DOCUMENT RESUME

ED 223 835 CE 034 372

TITLE Industrial Arts Curriculum Guide in General Industrial Arts. Bulletin No. 1683. INSTITUTION Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education. PUB DATE [81] NOTE 337p.; For related documents, see CE 034 373-375. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS *Behavioral Objectives; Construction Materials; *Course Content; Curriculum Guides; Design; Equipment Utilization; Finishing; Guidelines; Hand ; *Industrial Arts; Industrial Personnel; Instructional Materials; *Learning Activities; Machine Tools; Mass Production; Measurement Techniques; Planning; *Program Implementation; Safety; Secondary Education; Technical Illustration; Technology; *Trade and Industrial Education; Vocational Education IDENTIFIERS Industrial Materials; *Louisiana; Material Control

ABSTRACT This curriculum guide Contains operational guidelines to help local administrators, teacher educators, and industrial arts teachers in the State of Louisiana determine the extent to which their programs are meeting the needs of the youth they serve. It consists of a discussion of course prerequisites, goals, content, and implementation as well as 18 units devoted to various subject areas addressed in industrial arts programs. Covered in the individual units are American industry careers, general safety, technical sketching and drawing, layout and measurement, hand tools, industrial materials, basic combining processes, portable power tools, organizing and controlling work, stationary power tools, mass production concepts, materials processing, finishing, materials and equipment, planning and design, home maintenance, and energy orientation. Each unit contains a statement of purpose, goals, time allotments, student activities, teacher activities, and resources. Among those items provided in the guide's appendixes are lists of equipment, job sheets, information sheets, safety information, parts identification of tools, sample tests, a selected bibliography, and project ideas. (MN)

********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** STATE OF LOUISIANA

DEPARTMENT OF EDUCATION

LrN rrN

Pr\ r\J BULLETIN NO. 1683 C\J C=11 Lt.)

INDUSTRIAL ARTS CURRICULM GUIDE

in

GENERAL INDUSTRIAL ARTS

Issued by

Office of Vocational Education "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION MATERIAL HAS BEEN GRANTED BY NATIONAL INSTITUTE OF EOUCATION UCATIONAL RESOURCES INFORMATION N. J. Stafford, Jr., Ed.D. CENTER (ERIC) lj This document has been reproduced as Assistant 'Superintendent received from the person or organization originating it. Minor changes have been made to improve J. KELLY NIX reproduction quality. State Superintendent TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Points of view or opinions stated in this docu- ment do not necessarily represent official NIE position or policy. EQUAL OPPORTUNITY STATEMENT

In compliance .dth Title VI, Title IX and Section 504 of the Rehabilitation Act of 1973 this Educational Agency upholds the following policy:

This is an Equal Opportunity Institution and is dedicated to a policy of non-discrimination in employment or train- ing. Qualified students, applicants or employees will not be excluded from any course or activity because of age, race, creed, color, sex, religion, national origin, or qualified handicap. All students have equal rights to 'counseling and training.

This guide was printed at a cost of $5.30 per copy by the Department of Education for the purpose of improving VocationalEducation programs under the authority of P.L. 94-482 as amended and regulationsissued thereunder. This material was printed in accordance with the standards for printing by state agencies established pursuantto R.S. 43:31. FOREWORD

This publication is a guide for the improvementof instruction in Industrial Arts Education for the State of Louisiana. It should be of benefit to industrial arts teachers, supervisors, counselors,and administrators. These operational guidelines will help local adminis- trators, teacher educators, and industrial arts teachers todetermine the extent to which their programs are meeting the needs of ouryouth. Industrial Arts Education Programs must be organized to meet theneeds

of all students.

A constant concern for educators is the constructionand revision

of curriculum. Industry and technology are the core of industrial arts instruction. Both are constantly changing; therefore, curriculumand instruction must.change in order to provide students arealistic and accurate understanding of industry and itsfunction in our complex technological society.

State Superi ent of Education ACKNOWLEDGEMENTS

This publication represents thecooperative efforts of personnel in the Louisiana Industrial Arts Associationand the Industrial Arts Section in the Office of Vocational Education,Louisiana State Department of Education. Special recognition goes to Dr. ThomasEppler, Northwestern State University, Regional Co-Director; Dr.Vincent F. Kuetemeyer, Louisiana State University, Regional Co-Director;Mr. Thomas Landry, University of Southwestern Louisiana, RegionalCo-Director; and Dr. James W. Trott, Louisiana State University,Project Coordinator-Director who served as Project Director inthe development of the guide. Special commendation goes also to members of thewriting team who worked diligently to make this publication areality.

The following teachers spent manyhours writing, field testing, and completing these guidelines: .MichaelBeauvais, John M. Lee, James W. Parker, Spears. H. Carl Schaff, Nathaniel C.Johnson; Raphael N. Smgy, and Samuel 0.

Ed.D. N. J. tafford, Je:, AssistantSuperintendent Education Office ofVocational CONTENTS

Preface i

Foreword jj

Acknowledgments ii

Table of Contents iv

Course Description, Target Grade Level, Prerequisites,Goals and Objectives 1

Space Allocation, Placement of Equipment and Traffic Flow 2

Content Outline 3

UNIT I INTRODUCTION TO AMERICAN INDUSTRY/CAREERS 4

UNIT II GENERAL SAFETY 7

UNIIIII TECHNICAL SKETCHING AND DRAWING 12

UNIT IV BASIC LAYOUT AND MEASUREMENT 16

'UNIT V BASIC HAND TOOLS 19

UNIT VI BASIC INDUSTRIAL MATERIALS 25

UNIT VII BASIC COMBINING PROCESSES 30

UNIT VIII BASIC PORTABLE POWER TOOLS 33

UNIT IX ORGANIZING AND CONTROLLING WORK 35

UNIT X BASIC STATIONARY POWER TOOLS 37

UNIT XI MASS PRODUCTION CONCEPTS 39-

UNIT XII BASIC MATERIALS PROCESSING 42

UNIT XIII FINISHING 45

UNIT XIV RELATED SUBJECT AREA(S) MATERIALS AND EQUIPMENT . 49

UNIT XV RELATED SUBJECT AREA(S) PLANNING AND DESIGNING 51

UNIT XVI RELATED SUBJECT AREA(S) SAFETY REVIEW 53

iii UNIT XVII HUME MAINTENANCE APPLICATION 55

UNIT XVIII ENERGY ORIENTATION 58

APPENDIXA 62

Recommended Equipment Lists 63 Recommended Hand Lists 67 The Technological Team 77 Fifteen Career Clusters 80 Career Clusters Matriculation 81 Job Clusters 82 Historical Outlook 86 Divisional Organization Chart 88 Personnel Organization Flow Chart 89 Manufacturing Process Chart 90 Production Control Chart 91 Production Flow Chart 92 Processing Operations 93 Methods of Joining Materials 94 Job Sheet "How to Malta Flannel Boards and Flannel Graphics". 97 Operation and Assignment Sheet 98 Reading A Rule 100 Understanding Fractions 101 Students Plan Sheet 102 Project Planning 103 Project Bill ofMaterials 104 Project Planning and Evaluation 105 Project Self-Evaluation Form 106 Alphabet of Lines 107 Grid Sheet 108 Abrasive Grading Chart 109 Selecting Finishes 110 Wood Finishing Chart 111 Common Cuts in Wood 112 The Stanley 113 Common Wood Joints 114 Common Wood Joints 115

APPENDIX B 116

PART I - GENERAL SAFETY What Have You Got to Lose9 117 Responsibility 118 School Board and Superintendent 119 Parish Safety Coordinator 120

7 The Administrator 121 The Teacher 123 General Safety for all Areas of Industrial Arts 125 General Safety Rules for Power Tools 126 General Safety Rules for Hand Tools 127 General Safety Rulea for Portable Electric Hand Tools. . 128 Housekeeping 129 Smmple Safety Agreement 130 Safety Programming for the Teacher 131 Housekeeping Practices 132 Housekeeping 132 Materials Handling 133 Electrical Safety 134 Fire Safety 137 Personal Protection 140 Eye Protection 141 Hearing Protection 145 Respiratory Protection 148 Emergency Action 150 When An Injury Occurs 151 Primary Concerns 151 Secondary Concerns 152 Accident Reporting 153 Student Accident Report 154 Student Accident Investigation Report 155 Student Safety Inspection Check List 156 Hazardous Conditions Report 157 Safety for the Special Needs Students 158 Emergency Phone Numbers 161 Parental Permission and Acknowledgement 162 Permission Slip 163 Color Codes 164

PART II - SAFETY SUGGESTIONS, PARTS IDENTIFICATION OF TOOLS AND SAMPLE TESTS Safe Lifting 165 Materials Handling 166 General Safety Test 167 Arc Welder 169 Band Saw 171 Horizontal Band Saw 173 Sander 175 Belt Sander 177 Buffer 179 Portable Circular Saw 181 Drill Press 183 Portable Electric Drill 186 Furnace, Foundry 190

v Gas Forge 192 Urinder 194 Service 198 Jointer 200 Metal Lathe 202 Wood Lathe 204 Milling Machine 206 Motorized Miter Box 208 Offset Printing Press 210 Parts Washer 212 Planer-Surfacer 214 Portable Router 216 Sander, Belt and Disc 218 Radial Arm Saw 220 Sabre Saw 222 Scroll.Saw 224 Table Saw 228 Metal Shaper 230 Metal Squaring Shear 232 Sheet Metal Machines 234 Solder Gun 236 Operation Checklist - Oxy-Acetylene Welder 238 Spot Welder 241

APPENDIX C 243

Selected Bibliography 244 Suggested Texts 246

APPENDIX D 247

Bookrack 248(43) Cheese Spreader 249(312) Cheese Cutting Board 250(313) Cake 251(314) Cork Bulletin Board 252(315) Salad Tossers 252(316) Tie Hangers 253(317) Tote Box, 254(318) Study Lamp 255(319) Radio Case 255(320) Graphic Arts 256(321) Transistor Radio 256(322) Crystal,Radio 257(323) GENERAL INDUSTRIAL ARTS

Course Description:

This course is designed as an introductory course into the worldof technology and industry. The course is designed to provide basic and varied opportunities for students in a broad range of subject areas and activities. Students will design, plan and build projects and "mini-projects" by using hand and power tools.

Target Grade Level:

This course is designed for grades 9 through 12. It is a prerequisite course and must be taken by all studentsbefore entering into any of the other industrial arts courses with the exception of the Technical Drafting courses. It is also suggested Chat this be a prerequisite course for many of other Vocational courses.

Prerequisite: NONE

General Program Goals and Objectives:

'The study of General Industrial Arts should provide students:

.1. Learning experiences Which will assist thstmjin.identifyin'g-and evaluating their personal interests, abilities, values and needs as they relate to the needs of our industrial/technical society. 2. Foundations and exploratory experiences in many basic areas leading to further progress in other courses of interest. 3. The opportunity to develop general and specific problem solving and creative abilities involving the tools, materials, processes and products of industry. 4. Broad introductory experience; in many occupational clusters.

11 Space Allocation, Placement of Equiprent and Traffic Flow

As a general rule, all machines, benches and laboratory equipmentshould be surrounded by a minimum of 3 feet of.clear space.Certain machines such as cut-off saws, shears, jointers, planers, drill presses andlathes may need more space to accommodate the long materialsthat are ordinarily processed with these machines.

Major aisles should have a minimum width of 4 feet, while secondary walkways should be at least 3 feet.

Sufficient open floor space to prevent crowding and interference among students must be provided around all doorways, in project assembly areas, demonstration areas, around tool cribs and tool panels and near material storage areas.

Machines that are more than 4:feet in heightshould be placed toward the outside of the tOom so that visibility will not be obstructed.

The following space recommendation table is from the 1974 "Guide to Preparing Educational Specifications for Secondary Industrial Arts Facilities," published by the American Council of Industrial Arts Supervisors.

An Example of Space Recommendations for Traditional Industrial Arts Courses:

(Figures in Square Feet per Student)

Minimum Adequate Desired

General Shop 80 100 125 Crafts 75 100 125 Metals 75 100 125 Drafting 40 50 60 Ceramics 60 70 80 Electricity 60 70 80 Woods 80 100 -125 Power Mechanics 75 80 100 Plastics 60 70 80 Graphic Arts 75. 80 100

These space suggestions do not include storage areas, finishing rooms, planning areas, or other similiar allied areas.

More detailed space allocations for madhines listed in this publication can be found in the "Guide to Equipping Industrial ArtsFacilities" by the American Industrial Arts Association, 1914 Association Dr., Reston ,VA 22091. CONTENT OUTLINE

Estimated minimum coverage time in weeks

I. INTRODUCTION TO AMERICAN INDUSTRY/CAREERS

GENERAL SAFETY 1

III. TECHNICAL SKETCHING AND DRAWING 2

rv. BASIC LAYOUT AND MEASUREMENT 1

V. BASIC HAND TOOLS 1/2

VI. BASIC INDUSTRIAL MATERIALS 1/2

VII. BASIC COMBINING PROCESSES 1

VIII. BASIC PORTABLE POWER TOOLS 1/2

M. ORGANIZING AND CONTROLLING WORK 0 1/2

X. BASIC STATIONARY POWER TOOLS 1/2

XI. MASS PRODUCTION CONCEPTS 1

XII. BASIC MATERIALS PROCESSING 1

XIII. FINISHING 1

XIV. RELATED SUBJECT AREA(S) MATERIALS AND EQUIPMENT 1

XV. RELATED SUBJECT AREA(S) PLANNING AND DESIGN 3

XVI. RELATED SUBJECT AREA(S) SAFETY REVIEW 1/2

XVII HOME MAINTENANCE APPLICATIONS 1

XVIII. ENERGY ORIENTATION 1

All major -leadings that are marked with an asterisk(*) under the TOPICS column must be adequately covered to meet the recommended state guldelines forminimum subject area coverage. The headings not marked are optional topics and may be taught at the individual teacher's discretion. All formal testing should be directed at the marked headings. 'These marked items will give a minimum coverage of 18 weeks for a 1/2 credit course.

All sequencing, time allotments, student activities and resource data are suggested only.

3 UNIT TITLE / INTRODUCTION TO AMERICAN INDUSTRY/CAREERS

INTRODUCTION UNIT GOAL(S). GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

This unit is intended to familiarize Industrial Students will be able to investigateThis unit, properly presented, should help Arts students with the general organization and the background, materials, processes students: function of industry in the United States. and products of industry. In addition, they will be exposed to Develop an interest in industry. major industrial occupational It is expected that teachers will substantially clusters in order to help them Develop an awareness of major career enhance this unit by providing ample opportunity make sensible choices, in their own opportunities related to industry. for student project work which will simulate the eventual career planning. production processes of industry. Develop consumer knowledge of good design and quality workmanship, and learn to select industrial products wisely.

Make reasonableinitial and tentative choices of possible careers in industry:

14

/3 Page 1 UNIT I INTRODUCTION TO AMERICAN INDUSTRY/CAREERS

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this A. Origin and Background Study appropriate text chapter. Display pictUres----,. of early Films: unit students should be 1. Development of tools tools and equipment. "Tools That Shaped able to: 2. Movable type printing press America" by 3. Industrial Revolution Amalgamated Meat a. Steam engine Answer study questions. Show films on industry. Cutters Chronologically list major b. Cotton gin inventions and inventors 4. Mass Production "Wealth Out of in American industry and a. Interchangable parts Lecture and discussion. Waste" by Bureau of technology. b. Asscmbly line Mines c. Job specialization List objects in home made by mass , d. Jigs and fixtures production methods in industry. Brief class on the mass e. Special purpose tooling production concept. "This Is Automation"

5. Automation . by Bureau of Mines a. Technical change b. Efficiency engineering Show films. (labor)

Identify career opportuni-*B. Occupational Clusters Discuss careers with the school Bring in school counselor Occupational Outlook ties and make tentative 1. Construction counselor. or other resource person. Handbook by U.S. 1." personal career choices in 2. Manufacturing Department of Labor one or more occupational 3. Transportation Collect related job opportunities (19) P. 51-55 clusters. 4. Agribusiness and Natural from classified advertisements. Distribute information Employment agencies. Resources about different careers. 5. Marine Science List occupations of parents and Resource persons. 6. Environment classify them under a major \ 7. Business and Office occupational cluster. 8. Marketing and Distribution 9. Canmunication 10. Hospitality and Recreation Fill out a sample job application 11. Personal Service form. 12. Public Service 13. Health 14. Consumer and Homemaking 15. Fine Arts and Humanities

i, UNIT I INTRODUCTION TO AMERICAN INDUSTRY/CAREERS Pa e 2

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Define concepts of *C. Trends in Technology Disassemble a product that has Bring in an old appliance. Local repair shop production; 1. Electronic several parts, and discuss each 2. Metallurgy part in relation to price, raw Tooling-up 3. Transportation material, production, industries Discuss ecology, recycling, Components plant Control 4. Communications involved, etc. pollution, etc. Power plant Interchangeable Parts 5. Energy Printing plant Mass production 6. Health Visit an electrical power plant. Plan a field trip to news- Fabrication plant Mating parts paper, power plant, etc. *D. Materials (raw materials and List five products made from raw their sources) materials found in the old , Identify cutting, forming, appliance that they have previouslyDistribute flow charts Old appliance assembling, and finishing *E. Processes (making a product taken apart, showing the order in which operations in manufactur- using machines, equipment and operations are performed to (1) P. 72 ing. tools). Study the manufacturing process of make a product. the item under trends in Technol- (1). P. 55-60 *F. Products (manufactured items ogy. Distribute handouts. and sales). . Discuss resources duplicated and cA distributed by the instructor.

1 (...) ... u

[ 17 . UNIT TITLE II GENERAL SAFETY

INTRODUCTION UNIT GOAL(S) GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

This unit is included to help the teacher in Through an effective accident As a result of learning experiences gained through the incorporation of safety education into prevention program industrial this unit, students and teachers should become more industrial arts program. By treating arts teachers and school administra- Lnowledgeable and aware of safety. safety education as an integral part of the tors must become more knowledgeable total program rather than as a separate and teach students to protect subject, a high level of safety conscious- themselves and,othera against Eye and ear protection are extremely important areas ness can be maintained. dangerous and potentially dangerous of emphasis. Electrical and fire areas are also of situations. This unit should teach vital importance in a safety education program. safety attitudes that lasta Personal protection is vital to our citizenry and This unit should be a vehicle for improving lifetime. this unit should provide the topics and means of safety instruction and for building strong preventing accidents. v positive safety attitudes and work habits. Such a program will result in the preven- tion of accidents, and will help reduce the teacher's possible exposure to liti- gation. II GENERAL SAFETY Pa e 1

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this *A. What have you got to lose? Discuss the value and "replacement Show transparency "What (16) P. 5-1.02 unit the student should 1. Your eyes value" of their eyes, hearing, Have You Got To Lose?" be able to: 2. Your hearing hands,'legs, back, and life. Show a safety film depicting Resource Person 3. Your hands typical accident situations. Explain the reasons and 4. Your legs . advantages for having 5. Your back Explain what life would be like Contact a safety representa- safety guidelines. 6. Your life without the use of their eyes, tive from a local industry hearing, hands, legs, and back. to speak to the class on the Identify general safety *B. General safety instruction. Lmportance of a positive (16) P. 5-4.01 guidelines for Industrial Take notes in notebook. safety attitude. Arts. . Take safety test. Discuss the needs and *C. Eye Protection Discuss and review 43eneral (16) P. 3-15 importance of eye 1. Types of eye hazards Inspect the various types of eye Safety Instructions For All protection. 2. Appropriate.eye protection protection devices and insure Areas of Industrial Arts." devices for various hazards that they are in proper working N.S. 3. Reasons for eye protection order. P. 3-15 Select the proper type of 4. Consequences of not wearing Administer Safety Test. eye protection for a appropriate eye protection cb given potentially (injuries, etc.) Examine an artificial eye as a Share information on eye hazardous situation or 5. Proper maintenaece of eye possible substitute for their own. protection. . taek. protection products 6. What to do in case of an Study handout on applications of Obtain information on eye eye injury eye prott.:tion. related accidents,-and other information from the National In pairs, blindfold each other and Society for the Prevention tour the classroom or laboratory. of Blindness and the National Safety Council.

Distribute and review handout on use of various eye protective devices.

Show film if appropriate.

21 UNIT II GENERAL SAFETY Page 2

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Explain the importance and *D. Housekeeping Organize a clean-up roster for Organize and tnplement an (16) 3.01-3.02 significance of good 1. Housekeeping as accident housekeeping by suggesting each effective plan/schedule of housekeeping. prevention of the items that will require housekeeping. 2. Good housekeeping practices daily cleaning. 3. Elements of a good plan for housekeeping 4. Items necessary for housekeeping

Identify electrical hazards *E.Electrical Safety Discuss electrical safety hazards Compile a list of uneafe ,(16) P. 3.03-3.05 on sight and take 1. Nature of electrical and list unsafe electrical condi- electrical conditions found appropriate precautionary accidents tions found at home and school. at school and submit it to action. 2. Causes of electrical the principal. accidents List examples of common a. Defective equipment As appropriate, rectify or unsafe acts that result b. Unsafe practices remove any electrical hazards in electrical accidents or 3. Avoiding electrical found in the industrial arts injury. accidents lab.

,c)Liat the most common causes of electrically related accidents.

List the locations of fire *F.Fire Safety List the location of fire alarms Explain and post the location (16) P. 3.08 alarms and explain the 1. Fire alarm end evacuation and extinguishers. of fire alarms and the proper proper procedure to procedures evacuation routes. evacuate the lab in case of 2. Fire extinguishers Practice evacuation of lab/class-. fire. a. Classes (types) room in case of fire. Show and explain a trans- b. Uses parency on fire extinguishers Identify appropriate types c. Method of operation Draw a chart listing the various of fire extinguishers. d. Range classes of fire extinguishers, Demonstrate the proper use of e. Maintenance their uses, their methods of fire extinguishers. List the various classes 3. Location of fire operation and their identifying of fires. extinguishers characteristics. If feasible, contact fire 4. Underwriters Laboratories department to put on Standards demonstration.

23 24 TT GENERAL SAFETY Fage 3

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Locate all fire extinguish- b. What does the UL tag list the location of all emergency/ Contact Underwriters Labs for ere in the lab/classroom, mean? auxiliary.shut-offs and explain the free or 10-1 cost fire c. What is the purpose of procedure for operating them, safety instructional mate- Underwriters Labora- rials. Define Underwriters tories Materials? Laboratories. 5. Storage of flammables a. Flammable liquids b. Oily materials c. Paint soaked rags Describe various types of . flammable materials and d. Others list the proper storage 6. Location of shut-offs for

procedure for each, gas/oil fired equipment. .

Locate and operate -;,?,st- offs for gas/oil fired equipment.

List personal protective *G. Personal Protection Discuss the merits of various Gather samples of each type (16) P. 21 devices for the head, 1. Head personal prbtective devices and of personal protective eyes, ears, face, 2. Eye-face the consequences of failing to use devices. respiratory system, torso, 3. Respiratory them. and limbs. 4. Body Show transparency of "Unsafe

H. Personal Practices - Worker" and have students 1. Conduct identify potential safety 2. Orderliness hazards.

Demonstrate and apply the *I. Materials Handling Analyze and discuss the proper Using transparency; explain (16) W.S. S- 3.07 proper procedures for 1. Proper lifting procedures procedure for lifting heavy objects.the proper procedure for lifting heavy materials. 2. Danger of improper lifting lifting heavy objects. . . procedures Describe the procedures 3. Carrying Materials Using an empty cardboard box Explain the hazards of lift- for handling long, hot or a. Long Objects practice the proper lifting pro- ing heavy objects over your sharp objects. b. Hot Materials cedure. head. c, Sharp Materials

26 2 5 EMIT Il CAMERAL SAFETY Page 4

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Identify noises exceeding Hearing Conservation If available use a type 2A sound Contact a local industrial (16) P. 3.17- 3.18 safe acceptable levels for 1. Noise Levels level meter to monitor noise levelsconcern, or group of safety 3.19 a given time period. a. Measured in decibels throughout the school. Where engineers to demonstrate a b. Comparable dB levels levels exceed 85 dB, calculate Type 2A sound level meter. with ordinary noise allousble duration per day/hour. Appendix chart 2. Noise exposure 3. Hearing protection devices Show examples and proper a. Muffs uses of variow types of b. Plugs hearing protectors. c. Air Cushioned pads

Report all accidents/in- K. Accident reporting Fill out a mock accident report. Require all students to Juries that occur in class 1. Report all accidents report all accidents. or the lab in the correct 2. Emergency procedures manner. Analyze accident reports for the Record and report all purpose of aiding in the preven- accidents to the appropriate tion of futuie accidents. administrator.

Review other appropriate safety materials shown in appendix

2'l 23 UNIT TITLE III TECHNICAL SKETCHING AND DRAWING

INTRODUCTION UNIT GOAL(S) GENERAL UNIT OBJECTIVES_ (PURPOSE/ RATIONALE/ INTENTION)

This unit is devoted to the development of a General Industrial Arts students, As a result of learning experiences during this general understanding of the role of technical through basic study and practice unit, students should acquire sufficient basic drawing in product development and manufacturing. in this unit, will be prepared to skills to aid their self-expression on paper. Students should be made aware that the ability to execute and utilize working Familiarity with sketching, lettering, and formal execute, read and understand drawings is crucial drawings. Additionally, they drawing will allow Industrial Arts students to to manufacturing and industry. should learn to use basic technical understand the significance of the planning and drawing equipment and techniques in designing phases of U.S. industry. such a manner that they may prepare creative and productive technical drawings. -

30 23 UNIT III TECHNICAL DRAWING AND SKETCHING Page 1

OlUECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this *A. Sketching Basics Complete acceptable sketches of Introduce and demonstrate Overhead Projector unit, students should be 1. Line development his home (or given objects). the alphabet of line(s) and able to: 2. Sketching objects in three the basic pictorials and (1) P. 103-107 views, three view projectian. EXpress ideas on paper 3. Isometric sketching through controlled 4. Perspective sketching sketching. 5. Oblique sketching 6. Grid enlarging or reducing Differentiate between 7. Solid sketching on various types of common graph paper pictorial views.

Correctly identify and use *B. Basic drawing equipment Prepare a silhouette chart of Present an opaque project (1) P. 115-120 basic drawing equipment. 1. Drawing board equipment items and their correct demonstration of basic Opaque Projector 2. T-Square names. drawing tools. 3. 30° -60° and 450 triangles 4. Compass Discuss proper use of each. 5. Dividers ... u/ 6. Scales .. 7. Drafting machine

Read common rule to an *C. Rule Reading Skills Measure handouts, school news- Positively insure minimum (1) P. 97, 100 mccuracy of 1/32" or 1 1. Whole feet and inches papers, desk tops to acceptable competency in basic millimeter. 2. Reading 1/2,1/4,1/8,1/16 accuracy levels, measurement by each student. inches 3. Reading whole meters, decimeters, centimeters, and millimeters.

