex gas outlet
d. Electrical outlets
e. Adequate illumination
f. Adequate ventilation
g. Storage space
32. Has a darkroom been provided for such activities as work in photography, micru-projection, etc.?
33. Does the darkroom contain the following ?
a. A developing table with this equipment:
(1) A sink
(2) Hot and cold water
(3) Gas
(4) 110 volt a. c. outlet
b. Wall cabinet above developing table
c. A printing table34. Has space been provided for a desk and filing cabinet so that the teacher may lock
classroom records, file materiaN, prepare instructional material during his prep-aration period, and hold parent-pupil conferences ?
*35. Are microscopes readily available in the room?
* Addendum to quoted material.
- ... ---- ---,_ .....
APPENDIX B
A CHECK LIST OF FACILITIES FORTEACHING BIOLOGY8
1. Has adequate space (approximately 40 square feet per pupil in the class&room-lab-oratory and 10 square feet per pupil in the storage, preparations, and darkrooms) been provided for pupils to engage in many types of activities
2. Has a sufficient number of classroom-laboratories been provided to enable eachbiology class to meet in a classroom-laboratory?
3. Do the floors meet the following conditions ?
a. Non-slippery when wet
b. Resistant to the action of cleaning agents.
c. Attractive in color
d. Made of material that is 'free from unnecessary polish to provide for safetyand to prevent excessive glare
4. Do the walls and ceilings meet the following specifications ?
a. Attractive in color
b. Acoustically appropriate
c. Finished with paint that does not contain chrome or lead pigments which dark-en with age
5. Has a demonstration desk with the following facilities been provided?
a. A working surface of approximately 20 square feet
b. Duplex receptacle of the pedestal type on the working surface and duplex flushreceptacles on the back and each side for alternating current
c. A top that is acid and heat-resistant
d. Sink, trap, and disposal lines that are resistant to the action of strong chem-icals
e. Sink strainer
f. Running water, both hot and cold
g. A duplex gas outlei;
6. Is the demonstration desk located in a position that will enable all pupils to see thedemonstrations without difficulty?
7. Have one or two-student movable tables or tablet arm chairs been provided forpupil use? _ _ ______ ___ _
8. If tablet arm chairs have been provided, are laboratory tables available for lab-oratory work ?
said.
62
9. In addition to providing the utilities listed below at the demonstration table, havethey been provided in at least three other areas in the laboratory?
a. Gas
b. 110 volt alternating current
c. Running water
d. Acid-resistant sink and disposal lines
10. Has adequate chalkboard been provided? (A minimum of 16 linear
11. Are the projectors listed below available for use in teaching biology ?
a. 16 mm sound motion picture projector
h. Filmstrip projector
.c. Slide projector
d. Opaque projector
e. Microprojector
12. Have the following provisions been made for use of the projectors?
a. Facilities for adequate darkening of the room. This may call for dark shadesor draperies.)
b. Electrical outlets placed at planned work areas in the room
c. A suitable screen
13. Have the following facilities been provided in each classroom-laboratory?
a. Terrarium
b. Aquarium
c. Germinating bed
14. Have the following facilities been provided for printed materials?
a. Bookcase or shelves
b. Magazine rack
c. File for bulletins, pamphlets, etc.
15. Have the facilities which follow been provided for display purposes ?
a. Display case(s), shelves, and/or table_
b. A minimum of 12 linear feet or 42 square feet of tackboard
c. Tracks above chalkboard
d. A stand or rack for charts
16. Does the display case possess the following desirable features?
a. Glass doors and shelves
b. Adequate interior lightingc. Electrical outlets and switches for operating exhibited devices requiring elec-
tricity17. Have display cases for museum specimens been planned to avoid excessive heat
so that excessive evaporation of preserving fluids does not occur and the meltingor drying out of sealing compounds on museum jars is reduced?
63
18. In providing running water, have the following provisions been made?
a. Faucets of slow-compression type
b. Working parts of metal resistant to corrosion and abrasion
c. Some faucets fitted with serrated hose connection
d. Hot water at one location in the room, pre ferably the demonstration table
19. Have provisions for adequate ventilation been made to remove from the room ob-noxious odors from plant and animal specimens, formaldehyde fumes, etc.?
20. Have covered earthenware crocks been provided in the classroom for disposalof plant and animal wastes ?
21. Are sufficient electrical outlets available to provide the illumination needed forthe dose work called for in uiology? (Supplemental lighting may be necessary formicroscopic work, the exhibit cases, the area where aquaria and vivaria are kept,etc.)
