I. PHILOSOPHY
A. Individual Program
We believe that opportunities
for students should be provided which will enable them to develop
an appreciation of our technical and industrial society. We believe
that through the use of tools, machines, materials, and processes,
industrial arts students will develop a measure of skill in design,
planning, construction, and evaluation of instructional projects.
We believe that these experiences provide a unique contribution
to the general education of all youth by the reinforcement and
correlation of related and designed to assist the total educational
processes and help students to live more effectively in the economy
of our industrialized society.
We believe industrial
arts programs are uniquely able to help students understand industry;
develop skills in handling tools and materials; identify areas
of individual aptitude and interest; and provide guidance for
a wiser choice of educational and occupational goals.
B. Course Purposes and Objectives
Through carefully planned
and guided experiences, education should provide opportunities
for students to grow and develop toward active, useful, contributing
membership in a democratic society. Industrial arts education
justifies its place in general education by contributing to the
three general objectives of education: transmitting a democratic
way of life, improving that way of life through training in effective,
critical thinking, and meeting individual needs in the basic aspects
of living. We feel this can be accomplished through:
1. Developing knowledge
of industrial procedures. (To develop an interest in, and an understanding
of, representative industrial environments through information,
observation, and study of materials, and processes of industrial
production and distribution.)
2. Developing consumer
knowledge or related information. (An evolutionary improvement
in the knowledge and ability of prospective consumers in reference
to appreciation, selection, care, and use of all industrial materials.)
3. Acquiring skills
and techniques. (Exploring and finding values through developmental
shop or laboratory-type experiences; revealing student interests
and aptitudes for possible vocational pursuits, leisure-time activities,
or the selection of other courses in school.)
4. Developing appreciation.
(Experiences leading to the development of a background which
permits understanding and response to such problems as appropriateness
of material to use, quality of workmanship, good design, taste,
function, etc.)
5. Using leisure time.
(To develop within the student an awareness of the variety of
tasks performed in our industrial environment and the interesting
possibilities for self and material development by encouraging
the student to continue with some form of activities, as a hobby.)
6. Being provided vocational
guidance. (A program of study, visual aids, and field trips to
various industries, in addition to developmental experiences affording
opportunities to discover individual aptitudes, abilities, and
interests.)
7. Participating in
"handy-man" activities. (Developing household mechanics
or handyman abilities through dexterity in the use of tools, materials,
and in ordinary repairs to household equipment.)
8. Planning. (Developing
a habit of orderly, systematic procedure or abilities which assist
in the intelligent planning of any task.)
9. Developing desirable
habits and attitudes. (Developing desirable personal and socializing
values through participation in a laboratory or shop-type personnel
organization where desirable work habits, attitudes, and social
relations are a direct outcome.)
10. Acquiring pride
and interest in accomplishment. (Developing in each individual
an attitude of pride and interest in his ability to do useful
things, and a personal responsibility for property and its care.)
11. Cultivating pre-vocational
purposes. (When a sampling of industrial training is undertaken
in advanced school courses, with the intention of acquiring further
training within a specific vocation.)
12. Demonstrating social
economic co-operation. (Inculcating each individual with a knowledge
and realization of the interdependence of people; of the need
and value of social harmony and co-operation through group activities,
projects, and studies.)
13. Developing self-expression
and problem-solving attitudes. (Stimulation of creative self-expression
and problem-solving attitudes through encouragement and opportunities
to plan and construct useful articles in suitable materials.)
14. Unifying learning.
(Integrate education by enriching the academic subjects and by
bringing theory and practices closer together, with illustrations
and applications of all learning activities through the use of
creative work in the shop.)
C. Course Content
We believe the courses should contain
instruction which would provide for:
1. Orientation or introduction.
2. Exploratory experience.
It is recommended that one year of industrial arts be required
of all boys in Grade 9. In this grade, students should rotate
through at least four industrial arts areas; usually drafting,
wood, metal, and electricity and power mechanics.
3. Specialization. (Student
should elect one shop or industrial arts area best suited to their
abilities and chosen educational goals. Courses may include drafting,
electronics, metal, power, mechanics, graphic arts, and wood.)