Letter a given paragraph *D. Freehand lettering skills Prepare a hand lettered name tag Conduct appropriate (1) P. 110 legibly and consistently, 1. Use of guidelines (1/8" andfor a textbook cover or desk plate. engineering lettering using standard letter form 3/16") drill exercises. and light lettering 2. Correct shaping and stroke guidelines, sequence a. Vertical capitals b. Numerals and fractions 3. Correct line weight (dark- ness) 32 UN/T 1/; SECHNICAL DRAWNAND SKETCHINa rage £

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Correctly read dimensions E Tolerances and allowances Read and interpret given Explain principle of Sample industrial to given tolerances. 1. Dimensions format tolerances from selected drawings. Go-No-Go gauges, drawings using 2. Machine shop applications tolerance dimensions 3. Manufacturing implications

Select a correct missing F. Shape Description Complete three view sketching Prepare practice problems (1) P. 127-8 viewfrom several view 1. Orthographic projection problems on grid paper. solutions. 2. Multi-view drawings 3. Spacing of views 4. Hidden lines

Identify all lines and G. Size description Dimensioning of three view Practice practice problems (1) P. 102,111-114 symbols used in standard 1. Extension lines problems. dimensioning practice. 2. Dimension lines 3. Arrowheads 4. Center lines

.... S. Leaders 4.- 6. Placement of dimensions 7. Dimensioning circles, holes and arcs 8. Dual Dimensioning (English and Metric measurements)

Locate and read details H. Working drawings Bring in an acceptable set of Distribute end explain Sample industrial from selected working 1. Definition plans from a periodical, appropriate samples of working drawings drawings. 2. Developing working drawings. (1) P. 129 3. Reading

Identify key basic I. Symbols Review given examples. Display charts selected (1) P. 114 drawing symbols. 1. Section drawing symbols rymbols. Discuss reasons 2. Floor planning symbols for symbols. 3. Machine drafting symbols a. Finish marks b. Schematic/Simplified threada

33 34 Page 3 winin_ TECHNICALDRAWNG AND SKETCHING

OWECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Provide appropriate prints. Sample industrial Locate and read detailed J. Blueprint reading Read blueprint, blueprints views from selected blue- prints.

Lead a general discussion Selected blueprint Discuss basic elements of K. Factors in designing Bring in pictures or real objects using examples brought in by reading workbooks good design. 1. Refinement of solution which display good design qualities. ideas class. and textbooks. 2. Function, utility 3. Unity, Balance, Harmony Periodicals from 4. Form, Texture, Color home. 5. Pattern repetition 6. Key feature

36 UNIT TITLE IV BASIC LAYOUT AND MEASUREMENT

INTRODUCTION UNIT GOAL(S). GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

The purpose of this unit is to assure that all The students will be able to As a result of satisfactorily completing Industrial Arts students receive formal, correctly measure withimgiven this unit, students should be able to: standarized training in specific measurement performance standards and perform and layout requirements. It is directed toward selected layout operations. Feel capable of completing basic standard pre-vocational shop math requirements. and metric measurements.

Teachers are encouraged to invite the use of In addition, students. will become the Correctly divide, multiply, add, subtract, popular hand calculators during this unit. generally familiar with metric and reduce fractions. measurement requirements. Sat up and complete basic math problem involving various area, volume, and percentage computations.

37 38 UNIT TV BASIC LAYOUT AND MEASUREMENT Pagel

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this *A. Layout techniques Lay out a true square and check Demonstrate and (1) P. 228-230 unit, students should be 1. Parallel to edges diagonal distances for accuracy. scratch awls (avoid felt/ able to: 2. Accuracy checks fiber) (2) P. 300-301 a. line Lay out the 3-4-5 900 triangle and Measure and make project b. line verify right angle. layouts accurately. 3. 3-4-5 900 triangle 4. Finding true centers of Tracel,i circle with a jar or can Choose appropriate layout circles lid and then locate the exact equipment. 5. Grid enlargement/or center geometrically. reduction Utilize layout equipment 6. Graph paper-scaled sketch-Correctly identify given drawing Project equipment items (1) P. 115-120 in the correct manner. ing equipment items. using opaque projector

*B. Equipment Brief class on correct useage 1. Layout a. Squares (1) Combination (2) Try (3) Framing (4) T -Bevel b. Rules (1) Steel tape (2) Folding rule c. Dividers

Complete linear measure- C. Reading the Rule Measure desks, texts, notebooks, Di*lay blow-up of rule (1) P. 97-100 ment requirements, with an 1. Accuracy to sixteenths etc. and teach fractional parts accuracy of + 1/32". 2. Measurement drill (suggest opaque projector) 3. Layout prac:ice Review correct sizes upon ccopletion..

Correctly complete given *D. Computing area Measure room and compute wall Drill class on area/volume area/volume/percentage 1. Square units surface, ceiling, and floor area formula work forsquares/ problems with a competency 2. Formula work: in square feet. rectangles, triangles, circle level of 752. 0. Triangles and various solids. b. Rectangles Figure internal volume of class- c. Circles room in cubic feet. d. Combinations 40 33 UNIT IV BASIC. LAYOUT 4MILNEASUREMENT Page 2

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

*E. Computing volume Compute volume of boxes, oil Display and discuss the 1. Cubic units storage tanks, etc. decimal equivalency table. 2. Rectangular solids 3. Cylinders 4. Combinations

*F. Figuring percentage Complete percentage practice work Prepare percentage practice 1. Fractional form of and successfully pass examination sheets and related test(s). 2. Decimal form of of the material. 3. Selected problems

Properly measure distances *G.Metrics Measure other student's heights Introduce steel tape with (1) P. 95-102 within a competency level 1. Measurements of: in metrics. standard and metric units. of + 1 millimeter. a. Lengths (2) P. 296-300 b. Areas Pour 1 quart Of liquid in a large List common metric units c. Volumes jar and compare it to 1 liter in a , which describe areas, 2. Selected problems similar jar. volumes, and liquid amounts.

Convert common fractions to*H.Fractions and Decimals ractice problems as directed. Prepare and execute decimals and decimals to 1. The decimal equivalent appropriate fraction and fractions. table decimal drills. 2. Conversions Correctly round off given 3. Rounding decimals Complete fraction/decimal tests. Prepare and issue test(s) 5-place decimal amounts 4. Fractions involving fractions and to 2 or 3 places. a. Addition decimals. b. Subtraction Correctly double and halve c. Doubling given common fractions. d. Halving e. Multiplying d. Dividing 5. Reducing fractions to lowest common denominator

42 UNIT TITLE V BASIC HAND TOOLS

INTRODUCTION UNIT GOAL(S). dENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

This unit is intended to familiarize students Students will be given Maximum As a result of completing this unit, with the more common hand toOls and their . opportunity to identify, select, students should be able to: proper use. Good work habits and sensible and handle a variety of basic choices of "the right tool for the job" should hand tools. Discuss the advantages and disadvantages be stressed throughout this introductory unit. of the major home and industrial hand tools.

Fe,e1 safe and confident in the skills Teachers should be aware of the importance of developed by using hand tools. using the correct nomenclature, as well as the need for thoroughness in initial demonstrations. State or list common safety precautions to be observed when using the more hazardous hand tools. Tools are presented in clusters, and all clusters are to be considered equally important. The actual tools are not necessarily required in order to introduce them to the class..

44 43 ..--.16...... -- Pa el OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Upon completion of this *A. Layout and Measuring Tools Practice with given tools whenever Note: Selected tool unit, students should be 1. Rules feasible. able to: a. Folding When applicable, selectionsCatalogs b. Yard stick of tools should be made c. Meter stick within clusters.An Identify, discuss, and d. Bench rule 'Student/group projects using a introduction and discuss - safely use general hand 2. Steel pocket taPe variety of available hand tools, ion should include: tools. (inches-metric) 3. Calipers 1. Demonstration of Text references

a. Outside correct use . b. Inside Prepare color coded or silhouetted 2. Advantages/disadvan - Discuss the topic of hand- c. Vernier storage panels or tages of use tool safety as applied to d. Spring dividers cabinets. 3. Safety precautions the home and to industry. 4. Micrometers 4. Student practice/ Films/Cassettes a. Standard projects where

b. Metric appropriate . 5. Squares a. Try IV b. Framing o c. Combination d. T -Bevel 6. Marking devices a. Markinggauge

b. Scratch awl . c. Chalk line d. Trammel

*B. Driving and Lnpact tools 1. Twisting and turning tools a. (1) Fixed open-end (2) Adjustable open end (3) Box (4) Combination (5) Socket .(6) Torque (7) Pipe (8) Allen

(9) Tap . 415 (10) Die Stock

. . UNIT V BASIC HAND TOOLS _

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

b. (1) Standard (2) Phillips (3) Automatic Ratchet (4) Offset (5) Stubby 2. Impact tools a. (1) Claw (2) Ball peen

(3) Plastic tipped ' (4) Magnetic tacker

b. . (1) Rubber (2) Wooden (3) Rawhide . c. Sledges (1) Small , 4 (2) Large to -. *C. Holding tools 1. Clamps a. C - b. Hand Screws c. Steel Bar d. Pipe e. Spring 2. a. Vise Grip b. Slip-joint c. Channel lock d. Diagonal cutting e. Needle nose f. Nippers g. Electrician (lineman) and other side cutting 3. Vises a. Woodworking 4 3 b. Bench metal c. Drill press 4 7 d. V -Block e..Pipe UNIT BASIC HAND TOOLS

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES .

4.Pop-r ivet gun 5. Rivet set

*1). Cutting Tools . 1. Woodcutting tools a. Saws . (1) Cross-cut (2) Rip (3) Coping (4) Keyhole/compass (5) Back . (6) Miter Box Saw (7) Dovetail

b. Planes . (1) Jack (2) Block (3) Spokeshave (4) Rabbet (5) Surform(rasps) (a) Flat IV . p..) (b) Round rasp (c) Block c. Wood chisels (1) Butt

(2) Firmer . (3) Paring (4) Mortise (5) Carving (sets) 2. Metal Cutting Tools a. Cold Chisels (1) Flat (2) Cape (3) Round nose (4) Diamond Point b. Dies (1) Solid .(2) Adjustable (3) Pipe c. Files (1) Round 4 3 (2) Flat (3) Half-round .50 (4) Triangular/Three Square UNIT V BASIC HAND TOOLS --

OBJECTIVES/TIM ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

(5) Needle . (6) Auger bit d. Punches (1) Center (2) Fin (3) Drift (4) Prick (5) Solid e. Hack Saws (1) Standard-solid (2) Adjustable . f.Snips g. Bolt cutters E. Boring Tools 1. Woodworking Drills a. Hand drill b. and bit c. Expansive bit d. Forstner bit N) L., e. Spade bit f. Spiral drill (Yankee- automatic) g. Counter sink bit h. Screw-Mate bit 2. Metal Working Drills "a. Twist drill b. Taps (1) Taper (2) Plug (3) Bottoming (4) Pipe

c.Reamers . (1) Fluted (2) Expansion d. Re-Boring Bits (1) Spot face (2) Countersink (3) Counterbore r. F.Miscellaneous Tools , , 521. Jigs and templates 2. Paint brush, roller and pad UNIT V BAS/C HAND TOOLS ...

ORJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

3. Glass cutter 4. Sheetmetal seamer/groover 5. Mechanizal Fingers 6. /scrapers a. Putty knife b. c. Joint knife d. Pocket knife e. Cabinet knife 7. Inspection mirror 8. Wire stripper 9. Wrecking bar 10. Bolt extractors (EZYOUT) 11. Wheel Dressing Tools 12. File Card 13. Levels a. Masons 1.7 b. Carpenters r c. Line d. Plumb bob 14. Tubing cutter/flaring tool 15. Various Foundry Items 16. Gauges .a. Screw Pitch b. Thickness c. Wire 17. Soldering Irons 18. Grease guns

53 54 UNIT TITLE VI. BASIC INDUSTRIAL MATERIALS

INTRODUCTION UNIT GOAL(S). GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

Industrial Arts students should be given ample Students will be given a systematicAs a result of completing this unit, students opportunity to examine and work with a variety introduction to industrial should be able to: of product materials used in industry. Small materials so that they will be individual or group projects which utilize qualified to make sound decisions several separate materials are encouraged. relative to: Appreciate how altering materials increases their value.

Teachers should attempt to make this unit an Selecting proper materials for opportunity to stress correct nomenclature and particular products or projects. Classify and describe the key features of selected key terminology in describing and discussing industrial materials. thewide variety of basic industrial materials. Making cost comparisons when producing the same product using Correctly use key terminology in describing common high and low quality Materials. industrial materials. 't.

Unit VI URIC INDUSTRLAL MATERIALS Pagel

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this *A. Woods/wood products Prepare display board of softwood/ Introduce class to wood unit the student should 1. Softwood Grading hardwood samples. sawing, drying and surfacing be able to: a. Select b. Shop c. Common Identify and discuss a 2. Hardwood Grading variety of industrial a. Firsts Provide samples of various materials. b. Seconds woods, lumber and plywood c. Selects for class discussion. d. Commons 3. Plywood Make educated choices in a. Veneer manufacture Discuss plywood sawing and nailing selecting appropriate b. Ply construction materials for the job at c. Advantages over solid hand. wood Prepare samples of plywood edge 4. Particle Board molding or covering. a. Composition Discuss advantages, dis- Correctly lay out and cut b. System of manufacture panelling, plywood, and c. Uses and applications advantages, and industrial 0, hardboard. d. Advantages and dis- application of selected advantages composition boards and 5. Hardboard papers. a. Composition b. System of manufacture c. Uses and application 6. Paper products B. Leather Prepare a display showing lacing, 1. Hides cutting, tooling and carving a. Curing leather. b. Tanning c. Finishing 2. Tooling calfskin 3. Steerhide, sheepskin and suede C. Plastics Cut and cement plexiglas, sand Discuss injection molding 1. Polyvinyls edges and polish with toothpaste. industrial process. 2. Resins 3. Fiberglas a. Plastic resin/catalyst 57 b. Molds VI BASIC INDUSTRIAL MATE_BIALS Page 2_ .

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this *D. Metals Identify metal samples and discuss Provide samples of each unit the student should 1. Ferrous types physical properties of each. available metal and discuss. be able to: a. Cast iron b. Carbon steel c. Alloy steel d. Wrought iron 2. Non-Ferrous types Prepare listings of common a. Elements industrial metals and their 1)Aluminum applications. 2)Copper Groups hold a soldering competition. 3)Zinc 4) Tin 5) Lead Supervise groups' soldering 6)Magnesium activities.Establish 7)Nickel grading standards. 8)Chrome 9)Mercury b. Alloys 1)Aluminum 2) Brass 3) Bronze 4)Solder 5)Magnesium Prepare a collection of selected 3. Properties of Metals metal (objects) and discuss their Present industrial applica - a. Malleability properties. tions of various metals. b. Ductility c. Thermal conductivity d. Thermal expansion e. Magnetism f. Electrical conductivity g. Effects of cold working and annealing E. Ceramics 1. Plaster 2. Clay a. Plastic qualities b. Fired day 3. Glass (silica) 4. Portland cement a. Lium b. Silica c. Alumina Iran made Unit VI BASIL INDUSTRIALMATERIALS Page 3

OWECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this 5. Concrete Complete a telephone survey of Introduce class to the unit the student should a. Mixing ratios comparative costs of the same general industrial'uses of be able to: b. Use of aggregates materials. Compare results in ceramics. Assign a cost c. Curing class. survey- same materials from d Reinforcing different vendors. 6. Ceramic properties a. Inorganic Compare and discuss the b. Hard-rigid-brittle Make a mold mnd prepare concrete advantages and diaadvan - c. Hi-voltage insulation stepping stones. Explain the principlea of tages of different types of d. Inexpensive reinforcing rods in industrial ceramic e. Non-flammable commerical concrete work. materials. f. Tasteless and odorless Bring in an example of a ceramic 7. Industrial applications industrial product and discuss in a. Spark plugs class. Show film or slides showing b. Grinding stones industrial use of various c. Bricks and mortor ceramic materials. d. Dentures e. Pottery and china f. Bathroom tiles *F. Gases 1. Oxygen Demonstrate gas welding as 2. Acetylene Research the amount of heat available equipment allows. a. Welding joints generated in:oxy -acetylene welding b. Spark lighter (6300°F). Convert to a reading Stress safety and eye c. Neutral flame in Centigrade. protection. 3. Industrial applications a. Fabrication MIG 6 TIG welding b. Welding (1) Sap building (2) Oil rig construction (3) Auto body repair c. Industrial construction d. Petroleum industry *G. Liquids Demonstrate industrial 1. Fuels spray equipment as 2. Solvents Available. 64 3. Paints 6 1 Unit VI RAKICmus rage 4

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this 4. Thinners Participate in group exercise in Demonstrate correct usage of listed industrial liquids unit the student should 5. Primers correct method of cleaning paint be able to: 6. Aerosol spray cans brushes. a. Correct usage b. Safety Stress safety and use of respiratory masks. Discuss the need for ape- cial safety considerations when using and storing

industrial liquid materials .

Use a spray can correctly.

r...) .0

6.1 UNIT TITLE VII BASIC COMBINING PROCESSES

INTRODUCTION UNIT GOAL(S). GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

The purpose of this unit is to acquaint students Students will be provided a formal As a result of learning activities in this unit, students with the common processes and materials used by intioduction to basic mechanical should be able to: industry to mix, fasten and coat various products. fasteners and their use.By mixing and coating materials, their skills and experiences should improve Differentiate between the terms, Imixture," their home projects au well as their "solution," and "suspension." Teachers should plan individual and group career productivity. exercises that will allow physical combinations of materials to be accomplished. Small projects Describe and discuss adhesion, cohesion, andmechanical and demonstrations are highly recommended. fasteners.

Relate the industrial process of combining various materials to related manufacturing processes.

5 b 6 6 Palm 1

OBJECTIVES/TINA ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this *A. Mechanical Fasteners Student will sort a mixture of Discussion by teacher. (4) P, 390 unit students should be 1. Threaded mechanicaliasteners into categories able to: a. Bolts listed. d. Screws Prepare bulletin board (3) P. 51 C. Nuts showing various types of P. 334-338 Identify three kinds of combining techniques. threaded fasteners. Make use of several combining processes in the malting of a metal tool box.

Select the correct types . of threaded fasteners for three different applica- tions. Demonstrate using tape and (3) P. 249 Thread end of pipe with dies. . dies.

Identify 7 kinds of non- 2. Non-threaded Student will use a tinners rivet to Discussion of non-threaded (4) P. 389-390 La threaded mechanical a.Nails-Staples combine two strips of sheet metal. fasteners, showing examples P. 391-392 fasteners. b. Rivets of each. c. Lacing-Strapping d. Other Drive and set a rivet to (1) Cotter pins hold two pieces of (2) Retainer rings Demonstrate use of tinners (3) P. 339-340 material together. (3) Clips rivet to combine two strips (4) Interference fit of sheet metal.

Discuss various methods of AB. Mixing Students will mix concrete to pour Discussion and demonstration (3) P. 50 mixing components. 1. Two Solids stepping stones. of mixing cement, sand, a. Ground coffee blends gravel and water to form (4) P. 370-372 b. Portland cement concrete. P. 367 List at least one example c. Alloys of mixing in each. 2. Two Liquids Discussion of thickness of classification. a. Motor oil and detergent oils, or introducing,the b. Alcohol and water term viscosity. c..Viscosity

137 Unit VII BASIC COMBINING PROCESSES Pa e 2

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Distinguish between a 3. Solid and Liquid Hake a solution of water and sugar Discussion-Demonstration (4) P. 374-375 suspension and a solution. a. Suspension and a suspension with water and P. 367 b. Solution starch. 4. Gases 5. Gas and a Liquid a. Bleach -C12 & HC1 Shake a soda to observe CO that Discussion on how liquid 2 State an example of two b. Carbonated soda was dissolved, bleaches are made. gases mixed.

List reasons for coating a *C. Coating Discussion of reasons for coating. product. 1. Purposes t.4 a. Protect N3 b. Decorate Hake stencil for spray decoration of metal tool box. , 2. Kinds a. Organic Select the proper kind of coating Discussions and examples (3) P. 50 Discuss two major types of b. Inorganic-non metallic to be used or metal tool box presented. industrial bonding. c. Hetalic -plating project. (4) P. 367-368

*D. Bonding '-' P. 377-382 1, Adhesion Group project work involving adherins List job requirements and a. Soft soldering given materials with different Demonstrate correct (3) P. 50-51 background for job in b. Epoxy bonding agents. application of common welding. c. Contact cement industrial adhesives. (4) P. 386-388 2. Fusion Prepare a list of safety precautions a. Oxyactylene uelding pertaining to oxyacetylene welding. Present film on welding and (4) P. 383-386 b. Arc welding lead discussion of relevance c. Spot welding to local industry.

7 0 UNIT TITLE VIII BASIC PORTABLE PCWER TOOLS

INTRODUCTION UNIT GOAL(S). GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

Host work done with stationary equipment can be Selected portable power tools will Through this unit, students will be able to duplicated with portable electric tools. be covered as to appropriate safely and properly use each tool selected by Portable power tools are lightweight, inexpensive, safety precautions and proper the instructor and list major parts or components. and easily carried to the work in comparison to applications. stationary equipment.

The purpose of this unit is to i9trOduce students to the correct and safe operatian of these basic portable hand tools.Teachers should cover WO the (*) marked tools in detail. The others are considered optional.

It issuggested that each portable power tool selected by the instructor be presented systematically and thoroughly with special attention given to: A. Complete safety precautions and regulations. B. Thorough nanenclature and related terminology. C. Fully developed and professional demonstration of each tool.

72 UmIT "IT BASIC PORTABLK_ZOWEETOOLS Pagel OBJECTTVES/TIKE ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the completion of this *A.Portable Power Tool Safety Sign safety pledge and have parents Duplicate and issue safety Text unit, students should be 1. Size and h.p. rating sign consent letter. pledges and consent letters able to: 2. Types of accessories for signatures. 3. Main parts and adjustments Other reference books 4. Changing cutters Identify the main parts and different types of portable *B.Drills Identify mainyarts. power tools. 1. Types Available films and film strips. Safely use and adjust *C.Jig Saw portable power tools. 1. Type of blades 2. Type of outs a. curve Operate tools under instructor's Discuss and demonstrate People in the school b. straight direction. required tools and others. system or community. c. Internal d. bevel

*D. Sanders Keep accurate records of 1. Types test results. a. Belt b. Orbital c. Disk d. Reciprocating 2. Sanding Techniques File test papers in student file folders. E. Circular Saw 1. Cross-CUtting 2. Ripping 3. Guides and accessories

F. Router

G. Buffers/Polishers

H. Grinders

I. Miter Box Saw

J. Oxyacetylene Welding Outfit 7 3 K. Spray Gun

L. !lottery Charger 74 UNIT TITLE IX ORGANIZING AND CONTROLLING UURK

INTRODUCHON UNIT GOAL(S). GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

This unit is intended to give students a working Students should see the need for As a result of the completing of this unit, familiarity with some of the methods industry work to be organized in such a students should be able to: uses to control and organize production on a manner that only minimum time/ functional cost-efficient basis. materials are wasted. Grasp the concept that, as far as industry is concerned, "time is money." This unit should grant the class an opportunity Students should graip the idea that to compare the efficient operating techniques sound planning is critical to good Realize that the principles of organizing of industrial and school shops. work. time, materials, and money should apply to personal as well as business pursuits. Each student should be convinced of the value of the theme, "A place for everything, and everything in its place."

76 inlyT IX _ORGANIZING AND C.Q.EIRILLING WORK Page 1

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this A.Corporate Organization Role playing of various levels of Introduce the topic of unit the student should be 1. Management the typical industrial corporation. general industrial organiza- able'to: a. Function Example: One student is a Personnel tion and corporate structure b. Authority Director; another is a job applicant Discuss how a job applicant 2. Labor and Production etc. may make a fil444able 3. Ownership by Stockholders impression. *B.Industrial Efficiency 1. Cuts costs Mass. production contest.Groups Lecture on job interview Describe how efficient 2. Saves time must fold paper correctly in a techniques and procedures. physical operations,cut 3. Techniques given time frame. Compare results. costs in industry. a. Flow charts b. Organization Charts c. Research and davelopuent Try andassign complex d. Time-motion studies operation involving folded e. Inventory control paper object. The group f. Production control completing the maximum Relate logical tool storage *C.Shop Efficiency in Equipment Examine tool storage set-up in number of objects will be with a safe shop atmosphere Storage Industrial Arts Shop. (s) the most efficient. 1. Color coding 2. Tool Silhouettes 3. Bins, racks, and cabinets Develop personal habits of *D.Personal Efficiency Draw a sketch of a 4' x 8' sheet Conduct a brief tour of shop thinking and working with 1. Wbrking against the clock of plywood and lay out given repeat spaces; stress functional efficiency-flat-home as well 2. Avoiding wasted motion patterns. Compare solutions for aspects of good tool as at work. 3. Planning ahead maximum number. storage. 4. Comparing procedures used with other person's procedures.

77 UNIT TITLEX BASIC STATIONARY POWER TOOLS

INTRODUCTION UNIT GOAL(S) GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

The purpose of this unit is to introduce the The major goal of this unit is to As a result of learning experiences completed important subject of stationary power tools to give students enough working knowl- on selected tools in this unit, students should Industrial Arts students in.a safe and orderly edge of major shop machinery so be able to: manner. Certain (*) marked tools are considered that they can feel confident, but satisfactory for complete student check out and respectful.toward basic stationary operation; however, others are intended to be power tools. Describe parts for each selected pcwer tool. introduced only at the individual teacher's option. With many of the latter, a complete demonstration, with safety highlights, will Feel confident and comfortable with selected power suffice. A thorough exposure to these optional tools. tools may be postponed Until more detailed units in related subject areas are introduced. Exhibit correct and safe operating procedures for selected power tools.

8 MIT I BASIC STATIONARY POWER TOOLS Pagel

OBJECTIVES/TINE ALLOTMENT TOPICS STUDENT ACTIVITTES TEACHER ACTIVITIES RESOURCES

At the end of this unit *A.Stationary power tool' Make relevant Safety Poster for Emphasize seriousness Appendix students should be able to: safety review display. of safety as related to 1. General regulations stationary power tools. 2. Injury potential Relate the principles of 3. Guards General Safety to stationer 4. Operator safety zones power tools. 5. Accident revieW

*B.Demonstrations and student Complete basic tests on tool safety Correctly demonstrate Appendix Pass written safety tests check outs, including nomenclature. each tool. on comnon stationary specific safety instruction in: power tools. 1. The Scroll saw 2. The Drill press Complete individual/group projects Arrange student practice 3. The Bench grinder as assigned. and project work. 4. The Disc/Belt sander

Optional instruction in the: Complete notebooks, sketches, and Administer formal evalua- Develop general familiarity I. Table saw lists of major parts. tions and safety tests. , with selected (optional) 2. Radial arm saw oo stationary power tools. 3. Jointer 4. Surfacer Optional demonstrations. Actual shop tools 5. Band saw 6. Power hack saw 7. Air compressor Selected text references

8 2 UNIT TITLE XI MASS PRODUCTION CONCEPTS

INTRODUCTION UNIT GOAL(S) GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

This unit is desigried to acquaint students of Students will realize the role After completing this unit, students should General Industrial Arts with the key concepts which,mass production plays in be able to: underlying production in U.S. industry. Whenever American industry. feasible, teachers should attempt to teach this unit by actually setting up group project uork Understand and appreciate the relationships on the "assembly line" basis. Careful selection Students will develop an apprecia- between management, production and personnel of a suitable small project to be mass produced tion of principles and practices involved in American industry. by the class will add a high level of student employed in jobs and occupations interest and enthusiasm. utilizing mass production techniques in manufacturing and Get up and actually mass produce a small product, industry. utilizing general industrial mass production techniques.