22. Has one sink with pegboard been provided for cleaning and drying glassware?
23. Has a wall counter on the window side of the room been provided ?
24. Rave the following facilities been provided on the wall counter?
a. Acid-proof and fire-proof finish
b. Electrical outlets
c. Gas outlets
d. One or more sinks
e. Storage shelves beneath the counter
25. If a room for maintaining plants and animals is a part of the biology facilities,have the provisions which follow been made ?
a. Maintenance of constant temperature
b. Adequate ventilation
c. Storage for food, peat moss, and other related supplies
d. Sink with hot and cold water
e. Water outlets with hose fittings
26. Have the provisions which follow been made for reasons of safety ?
a. Outlets placed in a position so that water will not enter them
b. Master switches for electrical circuits
c. Grounding of any electrical circuit with a potential of more than 25-V, A. C.
d. Arrangement of motors, generators, and switchboards so that pupils are pro-tected
e. Fire extinguisher
f. Asbestos blanket
g. First-aid cabinet
h. Prominently placed shut-off valves for gas and water lines
i. Sturdy chair, tables, and other furniture.
64
j. A storage cabinet which can be locked for storing dangerous chemicals
27. Has a storage room been provided?
28. Are shelves in the storage room adjustable for maximum utilization of space ?____.29. Has a dust-proof cabinet been provided for the storage of microscopes?30. Have provisions been made for satisfactory storage of the following teaching ma-
terials ?
a. Chartsb. Films and filmstripsc. Slides
d. Projects that may be valuable teaching aids31. Ras a lead-lined cabinet been supplied for the storage of inflammable chemicals?32. Has a preparation room been provided which serves as a workroom for the teach-
er and for pupil experimentation and project work when the classroom-laboratoryis being used?
33. Have the following facilities been provided in the preparation room?a. Adequate table spaceb. Sink and lines made of materials that will resist the action of strong chemicalsc. Running water
d. Duplex gas outlets
e. Electricity1. Storage space for some equipment and suppliesg. Earthenware crocksh. Adequate illuminationi. Adequate ventilation
34. Has a darkroom been provided for such activities as work in photography, micro-projection, etc.?
35. Have the following facilities been provided in the darknom?a. A developing table with
(1) A sink(2) Water, both hot and cold(3) Duplex gas outlets(4) 110 volt A. C. outlet
b. Wall cabinet above developing tablec. A printing tabled. Adequate ventilation
36. Has space been provided for a desk and filing cabinets so the teacher may lockclassroom records, file materials, prepare instructional material during his prep-aration period, and hold parent-pupil confer ences ?
*37. Are there 15 or more good microscopes available?*38. Have towel and soap dispensers been installed?*39. Is there at least one three dimensional micro scope (binocular-stereo.) available
for every 8 pupils?*Addenda to quoted material.
65
APPENDIX C
A CHECK LIST OF -ACILITIES FOR TEACHING CHEMISTRY'
1. Has adequate space (approximately 40 square feet per pupil in the classroom-labo-ratory and 10 square feet per pupil in the storage, preparation, and darkrooms)been provided for pupils to engage in many types of activities ?
2. Have floors been provided that meet the following conditions ?
a. Acid-resistant
b. Non-slippery when wet
c. ResiEtant to the action of cleaning agents
d. Attractive in color
e. Made of material that is free from unnecessary polish to provide for safetyand to prevent excessive glare
3. Do the walls and ceilings meet the following specifications?
a. Attractive in color
b. Acoystically appropriate
c. Finished with a paint that; does not contain lead or chrome pigments which dark-en with age
4. Has a demonstration desk with the following facilities been provided?
a. Approximately 20 square feet of working surface area
b. Duplex receptacle of the pedestal type on the working surface, and duplexflush receptacles on the back and each side for alternating current
c. A top that is acid and heat-resistant
d. Sink, trap, and disposal lines that are resistant to the action of strong chem-icals
e. Hot and cold running water
f. Duplex gas outlet
g. Several drawers amd a cupboard
h. Upright bars especially if the room is to be used for chemistry and physics____
i. A sink strainer
5. Is the demonstration desk located in a position which will allow all pupils to see
the demonstration without difficulty ?