4. Concentration. (Students
preparing for college or who have not elected a vocational-industrial
program, should take advanced courses; i.e., engineering, drafting,
and electronics for the pre-engineer or technician. In addition,
first year industrial arts courses should be available to any
11th or 12th grade student.)
II. INSTRUCTIONAL PROGRAM
A. Course Title and/or Room Use
1. DRAFTING I- An introduction
to the basic fundamentals of drafting. Introduction covers the
use and care of drafting instruments and materials, lettering,
freehand sketching, orthographic projection, geometry of drafting,
dimensioning, sectioning, tracing and blueprinting, pictorial
drawings, and auxiliary views. Information regarding the drafting
industry and job opportunities is presented. (Full year course.)
2. DRAFTING II -- Drafting
I is a perquisite. Instruction covers working drawings, development
and intersection, threads, bolts, other fasteners, electricity-electronics,
representation, perspective, reproduction of drawings and inking.
Technical, general, and occupational information is provided.
For some pupils, a choice of architectural drawing is provided.
(Full year course)
3. WOOD TECHNOLOGY I
Development of skills and safety procedures in the use of
tools and machines through the processing of materials as needed
in cabinet work, furniture making, wood turning and finishing.
Importance is placed on safe work habits in the shop, skill, accuracy,
planning, good judgement and craftsmanship. Counsel and guidance
is available when abilities and interests are discovered and occupational
information provided. Shop activity is correlated with related
study with emphasis placed on the application of mathematics,
science and English. Students have the opportunity to select,
design, plan, and construct appropriate projects.
4. WOOD TECHNOLOGY II
Wood Technology I is a prerequisite. Greater emphasis is
placed on skill and machine woodworking. Planning and design are
prime objectives. Research and experimentation are encouraged.
(One semester.)
5. METALS I Work
experience in areas of sheet metal, bench metal, machine metal,
gas and electric welding, forging, and foundry. Pupils are taught
project design, layouts, forming and shaping, heat treating, finishing
metals, and the care and safe operation of hand and power equipment
and the construction of metal projects. Technical information
related to an understanding of metals is presented. A study of
the metal industry is included. Students are provided the opportunity
to select, plan, and design projects of their choice when the
selection relates to course content. (One semester)
6. METALS II Metals
I is a prerequisite. Greater emphasis is placed on skill and machining
of metal, maintenance of tools and machining of metal, maintenance
of tools and machines is taught. More advanced technical information
is presented. (One semester.)
7. ELECTRICITY AND ELECTRONICS
I Introduction to a variety of experiences and activities
in the sub-areas of magnetism, AC and DC circuits, Ohm's law,
series and parallel circuits, inductance and capacitance. Emphasis
is placed on technical knowledge and skill development through
use of tools, test equipment and circuit boards. Shop activity
provides for practical experience through selection, design, and
planning appropriate electronics devices. Stress is placed on
the necessity of sound background in mathematics, science and
language. (One semester)
8. ELECTRICITY AND ELECTRONICS
II Electricity-Electronics I is a prerequisite. Greater
emphasis is placed on skill and trouble shooting. Planning and
design are prime objectives. (One semester.)
9. POWER TECHNOLOGY
Study of the sources of power, with emphasis on student
experience and activities with 2 and 4-cycle engines. Activities
involve testing equipment, carburetor, electrical systems, servicing,
lubrication, cooling systems, tune-up, trouble-shooting, power
trains, and understanding of the automobile. Emphasis is placed
on technical understanding, tool skills and safety
10. GENERAL SHOP
It is recommended that one full year be required of all boys at
the 90th grade level. This course provides learning experiences
in four or more areas of industrial arts instruction, using a
variety of tools, materials, and process of industry. Emphasis
is on the proper and safe use of hand tools, with the introduction
of certain power machines. Completed projects are chosen, with
some independent choice. Students are expected to attain a higher
degree of craftsmanship. Students plan, design construct, and
evaluate individual projects. Content includes the sub-areas of
wood, metal, electricity-electronics, drafting, and power machines.
Advance and specialized instruction is offered in keeping with
the pupil's maturity and ability. General crafts provides opportunities
for the student to become creative and to express and develop
his ability and ingenuity, to make beautiful and useful things
for himself and others, to learn to appreciate craft products
and the craftsmen who make them, to make good use of leisure time,
and to understand how the crafts are involved to a very great
degree in our whole industrial production and economy.