8 3 8 'I UNIT XL MASS PRODUCTION Pa -e 1 OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this *A. Business and Finance Discuss, take notes, and study the Discuss types of company Modern Woodworking, unit the studenti will be 1. Types of company ownership types of company ownerships. ownership, advantages and Wagner able to: a. Proprietorship/ disadvantages of each. (Goodheart-Wilson Partnership Publishers) ...,- Analyze a process for a b. Corporation Discuss-and study the principles of product for the purpose of (1) Sell certificates mass production and how they relateDiscuss how mass produced *Junior Achieve- mass production. and shares to industry. items will yield higher ment (2) Profit sharing and profits because of the losses efficient production methods Identify types of company (3) Meetings of stock utilized by U.S. industry. ownerships and choose an holders appropriate type for (4) Legal requirements simulation purposes. (5) Dissolving a Dlscuss and determine the type of Discuss different types of corporation cotpany ownership that is suited company ownerships. 2. Accounting for the class. Establish an efficient flow a. Capital available system for production. b. Production costs Discuss with students possibleSimulation r c. Sales products for mass production. 0 d. Profits/Losses Modify existing tools and e. Share distribution equipment for a mass *B. Market Research/Product selec- Discuss, research, and select a Discuss with students the World of Manufacturing

production run. tion product for mass production. basic features of the ' McKnight & McKnight 1. Determining Market for product. Publisher Products Develop efficient storage, a. Utility packaging, and shipping b,. Desirability/Need Determine through discussion and methods. c. Cost Analysis sketching, the basic features of Have students study and 2. Product Selection the product .to be mass produced, analyze mass produced items. *C. Product Design and Engineering Team with others in a 1. Sketching end designing Various items known successful joint effort 2. Product simplification Study and analyze mass produced to be mass produced. of mass producing a 3. Standardization of parts items. product. 4. Working drawing 5. Pilot model/prototype a. Construction Analysis (1) Type materials (2) Operations (3) Finishing Methods (4) Modifications 86 SS PRODUCTION Pa e

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

*D. Production Engineering Observe, discuss and assist with Develop a working drawing 1. Tooling Up construction of the pilot model. for a selected product desigr a. Machine and tool set-up and have the class assist and modifications and observe the construction b. Jigs of the pilot model or pro- c. Fixtures type. 2. Equipment Layout and Production lines Discuss with students the a. Production line pilot model and determine if _ analysis Discuss pilot andel and analyze for modifications areneeded. b. Organization of modifications. machines, materials, and workers c. Inspection stations Analyze and discuss operations and Analyze operations involved *E. Storage, Packaging and Shippingdevelop a flow chart for the mass on pilot model, and develop 1. Materials storage produced product selected. with students a flow chart. 2. Product storage 4) 3. Packaging methods - Develop a production line 4. Shipping methods 0 F. Industrial Sales Discuss and develop ideas for jigs aid organize the machines, and fixtures for the production tools, and workers for best line, ef ficiency.

Product ion (work). Develop jigs red fixtures needed for production. Analysisand discussim of mass , production techniques. Production (supervis ion).

Distribution of mass produced Analysis and discussion products. Release products for distribution.

a 87 UNIT TITLE XII BASIC MATERIALS PROCESSING

INTRODUCTION UNIT GOAL(S). GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

The purpose of this unit is to formally A major goal is to educate General When completing this unit, students should introduce students to major processes Industrial Arts students in the be able to describe and understand industrial employed by U.S. industry in forming, terminology applied to standard processes and related procedures. separating and conditioning common industrial'processes.- industrial materials.

Students should develop the ability to differentiate Teachers should attempt to cover items between physical and chemical means of modifying in all three major (*) marked topics. working materials. Whenever possible, small but challenging projects.should beused to demonstrate these processes.

8 3 UNIT XII BASIC MATERIALS PROCESSING Page 1

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

As a result of completing *A. Forming Materials Complete given project work in Present, lemonstrate, and Film on Sand Casting this unit, students will 1. Casting and molding pouring plaster, plastic resin, discuss )andmold casting. Procedures be able to: a. Metals or cast metal., b. Plaster (3) P. 369-374 List common industrial c. Slip clay procedures for joining 2. Compressing or stretching Directed project work. various materials and a. Forging (metals) display familiarity with b. Stretch forming key terms. (sheet metals) c. Thermo-forming Present examples of products'Selected text or (Plastics) formed by various methods. catalog reference d. Spinning (metals) e. Drawing f. Extruding (metals and plastics) g. Bending

Desciibe technological *B.Separating Materials Group or individual project work Introduce and assign simple (3) P. 210

I.' separation processes 1. Wood Millwork as directed'. projects which utilize var- employed in the manufacture a. Cutting ious cutting, drilling, and of given industrial pro- b. Surfacing $ smoothing operations. ducts, and shou familiarity c. Joinery cuts d. Smoothing with key terms. . 2. Thermal Cutting *Stress terminology items.) a. Hot Wire b. Oxy -acetylenecutting c. Arc cutting 3. Shearing/punching Complete small sheet metal project. 4. Machinery a. Drilling b. Turning c. Milling d. Shaping e. Grinding ASIC HArERIALS PROCESSING Page 2

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

5. Cutting with abrasives Group activity involving correct Distribute wood samples (3) P. 359-363 a. Garnet paper wood sanding/metal cleaning for proper sanding. b. Emery cloth operations. c. Steel wool d. Silicon carbide paper e. Aluminum oxide cloth 6. Filing

Discuss internal and ex- *C. ConeiCioning Materials Group project involving actual Select rusty shop tools (3) P. 364 ternal changes which occur 1. Annealing (or simulated) hardening or for surface conditioning. during common industrial 2. Magnetising tempering of carbon steel. conditioning operations, 3. Tempering and be conversant with key 4. Hardening Lecture and discussion of Selected text refer - terms. 5. Case hardening common industrial ences, films as 6. Chemical changing conditioning procedures. available a. Catalysts b. Reactants 7. Displacement finishing (3) P. 388-9 s- s- a. Peening b. Planishment Field trip or 8. Coloring invited resources a. Anodizing expert b. Bluing

9 3 94 UNIT TITLE XIII FINISHING

INTRODUCTION UNIT GOAL(S). GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

Thisanit should expose General Industrial Arts Students should be able to describe Understand and apply the principles that materials stuaaats to a wide variety of finishing opera..'ons. and use various finishing products may be made more beautiful, useful, and durable They should understand the nature of individual and finishing operations. They through finishing. materials as well as their correct application. should be qualified to make logical Small projects which require two or three separate decisions of matching given finishing operations are highly recommended. finishing materials to given Feel confident using selected brushes, solvents, projects. paints, varnishes, spray cans, and related supplies.

96 UNIT XIII FINISHING Page 1

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Upon completion of this *A. Preparation Practice on a small piece of Lecture and demonstration Selected text unit, the student will be 1. Sanding material, of various surface references able to: 2. Filing preparation techniques. 3. Bleaching 4. Decorating List and describe problems 5. Removing glues and adhesives encountered in cleaning, 6. Annealing decorating,and preparing 7. Pickling a surface for finishing. 8. Distressing 9. Etching

, Select the appropriate *B. Finishes Discuss types of finishes and list Lecture and demonstration Selected color finish for a given inter- 1. Opaque application procedures. of finishes, charts ior or exterior finishing a. Paint/enamel task. (1) Latex base Field triP to (2) Lacquer base Read and follow printed instruc- Set up a display area cabinet shop, (3) Dyes tion on containers, featuring different metal shop, b. Primers materials, ceramic shop, c. Epoxies art gallery, r- o 2. Transparent Apply a given finish to a printing shop, and/ or furniture store. a. Shellac project. . b. Lacquer Show and discuss film.or c. Sealers film strip, as available. d. Stains (1) P. 391-T23-1

(1) Oil . (2) Water (3) Spirit 3. Binding 4. Padding 5. Spotting 6. Glazing 7. Multi-color

, 98 9':' UNIT XIII FINISHING Page 2

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Choose and apply the *C. Solvents Clean finish applicator with Lecture and demonstration Text correct solvent for the 1. Water proper solvent after use. finishing job at hand. 2. Mineral Spirits Display charts 3. Alcohol 4. Lacquer thinner Correctly thin finish materials. Stress safety involving 5. Turpentine solvents. 6. Acids

Demonstrate the ability to *D. Application Apply a finish to a fabricated Lecture and demonstration Selected teit change the appearance of a 1. Brush product. references product by applying a 2. Spray suitable finish. 3. Dip coating 4. Wiping Display charts

Differentiate supplies *E. Supplies List the supplies and materials Conduct a tour of the Shop supply and from materials. 1. Brushes required to finish a project. finishing area. hardware catologs 2. Rags 3. News print 4. Rotten stone Display selected supply Newspaper ads 5. Rubbing compound items. 6. Polishing compound 7. Pumice stone 8. Steel wool 9. Wet/dry abrasives

*F. Materials. Display selected finishing 1. Paints/Enamels materials. 2. Thinners and solvents 3. Fillers a. Liquid b. Paste 4. Varnish a. Satin b. Gloss 5. Tung Oil 6. Oil colors 7. Stains a. Oil b. Water c. Spirit 9 3 8. Sealers FINISHING Pa _e 3

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Compare the many types of G. Surface covering and trim List materials and trim found in Lecture and display of Fine furniture coverings and trims 1. Laminates the home. materials. brochures and catalogs. applied to surfaces. 2. Flocking and/or felt Department store 3. Decals and appliques catalogs 4. Vinyl, contact paper, cloth, leather, etc. 5. Moldings . 6. Miscellaneous

Demonstrate good safety *H. Finishing Safety Prepare safety posters. Introduce related safety (3) P. 395-397 skills, attitudes, and 1. Ventilation equipment, its care and habits while working with 2. Storage proper functics. finishing materials and a. Ragsand solvents supplies. b. Finishing materials Copy safety rules in notebooks. 3. Toxic materials a. Odors b. Irritants

4- c. Gases . co 4. Eye Protection _ 5. Respirators . 6. Fire extinguishers

1 04) l 0 I.

. . UNIT TITLE XIV RELATED SUBJECT AREA(S) MATERIALS AND EqpIPMENT

INTRODUCTION UNIT GOAL(S) GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

This unit is intended to familiarize General Students completing this unit will As a result of completing this unit, students Industrial Arts students with the applicable be able to apply the knowledge of will be able to: key materials and equipment utilized in two materials, processes, equipment, or three additional Industrial Arts subject and toolsto their general educatior, Make educated personal choices in scheduling areas. Teachers should stress exploratory as well as to further studies in further related Industrial Arta unit shop experiences in these two or three subject selected shop subject areas. courses. areas taught within their own school.

Be generally conversant with the nomenclature It is intended thatthe teacher provide and terminology relevant to at least two other exploratory eLperiences and knowledge in Industrial Arts unit subject areas. otherrelated subject area units from the following Industrial Arts subject areas:

WOODWORKING DRAFTING CONSTRUCTION GRAPHIC ARTS METALS PLASTICS ELECTRICITY/ELECTRONICS RECREATIONAL CRAFTS P3WER AND ENERGY POWER MECHANICS

103 104 UNIT lay S ) MAFERIALS AND E U WENT : OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

7 At the conclusion of this *A. Basic portable equipment Study of related tools and equip- Conduct tour of selected unit the student should 1. Tool identification ment. related subject area be able to: 2. Proper use classroom/shop. 3. Safety review Make educated personal *B. Basic stationary equipment choices in scheduling 1. Equipment identification, Study safe use 'of tools and Demonstrate correct use of Indus trial Art s courses . 2. Proper use equipment. related tools and 3. Safety review equipment. , *C. Placing orders List key materials, 1. Common tools and equipment processesand equipment in related areas Provide newspaper and utilized in several 2. Common expendable supplies industrial catalogs. separate Industrial Arts and materials Divide into groups to prepare an unit course offerings. *D. Comparative shopping of order from given catalogs. identical items Explain the value of 1. Newspaper advertising efficiency and order in Sensibly compare costs for 2. Various industrial catalogs haadling and storing supplies identical item(s) prior to E. Supplies and storage Prepare a paper explaining how ul purchaseof tools, F. Follow course of instruction storage area set up may be improved.Supervise work activities in State Department of oequipment, supplies and per each unit subject area. unit subject area as Education course materials. S feasible. guidelines Work on projects in each appropriate unit subject area as feasible.

. , i fi o' 1 0 -5 UNIT TITLE XV RELATED SUBJECT AREA(S) PLANNING AND DESIGNING

INTRODUCTION UNIT GOAL(S) GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INVENTION)

This unit is intended to familiarize students Students should be able to apply As a result of the learning objectives with two or three additional Industrial Arts planning and designing skills developed by this unit, students should subject areas in regard to their respective to their own general education as be able to: planning and designing requirements. Teachers well as to certain selected subject should emphasize areas taught in their own school areas. systems. Develop creative ablities to sketch and plan as a means of communicating with others. It is intended that the teacher link this (and often related-subject area units) with several of the following Industrial Arts Build their skills in problem-solving subject areas: principles.

"WOODWORKING DRAFTING CONSTRUCTION GRAPHIC ARTS Approach the planning phase of original METALS PLASTICS project development with confidence in ELECTRICITY/ELECTRONICS RECREATIONAL CRAFTS themselves and theii- ability to think in POWER AND ENERGY POWER MECHANICS logical sequencing steps.

103 107 UNIT XV RELATED SUBJECT AREA (5) PLANNING AND DESIGNING Pa_ e 1

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this *A. Rough and refined sketches Prepare several rough or thumbnail Demonstrate sketching unit, the student should 1. Problem identification sketches. techniques, stressing line be able to: 2. Developing possible solu- central. tions Develop their creative *B. Finalizing Project Choices Given choices of design problems, Assign design problem in skills and abilities to 1. Refinement of solutions prepare a series or design related area, allowing sketch and plan as a 2. Developing drawing layouts sketches. several choices. means of communicating 3. Selecting materials, colors with others. 4. Choosing desirable shapes *C. Design Limitations Explain in writing their design 1. Size limits. 2. Shape Explain comparative shopping 3. Materials techniques (for materials). 4. Production Capability 5. Safety *D. Costs and estimates Complete a written cost estimate 1. Unit cost concept for producing one or several 2. Bill of material projects. vi ts) 3. Estimating labor costs 4. Costs for multiple units E. Elements of good design Bring in object or photograph Discuss selected student 1. Meets function which displays good design. objects or photos. 2. Simplicity 3. Balance 4. Harmony and Unity Design through sketches and Assign meaningful project 5. Key feature drawings, a project which results suitable for group design F. Group planning from group decisions. problem. 1. Decision making a. Brainstorming Study and discuss working b. Product selection drawings. Present working drawings. 2. Work assignments 3. Leadership 4. Cooperation 5. Choosing materials 6. Organizing production sequence *G. Working drawing 1. Samples relevant to subject areas . 1 )3 UNIT TITLE XVI RELATED SUBJECT AREA(S) SAFETY REVIEW

INTRODUCTION UNIT GOAL(S) GENEKAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

This unit is directed at introducing General Students will receive detailed Upon completion of this unit, students should Industrial Arts students to specific safety safety instruction in preparation be able to: considerations of several Industrial Arts for work in selected subject areas. subject areas taught in the local school district. Apply general safety guidelines to specific instructional areas.

Unit coverage should integraie general shop Students should be able to apply Provide minor First Aid treatments to themselves safety instruction with safety precautions in safety education to shop work as and others. two or three other given subject areas in the wall as in personal use. following Industrial Arts course offerings: List common injuries (and their prevention) in UI several different types of shops.

WOODWORKING GRAPHIC ARTS Conduct a basic safety inspection of a given CONSTRUCTION PLASTICS working shop. ELECTRICITY/ELECTRONICS DRAFTING METALS POWER MECHANICS POWER AND ENERGY RECREATIONAL CRAFTS _UNIT RPIATIM SllikacrABEAM SAFETY REVIEW Pagel

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this *A. Specific laboratory safety Review and study related subject Introduce class to related unit, the student should regulations regulations safety by a visit to be able to: 1. Posted regulations Industrial Arts teaching 2. Safety guidelines shops or classrooms. 3. Lab safety handouts/tests Role playing in the guise of: AEply general safety guide- *B. Related safety equipment 1. OSHA Inspector lfiles to specific 1. Guards 2. Safety Engineer Industrial Arts subject 2. Goggles 3. Injured industrial worker areas. 3. Clothing 4. Miscellaneous a. Hard hats b. Safety shoes Discuss the value of a Perform minor First Aid c. Fire bottles positive safety attitude. treatment for other d. Gloves Simulations of shop injuries students as well as for C. Review of Common Accidents and their treatment themselves. and their causes 1. Accident prevention 2. Accident re-enactment List common injuries and 3. Accident analysis Prepare safety wall posters Have a student "actor" their prevention in *D. Basic first aid displaying the theme of "Safety simulate a common shop several separate types of 1. Minor cuts in the Shop." accident. Discuss preventior Industrial Arta shop 2. Serious bleeding and treatment. courses. 3. Objects in the eye 4. Treatment for shock 5. Broken bones Write a short paper on safety 6. General CPR Techniques covering two separate Industrial Show appropriate safety film Conduct a rudimentary a. Mouth-tommouth Arts shop courses. (s) or slides. safety inspection of a resuscitation given area/shop. b. Chest massage E. Hazardous Items 1. Flammable Liquids 2. Dust 3. Grit 4. Sharp edges, corners 5. Electrical problems F. Safety inspection procedures 1. Tool inspection a. Sharp b. Clean 113 2. Electrical safety hazards 3. Storage areas 114 4. Working areas UNIT TITLE XVII HOME MAINTENANCE APPLICATION

INTRODUCTION UNIT GOAL(S) GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

Most adults regularly encounter problems General Industrial Arts students As a result of completing this unit, students involving home maintenance. A major goal will will be provided with the funda- be able to: of the Louisiana public school system is mental knowledge and skills to prepare its citizens to be effective required to safely perform basic and functional home makers. Home repair home repairs and upkeep. costs are often extremely expensive. Make correct personal choices in selectingtools and materials for basic home repairs. Therefore, General Industrial Arts education should logically prepare students to safely In addition, they will develop execute common home repairs and to be self-confidence in handling home Peel generally informed as to the current generally aware of the respective costs costs of tools and materials. common building materials and repair equipment. involved.

Teachers are encouraged to make use of realistic practice sessions and simulations of home repair challenges.

116 UNIT XVII HOME MAINTENANCE APPLICATIONS Page 1

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Experiencesnnd activities *A.Refinishing furniture Group repair.work on broken Introduce: (1) P. 282-287 in this unit will enable 1. Initial repairs furniture items. the student to: 2. Paint/varnish removal 1. Retaining original patina(1) P. 522-523 3. Newfinish application 2. Correct use of paint/ Properly select materials 4. Tools required Group refinish work on repaired varnish remover for a given refinishing a. Paint furniture items. 3. Proper varnishing task. Repair broken b. Putty knife methods furniture. Remove old' c. Varnish brush 4. Correct use of wood finishes and apply new d. Steel wool Group repair work on: screws (1) P. 523-526 finish. 1. Replacing faucet washers *B.Home repairs 2. Copper tubing cutting and flaring 1. Plumbing 3. Thread painting or packing Discuss typical 110V/220V Safely handle hand and a. Tools house electrical system electric tools at home. (1) Pipe (1) P. 465-469 Select proper materials (2) Plumbing pliers Demonstrate faucet washer formaintaining the (3) Tubing cutter Prepare display board of common replacement home. (4) Flaring tool roofing materials. Repair a leaking faucet b. Supplies Diagram/discuss flushing and a running toilet. (1) Faucet washers tank ball stopper and Describe the typical (2) Nylon packing tape Build platform coVered with roof- ball float home plumbing system. 2. Roofing ing paper and shingles. a. Tools Brief on techniques for (1) Claw tracing roof leaks and (13) P. 95-98 Correctly identify basic (2) Hacksaw blade Group work in removingand replacing related patching common roofing materials. (3) Putty knife shingles. Simulate replacing b. Supplies Discuss chalk line layout shingles. (1) Asphalt nhingles techniques, capping and (1) P. 469-472 Patch roofing leaks. (2) Roofing cement Remove and replace appliance plugs. first coursnshingle (3) Roofing nails application Safely change a defective 3. Small Appliances appliance plug. a. Tools Make common splices in electrical Electrical safety review (1) TV-radio screwdriver wire. List five electrical (2) Wire stripper Brief on Underwriter's safety precautions. (3) Cutting pliers Knot b.,Supplies (1) Electrical tape Demonstrate electrical (2) Spare appliance plugs wire stripping 1 7 11:3 TT, _XVII RCM MAINTENANCE APPLICATIONS Pa e 2

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

, Complete basic repair-or 4. Windows and screens Group practice in scoring and Demonstrate glass cutting (7) P. 259 replacement of screen. a. Broken glass pane separating plate glass. and basic screen repair. b. Ripped window screen (1) P.538-542 Cut mad replace plate c. Glass cutting techniques glass. and safety

Develop a working familiar-*C. Painting Paint a panel or wall and describe Discuss properties of (1) P. 287-288 ity with various painting 1. Interior painting steps taken, various paints. tasks around the house. a. Brushes b. Rollers c. Latex Prepare a picture board of common Supervise practice painting. d. Enamel painting equipment. 2. Exterior painting a. Surface preparation b. Priming principles Demonstrate the correct use -4" (1) Wood (2) Metal of painting equipment. c. Latex vs. Oil based paint d. Safety with ladders

Make appropriate selections D. Installing Wall Coverings Compute the amount of given Supervise practice sessions (1) P. 530-537 of wall/floor covering 1. Types materials to cover a specific wall involving computations. materials and install 2. Choice Factors area. them correctly. 3. Application techniques

F. Home Safety Review Survey the classroom or home for Lead a discussion on comnon 1. Electrical hazards specific carpeting or tile home safety discrepancies. 2. Gasoline requirements. a. Explosive nature of fumes b. Proper storage Discuss afety discrepancies noted 3. Stools and ladders at home or in school.

113 i 2 ;j . UNIT TITLE XVIII ENERGY ORIENTATION

INTRODUCTION UNIT GOAL(S). GENERAL UNIT OBJECTIVES (PURPOSE/ RATIONALE/ INTENTION)

This unit is included in the General Industrial Students will be provided with Upon completion of this unit, students ahould Arts curriculu in order to fix student attention sufficient statiatical data to be able to: on the importance of energy and its consumption enable them to realize the role and conservation. of energy in industry and the private living sector. Compare and contrast the various forms of energy used by industry and in the home. Teachers should encourage students to appreciate Students will have a beans of the production cost faLtors which are directly analyzing the advantagea and dia - Develop a conaervative attitude towarda related to energy 1:,ilizacion. Discreet requests advantages of available energy energy utilization. for cost information about family utility bills sources. may be a means of adding interest to this unit. Sensibly discuaa several current major energy Additionally, utility bills from both the private issues on a local, statewide and national level. 02and public sectors may prove beneficial in conveying the importance of eneriyconservation. Develop positive attitudes towards future energy conaervation.

i 2-) UNIT XVIjr ENERGY ORIENTATION Pagel

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

At the conclusion of this *A. Energy Forms Complete a crossword puzzle or Design a crossword puzzle Kansas State unit, student should be 1. Heat word matrii using key energy terms. or word matrix. Power 6 Energy able to: 2. Chemical Curriculum 3. Electrical 4. Mechanical List the various forms of P. 6,8,10-11 energy and give examples of each form.

List various energy sourcesfig Energy Sources Use a model windmill to demon - Construct or procure 1. Coal lArate how windpewer works. simple model windmill(s). Compare various energy 2. Oil Use a model of a waterwheel to sources and list the 3. Natural Gas demonstrate how water works. (20) advantages and disadvant- 4. Nuclear Energy Demoustrate and canpare the use of Gather objects of varying ages of each. 5. Solar muscle power with other forms of sizes and weights for 6. Wind energy. demonstrating muscle power. Discuss relative avail- 7. Organic Discuss various sources of muscle ability and projected a. Wood power and related limiting 14 future for each common b. Waste products factors.' energy source. 8. Geothermal Discuss various means of recycling 9. Muscle organic wastes that would directly help alleviate energy 'Define the following terms: *c.Energy concepts shortages. Btu, quad, kilowatt, 1. Measurement kilowatt-hour. a. BTU b. Quad Practice reading an electric meter.Construct a demonstration (21) Explain / discuss each of Watt/Kilowatt/megawatt model (of paper, cardboard, Various the following energy d. Kilouutt -hour wood or ca a transparency) concepts: work, power, 2. Work of an electric meter energy, potenttal energy, 3. Power measuring scale. kinetic energy, renewable 4. Energy resource, non-renewable 5. Potential Energy resource. 6. Kinetic Energy 7. Renewable/Non-Renewable UNIT vutuLENERGY ORIENTATION Page 2

OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Compare basic energy *D. Energy Consumption With the help of parents, prepare Brief class on energy use (21) consumption figures from 1. Residential/commercial a chart reflecting amounts and peculiar to selected home with that of industry. a. Space heating costs of energy used at home for industrial applications. b. Air conditioning a given period. c. Water heating Various d. Refrigeration e. Cooking 2. Industrial Sector a. Metal processing and manufacturing Compare mileage versus gasoline b. Chemical manufacturing consumption on the family car c. Paper manufacturing aver a given period of time. Conduct class discussion on d. Stone, clay, glass and energy comparison between concrete manufacturing a nuclear submarine and and processing a commercial jet airliner. e. Food production and processing 3. Transportation sector a. Freight 0 b. Passengers

List several factors *E. Energy Transmission Prepare drawings of several which affect general 1. Electrical examples of means of energy transportation and 2. Fluid transmission. energy consumption. 3. Mechanical a. Belts Describe common means by b. Gears which energy is trans- c. Chains, sprockets mitted. d. 'avers 4. Light a. Fiber optics b. Laseri

125 126 XVIII ENERGY ORIEUTATION Page 3 OBJECTIVES/TIME ALLOTMENT TOPICS STUDENT ACTIVITIES TEACUP& ACTIVITIES RESOURCES

Make a personal commitment *F . Energy Conservat ion Discuss personal intenelons to Discuss means of energy to tryto reduce energy 1. Saving electricity help reduce energy waste. conservation and prepare waste. 2. Saving natural gas to follow up on students' 3. Saving gasoline stated efforts at reducing energy consumption.

Discuss future energy *G. Future Energy Outlook Role playing a group of students Lead group discussion, implications. 1. Potential new sources in the year 2000. assuming class exists in 2. Waste convarsion to useful the 21st century, concerning materials energy problems. 3. Will we run out of conventional energy sources?

127

12a APPENDIX. A

f

62 RECOMMENDED EQUIPMENT LIST

1. WOODWORKING

*A. Benches with woodworking vises B. Drill Press - 15" minimum C. Drill - portable electric - 3/8inch minimum D. Grinder - tool - 7" minimum E. Jointer, long bed - (6" minimumrecommended) or uni-plane F. Miter.box. and saw G. Sander, portable belt Wood lathe - 12" H. Sander, disc - floor model Surface planner -18" I. Sander, finishing - portable Router J. Saw, band (14" minitlum) K. Saw, circle (10" minimum) L. Saw, saber **m. Hand tools N. Saw, jig

2. METALWORKING - (Minimum of two areas - each areato have appropriate *benches with vises.)

Bench Metals Forging_ A. Anvil, 100 lb. minimum A. Furnace - forge am&heat B. Bender - rod and bar treating C. Drill press - 15" minimum B. Anvil, 100,1b. minimum D. Grinder - 7" minimum C. Buffer, 7"'minimum E. Shear - rod.:andbar'forangle,**D. Hand tools rounds, andflat stock E. Safety equipment F. Drill - portable electric, 1/4"-3/8" **G. Hand tools

Foundry Sheet Metal A. Furnace - suitablefor aluminum A. Bench with stake plate B. Molding bench B. Brake - box & pan, 24" minimum C. Flasks C. Shear - squaring, 24" minimum D. Molding tools D. Slip roll former, 24" minimum E. Stationary abrasivebelt and/or 'E. Stakes, sheet metal disc sander F. Spot welder - 1/5 KVA minimum **F. Hand tJols **G. Hand tools G. Safety equipment H. Portable nibbler

*Quantity sufficient so as to provide a work stationfor each student working in this instructional area.