6. Has a sufficient number of laboratory tables been provided to permit pupils towork in groups of two ?
7. Have the following facilities been planned for the laboratory tables ?
66
a. Sinks, traps, fixtures, and disposal lines that are resistant to the action ofstrong chemicals
b. A strainer for each sink
c. Running water
d. Gas
e. Electricity
f. Sufficient storage space to serve anticipated number of sections
8. Have aim chairs been provided for activities other than laboratory work ?
Have provisions been made for left-handed pupils ?
Have provisions been made for differences in heights of pupils ?
9. Are the projectors listed below available?
a. 16 mm sound motion picture projector
b. Filmstrip projector
c. Slide projector
d. Opaque projector
e. 1%Ticroprojector
10. Have the following provisions been made for use of the projectors ?
a. Facilities for adequate darkening of the room (This may call for dark shadesor draperies.)
b. Electrical outlets placed at convenient locations in the room
c. A suitable screen
11. With reference to electrical facilities, have the following conditions been met ?
a. Provision for 30 amperes for general purpose circuits, lighting fixtures, dark,room receptacles, and wall receptacles
b. Provision for a minimum of 30 amperes for the demonstration desk and the prep-aration room desk
c. A circuit with a duplex receptacle provided for each four pupils and separate fu-ses for each circuit
d. D. C. provided at the demonstration desk
12. Has a minimum of 16 linear feet of chalkboard been provided?
13. Have the following provisions been made in the interest )f safety ?
a. Electrical outlets placed in such a position that water will not enter them
b. Master switches for electrical circuits
c. Grounding of any electrical circuit with a potential of more than 25-V, A. C.
d. Arrangement of motors, generators, and switchboards so that pupils are pro-tected
e. Fire extinguisher
f. Asbestos blanket
g. First-aid cabinet
67
h. Prominently placed shut-off valves for gas and water lines
i. Sturdy chairs, tables, and other furniture
j. A storage cabinet which can be locked for storing dangerous chemicals
k. Inflammable chemicals stored in a fire proof cabhiet
14. Has adequate ventiLation been provided to remove obnoxious, harmful gasesfrom the room?
15. If a fume hood has been provided, have the following provisions been made ?
a. Exhaust fan
b. Non-corrodible ducts leae. directly outside
16. In ventilating the room, have provisions been made so that air fram the chemistryroom will not be recirculated in the school building?
17. Have the following facilities been provided for prin4..-- material?
a. Bookcase or shelves
b. Magazine rack
c. File for bulletins, pamphlets, etc.
18. Have the following display facilities been provided?
a. Display cases (s) and/or shelves
b. A minimum of 12 linear feet or 42 square feet of tackboard
c. Tracks above chalkboard
d. Stand or rack for charts
19. Does the display case provide these facilities?
a. Glass doors and shelves
b. Adequate interior lighting
c. Outlets and switches for operating exhibited devices requiring electricity
20. Has a water still been provided in order that distilled water may be available foruse in experiments and for the preparation of solutions ?
21. In providing running water, have the following provisions been made?a. Faucets of slow-compression type
b. Working parts of metal resistant to corrosion and abrasion
c. Some faucets fitted with serrated ho connection
d. Hot water at one location in the room, preferably the demonstration table
22. Have provisions been made for the use of radio in teaching chemistry?
23. Have provisions been made for the use of television in teaching chemistry ?
24. Has a laboratory cart been provided which can be used for such purposes as set-ting up materials for demonstration purposes, display purposes, projector table,etc.?
25. Is adequate space, as indicated below, provided for storage of chemicals, equip-ment, and materials?
a. A minimum of 125 square feet storage to serve one chemistry laboratory
68
b. A minimum of 150 square feet of storage to serve two chemistry laboratoriesc. When a storage room serves a chemistry-physics laboratory, a minimum of 150
square feet of storage for the chemistry-physics laboratory
d. Approximately 84 feet of shelving26. Have adjustable shelves been installed in the storage room?27. Have separate storage areas been provided for chemicals and apparatus?28. Has continuous ventilation been provided for stored chemicals ?29. Have plans been made for satisfactory storage of the following teaching mater-
ials?
a. Chartsb. Films and filmstripsc. Projects that may be valuable teaching aids
30. Have provisions been made for the safe storage of expensive, delicate equipment?(This includes dust proof storage facilities for microscopes.)
31. Has a preparation room been provided which serves as a workroom for the teacherand for pupil experimentation and project work?