B. Activities
1. Teacher
a.
Lecture
b.
Demonstrate
c.
Operate tools and equipment
d.
Use audio-visual materials and equipment
e.
Supervise
f.
Review
g.
Evaluate
h.
Report
2. Student
a.
Observe
b.
Write observations
c.
Study resource materials
d.
Discuss in groups
e.
Develop projects
C. Grouping
1. Size of Class
Usually
determined by the floor space or area available in the shop, tools
and equipment, available supplies and the number of work stations
(bench space) at which a student can do most of his work. In an
well-arranged shop of adequate size, approximately 24 students
are the optimum number which shall be assigned to shop classes.
In poorly arranged, ill-equipped shops, the number shall be reduced.
2. Arrangement or grouping
of students
If class is uniformly low in ability, because of homogenous or
ability grouping of students, the number shall not exceed sixteen.
Grouping of students on the basis of general intelligence is not
a requirement for maximum learning.
III. SPACE NEEDS
A. Estimate of Space Needs
The number of laboratories, as indicated in the Accreditation
Standards for Florida Schools, Level 3, to serve the total membership
(Grades 9 to 12 or any combination within) shall be at least as
follows: 1400-1749 membership, five shops with five full-time
teachers or equivalent; 1750-2099 membership, six shops with six
full-time teachers or equivalent.
1. Projected Enrollment
of Subjects
a.
125 students per subject area
b.
Total enrollment for five subject areas, 625 students
2. Policy of Group Sizes
a.
Student group sizes shall be limited to 25 students per period.
b.
25 students shall be the maximum load when space, facility, and
teacher requirements can meet Accreditation Standards, Level 3.
3. Number of Sections
of Each Group Size
Five
sections per group, scheduled in 55-minute periods
4. Number of Periods
in Schedule
Five
periods per section with five sections equal 25 periods per day
5. Number of Teaching
Stations Required
A
teacher station shall be available for each teaching unit.
6. Estimated Amount of Square
Footage Needed as a " Guide Only"
a.
In multi-unit or general shop construction, 100 square feet per
student shall be provided, with a student load of 25, 2500 square
feet of floor space, exclusive of storage, finishing, or auxiliary
space.
b.
In unit shop construction 80 square feet per student, exclusive
of the spaces listed in Item a., plus a teacher station. Total
2,400 square feet. Minimum floor are needed for safe operation
of equipment is as follows:
WOOD SHOP WIDTH LENGTH
Table Saw 10 feet 20 feet
Lathe 4 feet 8 feet
Planner 4 feet 20 feet
Grinder 4 feet 4 feet
Jointer 4 feet 4 feet
Radial saw 4 feet 20 feet
Jig Saw 4 feet 4 feet
Sander 4 feet 4 feet
Drill Press 4 feet 4 feet
Band Saw 4 feet 4 feet
METAL SHOP
Lathe 4 feet 6 feet
Shaper 4 feet 4 feet
Hack Saw 4 feet 4 feet
Drill Press 4 feet 4 feet
Vertical Miller 4 feet 4 feet
Horizontal Miller 4 feet 4 feet
Shear (On Bench) 4 feet 4 feet
Notcher 4 feet 4 feet
Brake 4 feet 4 feet
Solder Bench 2 feet 4 feet
Heat Treating Furnace 3 feet 6 feet
Melting Furnace 8 feet 8 feet
c.
Drafting or drawing laboratories should have a minimum of 40 square
feet per student, giving an area of 1000 square feet, exclusive
of storage space; 200 square feet should be added for teacher
work area and A-V equipment utilization, total area, 1,200 square
feet.
d.
A separate facility centrally located shall be provided for a
teacher conference room and library. This area shall have a minimum
of 1,000 square feet of floor space, including storage.
B. Furniture and Equipment
1. Furniture
a.
6 benches, woodworking, 4-place locker type, 54" x 64"
bench surface, 2.25 thick maple top equipped with 4 vises, 12
locks or drawers in base.
b.
2 bookcases, enclosed
c.
5 cabinets, file, 4-drawer legal-size, metal with locks
d.
1 cabinet, tool (material to make in shop)
e.
