Middle & High School Chemistry

Classroom Design

The 21st-century chemistry classroom should provide a safe learning environment that is student-centered and curriculum-driven. Flexibility in the arrangement of space is recommended, and the floor plan should be designed for conversation, collaboration, and discovery. The classroom should contain enough space and storage to permit: 

  • long-term multidisciplinary projects 
  • individual and small-group learning
  • inquiry lessons
  • project-based learning 
  • problem solving
Two students working with a molecular model of DNA

Universal design for learning (UDL) allows students with disabilities to participate and have access to all necessary facilities and equipment. UDL is a framework for educators that helps them design learning experiences to address the needs of all learners. By employing UDL strategies, teachers can transition from a one-size-fits-all approach to one that adapts to accommodate variabilities among learners. UDL is built around the idea that we should have clear goals for students, and use flexible means to attain those goals. The end result is a more equitable and engaging classroom.

Safety Equipment in the Classroom

In addition to the classroom facilities that would be found in any classroom (desk, chair, computer, etc.), chemistry classrooms require additional equipment if chemical demonstrations are done in the classroom space. These include a demonstration table with a sink, natural gas connection (if permitted), and a safety shield. To further ensure student safety, the school should provide, near the classroom’s sink: 

  • a hands-free, plumbed-in eyewash station,
  • a safety shower, 
  • a fire extinguisher, 
  • a first-aid kit, and
  • a goggle UV-sanitizer cabinet for the class set of chemical splash goggles.14

If these safety features are not available in the classroom, then the class should move to the laboratory space for the demonstration to ensure access to proper safety equipment. See the Lab and Safety Equipment section for a complete list of recommended safety equipment.

Classroom Supplies

If students don’t have individual devices, a portable cart with a class set of tablets or computers (one or two students per device) should be available, but they can be shared with other classrooms. This technology will connect students with each other, classrooms around the world, reference materials, and data collection systems. Computers also allow for enhanced access for students with disabilities.

A lockable file cabinet should be available for teacher use. Bookcases, storage cabinets that are master-keyed, and shelves are needed for classroom supplies. Wall space should be provided for electronic communications boards and displays.

Solutions and Strategies for Rural and Low-Resourced Classrooms

For schools that lack adequate laboratory equipment and resources, there are several strategies that can help deliver meaningful laboratory experiences for students. 

  • Seek out organizations or exchange programs that offer gently used laboratory equipment at no cost.
  • Look for “kitchen chemistry” type experiments and activities that use readily available, inexpensive materials that don’t require special disposal considerations.
  • Use microscale reactions that require smaller amounts of chemicals. This  approach also allows students to complete more trials, and also makes cleanup easier and generates less waste.
  • Avoid experiments that require a certified chemical fume hood if one is not available or tested annually.
  • Wherever possible, use one reaction to show different chemistry concepts. (See, for example, the description of how carrying out the simple reaction between CuSO4 and Al can be used to demonstrate a variety of essential concepts.)
  • When scientific equipment is in short supply, consider collecting data sets that the entire class can access.
  • Apply for grants for materials, equipment, and professional development opportunities.
  • Partner with a local university for expertise, supplies, hazardous waste removal, etc.
  • Partner with a chemist mentor through programs such as the ACS/AACT Science Coaches Program.

Resources from ACS

References

14 American Chemical Society. “Safety Guidelines for Chemical Demonstrations.” Available at https://www.acs.org/content/dam/acsorg/education/policies/safety/divched_2018_safetyflyer2pager_proof1.pdf (accessed Mar 27, 2024).