**Tool list on following pages.

***-Desirable 3. DRAFTING 4. ELECTRICITY (Instruments and equipment needed *A. Work benches, counters, or for each student - may be class- surface room sets.) B. Learning system - teacher or A. Tables and-seating commercial design B. Compass C. Volt-Ohm-millimeter - one C. Divider per lab if metess are D. Scale built into the electricity E. T-squareand.triangles or learning system. Otherwise, F. Templates cne VOM for every eight G. Drawing surface students. ***H. Reproduction machines D. Power supply, variable VDC, 0-15V **E. Hand tools

5. POWER MECHANICS 6. INDUTRIAL PLASTICS *A. Benches with metalworking vises *A. Benches with woodworking vises Buffer, 7" minimum **B. Hand tools B. C. Sufficient quantity of the fol- C. -.Drill press,,15" minimum lowing operational engines for D. each four students in class for E. Flexible phaft machine the duration of disassembly and F. Saw,.bSnd.- 14" minimum assembly of engine. G. Oven - .' . Four stroke cycle engine H. Injection molding machine- (2-3.5 H.P.) 1/2'oz. Two strokes cycle engine I. VacUum.forming michini7 (2-3.5 H.P.) D. Models (4 of 8 required) **J. 'Hand tools.-.. Steam engine K. ,Saw,'circle, 10" minimum Jet engine such as ramjet, L. Staticnary,disc and/or pulse jet or turbo jet belt sander Four stroke cycle dieselengine M. Strip,heater Two stroke cycle engine N, Jointer, 6" minimum Four stroke cycle engine 'Router Free piston engine Stirling engine Wankel engine Diesel engine

E. Instructional system for the teaching of mechanical and fluid power. (May be a teacher designed system)

*Quantity sufficient so as to provide a work station for eachstudent working in this instructicnal area. **Tool List on following pages.

***Desirable 7. PRINTING 8. PHOTOGRAPHY

A. Drawing boards and "T" squares A. Enlarger with 0-60 second B. Triangles timer, condenser type, ***C. Typewriter, carbon ribbon, (IBM negative size up to 2 1/4", selectric type machine) with 50 mm and 75 mm lens. Vertical and/or horizontal camera, B. Developing trays 13" x 15" maximum film size C. Cameras Film process sink without temperature 35 mm control 2 1/4" twin lens reflex Plate maker, 17" x 22" minimum plate, instamatic type camera as table model for pre-sensitized plates needed for .student use. G. Light table, 18" x 20" glass area D. Dryer, print, quick heating minimum to handle up to 8" x 10" H. Table top offset duplicator, 10" x 15" print if necessary for the press size, friction fed type print paper used. I. Developing trays, 11" x 14" and E. Developing sinks 8" x 10" F. Daylight developing tanks J. Safelight, red, lA with stainless steel reels K. Hand operated platen press, 10" x 15" G. Safelights L. Chase for press H. Print washing.tank/tray M. Quions -and,key I. Work surfaces N. Composing stick J. Timer, 0-60 minute O. Imposing table (stone) complete with K. Film dryer, reel type furniture and galleys, 27" x 39" L. ..Paper cutter table 11.1.ndchase. raCk M. Wall clock, fluorescent dial P. Lead and rale: cutterv-hind operated N. Easels, four size print in one Q. California job case cabinets, single O. Accessories section to accommodate 12 full sized drawers R. Silk screen frames, assorted sizes S. Squeegees T. Paper cutter, 17 3/4" minimum cutting width, hand operated U. Proof press, minimum 12" x 18", table model V. Hand tools and accessories

9. :CERAMICS 10. JEWELRY

A. Appropriate work benches A. Benches B. Box, clay storage, metal B. Buffer, 7" minimum C. Cabinet, damp proof C. Kiln, enameling D. Kiln, ceramics, 2000' minimum, D. Centrufugal and/or vacuum withsafety cut-off Casting machine, extended E. Wheel, pottery. arm complete with accessories F. Wedging board E. Soldering torch and tank G. Hand tools F. Soldering bench, fire brick **G. Hand tools H. High temperature torch **Tool List on following pages. ***Desirable

65 11. TEXTILES 12. LEATRERWORKING

A. Locms, table 12" minimum width *A. Work surface *B. Benches or tables **B. Hand tools - assorted C. Warping board **D. Hand tools

RECOMMENDEDIQUIPMENT LIST FOR INTRODUCTORYCONSTRUCTION TECHNOLOGY

Benches with woodworking vises i. Soldering gun Cement trough or wheel barrow L. Pipe vise Drill, portable electric M. Bar-folder, 24" minimum Miter box and saw N. Slip-roll, 24" minimum Saw, band - 14" minimum O. Torch, propane Saw, saber Saw, portable electric hand Saw, radial arm - 10" minimum Tool cart Rand tools

RECOMMENDED EQUIPMENT LIST FOR INTRODUCTORY MANUFACTURINGTECHNOLOGY

*A. Benches with vises B. Sander, belt or disc, floor model C. Drill press - 15" minimum D. Drill, portable electric E. Saw band - 14" minimum F. Saw, circle - 10" minimum G. Bar folder, 24" minimum H. Box vnd pan brake, 24" minimum I. Shear, squaring, 24" minimum J. Slip roll former, 24" minimum R. Sander, finishing **L. Hand tools M. Jointer, 6" minimum

*Quantity sufficient so as to provide a work stationfor each student working in this instructional area.

**Tool list oft following pages.

66 133 CONSTRUCTION INDUSTRIES HAND TOOL LIST

DESCRIPTION DESCRIPTION

Trowel - Finishing 4" x 14" Wrench - Adjustable 12" Aluminum Wench - Pipe 10" aluminum Floats - Rubber 4" x 9 1/2" Set - Nail 1/32", 2/32", 3/32" , Cement 4 1/2" x 10" Hammers - Claw Trowel, Patching 1 3/4" x 5 1/2" Screwdriver Set 7 pcs. Glass Cutters Knife - Putty 6" Glass Cutter - Circle Knife - Utility 6" Adjustable Hammer - Bricklaying 16 oz. 7" long Plane - Black 6 " Chisel - Bricklaying, 4" long 5/8 " Plane - Jack 14" single bevel Pliers - Combination 6" Trowel - Painting 2 3/4" x 5 1/2" Pliers - Side Cutter 7" Trowel - Brick, 5" x 10 1/2" Level, Aluminum 24" Rubbing Brick, 6" x 3" Chalk Line Knife - Taping, 3 1/2" x 11" Plumb Bob Corner Taping Tool Brush, Wire Mud Pan Stainless 14" , Rubber 20 oz. Chisel Set 1/4 through 1 1/4" Hose - 50' soft, w/nozzle Brace 8" Hoe - twohole.5 1/2' handle 10" blade Bits - Auger Set #4 thru #16 Shovel, Round point Bit - Expansion #2 Shovel, Square Saw -.Rip 26" Saw Horse Bracket (Pair) Saw - Cross Cut 26" Rake - Steel Saw - Compass 12" Wheelbarrow Saw - Hack 12" Scraper - Wall 4" Squares - Combination Edger - Curved 3" x 6" Bevel - T, 8" sliding Float - Redwood 12" x 5" Steel tape - 50' Groover- 3"x 6 " Squares - Framing 24" Wrench - Adjustable 8"

67 134 CRAFTS HAND TOOL LIST

DESCR/PTION DESCRIPTION

Straight Gouges 1/4" Hard Arkansas Bench Stone Straight Gouges 3/8" India Bench Stone Combination V Parting Tools 1/4" Hard Arkansas Slip Stones Brush - Utility 8" India Carving Tool Slips Carving Knives 7" Long Hold Down Clamps

ART METAL ART METAL

American Standard Wire Gauge Raising Hammer Awl - Scratch 6" Forming Hammer Dividers 6" Mallets, Wood Rule, Steel 24" Mallets, Rawhide CoMbination Snips 7" Square Anvil Head Planishing Hammer Tablespoon Anvil Head Anvil Base 4" High Dome Anvil Head Valley Anvil Head Slope Anvil Head

COPPER ENAMELING COPPER ENAMELING Set Swiss Needle Files File Card Rack, Enameling Screen 3/4" Shear, Jewelers Fork, Enameling 16 1/2" Saw, Jewelers Frame

LEATHER LEATHER Stamps, Alphabet 1/2" Shears - All purpose Rules, Wood 12" Knives - Utility, Adjustable Rules, Wood 24" Draw Gauge Swivel Cutters Snap - All Tool Set Snap Setter Slicker, Circle Edge Rotary Divider - Wing 6" Bag Punch 1/2" & 1" Brush, Utility 8" Spacer Mallet - Rawhide 6 oz. Cement Container Stamps, Alphabet 1" Page 2

CRAFTS HAND TOOL LIST

THONG/NG CHISELS THONGIM CHISELS

1/8" 1 slit Lacing Pliers 1/8" 3 slit Creaser, Size 1 3/32" 1 slit Creaser, Size 5 3/32" 3 slit Beveler, Size 2 Lacing Fid Beveler, Size 4

MODELING TOOLS MODELING TOOLS

Deer Foot Tracing Modeler

BEVELERS BEVrLERS

B935 B200

CAMOUFLAGE CAMOUFLAGE

C428 C709

PEAR SHADERS PEAR SHADERS

P 972 P 208

STAMPING TOOLS STAMPING MOLS

3787 Y659 J786 Y658 S866 Y659 D617 Y648 F990 S347 C431 W965 L515 Y654 L516 Y653 W532 P368 W531 V707 Z785

SEEDERS VIENERS

S706 V406

MULEFOOT FLOWERS

U858 W531

LEAVES 1953 L954 69 1 3 6 DRAFTING HAND TOOL LIST

DESCRIPTION DESCRIPTION

Drafting Machine, Standard , Draftsman T Square, 24" Protractors, 6" plastic Triangles, 300 -600 Lettering Triangles Triangles, 45° Irregular Curves Scales, Architect 12" Erasing Shields Scales, Engineer 12" Lettering Set Drawing Sets, Big Bow

ELECTRIC/TY/ELECTRONICS HAND TOOL LIST

DESCRIPTION DESCRIPTION

Brush, Utility 8" Saw, Hack 12" 12" Awl, Scratch 6" Square,.Combination Pliers, Needle Nose Clamps, SOring.2 3/4" Pliers, Combination 6" Rivetool Kit - Pop Pliers, Side 'Cutting #5 Metal Punch Set Pliers, Standard Diagonal Heat Sinks, heavy duty Plier, Vise Grip 6" Crimping tools Screwdriver, Rubber' Grip 6" Wire Stripper Screwdriver Set, 7 pc. Low Voltage Tester including Phillips Ne-O-Lite Tester Set File Card Files, Half-Round Smooth 8" Rules, Steel 12" Files, Half-Round 2 nd Cut 8" Punch, Center File Handles #2

GRAPHICS HAND TOOL LIST

DESCRIPTION DESCRIPTION

Paper Cutter 24" Rule - 48" Steel .Shears - Trimming 7" Brayer - 2 1/2" Rules - 24" Steel Brayer - 3 1/2" Rules - 12" Steel Benzine Cans - Quart Size

70 137 COLD METALS HAND TOOL LIST

DESCRIPTION DESCRIPTION

Set Needle Files Drill set - Twist 1/16" through File Cards 6" 1/2" by 64th File - Mill Smooth 10" Counter Sink File - Mill 2nd Cut 10" Knife -Putty File - Mill Bastard 10" Saw - Hack 12" File - Half Round Smooth 10" Nippers - End cutting 8" File - Half Round 2nd Cut 10" Pliers - Combination 6" File - Round 2nd Cut 10" Pliers - Side Cutting 6" File Handles #3 Dividers - 6" Awl Scratch 6" Tap and Drill Gauge Brush - Wire 6" U. S.,Standard Gauge Bevel -'81iding T 6" American Standard Wire Gauge Rule - Metal 12" Center Gauge Rule - Metal 24" Screw Pitch Gauge Square - Steel 24" Protractor Square - Tri 6" Set Center Punches Square - Combination 12" Set Drive Punches Set.4crewdriver 7 pc. Brush - including Phillips Hammer - Ball 7Peen12 oz. Clamps - IC" 1 1/4" Hammer - Riveting 12 oz. Clamps - "C" 2".-. Hammer - Tinners Setting 12 oz. Clamps - "C" 4" Mallet - Plastic 10 oz. Clamps -Vice Grip C Type 6" Mallet - RaWhide 2" Clamps - Welding Vise Grip Groover, Hand #0 Wrench - Adjustable 8" Groover, Hand #2 Wrench - Adjustable 10" Groover, Hand #4 Wrench - Adjustable 12" Rivet Set #5 Wrench - Pipe 12" Aluminum Rivet Set #6 Vise - Pipe 2 1/4" Rivet Set #7 Tap and Die Set Metal Punch #5 Handy seamer Snips - Tin 3" Cut Snips - Circular 7" Snips - Aviation (M1 WISS) Snips,- Aviation (M2 WISS) HOT METALS TOOL LIST

DESCRIPTION DESCRIPTION

Bench Rammer Blacksmith Handhammer 40 oz. Bellows - 10" Pick up Tongs 24" Foundry Riddle - 8" Mesh Flip Front Fiberglas Welding Helmets Bulb Sponge 8 oz. Welding Vise Grips Shovel - square pOint Morsite Goggles Brass Sprue Cutter Sparklighters Spoon and Gate Cutter Tip Cleaners Aluminum Foundry Flasks 8" x 10" Pair Welders Gloves Molders Asbestos, Aprons, Wire Brush Leggings and Sleeves ChippingHammers Melting Ladle Brush - Utility 8" Asbestos GloVes Face Shields 8" x 10" #6 Ingot Mold Pair Soldering Coppers Anvil Crucibles - #10 Graphite Anvil Stand POWER MECHANICS HAND TOOL LIST

DESCRIPTION DESCRIPTION

Wrench - Torque In #0-200 Gas Can - 2 gal. Wench - Torque Ft #0-50 10 Gallon oily rag waste can Feeler Gauge Size .001- .035 Flywheel Holder - Briggs Feeler Gauge Metric Flywheel Puller - Briggs Compression Gauge Brush - Utility 8" File - 8" Three Square Brush -Wire File - 10" Half Round Screwdriver Set 7 pcs. including File - 10" Flat Phillips File Card Putty Knives File Handles #3 Pliers - 7" Channel Lock Cylinder Hone - 3 1/2" Pliers - 6" Needle Nose Easy Outs Pliers - 6" Combination Bland Valve Grinder Wrench Set - Allen Hand Seat Attachment-Grinder Wrench Set - open/box end Ring Expander combination 1/8" through 1 1/4" Ring Compressor Wrench - Adjustable 8" Tap and Die - Metric Wrench - Adjustable 10" Valve Cup Wrench - Clutch Punch - Pin 8/32" Wrench set - Metric combination 10 pc Mallet - Plastic 10 oz. 611M - 19 MM Mallet - Rubber Socket Set - Metric 3/8" Drive Mallet - Tinners, Wood3" x 6" Socket Set - 3/8" Drive Pliers - 7 1/2" Locking Wrench 1/4" through 1" Nippers - 7" End Cutting Nut Driver Set 7 pcs. Clamp - C 4" Punch - Hand 1/4" Oil Cans Punch - Hand 1/8" Punch - Pin 4/32"

73 140 PLASTICS HAND TOOL LIST

DESCRIPTION DESCRIPTION

Screwdriver Set, 7 pcs. Mallet - RaWhide 3" dia. including Phillips Pliers - Vise Grip 6" ciamp,"C" Pliers - Combination 6" Punch - Revolv:;ng with regiceable Brayer 4" punch tubes Spring Clamps Rule - Steel 24" Triangle 30° - 60° Rule - Steel 12" Ttiangle 45° Saw - Dovetail 10" Awl - Scratch 6" Saw - Beck 12" Bevel, Sliding T Saw - Coping Dividers - Swing 6" Scissors 6" File Flat 10" Snips, Tin, 12" File - Round 10" Square - Steel 24" File Card 4" Square - Tri 6" Hammer - Claw 1002, 13OZ. Wrench, Adjustable 10" Rniyes - Putty Wench, Adjustable 8"

74 1 41 WOOD HAND TOOL LIST

DESCRIPTION DESCRIPTION

Awl, Scratch 6" Stone Slip Bevel-T, 8" sliding Drill - Multi Spur GaUge, Marking 1/2",9/16", 5/8",11/16",3/4",13/16", Set, Auger Bits 7/8",15/16", 1",1 1/8",11/4",1 3/8", #4 through #16 1 1/2", 1 5/8", 1 3/4"-41 7/8", 2" Bit, Expansion #2 Drill Set - Twist 1/10 through 1/2" by 64th Dowel Jig Model A Braces 8" . Brushes - Utility 8" Dowel Center Kit #888 Router Bit Set Cutter - Plug #1523 3/8" (Stanley) (Carbide when possible) Cutter - Plug #1523 1/2" (Stanley) Straight 1/4" & 1/2" Cutter - Plug #1523 5/8" (Stanley) V Groove Cutter - Circle Bead Clamp - Corner Corner Round Clamp - Pony Band Core Box 1/4" Clamp - 1 Bar #7024 Jorgensen Cyve Clamp - 1 Bar #7030 Jorgensen Veining, Clamp - 1 Bar #7036 Jorgensen Chisel 1/4", 3/8",1/2", 5/16", 3/4", Clamps, Spring 1", 1 1/4" Hand Screws - 4 1/2" fpCord - Estension 25 feet Hand Screws.- 6" Knife - Putty Hand Screws - 8 1/4" Knife - Utility 6" Files - Surform 10" adjustable Files - Surform 10" Round Level - 24' Steel Files, Rasp 10" Half Round Mallet __Wbod 2 1/4" Dia. Files, Rasp 10" Round Planes - Block 6" Files, Half-Round 10" Planes - Smooth 9" Files, Round aid Cut 10" Planes - Jack 14." File handles #3 Rules 24" Steel File Cards 4" Rules 12" Steel Hammer - Upholsterers' 5 1/2" 7 oz. Squares - Tri 8" Hammers - Claw 13 oz. Squares - Combination Set-Nail (no level 12") Saw- Hack Adjustable Squares - Framing 12" steel Saw-Rip 26", 5 1/2 point Framing - Squares 24" steel Saw- Crosscut 26" 10 pt. Screwdriver Set 7 pc. min. inc. Saw-Back 14" Phillips Saw- Coping 6 314" Scrapers - Hand 2 1/2" Saw- Dovetail 10" Gun, Staple Saw- Compass 12" Cutter, 7" Diagonal Stops-Bench 1" x 2 1/4", 2" long Pliers, Slip Joint 6" Screw-Mate Set Countersink Wrench - Adjustable 12" Stones, Silicone carbide combination wrench - Adjustable 10" 6 x 2 x 1 size

75 14 2 WOODS HAND TOOL LIST

DESCRIPTION DESCRIPTION Wrench Adjustable 8" Face Plate 3" Wrench Pipe 10" Aluminum Knockout Bar Calipers 6" outside Screw Center (Small Work) Calipers 6" inside Wood Turning Duplicator Dividers 6" Hand Wheel 5" Dimmeter Sets Wood Turning Tools Rest, Tool. 12" at 90° Face Plate 6" THE TECHNOLOGICAL TEAM

Technology has become a team effort involving the scientist, engineer,

technologist, technician, and craftsman. A project may include mechanical

design, an advanced electronics system, a structure, and chemical processes,

and therefore it may require many engineers,technologists, technicians, and

craftsmen to complete the design. This changing complexion of industrial

technology requires that engineering teams function as a composite unit.

The members of the technological team are listed below..

The Scientist. The scientist is primarily a researcher whz) is seeking to

establish new theories and principles through experimentation and testing.

.The Engineer.-The engineer's training in areas of science and mathematics,

in eddition to industrial processes, prepares him to apply the basic principles

discovered by the.scientist to practical problems. He is concerned with the

conversion of raw materials and power sources into needed products and services.

The emphasis on practical application of principles distinguishes the

engineer from the scientist.

The Technologist. The technologist is a technically trained person who assists

the engineer at a semi-professional level slightly below the engineer and

above the level of the technician. While the engineer is concerned with

the application of theoretical concepts, the technologist is more concerned

with the application of theoretical concepts, the technologist is more

concerned with routine, practical aspects of engineering whether at the

planning or production stage. Several technologists working with an engineer

will greatly increase the engineer s capability to perform his job, since he

will be relieved of many duties by the technologist. Also, the technologist can coordinate the activities of severaltechnicians, thereby sharing supervisory responsibility with the engineer. The technologist usually has a four-year engineering technology-background at the college level.

The Technician. The technician is a technically trained individual who assists the engineer and technologist at a technical level below the technologist. His work may vary from conducting routine laboratory experiments to the supervision of craftsmen involved in manufacturing or construction. In general,the technician works as a liaison between the technologist and the craftsman. The technician must exercise a degree of judgment and imagination in his work and assume supervisory responsibilities beyond those required of the craftsman. He is usually required to have a twoyear technical-training background beyond the high-school level to be qualified for his assignment.

The Craftsman. The craftsman is vital member of the engineering tdam since he must see that the engineering design is implemented by producing it according to the specifications of the engineer. He may be a machinist who fabricates the various components of the product or an electrical craftsman- who assembles electrical components. Craftsmen are no less important than other members of the tegm since they supply a technical skill that cannot be provided by the engineer or the technician. The ability to produce a given part in accordance with design specifications is as necessary as the act of designing the part. Craftsmen include electricians, welders, machinists, fabricators, craftsmen, and many other types.

The Designer. The designer is that individual who has special talents for creating solutions to technological problems.The designer may be an engineer,

78 145 an inventor, or a person who has special talents for devisingcreative solutions, even though he may not 'havean engineering background. This is often the case in youngareas of technology where little precedent has been established by previous experience. 15 CAREER CLUSTERS

Typical careers you can learn about in Industrial Education.There are over 22,000 different occupations and many, even inclusters such as health or business and office, require know-how that you canlearn by using tools, materials, and processes.

HEALTH HOSPITALITY AND MARINE SCIENCE X-RAY TECHNICIANS RECREATION 'BOAT BUILDERS STATIONARY ENGINEER MOTEL MANAGER *.00EANOGRAPHERS OCCUPATION THERAPIST HOBBY SHOP DIRECTOR DENTIST GOLF CLUB MANAGER ERSONAL SERVICES COMMUNICATION PHOTOGRAPHY STUDIO AND MEDIA MANAGER ELECTRICAL ENGINEER APPLIANCE SERVICE ELECTRONIC TECHNICAN SUPERVISOR AGRIBUSINESS TECHNICAL WRITER BUILDING AND NATURAL SUPEEINTENDENT RESOURCES TRACTOR MECHANIC TREE FARMERS LOGGING CONTRACTOR TRANSPORTATION CAREER !MOTOR TRANSPORT INSPECTOR AUTO MECHANIC PUBLIC .* SERVICE CLUSTERS AIRCRAFT INDUSTRIAL MECHANIC EDUCATION TERMINAL TEACHERS MANAGER ELECTRICAL INSPECTOR (GOVERNMENT

SERVICE) : FINE ARTS AND HMAANITIES MODEL MAKER ART LAY-OUT MAN COVER DESIGNER

BUSINESS ENVIRONMENT CONSUMER AND P,ND OFFICE FORESTER HOMEMAKING PURCHASING AGENT ENVIRONMENTAL INTERIOR DESIGNER (FURNITURE) TECHNICAN AND DECORATOR SALES:MANAGER GEOLOGICAL HOME LIGHTING (AACHINERY) DRAFTSMAN DEMONSTRATOR REAL ESTATE FORESTER AIDE BROKER MANUFACTURING MARKETING\ CONSTRUCTION MACHINIST AND CARPENTERS TOOL DESIGNER DISTRIBUTION ELECTRICIANS 'FURNITURE DESDNIETU AUTO SALESMAN ARCHITECTS CABINET MAKER FURNITURE SALESMAN ARCHITECTURAL 80 AUTO PARTS DRAFTSMAN COUNTERMAN CAREER CLUSTERS

4-6 7-9 10-14

Natural Resources Goods Industry ,Construction Manufacturing

Commerce Transportation and CommUnication Ttadeand Finance

Social Government 12 Clusters Services Science Education (209 Industries from *DOT) Health,end_yelfire *Dictionary of Occupational Titles

Personal Services Product Services

Arts and Humanities Recreation and Entertainment

.148 JOB CLUSTERS

1. Construction Occupations Cluiter

a. Asbestos and Insulating workers b. Bricklayers c. Carpenters d. Electricians e. Cement masons (cement and concrete finishers) f. Marble setters, tile setters, and terrazzo workers g. Operating engineers (construction machinery operators) h. Painters and paperhangers i. Plasterers S. Plumbers and pipefitters k. Roofers 1. Structural, ornamental, and reinforcing-iron workers

2. Manufacturing Occupations Cluster

a. Aircraft, missile, and spacecraft manufacturing b. Aluminum industry c. Baking industry d. Electronics manufacturing. e. Industrial chemical industry f. Paper and allied products industries g. Petroleum refining

3. Transportation Occupations Cluster

a. Civil aviation b. Merchant Marine occupation c. Railroads d. Trucking industry

4. Agribbsiness and Natural Resources Occupations Cluster

a. Conservation b.- Ecology c. Electric power Industry d. Farming, dairying e. Forestry f. Machinery (farm equipment) g. Mining h. Natural gas i. Petroleum 5. Marine Science Occupations Cluster

a. Fisheries development b. Forecasting weather

c . National defense

d. Plant and animal life

6. Environmental Occupations Cluster

a. Conservation b. Ecology

7. Business and Office Occupations Cluster

a. Accounting b. Advertising workers c . Business law d . Marketing research e. Office workers f . Personnel workers g. Public relations workers

8. Marketing and Distribution Occupations Cluster

a. Marketing research b. Wholesale and Retail DistribUtion

c . Trade

9. Communications and Media Occupations Cluster

a. Newspapers- printing andwriting b. Radio C. Technology d. Television

10. Hospitality and Recreation OccupationsCluster

a. Camps b. Hospitals c . IndoOr recreation centers d . Industry e. Playgrounds

11. Personal Service Occupations Clusters

a. Barbers b. Building czstodians

c . Cooks and chefs d . Cosmetologists e. Firefighters

33 f. Guards and watchmen g. Hospital attendants h. Models i. Police officers j. Private household workers k. Social services workers

12. Public Services Occupations Cluster

a. Civil service employees b. Librarians c. Nutritionists d. Public Health nurses e. Publid, relations workers f. Public Utilities g. Sanitarians

13. Health Occupations Cluster

a. Chiropractor b. Dental hygienist c. Dentists d. Dietician e. Hospital administrator f. Medical technologists g. Nurses h. Optometrist i. Osteopathic physician j. Pharmacists k. Physicians 1. Veterinarian m. X-ray technician

14. Consumer and Homemaking Occupations Cluster

a. Cooperative Extension Sertice b. Communications c. Department stores d. Federal Government - U.S. Dept. of Agriculture e. Financial institutions f. Food manufacturers g. Private business h. Research i. Social Welfare j. Teacher

15. Fine Arts and Humanities Occupations Cluster

a. Commercial artists b. Industrial designers

84 1 5 2 c. Interior designers and decorators d. Performing artists e. Social scientists f. Teaching

85 153 Historical Outlook:

Certainly one of the major factors which has givenAmerica its

vitality and strength hap; been the refusal of itspeople to think that

just because something had always been done a certain waythat it

had to continue to be done that way.