125 stools, adjustable height, metal
f.
5 desks, teacher
g.
4 panels, tool (material to make in shop)
h.
2 tables, drawing and planning, 30" x 60" top
i.
2 tables, glue and finished, 24" x 60", metal covered
top, one shelf
j.
1 bench, demonstration, with water-resistant top, 2.5" x
24" x 60", work surface 32" high, equipped with
a wood-worker's vise and a machinist's vise
k.
2 benches, mold making, with water-resistant top, 30" x 48"
l.
2 benches, mold making, with water-resistant top, 30" x 96"
m.
2 benches, slip casting, with water-resistant top, 30" x
96"
n.
2 cabinets, tool, portable 2-door with lock
o.
32 desks, drafting 37.5" x 60" with 5 individual locking
drawers for equipment storage
p.
2 cabinets, storage, double swinging door style, 36" x 24"
x 78" with lock
q.
5 cabinets, drawing board storage, 25" deep x 57.5 wide,
x 25.5" high, stacking type, (locally manufactured0
r.
1 base for drawing board storage, framed and constructed as required
locally
s.
4 horses, art
t.
4 carts, clay, 16" x 16" x 24.5", metal lined,
rust-proof
u.
1 cabinet, display, glass enclosed, with shelves and lock
v.
6 cabinets, damp storage (zinc construction) 36" x 18"
x 7
w.
6 cabinets, drying, with shelf frames of waterproof fiber, pegboard,
2 doors with locks
x.
6 cabinets, kiln furniture and supply, 36" x 18" x 42",
with adjustable shelves and lock
y.
2 tables, all-purpose drawing, with work surface of 62" x
43" x 30" high
z.
2 tables, glazing, 48" x 96" x 30" high, with water-resistant
work surface
aa.
4 tables, kiln loading, 30" x 42" x 1.25", 30"
high, on smooth-acting 2" rubber casters, transit top
bb.
2 tables, wedging board, 48" x 30" x 28" with water-resistant
work surface
cc.
4 tables, whirler, 24" x 72", 30" high
dd.
4 tables, whirler, 24" x 72", 27" high
ee.
2 tables, planning, 30" x 72" x 30" high
ff.
6 benches, with vises, 4-student
2. Equipment
a.
1 grinder, 1/3 hp., ball bearing, 6" x _" wheels; complete
with wheel guards, eye shields, tool rests, stand, water pot,
switch, cord, and attachment plug
b.
1 saw, circular, 10" floor model, tilting arbor, minimum
table 22" x 25", quick positioning rip fence with venire
final adjustments, miter gauge with stop rods
c.
1 saw, jig, 24" capacity, 4-speed, 1/3 hp., 1725 rpm., 110V,
AC motor, complete with stands, pulleys, belt, belt guard, light
switch, cord, and plug
d.
1 press, drill, 14"or 15", floor model, 2 _" ground
steel column; Jacobs key type chuck, _" capacity; mortising
attachments, complete with1/4", 3/8", _" hollow
chisels and hollow chisel bits; 1/3 hp., 1725 rpm., 60-cycle,
110V single-phase ball-bearing motor, complete with pulleys, belts,
switch cord, and plug.
e.
4 lathes, wood, 17" swing, 38" between centers, cast-iron
bed, 4-step "V" pulleys on headstock and motor, speed
range 900 to 3400 rpm., headstock pulley and belt fully guarded,
spindle 1" diameter or larger, threaded for in-board and
outboard turning; No. 2 Morse tapers for centers, tailstock center
self-ejecting; _ hp., 1725 rpm., 110-220V, 60-cycle, AC motor.
Complete with stand, pulleys, belt, spin center, cup center, 6"
face plate, 3" face plate, 12" tool rest, 4" tool
rest, cord switch and plug, one set of turning chisels, one each;
(1)
1" skew
(2)
_" skew
(3)
_" gouge
(4)
_" gouge
(5)
_" spear
(6)
_" parting tool
(7)
_" round-nose tool
f.
1 router shaper, _ hp., 18,000 rpm., 110V, AC power unit, complete
with base, chuck guides, cord, switch and plug; cutters to include
1/8" veining bit, _" router bit, _" radius brading
bit, 3/8" radius cove bit
g.