32. Have the following facilities been provided in the preparation room?
a. A work table with(1) Sink and lines made of materials tl. t will resist the action of strong chem-icals
(2) Acid and heat-resistant topb. Running waterc. Duplex gas outletd. Electrical outletse. Adequate ventilationf. Adequate illumination
g. Storage space
33. Has a darkroom been provided for such activities as work in photography, , micro-projection, etc.?
34. Have the facilities which are listed below been provided in the darkroom?
a. A developing table with
(1) Sink
(2) Hot and cold water
(3) Duplex gas outlets
(4) 110 volt A. C. outlet
b. Wall cabinet above developing table
c. A printing table
d. Adequate ventilation
35. Has space, separate from the classroom, been provided for a desk and filing cab-inet so that the teacher may lock classroom records, file materials, prepare in-structional material during his preparation period, and hold parent and pupilconferences?
69
?ENDIX D
A CHECK LIST OF FACILITIES FOR TEACHING PHYSICS"
1. Has adequate space (approximately 40 square feet per pupil in the classroom-lab-oratory and 10 sauare feet per pupil in the storage, preparation, and darkrooms)been provided for pupils to engage in many types of activities ?
2. Do the floors meet the following standards ?
a. Acid-resistant
b. Non-slippery when wet
c. Resistant to the act:on of cleaning agents
d. Attractive in color
e. Made of material that is free from unnecessary polish to provide for safetyand to prevent excessive glare
3. Do the walls and ceilings meet the following specifications ?
a. Attractive in color
b. Acoustically appropriate
c. Painted with a paint that does not contain lead or chrome pigments which dark-en with age
4. Has a demonstration desk been provided which contains the following facilities?
a. Approximately 20 square feet of working surface area
b. Duplex receptacle of the pedestal type on working surface, and duplex flushreceptacles on the back and each side for alternating current
c. A top that is acid and heat-resistant
d. Sink, trap, and disposal lines that are resistant to the action of strong chem-icals
e. Hot and cold running water
f. A duplex gas outlet
g. Several drawers and a cupboard
h. Outlets for direct current
i. Upright bars
5. Is the demonstration desk located in a position which will allow all pupils to see
the demonstration without difficulty?
6. Has a sufficient number of laboratory tables been provided to permit pupils towork in groups of two?
10Ibid.
70
7. If movable tables are to be placed in the physics room, have provisions been madefor electricity ? (If floor bo.,.. .2 are used, they must be placed in sub-floor channelswhich are free from flooding.)
8. Have tablet arm chairs been provided for activities other than laboratory work?
a. Have provisions been made for left-handed pupils 9
b. Have provisions been made for differenns in heights of pupils?
9. Has a minimum of 16 linear feet of chalkboard been provided ?
10. Have the projectors listed below been provided?
a. 16 mm sound motion picture
b. Filmstrip projector
c. Slide projector
d. Opaque projector
11. Have the following provisions been made for use of the projectors ?
a. Facilities for adequate darkening of the room (This may call for dark shadesor draperies.)
b. Electrical outlets placed at convenient locations in the room
e. A suitable screen
12. Have the following provisions been made in the interest of safety?
a. Electrical outlets placed in such a position that water will not enter them
b. Master switches for electrical circuits
c. Grounding of any electrical circuit with a potential of more than 25-V, A. C.
d. Arrangements of motors, generators, and switchboards so that pupils are pro-tected
e. Fire extinguisher
f. Asbestos blanket
g. First-aid cabinet
h. Prominently placed shut-off valves for gas and water lines
i. A storage cabinet which can be locked for storing dangerous chemicals _j. Inflammable chemicals stored in steel cabinets
k. Sturdy chairs, tables, and other furniture_
13. With reference to electrical facilities, have the following conditions been met ?
a. Provision for D. C. at the demonstration desk and several other areas in theroom
b. A separate circuit provided for lighting the display case and for the operation ofany electrical apparatus exhibited in the case
c. A circuit with a duplex receptacle provided for each.four pupils and separate fu-ses for each circuit
d. Switchboard and fuse panel readily accessible to the teacher
e. Provision for locking the switchboard and fuse panel
.../
_
71
14. Have the facilities which follow been provided for display purposes ?
a. Display case (s) and/or shelves
b. A minimum of 12 linear feet of tack board or 42 square feetc. Tracks above chalkboard
d. Stand or rack for charts
15. Does the display case provide these facilities?
a. Glass doors and shelves
b. Adequate interior lighting
c. Switch for operating exhibited devices
d. Electrical outlets readily accessible
16. Have the following facilities been provided for printed material?
a. Bookcase or shelves
b. Magazine rack
c. File for bulletins, pamphlets, etc
17. In providing running water, have the following provisions been made
a. Faucets of slow-compression type
b. Working parts of metal resistant to corrosion and abrasion
c. Some faucets fitted with serrated hose connection
d. Hot water at one location in the room, preferably the demonstration desk
18. Has a mobile table or cart been provided which can be used for such purposes assetting up materials for demonstration purposes, display purposes, projectortable, etc.?