From the very beginning, people in this newland seemed to have

a unique combination of industry, top-fight science, and old-fashioned

courage, with the attitude ofoptimistic belief that any problem could

be"solved.

Back in the early days when the great American consumerwanted

something, he wanted it quickly, in huge quantities,and at low cost.

First, it was nails to help meet the housingshortage that followed the

Revolution. Returning veterans found hand made nails bringing yery

fancy prices, but nails had always been made by hand. So, in 1795,

a man named Perkins.solved theproblem with a machine that made

60,000 nails a week. Then it was muskets to fight the War of 1812.

There were not nearly enough gunsmiths to fill the suddendemand.

Eli Whitney devised machines to make the parts separately, inlots

of 10,000, then brought them together to form the wholegun--lock,

stock, and barrel, which is where that phrase comes from.

Next it was pins.Back in the early days, pins cost as much as

twenty-five cants apiece and were so rare that housewives used

them as a form of barter, or pin money--another American phrase.

So, a pin-making machine was invented and everybody couldafford

pins. Then it was clocks. At that time, clocks were available only to the very wealthy. Every clock on earth was hand made. A production genius named Eli Terry built 500 of them atthe same time, of standard design to sell at a low price.With his partner, a man named Seth Thomas, he created a new industry based on massproduction and distribution. Soon every home in the country had a clock.

And right about here the American salesman was born. Along with clocks, pins and nails, and pots and pans were loaded onto a wagon and the Yankee peddler went from settlement to settlementselling his wares. When he arrived at a farm or community, it was prac- tically declared a holiday. And then he added hats, clothing, soap, farm equipment and furniture.

Ard finally a man came along to do for the horselesscarriage what others* haddonefor nailspins, clocks, and potsandvans. Henry Ford learned to mass produce cars and others followed suit.

Whenever there has been a need, it seems as though anAmerican has come along with the way and means ofmaking it faster, in quantity, and for less money.* This is what industry is about. This is our

technological culture in which we live.

*Earl Nightingale

87 155 DIVISIONAL ORGANIZATION CHART

GENERAL MANAGER

PRODUCTION MANAGER

ENGINEERING MANUFACTURING SUPERINTENDENT

DEPTA DEPT. C

FOREMAN

GROUP GROUP GROUP GROUP GROUP LEADER LEADER LEADER LEADER LEADER

WORKERS WORKERS WORKERS WORKERS WORKERS

This is a sample organization chart of a division of a larger corporation.

88 156 STOCKHOLDERS

PRE S IDE NT

PERSONNEL FACTORY CHIEF CHIEF D IRECTOR OF DIRE CTOR TREASURER MANAGER MANAGER ENG INEER DESIGNER RE SEARCH AND OF SALES DEVELOPME NT PURCHAS ING LJMANUFACT URI NG PLANT ENGINEER SAFETY ENGINEER MATERIAL GE NERAL PLANT SAFE TY CONTROL SUPERINTENDENT MA INTENANCE PROTECTION HEALTH CONSTRUCTI ON

PART S AS SEMBLY QUALITY TOOL S SHIPPING MANUFACTURING CONTROL SUPER INT ENDENT SUP ER INT ENDE NT SUPERINTENDENT S UP ER IN T ENDENT SUPERINTENDENT

1-7 FOUNDRY MACHINING SUB- F DIAL INSPECT ION TOOL AS SEMBLY AS SEMBLY AND TE ST ING ROOM SH IPP ING F OREME N FOREMEN FOREMEN FOREMEN FOREME N FO RENE N FOREME N

GROUP GROUP IGROUP GROUP GROUP GROUP GROUP L EADERS LEADERS LEADERS LEADERS LEADERS LEADERS LEADERS

WORKERS WORKERS IWORK ER S IWORKERS IWORKERS WORKERS IWORKER S

PERSONNEL ORGANIZATION FLOW CHART 158 *MANUFACTURING PROCESS CHART

ENDS CIR. SAW BAND SAW DISC SAND

INSP .

CIR. DRILL JIG PORTABLE HAND BACK SAW PRESS SAW DRILL --.)SAND INSP.

0%.0 TOP & BOTTOM SHELVES CIR. SAW

FIXTURE

INSP .

TOP-SHELF SUPPORT

!FIXTURE'

RAILS CIR, SAW

ALL STOCK S2S BEFOREPROCESSING. JIG STORAGE I IPROCESS FIXTURE' INSPECTION DIE 160 PRODUCTION CONTROL CHART I

INSPECT

ASSEMBLE

iTt rNSPECT

FINISH

DRILL HOLES SAND FINISH

CUT 5 1-71:IME

CUT 4 CUT 3 CLEAN

1 CUT 3 CUT 2 ThREAD

CUT 2 DRILL HOLES BEND I I. CUT 1 CUT 1 GRIND

HEADPIECE TAILPIECE LONG ROD - 15 6 x 8 1 3/4 x 5 1/2 SEORT ROD - 14

The production control chart shows the movemsnt of materials to the machines and then to the assembly area. PRODUCTION FLOW CHART

EnCUT TO LENGTH

rinCOUNTERBORE HOLE

DRILL LARGE HOLE

4 I CUT DECORATIVE KERF 1 I 5 'MACHINESAND 1

6 DRILL SMALL HOLES

I

7 1HAND SAND 1 I

8 1STAIN 1 i INSPI INSPECT 1

FINISH

PACKAGE

HOLD.FOR DISTRIBUTION PROCESSING OPERATIONS

FORMING SEPARATING CONDITIONING FINISHING COMBINING

Peening Screening Coring' Spraying Mixing Rolling .Floating Crystalizing BJushing 'Beating Drawing Filtering Heat Treating Rolling Agitation Pressing Magnetizing Melting Dipping Atomization Forging Evaporating Freezing Printing. Compounding Stamping Drying Fermentation Dyeing Assembling-Fastening (joining) Bending Absorbing Calendar Coating Laminating Extruding Crushing Oxide Coating Felting Spinning Turning Enameling Welding Molding Shaping Buffing Brazing

Casting Planning Burnishing Soldering Blowing Drilling Flame Finishing Pinning Pressing Boring Electro DepositionShrinking Vacuum Forming Broaching Pressing

Sawing Bonding

Abrading Engraving Mechanical Fasteners (thread and non-thread) Shearing Chipping $

Etching Heat

Burning Light .16.3 Punching Milling 164 Methods of Joining Materials

OUTLINE

I. WOOD

A. GLUE 1. White 2. Powdered Resin 3. Contact Cement 4. Duco (clear, fast drying) 5. Epoxy

B. JOINTS 1. Rabbet 2. Dado 3. Dado 4. Groove 5. Mortise & Tennon 6. Dovetail

C. SCREWS 1.Flathead 2. Roundhead

D. NAILS 1. Box 2. Common 3.Finish 4. Brads 5. Ring

E. GUSSETS 1. Boat Frames 2. Rafter Construction

F. CORREGATED METAL FASTENERS

G. STAPLES

H.CLAMPS 1. Bar 2. Hand Screw 3. C Clamp 4. Miter 5. Belt

I. MODERN SOPHISTICATED METHODS

94 Methods of Joining Materials OUTLINE, continued,

II.PLASTICS A. LAMINATINGCEMENTS

B. RESINS 1. Casting 2. Laminating 3. Coating 4. Finishing

C.WELD ING 1. Pipe 2.Flat

III.GRAPHICS

A. BOOKBINDING B. LACING C. SCREW POST

IV. WELDING

A. ARC OR ELECTRIC B.GAS C. BRAZING D. SOLDERING E. SPOT OR RESISTANCE

V. METAL

A. RIVETS 1. Materials a. steel b. aluminum c. copper d. brass 2. Round Head 3. Countersunk Head 4. Flat Head 5. Pop Rivet

B.NUTS AND BOLTS 1. Carriage

2. .Machine 3. Cap Screws

95 Methods of Joining Materials OUTLINE, continued,

C. HARDWARE 1. Hinges 2. Hasps

D. SHEET METAL 1. Seams and Hems 2. Screws 3. Solder

96 167 JOB SHEET

HOW TO MAKE FLANNELBOARDS AND FLANNEL GRAPHICS'

designed and eaailyconstructed from A satisfactory boardfor use can be common and inexpensivematerials.

Materials Required: composition-type board about34" x 46" 1. Sheet of 1/4" plywood or or larger. 36" x 48" (nust be twoinches larger 2. Sheet of flannel material than board in bothdirections). 3. Rubber cement. 4. Stapler flannel. The type of mate- The flannel material maybe felt or any cotton and is generallyavailable. rial used for quiltbacking is satisfactory

Steps in making a flannelboard: the entire surface ofthe plywood. 1. Spread rubber cement over the cemented board,smooth, and press 2. Place the flannel aver flannel overlaps theboard on all down. Make sure that the four sides. back side of the boardand staple in place. 3. Bend overlap on to the stiff cardboard. Flannel graphics can bemadeusing show card board or any baaking to adhere to thecards can be pur- Flocked paper with adhesive procedure, flocking chased from school supplyhou,..d. As an alternative A description of thismethod follows: material can be sprayed onthe cards.

Materials Required:

Flannel board cards Flocking (in tubecontainer) Clear enatel (in spraycan)

Steps in flco.kina: surface of card. 1. Spray enamel on back 2. Spray flocking overenamel. with enamel to make flockstand up.' 3. Spray flocking lightly using magic marker The cards may be cut todesired shapes and lettered, or any otherconventional letteringequipment. A typical job sheet.

168 97 Operation Sheet of the This type of sheet is based on adoing, or%performance, element that of the correspond- analysis. The title of theoperation sheet should match element. ing doing, or performance, performing the An operation sheet providedstep-by-step instructions for provided with unit along with brief explanations asneeded; it is usually As you will want to usereadily available graphic or pictorial illustrations'. sheets, your printed material and not attempt towrite all of your awn operation and organize main concern will be to identifyusable materials in any form title of each doing, or them to facilitate their use. One way is to place the performance, element on a card,after which the appropriatereferences are can draw listed by page number. From this organization of resources, you performance content to prepare an operationsheet, or,refet a student to the, element, or operation, that alreadyexists in a text book or reference. before going The student using an operationsheet must perform each step sheet, operation sheets require to the next. In contrast with an information Appropriate checks and standards the use of tools, equipment, andmaterials. each step, should be included so that studentsknow when they have performed contain thefollowing elements: properly. Normally an operation sheet should procedure on.which the sheet isbased. .1. Title to properly identify the

andhow it is used on the job. 2. Introduction'to describe the procedure needed 3. Tools and materiills a listof tools, equipment, and materials toperform the operation. pictorial 4. Steps of procedure A list ofthe steps of procedure with illustrations and very brief writtenexplanations of how to perform eacli step, including notes onsafety. let the student know how he 5. Performance checks and/or standards to is progressing. student's attention to the key pointsand 6. Questions to direct the basic concepts behind the specific stepsof procedure. This has inportant transfer of training value.

May include 7. References -a list of sources offurther information. other instruction sheets as well astextbook material.

Assignment Sheet di- This type of instruction sheet, asthe name suggests, gives specific It generally refers thelearner to rections as an assignment tothe student. a resource and assigns certain pages tobe read and problems to work or ques- tions to answer. Assigment sheets are used in application steps of lessons in science subjects, mathematics, and drawing, and for relatedreading assignment sheets to distinguish them from the modified job sheet, or f,ob assignment sheet. An assignment sheet should contain these elements:

1. Titles short statement of what the assignment includes, the amount of time it should take, the value of the assignment to the student and a sentence of rwo to stimulate interest.

2. Directions-a statement which makes the specific assignment and tells the student exactly what to do.

3. References others as needed.

Habits of accuracy and neatness are also stressed. The assignment takes about 30 minutes. The results are espy to check by observation or transparent overlay. In addition to providing for application and practice, assignment sheets may be used to develop problem solvingand creative abilities.

99 170 READING A RULE

2 0 1 1 1 4 3 2 5 T 7 18 35 T 7 9 8 1113 T15 16 I 16 16 I 16 16 I 16 16 I 16 I III 'IIIIII I I 13141516 o1234 56 7 89101112 (Sixteenths 161616161616 16 161616161616161616

61 17 2 13 14 (Eights) 8 8 8 8 8 8 8

1 2 3 (Quarters) 4

1 (Halves) 2

172

/7/ UNDERSTANDING FRACTIONS

3 [Numerator] Line] (P4-0) FRACTION ARE:- Divisor 1. PARTS OF A 4[Denominator)

2. ALWAYSREDUCE TO LOWESTTERMS:

(CALCULATINGFRACTIONS) 7 1 2 1 (2)1+1 _41_ A. ADDING: (1) 1 2 8 8 8 8 4 4 4 2

13 3 7 6 7 134-8) =1 (3) 4+-1=1411= 8 t

2 6_1 5 (2) B. SUBTRACTING:(1)1._ 1 16 16 = 4 8 8 8 8 16

(2) 31_ 3 (.8_ can't be subt. troika) 8 48 8 8 8

7 C. DIVIDING: (1)1-§-2 3X1=Ti3 (2)I÷2IX 1 4 2 8

1 8 2 3 1 1 D. MULTIPLYING: (1) x 2-x----1- (2) X 4 1 2 2 4 8 32

173 101 STUDENT'S PLAN SHEET

Student's Name Class

Name of Project Date Started Date Completed

Estimated Time Actual time

Personal efficiency: actual time * estimated time =

Source of drawing

MATERIALS REQUIRED

No. of Description and pieces size of piece Kind of materials Unit Cost Extended Cost

_

Tools: 1. 5. 9. 2. 6. 10. 3. 7. 11. 4. 8. 12.

Order of Procedure: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Approved 102 174 Working sketch or drawing required with this form. PROJECT PLANNING

Name(s) Class/Period

Project Name

Type of Project: Individual Group Mass Production

Date Begun Estimated Completion Date

PLAN OF PROCEDURE

OPERATIONS TOOLS REQUIRED PER OPERATION

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Instructors's Approval: Comments:

Date Completed Total hours spent on project

Working Drawing Grade Final Project Grade

Comments:

103 175 PROJECT BILL OF MATERIALS

*Parts layout sheet PART A: Finished dimensions of assembled parts. (gi717175eper etc.) recommended.

...."---- Size andTolerance Type of Material Part # No. of Pcs. Thk. X W X L

irl li...

PART B: Stock Materials/Supplies Cost Stock/Sizes Unit Pet Quality Unit Total Part # No. of Pes. Thk.XWXL Material/Supplies

Total Value

Less No Charges

TOTAL DUE

104 1 76

-. PROJECT PLANNING ANDEVALUATION drawing on reverseside) (place complete working Grade

Learner.level Your name Source of Idea Project Cost Date Finished Date Begun

Total Time Comments Instructor's Appraval

PLANNING TOOLS NEEDED MAIN OPERATIONS

1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. 8. 8. is needed) (continue on separate pieceof paper if more room

MATERIAL NEEDED Unit Total Cost Size Material Part# No. of Cost Pieces W TL

TOTAL

105 177 PROJECT SELF,.EVALUATION FORM

NAME COMPLETION TIME

PROJECT SCORE GRADE

CODE4-Excellent 3-Above average 2-Average

. 1-Below average

I. DESIGN III. CONSTRUCTION A. Functional Requirements. A. Were safety precautions 1. Does project serve its observed? 1 2 3 4 intended purpose? 1 234 B. Were machines properly 2. Does project perform used? 1 2 3 4 efficiently? 1 234 C. How well were mistakes B. Material Requirement. corrected? 1 2 3 4 1. Does project reflect D. Did I work accurately simple, direct, and and carefully? 1 2 3 4 practical uses of E. Was skill exhibited in materiala? 1 234 the use of: 2. Were materials used to 1. Layout and measuring?1 2 3 4 their best? 1.234 2. Cutting tools? 1 2 3 4 .3. Was maximum use recei- 3. Machining? 1 2 3 4 ved from minimum materials?1 234 F. To what extent did I keep 4. Were characteristics of profitably busy? 1 2 3 4 materials observed? 1 234 G. Did I show initative C. Visual Requirements. and resourcefulness? 1 2 3 4 1. Does it look right; is it interesting? 1 234 2. Does it ekhibit good IV. COMPLETION proportion and balance? 1 234 A. Is prolect's general appearance neat and orderly? 1 2 3 4 II. PLANNING B. Do joints properly fit? A. Is working sketch complete C. Do dimensions of project and orderly? 1 234 correspond with drawing? 1 2 3 4 B. Does plan of procedure D. Were materials used to follow a logical order? 1 234 best advantage? (grain C. Is bill of materials matched, best faces complete? 1 234 exposed, etc.) 1 2 3 4 E. What quality is the finish? 1 234 ALPHABET OF LINES

-IN VISIBLE LINE HEAVY 2-H PENCIL

-IN MINES /MOM MNION, 101111, HIDDEN LINE MEDIUM 2-H PENCIL -IN SECTION LIGHT 4- H PENCIL 4- H PENCIL CENTER LINE LIGHT a a OWN =NM ems wow a a CUTTING PLANE LINE HEAVY 2- H PENCIL

0-I 1DIMENSION LINE 4-H PENCIL BREAK LINE 2- H PENCIL R 4

3 7

1 of length 3 >1"-- ARROWHEAD CLOSE 0 ARROWHEAD OPEN, ABRASIVE GRADING CHART(Comparison of mesh and grit numbers) Artificial Natural Silicon carbide, Classification and Use aluminum oxide Garnet Flint (quartz) Emery

Extra coarse 12 . (sanding coarse wood 16 16(4) texture) 20 20(31/2) Very coarse 24 24(3) (second stage in sanding 30 30(21/2) Extra Coarse Very Coarse wood texture) 36 36(2) Coarse . 40 40(11/2) (third stage in sanding 50 50(1) Coarse wood texture) : Coarse 60 ' , 60(1/2) 0 Medium (removing rough sanding 80 ' 80(0) Medium Medium texture) 100 100(2/0) Fine 120 120(3/0) (first stage in sanding 150 150(41o) Fine Fine before applying finish) 180 180(5/0) Very fine 220 220(6/0) Extra Fine (second stage in sanding 240 240(7ib) before applying finish) 280 280(8/0) Extra fino 320 320(91t) (rubbing between finish 360 coats) , 400 400(1%) 500 600 1Q1 i 1 Chris H. Groneman "Reprinted from GENERAL INDUSTRIALEDUCATIO, copyright 1979 by publisher Webster Division, and John L. Feirer.Used with permission of the McGraw-Hill Book Co." SELECT THE FINISH THAT BEST SUITS YOURNEEDS

.DRYING TIME CHARACTERISTICS MATERLALS BETWEEN GOOD POOR COMMON FINISHES USED ONSOLVENT* COATS STAIN Easy to use Raises the wood Water Wood Water 8 hrs. Good penetration grain ** Inexpensive Water cleanup Vinyl Wood Water 1 hr. Choice of colors Brush or Wipe on Wood Mineral 8 hrs. Easy to use Spirits Rich color Brush on and wipe off when desired shade is reached

CLEAR WOOD FINISHES Clear Wood Finish Can be brushed or sprayed (Deft) Wood Lacquer 20 min. Thinner Shows no brush marks Easy to apply Doesn't darken with age Easy touch-up Resists water, heat, and alcohol Two or more.coats Wood Water 1 hr. Easy to use Acrylic should be applied .(Wood Armor) Water cleanup Dries clear Requires two or more Lacquer. Wood LaCquer 15 min. Usually sprayed, but Thinner can be brushed on or coats applied by dipping Toxic (poisonous) fumes Clear, tough, hard Hard to touch-up Varnish, Wood Mineral24 hrs. Resists oil, water, Polyurethane Metal Spirits and alcohol Poor resistance to Shellac Wood Alcohol 2 hrs. Easy to apply Good penetration heat Good Sealer Not waterproof PENETRATING 0/LS Not permanent Mineral 011 WOod Mineral 4 hrs. Easy to apply Spirits Non-Toxic Good to use on cuttingboards May discolor finish Danish Oil Wrod Mineral 4 hrs. Easy to apply Toughens wood surfacecoat if not sealed (Witco) Spirits PAINT Enamel Wood Mineral 12 hrs. Waterproof Metal Spirits Can be brushed or sprayed Tough, hard Latex Wood Water 4 hrs. Odorless Water cleanup Required two or more Lacquer Metal Lacquer 15 min. Usually sprayed, but can be brushed on orcoats applied by dipping Toxic fumes Resists water, heat, and alcohol WAR Wood 10 min. Portects surface Metal Makes the surface shine Plastic Can be used alone or applied over other finishes Material used to thin the finish and for cleanup. **Causes the wood fibers to rise up.This makas the surface rough. 1 S

110 Operation Numbers Wood Remarks Light rubbed vgralth finish 71 II 20 21 26 27 WOOD FINISHING CHART Black Walnut I ft II 20 21 26 27 Black Walnut 2Dark rubbed varnish finish black Walnut 3Rubbod oil finsih Step 1Operation Light rubbed shellac finish 10 20 21 26 V Red Cedar I 16 11 20 21 26 V when dry. Red Cedar 2 Dark rubbod varnish finish tots* the wain with water. Sand 13 20 15 21 26 27 Red Cedar 3 light clear lacquer finish 2. Water stain; any color. 16 10 20 21 26 27 Oil slain; any color. Gum Wood Rubbed shellac on figured gum 3. Walnut imitation on plain gum I 33 24 11 20 21 26 27 4. Ivory oil slain. Gum Wood 2 Natural char lacquer finish 13 14 20 21 26 27 5. Dichromate of potassium. Birth I 2 24 II 20 21 26 27 2 Water stained rubbed varnish 6. Paster point; any color. Birch 23 II 20 21 26 27 White shellac. one thin coat. Maple Oil stained rubbed varnish 7. Natural rubbed &aloe finish 10 20 21 26 27 Paste woodfiller; Walnut. ;Aople 2 8. Old English finish I 524 II 20 21 26 27 9. Paste wood filter; Natural. Maple 3 32 34 13 20 14 21 26 V 4 Bleached 10. White shellac; 4 cools. Maple 1 2 24 38 11 20 21 26 27 Varnish; 4 coot . Mahogany Water Stainid rthbed varnish 11. Oit slain rubbed varnish 3 7 3811 20 21 26 27 12. Enamel; 4 coals. . Mahogany 2 33 24 22 7 27 3 Spanish f Inish 13. Sending sealer; 3 coats. Mahogany V 19 10 20 21 2.6 V 4 Silver grey rubbed shellac 14. brushing lacquer; 2 coots. Mahogany 32 34 22 1320 14 21 26 V 5 Bltached lacquer finish 15. Spraying lacquer. 2 coats. Mahogany 9 11 20 21 26 27 Mahogany 6 Natural tubbed varnish finish 16. Linseed oir to bring out groin. 9 11 20 21 26 27 I Natural rubbed varnish finish 17. 011 slain; BroWn. Quartered Oak 17 7 8 11 20 21 26 V 2 Stainad tubbed varnish finish 18. Unthed oil; Rubbed many coats. Quartered Oak 3 7 38 11 20 21 26 V Plain Oak 3 Stained rubbed varnish finish 319. Wood filler; Silver. Gray. II 20 21 26 V sandpaper. 1 Natural varnish finish 20. Sand between coals; No. 3/0 Red Wsod 1535 Sand last coat; No. 6/0 and 3Fpumice, wet in oil (Rubbing 010 Red Wood 2 Weathered flat varnish finish 21. Vortical groin rubbed shellac 10 20 21 26 V 22. Poste wood filler; White. Oregon Pine Or 1 Pickle finish flat varnish 4 33 35 20 23. Maple oil slain. Douglas Fir 2 3 30 II 20 21 26 27 Steel wool; No. 2/0. Douglas Fir 3 Slash grain; rubbed varnish 24. Sloth grain wire brushed 25 4 21 24 27 25. Wire brush. Douglas Fir 4 pod. (Rubbing 011) Natural white shellac finish 10 20 21 26 27 26. Ratteratone and oil, with felt spoor in.. Or I 1 6 10 36 21 26 27 2 Poster paint shellac finish V. Paste floor way. White Pine 30 12 20 21 26 28 71 White Pine 3 Enamal and transfer 28. Pichne transfer. 31 6 10 29. Shellac, rubbed; rrany coats. White Pine 4 Crackle finish 30. Shellac; I coat to hold pitch. 31. Dextrine glue. 32. Chloral, or other bleaches. (Poison) 33. Water stain; grown. 34. Borax solution; (Neutralizer) 35. Hot varnish, 2 or 3 coals. 36. Sand after second coat; No.3/0 sandpaper. V. Silver gray, oil stain. stain. 313. Wood filler; colored to match 183 NOTE: Rubbing oil mode of V2irerourne end V2 machine oil. 184 by Stanley Tools,Division The following fourdharts have been provided - 06050. Used with of Education Sales, NewBritain, Connecticut, permission of StanleyTools.

1 s3 Vri.t,070.T43' , "." TIAArrotyrole.tmlfrOWItir 4 STANLEY STANLEY 1.

131' dor ",,}7,/,;/.,/pv ,t0701.). 71,17/447, ' ' hif/A& _ ("i;Pin: ' ''°,4*4Z; ''/6110 ' 111 .1 ,

z;)/ Ifk.40110 4p.,,VVR*fif;;) / //,df*V/eni(4 i§t-A-effi ' I I 11 '

de' -;-#7 /7- ,r /5:0+1' 2 4 Pi, Vr fi /eu/n" 4r7 %10 1

_ I

OA_ S TA NLEY STANLEY

USE THE LONGEST SCREW DRIVER CON- VENIENT FOR THE WORK. MORE POWER SHECT A SCREW DRIvER OF LENGTH AND CAN U APPLIED TO A LONG SCREW DRI TIP FITTED TO THE WORK VER THAN A SHORT ONE, WITH LESS SCREW DRWERS ARE SPECIFIED SY THE DANGER OF ITS SUPPING OUT OF THE LENGTH OF THE SLADE SLOT THE TIP SHOULD SE STRAIGHT AND NEAR HOLD THE HANDLE FIRMLY IN THE PALM LT PARALLEL SIDED, IT SHOULD ALSO FIT OF THE RIGHT HAND WITH THE THUMII THE SCREW SLOT AND SE NOT WIDER AND FOREFINGER GRASPING THE HAN- THAN THE SCREW HEAD, DLE NEAR THE FERRULE. WITH THE LEFT HAND STEADY THE TIP AND KEEP IT PRESS cv ED INTO THE SLOT WHILE RENEWING THE GRIP ON THE HANDLE FOR A NEW TURN IF THE YIP IS TOO WIDE IT WILL SCAR THE WOOD AROUND THE SCREW HEAD. IF THE. SCREW DRIVER PNOT HELD IN LINE IF NO HOLE IS BOUT) FOR THE ThIREADED WITH THE SCREW IT WILL SUP OUT OF THE PART OF THE SCREW THE WOOL/IS OFTEN SLOT AND MAR 10TH THE SCREW AND THE SPLIT OR THE SCREW IS TWISTED OFF. wORK. IF A SCREW TURNS TOO HARD, SACK IT OUT AND ENLARGE THE HOLE . A LITTLE SOAP ON THE THREADS OF THE SCREW MAKES IT EASIER TO DRIVE.