1 jointer, 6" floor model or mounted on enclosed cast-iron
stand with chute. "V" belt drive, 37" over-all
length, round three-knife cutter head, sealed ball bearing, rapid
action fence, cutter head guard and belt pulley guard, _ hp.,
110-220V, 60-cycle, ball bearing motor, pulleys, belts, switch,
cord, and knives.
h.
1 sander, portable belt type, minimum _ hp., universal AC/DC,
25-60 cycle, single phase, 110 or 220V; rubber covered drive pulley,
ball bearings; with dust bag, complete with cord, switch, and
plug.
i.
1 saw, band, 14" single pace cast-iron frame; table tilt
45, grooved for mitre gauge, 10" x 16" table top; capacity
guide to table 9", capacity blade to frame 14"; balanced,
rubber-covered, ball bearing wheels; adjustable guard and guides;
_ hp., single phase, 1725 rpm., AC, 60-cycle, 110-220V motor;
complete with belt guard, motor bracket, base or stand, two 3/8"
blades, cord, switch and plug.
j.
1 saw, circular, 10" tilting arbor, with accessories and
safety attachment
k.
1 saw, band, 20", metal-wood cutting, variable speed
l.
1 saw, radial, 10", with mitre, bevel, and cutoff scales
m.
1 saw, jig, 24", with adjustable table and blower
n.
1 press, drill, 20', floor model
o.
4 lathes, wood, 12" x 36" capacity
p.
1 lathe, bow, 16" capacity (for larger face plate turning)
q.
1 sander, belt and disc, floor model with tilting table
r.
1 planer, 24"x6" capacity with blade sharpener attachment
s.
1 jointer, 8"
t.
1 grinder, pedestal type, 6"
u.
2 kilns, ceramic, electric, 16" x 18" x 15" firing
chamber, 2350, with furniture, pyrometer, automatic cutoff and
alarm clock
v.
2 kilns, electric, 16" x 18" x 17" firing chamber,
2000, top loading, with furniture, pyrometer, automatic cutoff
and alarm clock
w.
6 wheels, potter's, electric, 10" head with concentric circles,
variable speed, 1/3 hp. Motor, 0-180 rpm.
x.
1 booth, spray, 24" x 26" x 26", with a turntable
and exhaust system to outside air.
y.
1 forge, with blower
z.
1 furnace, gas
aa.
1 furnace, gas, melting with crucibles, 1500
bb.
2 lathes, 9" quick change, 3 _ ' 4' bed, pedestal base
cc.
1 lathe, 10" quick change, 4' 5' bed, pedestal base
dd.
1 lathe, 12" quick change, 4'-6' bed, pedestal base
ee.
Recommended accessories for each lathe:
(1)
Collet chuck attachment
(2)
Independent 4-jaw chuck
(3)
3-jaw universal chuck
(4)
Jacobs tailstock chuck with key, capacity, 0" to _"
(5)
Arbor for tailstock chuck
(6)
Taper attachment
(7)
Tool holders, straight, left and right hand
(8)
Set of lathe dogs, _", _", 1" and 1 _ "
(9)
Threading tool
(10)
Dnurling tool, medium
(11)
Cut-off tool
(12)
Clamps type dog
(13)
Tailstock center, ball bearing
(14)
Center rest
(15)
Boring tool holder
ff.
1 milling machine, plain, with following accessories:
(1)
Index center
(2)
Swivel vise
(3)
Cutting arbor with collars
(4)
Slab milling cutter
(5)
Angle plate
(6)
Angular cutters, 7/16" and 9/16", right and left hand
(7)
End mills, _", 3/8", _", 5/8", _", 1"
and 1 _ "
(8)
Metal splitting saws, 1/32", 1/16" and 1/8"
(9)
Woodruff keyway cutters, _" through 1 _"
gg.
1 shaper, 10"-12' standard, with following accessories:
(1)
Vise
(2)
Holders, straight, right and left hand
(3)
Angle plate
(4)
Slotting tool holder
hh.
1 press, drill, 15" floor type, _" chuck
ii.
1 vise, drill press, 4" to 6"
jj.
1 grinder, pedestal, 1 hp. Heavy duty, 8' wheels
kk.
1 grinder, bench type, _ hp. To 1 hp.
ll.
