VideoLabs FlexCam iCam Technical Information download pdf (Page 31)

If a set of computers is not required by each class too often, it may be best to allocate

one lab as the science ICT room, relocating classes accordingly. In this case, it may be

appropriate to distribute computers around all the benches in the lab.

Unfortunately, computers and monitors on central benching can block lines of site

across a busy lab, introducing safety concerns. They may also be unsightly and hinder

practical work as it is carried out. Cables connected into the back of the computer are

also unprotected when equipment is on a central bench.

Where several labs will contain class sets of computers, it is often best to position the

computers on ‘drier’ bench areas around the edge of the lab. Power and network cab-

ling is also easier to install along the walls. This leaves central benches available for

conventional, sometimes wetter, practical work. Ensure, however, that computers are

not pushed closely against walls or their ventilation may be adversely affected.

One good arrangement seen in some schools is to fit tower-type computers into well-

ventilated cupboards beneath the side benches. Holes at the back of the bench allow

the connection of cabling for monitors, keyboard, mice and dataloggers. The use of

wall brackets for CRT monitors, or slim LCD monitors, leaves space for practical work

on the bench.

When designing new laboratories, additional floor area is recommended where class

sets of computers are to be included

16.7.2 Networking

Network cables connect each socket (a common standard currently uses ‘RJ45’ sock-

ets) around a work area to a central ‘hub’ or ‘switch’. The master or server computer is

connected to this hub. At the time of writing, the standard network connection syst-

ems are often described by the category of the cable used, eg, Cat 5

. We suggest that a

minimum of 20 network sockets are provided around a laboratory, where class sets of

computers are to be used. Where additional network sockets are required on an exist-

ing system, it should be possible to install an extra hub in the laboratory, connected to

one network socket. Additional network connections can then be made to this hub.

Wireless networking

This is becoming increasingly popular. Here computers are linked via radio to a single

central transmitter/receiver plugged into one network socket. There have been report-

ed difficulties with wireless systems. For example, if a whole class of pupils using, say,

15 computers in the same room try to download pages from the Internet simultane-

ously (as quite often happens), the speed of data transfer can drop significantly,

making the process very time consuming and frustrating. While wireless communic-

ation systems are constantly being improved, it is still essential to check that any

system to be installed will have the capacity to deal with the demands likely to be

placed upon it.

There are occasional queries about the safety of those exposed to radio signals from

wireless computer networks in schools. The power levels associated with such net-

works are similar to those used for cordless telephones in the home and should not

give cause for concern.

See DfES, Science Accommodation in Secondary Schools, Building Bulletin 80, revised 2004. A copy of this document is on the

CD-ROM, Lab Design for Teaching and Learning, which was issued free to all secondary schools in the summer of 2004. It can

also be downloaded from the teachernet web site: www.teachernet.gov.uk/docbank/index.cfm?id=6152 .

Cat 5 is the 5th generation of twisted-pair computer network cabling and the most popular of all twisted-pair cables in use today.

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