IF THE 'TIP IS ROUNDED OR REVELED IT WILL SCREWS: RAISE OUT OF THE SLOT SPOILING THE SCREW To FASTEN HINGES OR OTHER HARDWARE IN PLACE WITH HEAD. REGRIND OR FILE THE TIP TO mAKE IT AS THE SHOWN MOVE. 1. LOCATE THE POSITION OF THE PIECE OF HARDWARE ON wORK To FASTEN TWO PIECES OF W000 TOGETHER WITH SCREWS: 2. RECESS THE WORK TO RECEIVE THE HARDWARUFAT IS NEC- ESSARY, OF THE SCREW HOLES. . LOCATE THE POSITIONS 3. LOCATE THE POSITIONS OF THE SCREWS. THREADED 2, BORE THE FIRST HOLE SLIGHTLY SMALLER THAN THE THE WOOD AS AT b. 4. SELECT SCREWS THAT WILL EASILY PASS THRU THE HOLES IN PART OF THE SCREW THROUGH SOTH PIECES OF HARDWARE, AS AT a. BORE ONLY AS DEEP AS THREE QUARTERS THE LENGTH OF THESCREW. 5. BORE THE PILOT HOLES (SECOND HOLE) SLIGHTLY SmALLER THAN 3, BORE THE SECOND HOLE IN THE FIRST PIECE OF WOODSUGHTLY THE DIAmETER OF THE THREADED PART OF THE SCREWS, AS ATb. AS AT o. LARGER THAN THE DIAMETER OF THE SCREW SHANK. 6, DRIVE THE SCREWS TIGHTLY IN PLACE. DIAMETER OF 4. COUNTERSINK THE REST HOLES TO MATCH THE IF THE WOOD IS SOFT, SORE AS DEEP AS HALF THE LENGTH OF THE THE HEADS OF THE SCREWS, AS AT C. THREADED PART OF THE SCREW, AS AT c. IF THE WOOD IS HARD, DRIVERS. 5, Dim THE SCREWS TIGHTLY IN PLACE WITH THE SCREW SCREWS (OAK), THE SCREW SOFT (BRASS), OR IF THE SCREW IS LARGE, THE SIZES OF BITS OR DRILLS TOBORE HOLES FOR WOOD HOLE MUST SE NEARLY AS DEEP AS THE SCREW, AS AT d.HOLES FOR SMALL SCREWS ARE USUALLY MADE WITH SRAD AWLS.

FLAT 4 HEAD Lit1313,4111Gin. DETERMINE SCREW SHANK SIZES SY COMPARISON BELOW No. 1 2 3 4 5- 6 7 8 ROUND HEAD i UNGTH 9 10 12 14 16 II OVAL HEAD nrirlrlrif SCREWS, THE MOVE ARE APPROXIMATELY EXACT SIZES CANNOT IN GIVEN FOR THE HOLES FOR WOOD AND SOFT WOOD, MOISTURE CONTENT ANDSNUG EDUCATIONAL DEPARTMENT RIGHT FOR AVERAGE NEEDS. VARIATIONS IN HARD NUMBER AND UTTER SIZES OF DRILLS ARE AVAIL- OR LOOSE FITS, IF DESIRED, SHOULD SE CONSIDERED. CHART NO. 21 STANLEY TOOLS SCRAP WOOD IS PRACTICAL SY II0, 51415 NEW BRITAIN. CONN., U.S.A. MU, IF MORE EXACT SIZES ARE WANTED. A TRIAL FIT IN MM.; Ms //MUD IN USA 188 189 't,' ..., ,P :0" r5:;'' '47,n7r(YAY.,9,0117',37POC:: "-hen :rr STANLEY

STANLEY 1

HALF LAP

CROSS LAP MIDDLE LAP

TONGUE & GROOVE

BUTT

MITRE DADO & RABBET

DADO TONGUE AND RABBET EDUCATIONAL DEPARTMENT STANLEY TOOLS CHART NO. 5 NEW BRITAIN. CONN U.S.A. CIOngolt PNWITED IUIj APPENDIX B

Most of the diagrams, sample tests, guides andforms in this section were adopted from the "SafetyGuide...Administrator and Instructor Section "published by the Industrial Arts section of the Washington State Department of Educationand the "Safety Guide" Second Edition published by the Industrial Arts sectionof the Pennsylvania Department of Education. Both of these publications are excellent sources ofinformation and sincere thanks are extended to these two agenciesfor their permission to reproduce these materials.

116 192 What haveyou got tolose?

Your eyes Watching television A sunset A good book A friend's smile An attractive person Your hearing Laughter of a friend A bird at your window. Your hands A rock concert A game of softball The call of your name' Buttoning your shirt Driving a motorcycle Holding hands with a special person Your back Playing on the beach Getting into your car A day skiing Dancing A comfortable night's sleep

Your legs A walk on the beach A game of tennis Running and hiking A bicycle ride

Your life The remainder of today, every tomorrow. The entire rest of your life.

That's what you've got to lose! RESPONSIBILITY

The school board, the administration,and the instructor have the legal responsibility to provide a safe placefor students to work while they are participating in IndustrialArts activities.

To protect yourself and your parish fromliability you should be familiar with and follow the codes andregulations applicable to your program.

To protect yourself against financialloss, liberal liability insurance limits should be carried, either throughthe parish policy or as an individual.

Liability insurance can vary substantially amongparishes. You should be aware of the limitations of yourparish liability policy.

Individual coverage may be expanded throughthe Louisiana Association of Educators, other educational associations, orthrough your personal insurance agent or broker.

Safety is not a "one man show."The school board and superintendent,the head), parish safety coordinator, theadministrator (principal or department and the teacher all need to do their part.

119 School board and Superintendent

Parish Safety Coordinator(Vocational Supervisor) 120

The Administrator Principal or Department 121

The Teacher 123

118 19,1 School Board and Superintendent major The parishes control budget,curriculum and personnel policy to a safety program effectiveness will degree. Without parish-level support, ignored by be at best spotty, carried outby dedicated personnel and others. the school The following functions areconsidered the responsibility of board and the superintendent in acomprehensive Industrial Arts Safety Education Program: maintenance to facilities, as 1. Fund necessary improvements and well as safety supplies and equipmentto produce a safe instructional environment. to promote safety within 2. Support instructional control measures the Industrial Arts program. for 3. See that Industrial Artscurriculum devotes sufficient time safety instruction. liability insurance coverage to 4. Review and maintain adequate protect the parish administratorsand the instructor from liability claims. administration and teachers 5. Eyaluate performance of the school regarding safety procedures,equipment and instruction quality.

students When innovations involving 6. Provide for the safety of the curriculum changes are made.

integral part of dhe design for 7. Include a safety review as an new or remodeled'facilities.

8. Appoint a safety coordinator for theparish who is self-motivated as well as having a zeal tohelp others in their acCident prevention programs. student may purchase it at 9.. Make insurance available so that the a reasonable cost.

119 195 Parish Safety Coordinator (VocationalSupervisor)

Each parish should have a safety coordinator.Teachers and the site administrator should look to the parish safety coordinator for assistance and consultation in their accident preventionendeavors.

The following functions are considered the responsibilityof the parish safety coordinator:

1. Coordinating school safety functions.

2. Setting up school safety committees.

3. Providing for and participating in school safety inspections.

4. Obtaining and disseminating regulatory material (policies, guidelines, inspection checklist, posters, etc.).

5. Assisting in establishing in-service training programs.

6. Establishing a communication system to keep teachers and administrators abreast of new standards and procedures.

7. Assisting in investigating and recording accidents and injuries.

8. Researching special safety problems and analyzing all accidents.

9. Assisting in the implementation of safety instruction program for students.

10. Maintaining a liaison with the Division of Industrial Safety and Health (D.I.S.H.), Department of Labor and Industries.

120 196 The Administrator (Principal orDepartment.Head)

The individual school is the centralunit of an educational enterprise. Therefore, the building principal is likely tobe the administrator who is most directly concerned with theschool laboratory safety program. If a specialized supervisor or departmenthead functions under the principal and works directly with theteachers, some of the responsibilities for the safety program may bedelegated.

The following functions are generallyconsidered the responsibility of the school administrator in a comprehensiveIndustrial Arts Safety Education Program:

I. Secure support from and maintainliaison with top school system administration.

a. Secure approval for the safety education program.

b. Secure adequate budgetary support.

c. Expedite building changes necessary forsafe operation.

d. Arrange for procurement of safety equipment.

e. See that apPropriate staff members arekept informed of the specific maintenance requirementsfor safe operation of Industrial Arts facilities.

2. Provide leadership in planning the program.

a. Initiate a specific program of safetyeducation.

* b. Carefully select Industrial Arts instructorsand substitutes for temperament, specificIndustrial Arts education, knowledge and skill so that safework, equipment operation and personal protective measures will be taught and followed.

c. Set up in-service training in accidentprevention for teachers.

d. Maintain contact with parents to aid safety program and to take administrative measures to reduceliability exposures.

3. Secure action on a program of safety educationthat will involve not only the Industrial Arts studentbut also the entire student body.

a. Check periodically to make sure an adoptedsafety education program is in effect.

121 197 The Administrator (Principal or DepartmentRead) - Continued

b. Observe teachers for assurance thatsafety instruction is a functioning part of the courseof study.

c. Stimulate the discovery, analysisand prompt correction of unsafe conditions or practices.

d. Support teachers in enforcing safetyregulations.

e. Receive and review accident reports. and f. Utilize parish procedures for investigating analyzing accidents.

g. See that instructional staffmaintains first aid proficiency and that,supplies and emergencyhandling procedures are current'and properlymaintained.

4. Provide safe facilities and services.

be corrected at a. Report unsafe conditions which cannot school level to higher authority.

b. Plan x...dth teachers for the removal ofunsafe conditions installation of safety devices. . and other hazards, and the

c. See that Industrial Arts facilities areregularly inspected for condition of equipment andsafety devices, proper housekeeping, adequacyof exits, ventilation and refuse handling systems, and makethe necessary changes as needed.

d. See that safety and applicable safetyregulations are specifically reviewed in the planning of new orremodeled facilities.

the capacity, e. Provide classloads that are in keeping with square footage, and numberof work stations available in each facility.

and agencies. . Secure cooperation of outside personnel

a. Assist the teachers in locating qualified community personnel and services which will behelpful in the safety program.

b.Encourage qualified outside individuals toassist in the school shop safety program.

122 198 The Administrator (Principal orDepartment Read) - Continued

c. Establish communication with 'parents and members of the community for developing a positive attitude toward rafety and the Industrial Arts safety program.

The Teacher

The major responsibility for laboratory safety instructionin accident prevention falls on the teacher. The following are generally considered the responsibilities of the teacher in a camprehensive accident prevention program in school laboratories.

1. Incorporate safety instruction in the course of study and maintain documentation as to who received instruction and \ when instruction was given.

2. Give instruction on potential hazards and accident prevention specific to the particular school laboratory.

3. Instigate a comprehensive safety program and enforce all rules and regulations.

4. Have set, pre-planned procedures in case of an emergency.

5. Set proper safety examples for students to follow.

6. Keep informed about modern and accented safe practices in the field of accident prevention.

7. Regularly review laboratory facilities to provide for optimum safety conditions.Give special attention to:

a. Layout.

b. Utilities and building services.

c. Equipment guarding.

d. Storage and condition of tools, and

e. Storage, labeling and handling of materials.

8. Carry out recommendations of the administrator for improving safety instruction.

9. Devise and enforce safe housekeeping procedures.

123 'The Teacher - Continued

equipment in all shop areasand 10. Insist on proper protective hair require,students to wear properclothing and adequate guards While working inthe laboratory.

practices and regulationsrelating to 11. Develop specific safe your facilities. administrators for improving 12. Make recommendations to environmnetal safety conditions.

ehorough reports ofaccidents. 13. Produce prompt and emotionally disturbed andaccident prone 14. Be aware of the student. in the Always provide for thesupervision of students 15. requirements. classroom or laboratory inaccordance with legal UNSUPERVISED AT ANY TIME 'NOTE: DONOTLEAVE THE CLASSROOM WHEN STUDENTS ARE PRESENT.

protection be worn in allpotentially 16,: Insist that adequate eye hazardous areas. tools, machines Provide proper instructionin the use of all 17. student's safety and equipment.Keep a record of eaCh training. accepted standards beprovided 18. Insist that guards meeting and used whenever amachine is operated.

124 40j ARTS GENERAL SAFETY INSTRUCTIONSFOR ALL AREAS OF INDUSTRIAL

be obtained for work on allmachines or in 1. Approval of instructor must potentially hazardous areas.

slight, to your instructorimmediately. 2. Report all injuries, however required by law. 3. Wear eye protection as potential hazard, you mustfasten it 4. If your hairstyle presents a securely or wear a protectivehair cover.

f 'ove or Suitable clothing must be wornfor all laboratory activities. 5. ..- Roll loose sleeve toelbows. fasten anY loose clothing,neckties or jewelry.

operators' safety zones. 6. Obey rules concerning in the management of yourIndustrial Arts 7. Cooperate with your classmates safety program.

unsafe act. 8. Caution any student committing an equipment that does not seem towork properly. 9. Report to instructor any from projecting over theedge of benches. 10. Iesp tools and materials Use a rag to clean oily areas. 11. Use a brush to clear awaydry chips. clear of scraps and litter. L2. Keep floor and work surfaces liquids spilled on thefloor. 13. Wipe up inmediately any and doors are keptclosed. 14. Be sure projecting drawers combustible materials in approvedmetal containers. 15. Place oily rags and other storing large, heavy orlong pieces of material. 16. Use care in handling and

125 201 GENERAL SAFETY RULES FOR POWER TOOLS

1. Do not operate any machine until you have received proper instruction, fully understand'how to operate it, and have received the instructor's permission to use it.

2. Wear proper gye protection devices when in potential eye hazard areas.

3. Have your instructor check your work setup.

4. Check and make all adjustments before applying power.

5. Make sure other persons are clear before turning on the power.

6. Guards must be in place and function properly.

7. Start and stop your own machine and remain with it until it has come to a complete stop.

8. Only one person should operate a machine unless the operation requires a helper.

9. Do not leave a running machine unattended.

10. Disconnect electrical power before oiling and cleaning.

11. Allow a safe distancebetween your hands and blades, cutters or moving parts. Keep fingers in such a position that there is no danger of their slipping into the cutter or moving parts.

12. Keep machines clear of tools, stock, and other items.

13. Keep the floor around machines clear of liquids, scraps, tools, and material.

14. Give the machine your undivided attention while you are using it.Do not look away to talk to others.

15. Never lean or lounge on any machine.

16. Do not use extension cords for permaeant connections.

17. Notify your instructor of any breakage or malfunction.

18. Allow all machines to come to a complete stop before removing work or making a new setup.

126 20 ') GENERAL SAFETY RULES FORHAND TOOLS devices when in potential eyehazard areas. 1. Wear adequate eye protection and type of tool for thejob.Learn and follow the 2. Select the proper size correct procedure forusing each tool. properly sharpened and ingood condition. 3. Cutting tools must be

4. Keep your hands free of oiland grease. tools with care; carryin such a way as to 5. Handle sharp-edged and pointed protect yourself andothers.

with a vise or clamp. 6. Secure small or short work

pockets. 7. Never carry tools 1.n your they were intended. 8. Use tools only for the purpose for which

loose or cracked handles. 9. Do not use tools with Mushroomed heads may chip and 10. Keep punches and chisels ingood condition. cause injuries.

it is equipped with ahandle. 11. Use a file only when hammer with a file; it mayshatter. 12. Never pry, hammer on, or chisels or pry bars. 13. Do not use screw drivers as leverage is hazardous. The use of a "cheater" or anyother means for increased 14. ratio. All wrenches are designed to aspecific size-length-strength

another hardened surface. 15. Do not use a hard hammer on tool, clean it and return it tothe proper storage place. 16. Wben finished with a malfunctions to your instructor. 17. Report any breakage or

127 GENERAL SAFETY RULES FOR PORTABLEELECTRIC HAND TOOLS

be obtained before using portable 1. Permission of instructor must electric tools.

"off" position before you 2 Be sure that the switch is in the "plug in" the electric cord.

3. Eye protection must be worn whenoperating all portable electric tools.

4. The switch on each equipment handleshould be the constant pressure is shut off. (dead-man) type. That is, When pressure is released, power grounded - do not use in wet areas. 5. Be sure that equipment is properly could be caught in revolving 6. Do not wear loose or baggy clothing that parts.

7. Before starting, be sure that you have agood footing and that your work area if free of obstacles.

8. The electric cord should be inspectedfor breaks or exposed wires before using.

9. Excessive pressure while operatingportable electric tools may damage the tool and cause an accident.

before applying the tool. 10. All work should be properly secured that they function 11. Guards should be Lkspected before starting to see properly. HOUSEKEEPING prevention. It takes the Good housekeeping is akey item in accident of the instructor and cooperation of all; itcan't be the responsibility custodian alone.

An effective housekeepingprogram will:

and falls. 1. Reduce exposures to slips

2. Reduce fire hazards. responsibilities in keeping thelaboratory 3. Remind individuals of their clean and orderly.

effort so that everyone assumeshis fair 4. Organize the housekeeping share of the task. grand cleanup. A Good housekeeping cannot beaccomplished by an occasional The following areessential program must bedeveloped for continual cleanup. in a good housekeeptng program: permit safe and efficientwork practices. 1. The equipment is arranged to neatly and safely stacked. 2. Materials and supplies are provided and used. 3. Sufficient waste containers are

4. Floors 'Ire clean. properly disposed of or storedin approved 5. Cambustible materials are containers. not allowed to remain onbenches and in 6. Excess materials and debris are the work areas. maintain clean and orderlyconditions. 7. Regular inspections are made to Industrial Arts Laboratory Items that are necessary forgood housekeeping in an are:

1. Adequate dust collecting system. shavings, chips, and other wastematerial. 2. Suitable containers for scraps, racks, and cabinets formaterials and 3. Adequate storage rooms, shelves, supplies. for all machines using oiland coolants. 4. Splash guards and collecting pans towels, and other cleaningequipment. 5. Brooms, bench brushes, shop EQUIPMENT AND SUPPLIES IT IS YOUR RESPONSIBILITY TOSEE TEAT HOUSEKEEPING TOOLS, ARE PROPERLY USED. 129 SAMPLE SAFETY AGREEMENT

procedures that are I agree to follow onlythose practices and Furthermore, I agree not to identified by the instructor asbeing safe. approval is obtained. use any machinein the i-b untilthe instructor's portable electric tool is tobe used I also understandthat no machine or

unless the teacher is present. other students (or enter At no time will Ieither distract or bother machine is being used. I further agree a machineoperator's area) while a permission from theinstructor. not to remove anyguard without special provide,as far as possible,asafe In return, the instructoris expected to

working place.

Signed

Date

130 206 SAFETY,PROGRAMMING FOR THETEACHER.

safety is not As pointed out in theintroduction to the Safety Guide, something that is "pickedup" by experience. other Safety is a subject that must betaught and integrated with disciplines in education. of student The control of accidents withinthe shop and the development in the safety attitudes and awarenesswill involve good practices following areas: 132 Housekeeping practices 132 Housekeeping 133 Materials handling 134 Electrical safety 137 Fire safety . 140 Personal protection

Lesson plan for eye safety inschool and lab 141

145 Hearing protection 148 Respiratory protection

131 2o ';) HOUSEKEEPING PRACTICES all sawdust, shavingb, metal 1. Provide for the daily removal of cuttings and other waste material.

bins for various kinds of 2. Provide properly marked boxes or scrap stock.

3. For materials storage, utilizeturdy racks and bins arranged to keep material from falling onstudents and to avoid injuries from protruding objects.

4. Employ a standard procedure to keep floorsfree of oil, water and foreign material.

equipment after each use. 5. Provide brushes for the cleaning of

6. Provide regular custodial service in addition toend-of-class cleanup.

7. Prohibit the use of compressed air toclean clothing, equipment and work areas.

8. Keep walkways and work areas free ofall obstructions.

9. Maintain floor surfaces in a"non-skid" condition. insure total .10. Utilize a student personnel organization to involvement in housekeeping and a morethorough cleanup.

HOUSEKEEPING

Good housekeeping is a key item in accidentprevention. It takes the cooperation of all; it can't be theresponsibility of the instructor and custodian alone. An effective housekeeping programwill:

1. Reduce exposures to slips and falls,

2. Reduce fire hazards,

3. Remind individuals of their responsibilitiesin keeping the laboratory clean and orderly, and

4. Organize the housekeeping effort so that everyone assumes a fair share of the task.

Good housekeeping cannot be accomplished by anoccasional grand cleanup. A program must be developed for continualcleanup. The following items are essential in a good housekeeping program: 1. The equipment is arranged to permit safe and efficient work practices.

2. Materials and supplies are neatly and safely stacked.

3. Sufficient waste containers are provided and used.

4. Floors are clean.

5. Combustible materials are properly disposed of or stored in approved containers.

6. Excess materials and debris are not allowed to remain on benches and in the work areas.

7. Regular inspections are made to maintain clean and orderly conditions.

Items that are necessary for good housekeeping in an Industrial Arts laboratory are:

1. Adequate dust collecting system.

2. Suitable containers for scraps, shavings, chips and other waste material.

3. Adequate storage roams, shelves, racks, and cabinets for materials and supplies.

4. Splash guards and collecting pans for all machines using oil and coolants.

5. Brooms, bench brushes, shop towels, and other cleaning equipment.

It is your responsibility to see that housekeeping tools, equipment, and supplies are properly used.

MATERIALS HANDLING

According to the National SafetY Council, nearly one in four disabling injuries is directly related to materials handling activities. These accidents include such things as slips and falls while carrying objects, back injuries and hernias from improper lifting practices, chemical and heat burns from failure to use protective clothing or equipment, and mashed Dr amputated fingers or toes from dropped objects.

Same of the things you can do to reduce the chance of injury to yourself or others when handling materials are:

133 21J:j 1. Use the proper aids to handle thematerials, such as tongs for hot materials, block and tackleorjacks to lift extra heavy items, and blocks or wedges to keepitems from rolling.

2. Don't try to lift heavy objects without help;before you lift make clear who is giving orders.

3. Use proper lifting techniques.

4. If the material is heavy or sharp use gloves orpads to insure a better grip or to avoid cuts. Be careful of splinters when handling lumber; wear gloves to handle rough lumber.

5. Before you pick up an object, be sure that thepath you intend to follow is clear.

6. With heavy objects, make a "first lift" beforecarrying it so that you can get the feel and position.

7. With long objects, such as pipe or ladders, have someone at each end so that these objects can be safelyguided.

8. Be careful not to drop or set heavy objects on yourfeet or those of other people.

9. Stack materials so that there is no danger Of theirslipping or falling during storage or removal.

ELECTRICAL SAFETY

The use of electricity has became so common that few peoplerealize the potential dangers of electrical energy. Most of the accidents that are caused by electricity could have been avoided if the hazardhad been recognized and if aCtion had been taken to correct theadverse condition.

The instructor must realize that any electrical circuit is apotential hazard, regardless of the amount of voltage or current present.

The nature of the injury may be affected by the frequency of the current and the kind of electrical energy. Direct current is usually considered less hazardous than alternating current as far as shock isconcerned, but is more likely to produce severe burns and tissuedamage. The physical condition of the victim is another factor which has a bearing on the severity of electrical shock.

Electrical accidents are caused by unsafe conditions, unsafe practices, or a combination of both.

134 .210 , reveals that "unsafe A study of accidents inthe State of California Using unsafe practices were reported infour out of five accidents. failure to de-energize or defective tools orequipment led the list, while working in equipment, using tools or equipmentin an unsafe manner and hazardous places were next inorder."

equipment, Causes of electrical accidents canbe traced to (1) defective of (2) unsafe work practices, and(3) .lack of knowledge of the dangers electricity. involved in 1. Defective Equipment: Types of equipment frequently electrical accidents include motor-drivenequipment, control devices, portable electric tools, switches,panels, cutouts, conductors, plugs,and fusei, and'electric e*tension cords. A variety of unsafe conditions involving thedifferent types of equipment creates many tools and equip- electrical hazards. Some of the common defects of ment are listed as follods: wires missing, broken or a. Improperly grounded equipment (ground improperly connected).

damaged or worn connections, and b. Open conduits, switch boxes, exposed live wires.

frayed, wet, c. Insulation which is defective, inadequate, worn oily or deteriorated, creating shortcircuit'possibilities and energizing equipment frames.

extension cords, and lamp sockets. d. Defective switches, receptacles, adjusted brushes, and worn e. Dirty motor windings, improperly commutators.

defective insulation in f. Improperly connected power tools and portable tools.

machine parts which might g. Broken housings., loose or vibrating contact and energiie tool or machineframes and expose "live" surfaceS to operator. result in 9. Unsafe Practices: Unsafe practices and work procedures electrical accidents and fires. Some of the common unsafe acts committed in the shop are:

portable tools (except double a. Using ungrounded equipment and insulated tools) or removing ground connections.

b. Using defective tools or equipment inneed or repair.

135 the approval of the c. Using equipment which does not meet Underwriters Laboratories for theintended use.

Unsafe cleaning of electricalpanels, switch boxes, motors, d. solvents. and other electrical equipmentwith water or dangerous overfusing circuits by the use of e. Overloading of circuits or wrong size or type offuse. other special wiring methods f. Failure to use explosion-proof or in hazardous locations.

Failure to positively lock out orotherwise de-energize and tag g. equipment or circuits to be worked on. Do not rely on gloves, rubber mats, etc., for electricalinstallation and repair. electrical facilities in a manner h. Installation or extension of not meeting the NationalElectrical Code. circuit breakers when there is i. Repeated closing of switches or a fault on the circuit. service. j Using light duty, ungroundedextension cords for industrial electrical panels. Clearance k. Failure to maintain clear access to of 30 inches is requiredby.Federal Code.

1. Use of extension cords inplace of permanent wiring extensions. motors, insulation, wires or m. Work practices which overload electrical accessories.

pulling on the cord rather than n. Disconnecting electric cord by on the plug.

o. Use of metal ladders whileworking on electrical equipment.

p. Failure to label switch panels andboxes. electrical 3. Lack of knowledge: Teaching a basic understanding of safety is part of an Industrial ArtsEducational Program. Ground Fault Protection is a recentdevelopment ,that can save 'lives. against Devices are mmu.readily-availablewhich give sure protection electrocution or serious shock fromdefective portable tools or cords. Their use should be encouraged inall areas, but particularly other where there is.a serious shockhazard from wet conditions or conditions causing massive groundingof the student.

136 2 1 In summary, an adequate programfor the prevention andelimination of electrical hazards must restupon:

a. Intelligent selectionand purchase of equipment.

b. Correct installation of equipment.

electrical energy. c. Education of students in the safe use of

d. Periodic inspection of equipment.

e. Regular maintenance.

FIRE SAFETY Multi- 1. Provide approved fire extinguisher in theshop area. purpose dry chemical units are mosteffective for general use. General purpose fire extinguishers shouldhave at least a 2A:10 BC rating. Water back-up for extinguishers isalways desirable. Multi-purpose dry chemical can damagedelicate electrical equipment. CO2 type extinguishers eliminate that problem.

2. Store flammable liquids in approved(Underwriters Laboratories or Factory Mutuallabeled) safety containers and cabinets. flammable materials in an area 3. Provide for the bulk storage of removed from themain school building.

4. Provide Underwriters Laboratories listedoily waste containers for oily and paint soaked rags. It is a good policy to place waste with high spontaneouscambustion potential in water-filled containers, (See National Fire Protection AssociationPamphlet 30, para. 4450, "Flammable and Combustible LiquidsCode.")

5. Provide for the inspection and testing offire extinguishers at regular intervals to ascertain that they arefully charged and in proper working condition. (See National Fire Protection Pamphlet 10, "Standards for Portable FireExtinguishers" for details.)

location and proper use. 6. Provide instruction to students in the of fire extinguishers and other firefighting equipment.