1 compressor, air, 1 hp. garage type
mm.
1 grinder, surface, universal
nn.
1 hacksaw, power, capacity 4" to 6"
oo.
1 press, arbor, 1 to 1 _ ton
pp.
1 shear, 36" squaring, foot power complete with holddown
attachment
qq.
1 shear, throatless
rr.
1 brake, box and pan, 48" complete (minimum size)
ss.
1 brake, hand bending, 5" to 8"
tt.
1 bender, 6" radius, capacity, _ center pin hole diameter
uu.
1 seaming machine, double
vv.
1 turning machine, rotary, bench
ww.
1 turning machine, rotary, bench
xx.
1 edging machine, elbow
yy.
1 crimping and brading machine
zz.
1 belting down machine
aaa.
1 rotary combination machine
bbb.
1 rotary bench wiring
ccc.
1 grooving machine
ddd.
5 kits, first aid
eee.
4 extinguishers, fire,vaporizing liquid type, 1 qt. Capacity
fff.
former, slip roll, 36" with 2" rolls
IV. STORAGE
A. Number, Types, and Sizes of Items
to be Stored
1. Room for storage
of supplies and special tools used in evening classes and work-in-progress
in shops that are used extensively by evening classes
2. Space for waste and
refuse containers
3. Shelves enclosed
with locks for books and instructional materials
4. A compartment in
or below benches of at least 2 cu. Ft., plus one other for safe
storage of some large completed projects.
5. Enclosed storage
panels on the wall for the tools used in each area of work, with
locks.
B. Size of Cabinets or Shelving
Refer to furniture section
if cabinets are to be built, rather than purchased.
C. Size of Storage Area
1. Each shop panel space,
minimum of 100 square feet
2. General material
storage, minimum of 300 square feet
3. Floor space storage,
minimum of 150 square feet, balcony or floor
4. Power Technology
Laboratory tool room, 8' x 12' x 16'
5. Power technology
Laboratory material room, 8' x 10' x 12'
6. Drafting material
room 8' x 10' x 12'
7. Electricity and Electronics
material room, 8' x 10' x 12'
8. Electricity and Electronics
material room, 8' x 10' x 12'
9. Electricity and Electronics
student room, 8' x 10' x 12'
10. Graphic arts tool
room, 8' x 8' x 8'
11. Graphic arts material
room, 8' x 10' x 12'
12. Graphic arts student
room 8' x 10' 12'
13. Machine metals tool
room 8' x 10'x 12'
14. Machine metal material
room 8'x 12' x 16'
15. Machine metals student
room 8' x 10' x 12'
16. General metals tool
room, 8' x 10' x 12'
17. General metals material
room, 8' x 12' x 16'
18. General metals student
room, 8' x 10' x 12'
19. Wood Technology
tool room, 8' x 10' x 12'
20. Wood Technology
material room, 8' x 12' x 16'
21. Wood Technology
student room, 8' x 12' x 16'
V. SPECIAL CONSIDERATIONS
A. Environmental
1. Visual
View windows should
provide unobstructed view of all shop areas regardless of the
teacher's position in the station.
Fluorescent lighting
is recommended when artificial light is needed. Recommended foot-candles
of no glare light at the student working surface:
Minimum Desired Maximum
a. Woodworking 50 75
100
b. Power Technology
50 75 100
c. Drafting 75 100 100
d. Electricity and Electronics
75 100 100
e. Graphic Arts 50 75
100
f. Machine Metal Working
75 100 100
g. General Metal Working
50 75 100
h. Industrial Arts Grafts
50 75 100
A shadowless light,
of slightly-below-task-level intensity and of the colestrial color
(yellow), must prevail; concentrated light of the same color,
but of task level, shall be beamed on the task. A shield of the
complementary color shall act as a background for the task; a
shade of blue-green in the yellow atmosphere. This will accomplish
several things; i. E., absorb light and reduce glare; act as a
dark background for metals being worked; and eliminate the conflict
of stimuli.
The frames of the machines shall be a tone of blue-green, which will maintain some lightness in the working space while appearing somewhat gray. Dangerous parts shall be yellow or red (emphasized by yellow light). The architectural space shall be so designed that the operator (student) does not look at a glare source when he lifts his eyes from the task, but rather sees a "relief wall", can be one tone of or one tone of blue-green in lower spaces. A wainscot is not needed because it creates visual distraction. A better alternative is a spattered-paint surface.