19. Have provisions been made for the use of radio the physics course?
20. Have provisions been made for the use of television in the physics course?
21. Is adequate space, as indicated below, provided for storage of chemicals, equip-ment, and materials?
a. A minimum of 125 square feet of storage space to serveon- uhysics laboratory
b. A minimum of 150 square feet of storage space to serve two physics laborator-ies
c. A minimum of 150 square feet of floor area to serve achemistry-physics laboratory
22. Have separate storage areas been provided for chemicals and apparatus?
23. Have adjustable shelves been inetalled in the storage room?
24. Have plans been made for satisfactory storage of the following teaching mater-ials ?
a. Charts
b. Films and filmstrips
c. Projects that may be valuable teaching aids
72
25. Have provisions been made for the safe storage of expensive, delicate equipment ?
26. Has a preparation room been provided which serves as a workroom for the teacherand for pupil experimentatit,i and project work ?
27. Have the following facilities been provided in the preparation room?
a. A work table with
(1) Sink and lines made of materials that will resist theaction of strong chemicals
(2) Acid and heat-resistant top
b. Running water
c. Duplex gas outlet
d. Electrical outlets
e. Adequate illumination
f. Adequate ventilation
g. Storage space
28. Has a darkroom been provided for such activities as work in photography, micro-projection, etc 9
29. Have the facilities which are listed below been provided in the darkroom?
a. A working table with
(1) Sink and lines made of materials that will resistthe action of strong chemicals
(2) Hot and cold water
(3) Duplex gas outlets
(4) 110 volt A. C. outlet
b. Running water
c. Duplex gas outlet
d. Electrical outlets
e. Adequate illumination
f. Adequate ventilation
g. Storage space
30. Has space, separate from the classroom, been provided for a desk and filing cab-inet so that the teacher may lock classroom records, file materials, prepare in-structional material during his preparation period, and hold parent-pupil confer-ences 9
*31. Has a separate mobile cart or table of proper height been provided for transport-ing vacuum pump and motor assembly?
*Addendum to quoted material.
APPENDIX E
SCIENCE TEACHERS' OPINIONS as REVEALED by QUESTIONNAIRE
Thirteen members of the National Science Foundation Summer Insti-tutes (1960), representing all three Institutes in Mississippi at that time,expressed their opinions in conference with the State Supervisor of Scienceand through the medium of response to a questionnaire. This section rep-resents a summary of responses to the questionnaire.A. Relative Importance of Laboratory Facilities
The science teachers were asked to rate given facilities with regardto the importance of the facility to science instruction. They were askedto rate each one either as (1) Absolutely Essential, (2) Very Desirable,(3) Useful, (4) Not Needed.
According to the composite rating by the group, the items wouldclassify as shown under respective headings. The number of the item in-dicates the number of teachers assigning the item to that column. Obvi-ously, the larger the number the more significant would be the rating.