7. Segregate oxidizers and oily material in storage.Do not use oxidizer (peroxide catalyst) containers forother purposes.

8. Post fire alarm and evacuation procedures.

137 locations Students should know remoteshut-off valve or switch 9. de,energize electrical for gas or oil firedequipment and how to equipment in an emergency.

desirable in all IndustrialArts 10. Deluge showers would be laboratories, especially wherethere is danger of fire igniting clothing made of syntheticaaterlals.

should be provided in eachlaboratory. 11. An approved fire blanket

138 21 KNOW YOUR FIRE EXTINGUISHERS

DRY CHEMICAL CARBON WATER TYPE F OA M SODIUM OR POTASSIUM MULTI-PURPOSE DIOXIDE itilaillr94 BICARBONATE ABC

- z...' . ,./. II> .....$t-' -1 . ....-....,

4 PI I adb, 11A ...... i iii '7, ..F 41.d I a . Inc, am -41 . 8 FT-1 IN STORED CARTRIDGE WATER PUMP II CARTRIDGE STORED STORED 1CARTRIDGE PRESSURE OPERATED TANK SODAACID FOAM CO 2 OPERATED PRESSURE PRESSURE OPERATED ORMOW, CLASS A FIRES NO NO NO IBLETWILL MUT WILL 1BUT WILL WOOD, PAPER, TRASH YES YES CONTROL SMALLCONTROL SMALLCONTROL WALL YES YES HAVING GLOWING EMBERSMMIUSTIIIM OBSOLETE OBSOLETE OBSOLETE SURFACE FIRESISURFACE FIRES1SURFACE FIRESI IMOMW CLASS II UPDATE UPDATE UPDATE FIRES mYrNIFSIHRIENG FLAMMABLE LIQUIDS, B EXVII°NGUNUIRSHIRENG EXVILUGRUIFISTIENG GASOLINE, OIL. PAINTS, NO CAPAS1UTY NO CAPAS1UTY CAPASILITY YES YES YES YES YES GREASE, ETC. !.2ut(9L ASK FOR ASK FOR ASK FOR "TRADE-IN "TRADE-IN "TRADE-IN ILUMX4 CLASS C UPDATE" PRICE UPDATE" PIIICE UPDATE" PRICE .0 FIRES NO NO YES YES YES YES YES E L ECTRICAL EQUIPMENT -121--IIINy corimmisa CLASS D FIRES D SPECAL EXTINGUISHINGAGENTSAPPROVEDBY RECOGNIZEDTESTING LABORATORIES

. COMBUSTIBLE METALS lams

PULL PIN- PULL PIN - RUPTURE PULL PIN PULL PIN - RUPTURE METHOD OF OPERATION SQUEEZE PUMP HANDLE SQUEEZE CARTR1DGE SOUEEZE SQUEEZE CARTRIDGE HANDLE LEVER SQUEEZE LEVER HANDLE HANDLE SQUEEZE LEVER OBSOLETE OBSOLETE OBSOLETE UPDATE UPDATE UPDATE R ANGE 30' - 401 YOUR FIRE 30' - 40' YOUR RRE YOUR FIRE 3' -II' 5' - 20' 5' . 20' 5' - 20' 5' - 20' EXTINGUISHING EXTIIKILDSHING EXTINGUISHING CAPAIUUTT CAPABILITY CAPASIUTY WEIGH GAS CHECK CHECK WEIGH GAS ASK FOR CHECK AIR DISCHARGE UK FON ASK FON CARTRIDGE PRESSURE PRESSURE CARTRIDGE- "TRADE1N "TRADE-IN "TRADE-M PRESSURE AND FILL WEIGH SEMI- CHECK GAUGE AND GAUGE AND CHECK UPDATE' PRICE UPOATE" PRICE UPDATE" PRICE MAINTENANCE GAUGE WITH WATER ANNUAL L Y CONDITION OF CONDITION OF CONDITION OF CONDITION OF MONTHLY ANNUALLY DRY CHEMICAL DRY CHEMICAL DRY CHEMICAL. DRY CHEMICAL ANNUALLY ANNUALLY ANNUALLY ANNUALLY

NOTES: Class D Fires In hot metal areas which may utilize magnesium, titanium, zirconium & sodium must provide Type D extinguishers or D rated dry chemical available foruse on metal fires. It is important that the correct extinguisher is used on the proper class of fire. 910 PERSONAL PRACTICES AND CONDUCT

Accident prevention is up to you. There are certain basic rules of conduct that you should incorporate into your daily activities.These rules all involve your attitude toward your fellow worker as well as your attitude toward the task at hand. People with a poor job attitude are those that most frequently have accidents.

Orderliness is a desirable quality. Safe workers will have a methodical approaq to the job. They will lay out tools neatly so that they are able to approach the project in an orderly manner. They will not clutter up their work area with excessive tools and materials.

A safe worker is a clean worker. Messy jobs require continual cleanup of the work area and frequently of the worker.

Horseplay in the laboratory will not be tolerated. Severe accidents often have occurred because individuals:

1. Threw items in the laboratory.

2. Ran in the laboratory.

3. Lacked consideration for others.

4. Directed compressed air towardothers.

5. Played tricks on others -- hotmetal, electrical shock, glue in pockets, etc.

6. Did not adhere to the acceptedsafe practices of a laboratory environment.

PERSONAL PROTECTION

1. Head

a. Confine long hair so that it is not exposed to machinery.

b. Provide hard hat where appropriate.

2. Eye-, Face

Require the wearing of appropriAte safety equipment where there is danger of injury. (See *ANSI Eye Protection Chart.)

*American National Standards Institute

140 217 3. Respiratory student use where harmfuldusts a. Provide respirators for or fumes exist. (See Respiratoryguidelines.) for dusts, fumea, and vapors. b.- Ensure adequate ventilation

4. Body Protection loose clothing in thelaboratory, a. Prohibit the wearing of and other jewelry while b. Require students to remove rings working in the laboratory. protection, armlets, gloves, c. Provide leggings and foot aprons, and shieldswhen working with moltenmaterial.

appropriate protective clothingis d. Make certain that the used when handling harshmaterials that would cause chemical burns or lacerations.

5. Hearing long periods of time, a. Where noise levels are excessive over ear .protectionshould be worn.

sought out to remedy b. Engineering solutions should be excessive noise problems.

Type 2A noise level meter. C. Monitor noise levels with a

6. Personnel Protection Cautions and limitations of all a. Determine the physical defects students so that they will notbe assigned tasks detrimental !'to their health orphysical condition. could be detrimental to b. Where asbestos protective garments the health of the wearer,substitute an alternate protective fabric, or use asbestos which istreated to reduce sheddirAL3.

EYE PROTECTION Education, Industrial ArtsSection, 1. The State Department of strongly suggests protection programsbe developed and implemented in all.areas where there areactivities potentially hazardous

141 21j by school parishes is to the eye. A procedure for aoz:taion as follows: exposure All administrators andteachers shall assess the eye a. the appropriate for which they areresponsible, and recommend protect students, protection. This recommendation shall staff members, and visitors. (See Selection Chart-American National Standards InstituteZ87 .1-1968.) instructors to b. It is the responsibilityof Industrial Arts times in those areas see that eyeprotection is worn at all that have been identified asexposure areas. the parish Eye protection shall besupplied and maintained by c. and visitors. and loaned at no cost tostudents, staff members

To insure the effectivenessof the eye protection program, d. the eye safety the physical inspectionand periodic review of parish program shall be thereaponsibility of a designated administrator. Practice for Reference is also made to"American National Standard Protection," ANSI Z87 .1-1968. Occupational and EducationalEye and Face by-all concerned. This program shall berigidly enforced and monitored the program once it isaccepted and Thereshould be no deviation from put.into use. lenses shall be encouraged to Students 'who require corrective 2. When plain prescription obtain Txescription safetyglasses. glasses are worn, the studentshould be required also to wear an appropriate covergoggle. glasses do not meet the Caution: Most shatter-resistant standard of ANSI and many"safety glasses" also fail the tests and design features listed.

facilities shall be providedwithin the 3. Storage and sanitation classroom forall eye protection. School districts have found individual that they had better eyeprotection Programs when in the glasses had been providedfor each student enrolled Industrial Arts class. Lenses shall Good eye protection devicesrequire clean lenses. be cleaned daily. Ray and Glare: 8. Potential Hazards From Light welding and cutting operations can a. The light rays cast from unprotected eyes. Heat treating, be highly injurious to are metal pouring, steel.ahd glawfuntaces-a6d'laser.beams other sources of glare.

welding goggles with greenfilter b. In gas welding, cup type lenses are most commonlyused .

helmets are necessary to protectthe c. For electric welding, head and eyes from infra-redand ultra-violet radiation burns, hot metals, chipsand flying sparks.

specific hazards in thelaboratory d. Contact lenses present should be discouraged setting. The use of contact lenses in the lab. (photosun-photogray) lenses e. Photocramatic and phototropic may not be worn asprotective epewear wherehazardous infra-red or ultra-violetradiation is present. USA STANDARD PRACTICE FOROCCUPATIONAL AND EDUCATIONAL EYE ANDFACE PROTECTION

Selection Chart

Recommended Eye and Face Protectors torUse in Industry, School*, and Collages

4

7

** 7. WELDING GOGGLES, Eyecup Type, TintedLanus (Illustrated) 1. GOGGLES, Flexible FittIn& Regular Ventilation 7A. CHIPPING GOGGLES, Eyecup Type, ClearSafety Lenses (Not Illustrated) 2. GOGGLE% Flexible Fitting, Hooded Ventilation Tinted Lenses (Illustrated) 3. Bosun, Cushioned Fitting, MOO lady " S. WELDING GOGGLES, Coverspec Type SA. CHIPPING GOGGLE& coverspec TYpe,Clear Safety Lenses (Not Illustrated) 4. SPECTACLES, Metal Frame. with Sideshields S. WELDING GOGGLES, Common Type, TintedPlate Lens WI. SPECTACLE% Plastic Frame, with Sideshields 10. FACE SHIELD (Available with Plastic orMesh Window) °G. SPECTACLE% Metal-Plastic Frame, withSideshields will. WELDING HELMETS

Nen-eldeshield dbectecles are available her limited hazard userequiring only frontal protection. **See appendix chart "Selection of Shade Numbersfer welding Filters."'

APPLICATIONS

Protection RECOMMENDEDSold Ty lle Numbers 01111lIfY Preferred OPERATION HAZARDS pgrageT0gg,

RAYS, ACETYLENEBURNING Efotia whim 7, S. 5 ACETYLENECUTTING ACETYLENEWELDING FLYING PARTICLES

2, 10 (For severe exposure NM 14 ewers) CHEMICAL HANDLING SPLASH, ACID BURNS, FUMES 1.3.4,4,4,74, SA CHIPPING FLYING PARTICLES

9, 11 (it in combination with 4. 5, 5, intinted lenses, Advisable) ELECTMC (ANC) WELDING LT*LTIME "vs.

GLARE. HEAT, MOLTEN METAL 7, S, 11 (Fur severe exposure edd 10) FURNACE OPERATIONS ,

FLYING PARTICLES 1,3,4,44,10 GRINDINGLIGHT , 1, 3.7A, SA (For severe exposure add 10) GRINDINGHEAVY FLYING PARTICLES ..

CHEMICAL SPLASH, 3 (10 when In combination with 4,11. Il) LABORATORY GUISS BREAKAGE . 1,3,4064, 10 MACHINING FLYING PARTICLES 7, 1 (IS In smabinstion with 4, S. II, In tinted lenses) MOLTEN METALS HEAT, GLARE, SPARKS, SPLASH

1, 3, 4, 11,11, 10 SPOT WELDING FLYING PARTICLE% SPARKS , HEARING CONSERVATION PROGRAMS

The OSHA noise regulations are brief - a little over one column - but far-reaching. Basically, 'there are two sections: the first sets the maximum levels of noise to which a person may be exposed; the second section explains what action must be taken if these noise levels are exceeded.

The key part of the OSHA standard is the Permissible Noise Exposure Table. It sets the amount of time that a person may be exposed to various levels of sound, as measured in decibels or dB.

The basic standard permits a person to work eight hours a day on a job Where steady state noise does not exceed 90dB as measured on the A-scale of a standard sound level meter at slow response.Many people believe that protection should start at 85dB (A). For this reason OSHA decided in August 1973 to make Hearing Conservation Programs (medical surveillance) mandatory Whenever steady-state.noise exposure exceeds 85dB. For any period of exposure to impulsive or impact noise, a 140dB peak reading may not be exceeded.

TABLE G-16 Permissible Noise Exposure Table

Duration per Sound Level day, hours: dba

8 90 6 92 4 95 3 97 2 100 1 1/2 102 1 105 1/2 110 1/4 115

There are three basic approaches to noise control and the method of control must be approached in the following order.

1. Reducing noise at its source through administrative and engineering controls.

2. Providing hearing protection.

3. Carrying out a program of hearing conservation.

145 CHART OF SELECTED NOISESOURCES

RISK NOISE LEVEL SOURCE

Sound Level Decibels Jet Engine Test Cell Uncomfortably 150 Riveting Steel Tank Loud 130 Threshold of Pain 120 DANGER RANGE

Sand Blasting 112 Drills, Steam Shovels, 110 Trucks, Operating Riveting michines, Rock and Roll Band Very Loud Circular Saw

100 Can Mfg. Plant Portable Grinders

Portable Sanders RISK 90 Welding Equipment Range

Inside Sports Car(50MPH) Loud 75 Quiet 40 Library local industrial If you do not have a TypeZA Sound Level Meter, contact a concern, or groupof safety engineers,

146 29c-1 The choice of hearing protectivedevice should be left to the wearer. Remember, "the best hearing protectoris the one that is worn."

Sound Ban - Air cushioned Muff - covers ear completely. pads provide a seal at the entrance to the ear canal.

Plugs of the disposable type provide hygienic effective protection.

147 RESPIRATORY PROTECTION

devices be provided to 1. It is vital that appropriate respiratory a student who is exposed tohazardous substances.

A. Consult the respiratory protection guideline.

B. Request assistance from a local SafetyCouncil member when in doubt as to the respirator which isappropriate, or when in doubt as to the concentrations presentand the sufficiency of a standard type respirator.

2. Clean respirators must be provided, especially ifdevices are used by several students.

3. Ventilation of dust, fumes, and vapors shouldbe undertaken when possible.

4. -If any student suffers from a respiratory illness,his doctor should be consulted to determine if that student canutilize a xespirator for protective purposes, or beinvolved in activities where exposure is a possibility.

148 225 SHOULD BE CAREFULLYSELECTED FOR EACH SPECIFIC RESPIRATOR PROTECTION IMMEDIATELY DANGEROUS APPLICATION, AND SHOULDNOT BE WORN IN ATMOSPHERES ATMOSPHERES CONTAINING LESSTHAN 19.5% OXYGEN. TO LIFE OR HEALTH, OR IN SUPPLIED BY THE WEARER SHALL BE FITTEDACCORDING TO THE INSTRUCTIONS MANUFACTURER, AND RESPIRATORSMAINTAINED ACCORDINGLY. RESPIRATORY PROTECTION GUIDELINE RESPIRATOR TYPE WORK AREA HAZARD NIOSH CERTIFICATION .....-, APPROVED FOR WOOD WORKING NUISANCE DUST TC-21C DISPOSABLE °- ,./ PNEUMONCONIOSIS AND FIBROSIS DUSTS TC-2IC TYPE APPROVED FOR METAL GRINDING NUISANCE AND DUSTS AND MIST CERAMIC POLISHING TOXIC DUSTS WITH DUST REPLACEABLE' 110 FILTER 1, ?p APPROVED FOR SPRAY PAINTING ORGANIC VAPORSTC-23C CHEMICAL CARTRIDGE AND (11'. ORGANIC VAPORS, PAINT SPRAYS 05 DUSTS, MIST, PATRICHLATES REPLACEABLE FILTER PAINT, LACQUER COMBINATION AND ENAMEL MIST APPROVED FOR ORGANIC VAPORSTC-23C CHEMICAL PRINT SHOP ORGANIC VAPORS . AND TOXIC CARTRIDGE AND REPLACEABLE AND/OR DUSTS FILTER MISTS _COMBINATION APPROVED FOR DRAFTING AMMONIA VAPORSTC-23C CHEMICAL .CHEMICAL AMMONIA VAPORS CARTRInnv TYPF - TC-23C APPROVED FOR JEWELRY ETCHING ACID GASES ACID GASES OR AND CLEANING METAL FUMES CHEMICAL CARTRIDGE METAL FUMES COMBINATION TYPE TC-2IC APPROVED FOR MELT SHOPS BRASS, IRON METAL FUMES WELDING SHOPS AND OTHER REPLACEABLE METAL FUMES, DUST MIST - AGENTS FUME FILTER APPROVED FOR PESTICIDES TC-23C CHEMICAL AGRICULTURE CARTRID6E AND PESTICIDES REPLACEABLE FILTER COMBINATION V

149 EMERGENCY ACTION

environment and Emergency situations can ariseanywhere in the school developed and the procedures for dealingwith these events should be to the approved by the individualadministrative unit (parish) prior reviewed and start of the school year..These procedures should be and to make revised periodically todetermine their effectiveness necessary modifications. for the The following information isprovided to serve as a guide parished to develop their own emergencyprocedures.

151 When an Injury Occurs

151 Primary Concerns

152 Secondary Concerns WHEN AN INJURN OCCURS

There are two aspects of emergencyprocedures. The first concern is the activity that must take placeimmediately following the injury. The second concern is the action that mustbe taken after the confusion has subsided and the injured partyis treated.

PRIMARY CONCERNS

These relate directly to the injured partyand the reduction of hazard dependent on the to that person. The degree of emergency care is injury and the uslificatiOns ofthe person administering the care. only the If the teacher qualified in first aid, he/she must do things that will assure no further damage tothe injured person and immediately seek trained help. This might be limited to stopping the bleeding or covering a person in shockwith a blanket. Although every teacher should betrained in basic emergency first aid, many are sometimes result if they not. Serious damage to injured persons can are treated by a nervous,untrained, and panic-ridden teacher.The following basic steps are recommended as thefirst steps when an injury occurs: If this is not 1. Determine the extent.'and type of injury. possible, immediately obtain professionalhelp.

2. Restore breathing, restore heartbeat,and stop bleeding if trained in these areas; if not, send forhelp.

life. 3. Apply only the first aid that is necessary to preserve Do no more until trained help arrives.

surrounding area as 4. Disperse crowd and keep injured and the quiet as possible.

5. Notify school nurse (if any), principal,and immediate supervisor by sending other students to thesepeople. DO NOT LEAVE THE INJURED PERSON ALONE!,

6. If the injury is minor (Splinter, slightcut) send the student to the school nurse or schoolofficial accompanied by another student.DO NOT SEND THE INJURED_STUDENTALONE!

7. If a foreign particle has entered the eye,seek professional help. A teacher should never try to removesomething from a student's eye. If a liquid has entered the eye(acid, etc.), immediately wash and contact the school nurse orfamily doctor.

151 2 s , 8. Notify parents and school officials.

It is the responsibility of theteacher to know what to do in case of an accident and also to knowwhat not to do. This kind of information through is best obtained through a varietyof first aid courses offered of the Red Cross or other-agencies.The first few seconds or minutes a pupil's injury are sometimesthe most critical and the action or inaction that the Industrial Arts teacher maytake could be crucial to the student's life.

SECONDARY CONCERNS

When the injured student has beenadministered professional help (nursei ambulance crew or doctor), the concernsof the teacher are focused on the remaining students and thefollow-up procedures in regard to the injury. Some action is necessary in the following areas:

1. Calm the other members of the class. Restorethe situation to a safe environment. If the accident was serious, discontinue instruction for the period. The students will be too upset to perform effectively and may in fact be"accident prone" due to the accident.

2. Complete accident report in triplicate; onefor school nurse, one for the principal andinmediate supervisor, and one for the teacher's permanent file (to.beretained until the injured pupil reaches age 21 or if ihe pupil is aspecial education student, to be retained permanently).

3. Analyze cause and effect of the accidentand make written recommendations to the principal for corrective measuresto be taken. (Retain a copy of this communication andsubsequent action.)

4. Review and record safety practices, procedures,instruction, and .student evaluation concerning the cognitive,psychomotor, and affective instruction that was delivered and wasintended to prevent this type of accident fromhappening.

5. Check an the results of the treatment of theinjured pupil.

6. Follow up in your classes with a discussion andinstruction regarding the safe practices that were violatedand contributed to the accident.

The procedures mentioned should also befollowed for "almost accidents" to assure that the conditions thatalmost cause an accident are treated and eliminated from the laboratoryenvironment.

152 INDUSTRIAL ARTS DEPARTMENT

Student Accident Report

TO BE COMPLETED BY INSTRUCTOR

Grade** Student Name

Location of Accident

Time A.M./ P.M.

Date of Accident

Description of Injury

Location of Instructor whenAccident Occurred:

Description of How AccidentHappened:

Indicate Equipment, Machinery, orTools Involved:

Describe unsafe practices, if any,contributing to accident:

Suggestions for prevention ofsimilar accident:

Witnesses to Accident: 1.

2.

Date Instructor's Signature Date Student's Signature

Department Chairman NOTE: One copy to be filed with

154 STUDENT ACCIDENT INVESTIGATIONREPORT Period Room Class

Instructors's Name Date diTime Name of Injured

Exact Location ofAccident

Description of Accident*

accident was caused by oneof Indicate below with an9.X" whether in your opinion the following: PERSONAL CAUSES PHYSICAL CAUSES Physical or mental defect ( ) Improper protection(personal or () () Lack of knowledge or skill equipment) ()Wrong attitude ( ) Defective tools orequipment ()Use of intoxicants ordrugs () Hazardous arzangement ()Not listed - describebriefly* ( ) Improper illumination (.) Poor housekeeping () Not listed - describebriefly*

UNSAPE ACES

()Unsafe material handling ( ) Working without authority Took unsafe positdon ( ) Failure to secure or warn () Worked on moving equipment ( ) Working at unsafe speed () ()Horseplay () Made safety device inoperutive Did not use safe clothes or ) Used unsafe equipment orhands ( ) ( personal protective equipment instead of equipment ( ):,41Ot listed - describebriefly*

injured sent to NOTE: Make certain of namesand descriptions of witnesses, hospital, condition of injured,assistance by others, etc.

Actions taken to prevent asimilar future accident*

Date of Report Signature

*USE OTHER sm OF SHEET IFNECESSARY

155 STUDENT SAFETY INSPECTION CHECKLIST

Date Class Period action can be Hazardous conditions and unsafe actsshould be reported so corrective accident causes, marked"X" on previous taken. Note also whether.:potential inspection, have been corrected. (X) indicates Unsatisfactory () indicatedSatisfactory

F. BULLETIN BOARDS A. FIREPROTECTION 1. Neat and attractive ..( ) 1. Extinguishingequipment....( ) 2. Display changed regularly"( ) 2. Exits, stairs and signs ( ) ( ) Storage of flammable 3. Well illuminated 3. ( ) material...... ( ) 4. 4. ) G. MACHINERY 1, Point of operationguards"( ) B. HOUSEKEEP/NG 2. Belts, pulleys, gears, 1. Aisles, stairs & floors ( ) ( ) Storage & piling of shafts, eic . 2. Maintenance & oilleakage..( ) material ( ) 3. 4. () 3. Wash & locker rooms ( ) 4. Light and ventilation () H. PRESSURE EQUIPMENT 5. Disposal of waste ( ) 1. Steam equipment ( ) 6. ( ) 2. Air compressors ( ) 3. Gas cylinders and hoses ( ) C. TOOLS 4. ( ) 1. Power tools, wiring ( ) 2. Hand tools ( ) I. UNSAFE PRACTICES 3. Use & storage of tools () 1. Improper lifting ( ) 4. ( ) 2. Improper use of protective equipment ) D. PERSONALPROTECTIVE EQUIPMENT 3. Horseplay ( ) 1. Safety glasses or goggles ( ) 4. Running in aisles ( ) 2. Face shields.... ( ) 5. Improper use of air hoses"( ) 3. Gloves ( ) 6. Removing machine guards ( ) 4. Respirators or gas masks ( ) 7. Work on unguarded machinery( ) 5. Protective clothing ( ) 8. ( ) 6. ( )

J. FIRST AID E. MATERIALHANDLING EQUIPMENT 1. First aid kits ( ) 1. Winches ( ) 2. Stretchers ( ) 2. Cranes, hoists, booms.. ( ) 3. All injuries reported ( ) 3. Carts ( ) 4. ( ) 4. Cables, ropes, chains, slings ( ) K. MISCELLANEOUS 5. Rigging ( ) 1. Acids and caustics ( ) 6. ( ) 2. New processes ( ) Dusts, vapors or fumes ( ) SIGNED 3. 4. Ladders and scaffolds ( ) 5. ( ) USE OTHER SIDE OF SHEET FOR DETAILEDCOMMENTS OR RECOMMENDATIONS

156

2 3/ 2 7.;- HAZARDOUS CONDITIONS REPORT

the hazard and directing This is a suggestedmethod for reporting action to see that thehazard is corrected orremaved. "red tagged" and shut down If a hazard exists, theoperation Should be used to report a student who until corrected. NOTE: This form can be laboratory. is a hazard as well as ahazardous condition in the

HAZARDOUS CONDITIONS FORM

Date

TO: School Principal

Description. and Location ofHealth ot Safety Hazard:

Suggested Solution:

Teacher Signature:

Distribution: Original - Principal 1st Copy - Department Head 2nd Copy - Teacher ReportingHazard 3rd Copy - Parish SafetyOfficer (VocationalSupervisor)

Action Taken:

By Whom: Signature SAFETY FOR THE SPECIAL NEEDSSTUDENTS

SAFETY FOR DEVELOPMENTALLY DISABLEDAND HANDICAPPED STUDENTS

GENERAL STATEMENT laboratory is The responsibility for safeworking conditions in a school Who work in the the prime concern of theteacher and all the students With thit in mind, the instructorof Industrial Arts subjects facility. and should make a special effort toteach safety to the disadvantaged handicapped students enrolled in his orher program. Many special with emphasis students such as these will needadded instruction in safety others with whom they work. on personal responsibilityto themselves and /nitially, instruction should be givenin a classroom setting for a safety short period using an abundanceof visual aids to explain proper also be very effective while prodedures. Small group demonstrations can using the actual madhines andtools. Individual instruction should actually use the equipment in thelaboratory.In addition, safety procedures. reviews should be repeated atintervals to help reinforde safety working Industrial Arts teachers must bealert at all times during the students, and sessions for unsafe conditionsand actions by the special Other sections of this should be ready to take remedial stepsif needed. teacher manual list specific safetyprocedures and lessons that the with special should follow to instill safeworking habits in the student needs.

SUGGESTED TEACHING TECHNIQUES Have the students remind 1. Be sure that eye protection is worn. each other that safety glasses mustbe worn.

tools that he or she is about 2. Check out each student on the power with each to use. Review the safety rules from time to time student--eapecially after a vacationor=prolonged absence of the this instruction. student. Be sure to document the recurrenceof determine if aay special 3. Medical record§ should be dhecked to students are subject to seizures,fainting spells, etc. If the teacher finds someone who has oneof these conditions, he should give that individual additionalmonitoring while using all

equipment. ; dangers of cleaning agents, 4. Make students aware of the potential cutting fluids, solvents, thinners,lubricants, etc.

of keeping work 5. Remind students periodically of the importance areas clean and free ofhazardous objects.

horseplay by special students, 6. Usually there is not a problem of in a shop class unless they areencouraged by other students. The amount of horseplay will depend onthe professional personnel and the rules established for thelaboratory. If students are kept busy and supervised, horseplayfor the special student is no major problem.