2. Hearing
The desirability and
functional necessity of verbal communications in classrooms is
unquestioned and runs normally between 40 to 60 decibels. In function
laboratories, the level will run from 60 to 100 decibels or higher.
With the exception
of drawing of drafting rooms, teacher stations shall be enclosed
with building materials capable of reducing shop noises to a level
that will allow normal conversation in the station.
3. Climate Control
Heating, Ventilating, Temperature
Heating and cooling
systems shall be of the forced air type so that the inside air
is at a constant temperature and must provide an interchange of
outside air to maintain air movement, cleaning, freshening, and
humidity control.
The optimum temperature for laboratory environments requiring physical manipulative activities is 68F, and for those areas or classrooms requiring more of an academic activity, it is 72F. Therefore each laboratory or classroom shall be wired to provide individual control of heating and cooling.
B. Utilities
1. Restroom and clean-up
facilities shall be provided between each two laboratories or
classrooms to serve a minimum of 40 students per class period.
Hot and cold water is required for student clean up. A water cooler
of not less than 10 gallons per minute shall be provided in each
laboratory or classroom.
2. Each laboratory or
classroom shall be wired to provide individual control for electrical
facilities, and most important, the installation of electrical
"panic" switches, one in teacher's office and two in
laboratory area for emergency use. The fuse box will be available
from the open shop.
3. Electrical outlets
shall be in floor troughs. The floor troughs shall be spaced every
ten feel apart with a double convenience outlet at every ten-foot
station with access doors.
4. Explosion-proof electrical
devices.
5. Voltage as designated
by machines in each area.
6. Wall outlets placed
on every ten-foot station at 36" height.
7. Each laboratory having
a need for a dust collecting system or a dust and chip collecting
system shall b e so equipped.
C. Service School and Community
1. Access Drives
Provision for unloading
of delivery trucks.
2. Parking
No recommendations.
3. Doorways for Delivery
, Access
a.
Each laboratory shall be equipped with double " panic"
type doors at two different locations for egress and ingress of
students.
b.
All laboratories except drafting shall be equipped with an upward,
inside, ceiling-recessing, 10-foot wide, material access doors.
c.
Access doors shall be clear and unobstructed.
D. Storage
1. Fireproof storage
for finishing materials.
2. Shelving and benches
for work-in-progress.
E. Floor Materials, Room Finishes (Performance
Qualities Only)
1. Fire-resistant construction.
2. Shop floor materials
shall be non-slip, fire-resistant, and unaffected by solvents.
3. Classroom floor material
shall be compatible with floor-ing in other parts of the school.
4. Room finishes in
shop areas shall be an epoxy type.
5. Acoustical materials
in floor and wall construction.
VI. RELATIONSHIPS (BUBBLE DIAGRAM)
A. Within the Program
1. Both the supply
room and tool panels should be so located that students in reaching
them and returning to their work pass as few work stations as
possible.
2. The location of laboratories
to each other should be as follows: Drafting, Graphic Arts, Industrial
Arts, and Crafts.
Electricity and Electronics, General shop, Wood, Machine Metal,
General Metal, and Power Technology.
B. To Closely Related Programs
The Industrial Arts complex should be located a desired 100 feet
from the nearest academic area.
C. To Entire Campus
The recommended design is from a central office and foyer area
feeding off to each area as the spoke of a wheel.
LINK TO INDUSTRIAL ARTS
VII. BIBLIOGRAPHY
A. Accreditation Standards for Florida
Schools, State Department of Education, Tallahassee, Florida
B. Industrial Arts in Florida Schools,
Bulletin 12, 1959, State Department of Education, Tallahassee,
Florida
C. Industrial Arts Guide, Escambia County
D. Industrial Arts Guide, Orange
and Seminole Counties
E. Educational Specifications,
Alachua county
F. Industrial Arts Woodworking,
John L. Feirer
G. General Shop, Feirer and Groneman
H. General Crafts, George A. Willoughby
I. Electricity and Electronics,
Steinberg and Ford
J. General Metals, John L. Feirer