1. Absolutely Essential
AC Current-12
DC Current-7
Gas Outlets-13Water Outlets with Sink-13
Wash-up Sink-7
Bulletin Board-9
Chalk Board-12
Black Out Shades-6
Fume Hood (Chem.)-12
Wall Storage Cabinets-8
'Work Tables or CounterWork Area-9
Special Storage Room-11
Book Shelves-5
Teacher's DemonstrationDesk in Lecture Room-11
Teacher's DemonstrationDesk in Lab-9
2. Very Desirable
Teachers File and Storage-7
74
Film and FilmstripsProjectors-7
Wall Screen-7
Chart Racks-8
Terrarium-10
Aquarium-8Germinating beds-7
Exhibit Cases-10
Preparation Room-8
Dark Room-8
Special Projectsand Work Room-6
Laboratory Cart-5
Periodical Display Rack-7
Miemscope Case-5
3. Useful
Notebook Case-11Key Case-8
Plant Room or Green House-6
Fume Hood for Gen. Sci.-6
Analytical Balance Room(Chem.) -5
4. Not Needed-0
B. Preferences in Types of Labo-ratory Tables and Arrange-ments.
As a matter of preferenceteachers choose:
J If the lab is separate, I wouldprefera. Tables spaced throughout
room 9
b. Peripheral arrangement 4
2. In a combined lec.-lab room,I would prefera. Chairs and tables at oppo-
site ends of the room_ 7
b. The perimeter arrange-ment 5
3. As a choice of types of ta-bles, I would prefer 4 stu-dents tables approximately4x6 8(over the 2-6-or-8-student ta-bles)
4. I would prefera. Separate lecture-lab rooms 9b. Combined 1 ec ture - labrooms 4
5. If there are to be two labs atschool, I would group
a. Chem-physics and biologygen. sci. 9
b. Chem-biol. and gen. sci.-physics
c. Chem-gen. sci. and biol.-physics
6. For biol.-gen. sci. lab, I pre-
1
3
fera. Tables fully equipped with
gas, water, and electricity__11
b. The sturdy acid resistant,biology-type table with noconnections, but a certainnumber of sinks, electricaland gas outlets in wallcounter 2
7. For chem.-physics, I prefera. A center sink table with
all utilities 11
75
b. Standard physics table inone part of the room withthe tall, conventionalchem. table in other partof room 2
8. For a multipurpose room, Ilike
a. The T table, or similartype 6
C. Evaluation of Teachers Own
1. What features about the ar-rangement of the laboratoryor lecture room have beengratifying?
a. T tables along two wallsb. Arrangement o f storage
cabinet
c. Adequate space and tablearrangements are helpful.
d. I like the lab and lectureseparate, with glass be-tween
e. The system is a combin-ation one, and it is con-venient to give instruc-tions bef ore an experi-ment
f. Storage space very goodg. Storage room between the
two, with openings to bothh. The fact that students do
not sit at lab tablesi. Plenty of table space per
studentj. Having 1 a b facilities in
back of my lecture roomk. Both in same room , easy
to move from one to oth-er
1. Light, durability, adequatespace accessibility
2. What features about the ar-rangement have proven un-satisfactory from the stand-point of convenience of ac-cessibility of equipment andmaterials, traffic, or effec-tive use of the equipment?a. Fume cabinet location
b. Everything ex cep t ar-rangement of storage cab-inets
c. Tables are too heavy tomove, otherwise "a 1 1 iswell." We have plenty ofroom from all angles.
3. What do you like best aboutyour science facilities ?Teacher Response (Five of13 recorded)a. Sufficient supply of equip-
ment and materialsb. Semi-micro Chem. Lab.c. Convenience of utilities ;
arrangement of seatingd. Large storeroom; teacher
demonstration deske. Basic and functional
4. What do you dislike or likeleast about your science fa-cilities?Teacher responsesa. Location of fume cabinetb. Everythingc. Lack of electrical outlets
on lab tables and insuffi-
76
cient number of sinks inwater system. Also, no fa-cilities for getting roomdark enough for use ofcolor films and bioscope.
d. Storage space could be im-proved. Need more micro-scopes.
e. Type of tables, and theyare too close.
f. Combined lecture-labora-tory room
g. Type laboratory tables(Long table with narrowtrough)
h. At present could use moresmall standard items
i. Too much furniture in toosmall space
j. Too little time for prep-arations, no good micro-scopes, too little space
k. No hood; tables too closetogether; sink too smallno storage space for stu-dents.
1. Crowdedm. On 4th floor
BIBLIOGRAPHY
Deh. Hurd, Paul. Science Facilities for the Modern High School. Stanford,California: Stanford University Press, 1954. Monograph N. 2.
Illinois Journal of Education, November. 1961.
Laboratories in the Classroom. New Horizons in Science Education. New York:Science Materials Center, 1960.
McCollum, Howard. Let's Look at Our Facilities for Teaching Science.Louisiana State Department of Education. August, 1960.
Martin, Edgar. Facilities and Equipment for Science and Mathematics. Misc.No. 34, 0E-21000. U. S. Department of Health, Education, and Welfare.1960.
Obourn, Ellsworth, C. L. Koelche, K. E. Brown, and D. W. Snader. GeneralFacilities and Equipment. Bulletin 1960, No. 6, U. S. Department ofHealth. Education, and Welfare.
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