7. :Isolation of a special student when rules ofthe laboratory are violated has been found tobe one of the most effective methods of discipline.Keeping the student separated from the rest of the group should last nolonger than one class period.

about the laboratory 81 Special students have a tendancy to wander which they area. They must understand that they have an area to are assigned and must staythere.

should be done by 9. Testing of the special student's abilities continual observation by the teacher,and demonstration by the student.Evaluation should not be limited to .testsrequiring reading, writing, and comprehension.

fixtures that serve to promote 1 . The teacher should design jigs and a higher level of student successwhile using tools and machines.

be enhanced by 11. Communication between teacher and student may using devices that improve receptionand expression of information. Amplifying and magnifying siimuli, whethercoming in or going out, are important considerations. possible to 12. Individualize the program of instruction as much as modify the instructional method to meetthe needs of the student:.

facility that can be made free 13. Plan to reserve a portion of your from noise, physical stimuli, andvisual stimuli. This may help those students who are easily distractedby them.

14. Minimize access barriers to sinks,tool cabinets, doorways, machines, , ihelves, desks, etc.

159 2 3 5 she comes to you. Keep in mind that 15. Accept the child as he or the student's success depends notonly upon his or her own characteristics and abilities, but also upon the teacher's attitude and the quality of thelearning environment. education resource people on your 16. Employ-the aid of the special Who caa provide school staff. These people are specialists problems of you with valuableinformation in dealing with the the students with special needswho are enrolled in your program.

17. Keep in mind that students withspecial needs respond very favorably to frequent verbal praiseand reinforcement. A non-readAng "hands-on" environment mayprovide some meal, positive feelings of success forthem. They will be encouraged also by seeing their finidhedproducts. Placing 18. Encourage heterogeneous groupingwithin the classroom. the "Special student within asmall group of students with various abilities will providehim with models for behavior in a laboratory orother industrial-type facility.

160 EMERGENCY TELEPHONE NUMBERS* *Post by Phone

NAME TELEPHONE

Ambulance

Fire Department

Hospital (nearest)

Doctnr (nearest)

Main Office

School Nurse

Medic I

Poison Control Center

EMERGENCY COMMUNICATIONS

Procedures established for emergencysituations and accidents must when."To contain the approved methodof "Who tells what to whom and should facilitate this communication,each Industrial Arts department and have a telephone with a directoutside line (for ambulance, fire, police emergencies). In addition: location of the telephone and 1. All students should know the be famlliar with the emergencyprocedures and numbers.

should have access to the 2. All personnel in the laboratory telephone for emergency communications. (The telephone should not be locked in theteacher's office.) ambulance and fire department 3. Emergency procedures mad police, numbers and the procedure for dialing an"outside" line should be posted at each telephonelocation.

161 PARENTAL PERMISSION ANDACKNOWLEDGEMENT

and an awareness of Parental acknowledgementof the student's activities child is important. The the teacher's interestin the safety of the opportunity. teacher should expressthis interest at every "permission slip" At the beginning of eachIndustrial Arts course a signature. should be sent home with thestudent for the parent's

main purpose of a"permission slip." For years, Do not misunderstand the be sent home Industrial Arts teachers haveused "permission slips" to participate in the and signed by the parentspermitting their dhild to that this "permissionslip" shop program. Many teachers believed relieved them of some or allof their responsibilityand liability The purpose of should an accident occur. IT DOES NEITHER OF TRESE. this type of communication is to: participation in Industrial 1. Inform:the parent of his/her child's Arts type of activities. and procedures that arefollowed 2. Outline the safety instruction by the teacher and theparish. regarding any Obtain from the parents relevant information 3. child's health problems that mayhave a bearing on their performance. where they List the name of the parentsand telephone number(s) 4. list the name of their can be reachedduring school hours, and family doctor.

student should be maintainedin eadh Industrial NOTE: A card file on every Arts Laboratory. might look like An illustration of whatthis communication to the parents is included on thefollowing page.

162 238 PERMISSION SLIP THE STUDENT.AND SAFETY ININDUSTRIAL ARTS

Louisiana Public School Department of Industrial Arts

School Teacher

TO: is enrolled in our IndustrialArts (Name of Student) program and will havethe opportunity to use varioustools and equipment. Appropriate instruction in thesafe operation of these tools andequipment Aithough every is given and close supervisionin maintained at all times. due precaution is taken to preventaccidents, a certain risk is involved to the nature of the experience,the age of the student, and the learning environment. importance We are asking your cooperation inimpressing upon your child the instruction that is of being careful. This, we believe, will back upthe given in school.

We'welcome your visit to our schooland the Industrial Arts Department to see our program. These visits can be arranged bycalling child Thank you very much for your helpand asaistance in providing your working with the "real world" experienceof Industrial Arts in a safe environment.

I have read the attached communication-and I understand the type of program that is enrolled in. I will stress the safety (Student's name) aspects of the program to myChild. I encourage my child to participate fully in this Industrial Arts program.

(Signature of Parent or Guardian) (Date)

Phone (Home) (Work)

Please identify any health problemswhich may have a bearing on yourchild's participation in this class.

and I agree to observe all safetyrules and procedures for safe operation conduct in the school Industrial Artsshop and will wearapproved eye protection at all times.

Date Signature of Student 163 239 Color:

Colors should be used to create apleasant work area (attitude) and partitions, and to reduce glare. Light pastels are best for walls, ceiling areas.There is no agreed standard for"color coding" machines or equipment, but use ofdifferent colors or shades of the sane color is an excellent wayto'differentiate between various parts. This method can also be used to emphasize ahazardous area, point of operation or nip point, etc. Most equipment color suggestionswould follow this basic ASA (American StandardsAssociation) ZR53 color system:

Basic Unit Gray or Green (by tradition)

Parts Which may cut, crush or shock (guards) Orange

Parts Which Move - or project (warning) Yellow (or black and yellow stripes)

"Stop" Buttons or switches Red

Unit under repair Blue

Other color suggestions:

Fire alarm boxes, exit signs, Red fire extinguishers, barricade lights -.danger signs

First aid kits - stretcher Green equipment - safety signs

Traffic zone markings Black, White (or black and white stripes)

Housekeeping markings Yellow, black and yellow

The personal system you choose mustbe standard throughout your laboratory. New equipment should .be touched up orpainted to match existing equipment.

Safety consideration is a critical requirementof facility planning and can "pre-solve" many future safetyproblems.

We strongly suggest that all Industrial Artsinstructors use this color guide for their labs within three yearsafter distribution of this booklet.

164 24 ) SafeLifting

2

Make sure that yourfooting First, size up theload - is secure. One foot may be do not attempt tolift forward of the otherto it alone if you have attain good balance. doubt in yourabilitY to do so.

4 Bend the kneesand squat (don't stoop)keeping the with vertical as Maw start pushing up back as nearly Keep the load Spread the knees your legs. possible. close to your body asyou or lower oneknee to come up. get closer tothe object. 4.11,

In lowering theload to the floor, bendthe knees. Keep the backstraight with the load close tothe body, lowering the loadwith the 5 arm and legmuscles.

Lift the object, tothe carrying body. position. Do not twist the TUrn your, body bychanging the position of the feet.

.! MATERIALS HANDLING

four National SafetyCouncil, nearly one in According to the materials handling disabling injuries isdirectly related to include such things asslips.and falls aCtivities. These accidents hernias from improper while carrying objects,back injuries and chemical and heat burnsfrom failure to use lifting practices, amputated fingers protective clothing orequipment, and mashed or or toes fromdropped objects. chance of injury to Some of the things you cando to reduce the yoursell or otherswhen handlingmaterials are: for aids to handle thematerials, such as tbngs 1. Use the proper heavy block and tackle orjacks to lift extra hot materials, from rolling. .items, andblocks orwedges to keep items lift heavy objects withouthelp; before you 2. Don't try to lift make clear who isgiving the orders. techniques (see PageS-3.07). 3. Use proper lifting is heavy or sharp usegloves or pads to assure 4. If the material splinters when grip or to avoid cuts. Be careful of a better lumber. handling lumber; wear glovesto handle rough object be sure thatthe path'you intend 5. Before you pick up an _tofollow is clear. it so make a "firstlift" before carrying 6. With heavy objects, that you can getthe feel andposition. such as pipe orladders, have someoneat 7. With Ding objects, each end so thatthey can be safelyguided. drop or set heavyobjects on yourfeet or 8. Be careful not to those of otherpeople. that there is nodanger of slipping or 9. Stack materials so falling during storage orremoval.

166 242 ,'",,,7-77"Pryi TEST QUESTIONS COVERING GENERAI,SAFETY INSTRUCTION

though slight, to: (a) an ( ) 1, You should report all injuries, even advanced student; (b) your principal;(c) your teacher; or (d) the office.

(a) to improve your ( ) 2. You should wear suitable eye"protection: vision; (b) when engaged in anyactivity where eye hazards may exist; (c) to avoid myopia; or (d) when youdesire to improve your appearance.

loose clothing and roll sleeves ) 3. It is best to fasten or remove above your elbows: (a) before operating any machine; (b)during the operation of the machine; (c) after operating amachine; or (d) only when you are assisting the teacher.

around a.aachine is to ( ) 4. The designated area or operator's zone protect: (a) the power equipment; (b) all thestudents and the teacher working in the shop; (c) only theteacher; or (d) only the student operating the machine.

the floor should be wiped () 5. It is best that any liquid spilled on up immediately because it: (a) looks unsightly; (b) will stain the floor; (c) causes more work for thecustodian; or (d) may cause someone to slip andinjure himself.

ahellac, paint, varnish, 6. Rags containing oil, gasoline, alcohol, or lacquer must be: (a) kept in a covered metal container;(b) stored in a wastebasket; (c) folded neatlyand placed on a shelf; or.(d) stored in a cool dry place.

should obtain permission ) 7. Before using any power equipment, you ( (c) your from: (a) an advanced student; (b) your principal; teacher; or.(d) the office.

tool, instrument, or ( ) 8. If you notice any breakage or damage to a maChine, you should: (a) ask an advanced student to repair it; (b) be careful when you use it; (c) say nothingbecause you might be blamed; or (d) notify your teacher.

(a) pull the knife toward you; ( ) 9. When using a knife, you should: (b) strike the blade with a hammer to make large cuts;(c) use pointed end only; or (d) cut aWaY from your bodyand hands.

chisel or punch so ( ) 10. You should grind off a mushroomed head on a as to prevent: (a) inaccuracies in your work; (b) spoilingthe looks of the tool; (c) making the tooldifficult to hold; or (d) particles of metal from flying when you strikethe head with a hammer.

167 243 II

do should be 1. All the work that you plan to approved by the

dry chips with a piece 2. You should clear away of wood or a you should 3. When using a wood chisel or gouge, point the sharp edge ofthe tool away from your classmates, teacher and

classmates with the 4. You should pass tools to handles

all students are clear 5. You should make sure that of the machine before turning onthe

adjusting a machine, 6. Before oiling, cleaning, or you should allowthe machine to come to a complete

Answers to Test Questions: (a); 7. (c); 8. (d); 9.(d); 1. 1. (c); 2. (b); 3.(a); 4. (b); 5. (d); 6. 10. (d) self (yourself); 4. first;5. power (switch); II. 1. teacher; 2. brush; 3. 6. stop

SUGGESTIVE TEST QUESTIONS. YOU MAY ADD OR NOTE: REMEMBER, THESE ARE ONLY DELETE TROSE PERTAINING TOYOUR PROGRAM.

168 244 TD, OBTAIN PERMISSIONFROM THE INSTRUCTOR BEFORE USING THISMACHINE. Arc Welder

SAFETY SUGGESTIONS

1. A welding helmetmust be worn whenwelding. be .2. Proper ventilation must available.

3. Goggles must be wornwhen chipping slag.

4.. Others in.the areamustbe warned prior tostriking an arc. be worn when welding. 5. Approved clothing and gloves must should not be weldedwithout the instructor's 6. Closed containers permission. areas whilewelding. 7. Do not stand in wet prOtect others must be inplace.before 8. Screens to is started. be taken when wearingcontact lenses. J. Special caution should

AC-DC SWITCH ®ON-OFF SWITCH

AMPERAGE ADJUSTMENT

ElEaRODE ()GROUND CABLE CABLE CONNECTION CONNECTION AMPERAGE INDICATOR ()HELMET ELECTRODE HOWER ()GROUND CLAMP...... 69 2, ARC WELDER Student Name Class Date Grade

SAFETY QUIZ

1. You should warn anyone nearby before you start to weld. T F

2. Approved goggles and a welding hood should be available before you start to weld.

F 3. A closed container is dangerous toweld. T

4. Gloves are not necessary when welding. T F

5. It is dangerous to weld without proper ventilation. T F

2 6 OBTAIN'P8RMISSION FROM THEINSTRUCTOR BEFORE USING THIS MACHINE. Band Saw

SAFETY SUGGESTIONS

1. Wear approved eyP protection.

2. Remove jewelry, eliminateloose clothing and confine long hair. adjusted guards at all times. 3. Use properly secured and within 1/4 inch of work. 4. Adjust the guide and guard to

5. Remove scrap only whenmachine is stopped.

6. Avoid backing out of a cut(kerf). 7. Keep hands and fingers insuch a position that there is nodanger of their slipping intothe blade.. Hold work piece on eitherside of the cutting line. Use a push stick where necessary.

8. Do not leave the.machineuntil it has stopped.

9. Consult with your instructorbefore cutting large or irregularshaped pieces.

()UPPER WHEEL BLADE SUPPORT GUARD ()BLADE GUARD ®BIADE GUIDES GUIDE POST

()TABLE BLADE @REAR BLADE GUARD TABLE INSERT ()TABLE CLAMP MITER GAGE GROOVE Student Nime BAND SAW Class Date Grade

SAFETY QUIZ cutting bevels. T F It ,is safe totilt the table for 1. T F wheel does notrequire a guard., 2. The lower band forcing a piece ofwood 3. The saw shouldbe stopped by T F against the blade. should be adjustedto about 1/4"from 4. The blade guard T F the work. the fence for cuttingseveral pieces 5. It is safe to use T F of wood to the sinelength. T F no closer than2" from the blade. 6. The hands should come guides-should be adjustedtight against 7. The blade T F the blade. is required tooperate a 8. Instructor's permission T F band saw. T F be made with thepower off. 9. Adjustments should band is not requiredwhen operating a 10. Eye protection T F saw. not cut easily youshould: 11. If the work does (a) speed up the blade (b) push harder . (c) replace the blade (d) check with yourinstructor

248 Horizontal Band Saw

Ilirmilm.P SAFETY SUGGESTIONS

1. Wear approved eye protection.

2, Be'sure all guards are in place and operating correctly.

3. All adjustments to the chip removal brushes, guides, vise, and drive system should be done with the power off.

4. Be sure the blade guides are properly adjusted before starting the cut.

5. Be sure the materialbeing sawed is properly positioned and tightly clamped before starting the cut.

6. Do not allow the blade todrop on the material tobe cut.

7. Keep your hands away fromhe cutting area and brush awaychips only when the machine is off.

FRAME

WHEEL GUARD

VISE KNOB

SWITCH

24 ; HORIZONTAL BAND SAW Student Name Class Date Grade

SAFETY QUIZ

is not a 1. The position ofthe blade guides safety factor. the machine 2. Metal chips shouldbe removed when is in operation. sawed must be properly 3. The material being positioned and tightlyclamped. eye protectionwhen 4. The operator must wear using the horizontalband saw. not be allowed todrop onto the 5. The blade should material being cut. should be made withthe 6. All machine adjustments power off. SANDER

Safety Instructions teadher before using sandingmachine. 1. Obtain permission from your

2. Hold work securely.

is at a dead stop.Portable sander 3. Make adjustments only when sander electric cord should be disconnected.

4. Check belt or disc for breaks or tears. off position and machine is on itsside 5. Be sure that the switch is in bifore plugging in electric cord on aportable sander.

6. Wear face shield or safetyglasses (goggles, spectacles).

7. Turn on power after permissionis given. sander. 8.. Keep fingers awayfrom the abrasive surface on the

9. Sand on downward motion side of discsander.

anall,or irregular pieces. Check with 10. Use special care in sanding .your teacher. moderate rate of speed and 11. Feed stodk into the abrasive material at.a pressure. sander on its side while changing 12. Turn off power and rest portable position of board.

and stanci by until the machine has 13. Turn off power after using sander stopped. sander and return cleaned machine 14. Disconnect electric cord of portable to designated place.

175 2 51 Safety Test Questions

sander: (a) You should make alladjustments on the portable 1. (b) only when other while the electric cordis disconnedted; hand; or (d) while students are at a safedistance; (c) with one it is in gear. sander, you Before you plug in theelectric cord of the portable ( ) 2. sawdust; (b) machine should be certain: (a) machine is free of abrasive surface; (c) sandingbelt or disc has is resting on its machine is on its been removed; or (d)switch is turned off and side. work against When operatigg a discsander, you should hold your ( ) 3. (c) upward motion side; or(d) the disc: (a) rim; (b) center; downward motion side.

should: (a) blow away the sawdust; 4. While sander is in motion, you ( ) (c) use extreme feed pressure; or (b) remove abrasive surface; (d) keep your finger awayfrom abrasive surface. of the sander: You should feed sto4kinto the abrasive material ( ) 5. speed and (a) as fast as possible;(b) at a moderate rate of (d) both forward and pressure; (c) bothupward and downward; or backward.

II

the portable sander 1. You should make adjustments on while the electric cord is

sander, you should hold your 2. When operating a disc work on the side wherethe motion is

should keep your 3. While sander is in motion, you fingers away from theabrasive

into the sanding machine at a 4. You should feed stock moderate rate of speed and

portable sander, you should 5. Before plugging in the make sure the witch is

Answers to Test Questions

4. (d); 5. (b) I. 1.(a); 2. (d); 3. (d); downward (down); 3. surface(face); 4. pressure; II. 1. disconnected; 2. 5. off

176 OBTAINPERMISSION FROM THE INSTRUCTOR EEFORE ESIN6 THIS MACHM. Belt Sander

SAFETY SUGGESTIONS

Wear approved eye 'protection. is properly 2. Check to see if belt installed and in goodcondition before starting. let rear 3. Start sander above work; of belt touch first...... ,:f --1... 4 cord clear and 4. Keep the electrical the dust bag awayfrom the sander belt. 45041110+1°'

5. Lift sander off thework before stopping.

6. Wait until belt iscompletely stopped before placingsander on bench. 'daily into proper wastecontainer. 7. -Empty dust bag

()BELT STRIKER BAR

()BELT HANDLE TRIGGER SWITCH 0 BELT TRACKING ADJUSTMENT BELT SANDER .Student Name Class Date Grade

SAFETY CltiZ

Eye protection is required whenusing this 1. T F machine.

2. You should have a firm grasp onthe sander before starting. T

T F 3. The sander should rest .on the workwhen starting:

T F 4. A wood sander should not beused on steel.

T F 5. This machine should be examinedbefore starting.

178 2 5 4 OBTAIN PERMISSION FROM THE INSTRUCTOR BEFORE USING THIS MACHINE. Buffer

SAFETY SUGGESTIONS

1. Always buff using the lower half ofthe wheel (below center).

2. Always wear eye.protection when buffing.

3. Always stand to one.side of the wheelwhen buffing and,when applying compound.

4. Never use a rag to hold the work while you arebuffing. openings or 5. Use extra caution when buffihg around corners, areas where the wheel couldgrab and throw the work. Do not buff small diameter tubing, wires, chain orsimilar material.

6. Exercise caution so that the work doesnot overheat and burn your hands.

7. Be sure the area behind thebuffer is open and that no one else is'in the safety zone.

8. If your hairstyle presents a potentialhazard, you must fasten it securely or wear a protectivehair cover.

9. Remove or fasten any loose clothing,neckties or jewelry. Ron loose_sleeves to the elbow.

179 2 5 5 BUFFER Student Name Class Date Grade

SAFETY QUIZ

used to hold hotobjects 1. A rag should be T F while buffing.

lower half of the 2. Always baf on the T F wheel.

hair must be confined. T F 3. Loose clothing or

T F 4. Goggles must be wornwhen buffing.

when buffing corners or 5. Use extra caution F confined areas of thework. T

180 256 ." )BTATN P1 RMIS'ION PROM TUTTS1RUCTOR 10R1 IN6 IHI PIA( HINI PortableCircular Saw

SAFETY SUGGESTIONS

telescoping guard returnsautomatically to 1. Make sure that cover the bladeafter each cut. blade stops. .2. Do not set sawdown until protection must be wornwhile using saw. 3. Approved eye binds or smokes, stopcutting immediately. 4. If the saw blade cord is clear ofthe blade. 5. Make sure the power you are cuttingis adequatelysupported. 6. Be sure he material and.watch, and roll up"sleeves. 7. Remove tie, rings setting for the properdepth of cut 8.' Check the base

()TRIGGER SWITCH

®GUARD UFT 'HANDLE

TILT LOCK KNOB

() RETRACTABLE GUARD

®BLADE TILTING BASE

257 PORTABLE CIRCULAR SAW Student Name Class Date Grade

SAFETY QUIZ

Permission should be obtainedbefore 1. F operating this machine. T

The guard can be wedged sothat it will 2. T F not be operable.

Eye protection is not necessarywhen 3. T F using this machine.

You should not set the sawdown until 4. T F it has completely stopped.

about.1/8" 5. The saw blade should extend F beyond the thickness of thematerial being cut. T

182 58 DRILL PRESS

Safety Instructions before using the drill press. 1. Obtain permission from your teacher only when power switch is 2. Shift belt and make other adjustments turned off.

3. See that belt guard is in place.

4. Be certain that the table and headof drill press are secure.

5. Select proper drill (be sure it issharp) and coolant.

6. Remove chuck key immediately afterusing it. Clamp vise or work to drill 7. Use drill press vise wheneverpossible. press table.

8. Make sure that no one but you is insidethe operator's zone.

9. Wear face shield or safety glasses(goggles, spectacles).

10. Turn on power after permission isgiven. chuck, drill, and chips. 11. Keep hands away from revolving spindle, evenly into work. 12. Operate feed handle so that drill cuts

13. Ease up on feed pressure when drillbegins to break through material.

14. Back drill out as soon as hole is drilled. work, chips, or cuttings. 15. Stop the drill press before attempting to remove

16. Use a brush to remove chips orshavings.

17. Keep floor clean around drill press. is Aeized by drill; shut off 18. Step away immediately if work comesloose and power if possible withoutendangering self.

and stand by until the machine 19. Turn off power after using drill press has stopped. Return cleaned drills, 20. Clean off drill press table andsurrounding area. coolants, and clamping devices to designatedplace.

183 OBTAIN PERMSSIONFROM TUE IN,-iTRrcTOR kmr TU1S MACIUNE. Drill Press

SAFETY SUGGESTIONS

1. Wear approved eye protection. 2. Remove jewelry - eliminate looseclothing confine long hair. all 3. Operate only when guards are inplace. sharpened 4. Select properly drill bit - tightenin chuck and remove,key. check for safety - 5. Clamp material - turn on power. work is caughtin the drill -- 6. If a piece of stop by hand. turn off pd-wer --do not try to the slower carefully -- thelarger the drill 7. SeLect speed the speed.

BELT GUARD

VARIABLE SPEED PILOT WHEEL MOTOR HEAD SUPPORT SAFETY COLLAR ® SWITCH

()DEPTH STOP ()QUILL LOCK PILOT WHEEL FEED @QUILL ()KEY CHUCK TABLE LOCKING CLAMP ()TILTING TABLE COLUMN BASE .()LOWER TABLE OR TILT ANGLE LOCKING CLAMP

26 DRILL PRESS Student Name Class Date Grade

SAFETY QUIZ

'T F 1. It is necessary toselect the proper speed. _ times. T 2. The chuck keyslould be kept in he chuck at all

3. Work should always besecured. operating a drill press. T F 4. Rings may be worn while chips. 5. A chip brush shouldbe used for removing operated at topspeed for all work. T F 6. The drill should be work should be nt theleft of 7. The long end of the T F the operator. securely or protective 8. Long ilair must be fastened T F hair cover used. PORTABLE ELECTRIC DRILL

Safety Instructions before using portable electric drill. 1. Obtain permission from your teacher +.0

2. Select proper drill (be sure it issharp) and coolant.

3. Make sure switch is in an "off" position.

4. Remove chuck key immediately afterusing it. the portable electric drill. 5. See that a grounded wire is connected to

plug dry at all times. 6. Keep drill, electric cord, and

7. Plug in electric cord.

8. Hold the machine firmly.

9. Turn on power after permission isgiven.

10. Keep hands away from revolvingspindle and drill.

11. Apply straight and steady pressure onthe drill.

begins to break through material. 12. Ease up on pressure just before drill

13. Back drill out as soon as hole isdrilled. firmly until it comes to a dead stop- 14. Turn off power and hold machine then rest machine on its side.

place. 15. Disconnect electric cord. Clean and return machine to designated

186 Safety Test Questions

and not grounded for You should select alocation that is dry ( ) 1. appliance so as to avoid: using a protableelectric tool or (b) serious electricshock; (c) motor (a) soiling the equipment; electric cord. bearings deterioration; or(d) discoloring the turning chuck key from thedrill chuck before ( ) 2. By renoving the will prevent the:(a) chuck form being on the power, you from being damaged; (b) drill frombreaking; (c) chuck key from becomine thrown out at a terrificspeed; or (d) chuck unbalanced. drill, you should: Before plugging inthe portable electric ( ) 3. (c) make sure the (a) remove the drill;(b) check the armature; ground wire. switch is off; or(d) disconnect the portable electricdrill, you When you turn offthe switch on the ( ) 4. cord; (b) inspect rotor; (a) disconnect electric should: opening; or (d) hold (c) blow the sawdust outof the armature dead stop. the machine firmlyuntil it comes to a

II

location that is dry and not 1. You should select a grounded for using aportableelectric tool or appliance so as to avoidserious electric

the chuck key fromthe drill 2. Be sure to remove Chhck before you turnthe power

the electric drill, youshould 3. Before plugging in make certain theswitch is

When you turn offthe switch on theportable 4. firmly electric drill, youshould hold the machine until it comes to a

Answers to Test Questions

I. 1. (b); 2. (c); 3.(c); 4. (d) 3.off; 4. stop II. 1. shock; 2. on;

187 263 Portable ElectricDrill

SAFETY SUGGESTIONS

Woar approwid pruLt!OtiOU.

2. Disconnect the electriccord plug from the power outlet when changing drill bits.

3 Be sure the switchis off and the chuck key is removed before you connect the cord plug to the power source.

4. Do not use in damp or wet area.

5. Be sure the materialbeing drilled is tightly clamped or secured.

6 Drill with a straightsteady even pressure.

7. Be sure the drill bitis used and properly securedin the. chuck.

..... POInO ... .

COOL I NG VENTS

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, ... ;;,a, is; CHUCK

PISTOL GRIP

HOUS I NG HANDLE

CORD STRA IN REL I EVER TR I GGER SWITCH 188 PORTABLE ELECTRICDRILL Student Name Class Date Grade

SAFETY QUIZ

drilling 1. Eye protection isnot needed when T F wood. portable tools shouldnot 2. Electric powered T F be used in wet areas. plug of the drillshould 3. The electrical cord when be disconnectedfrom the power source T F changing drill bits. drilled with shortjerky 4. Holes should be T F movements. be secure in thedrill 5. The drill bit must T F chuck. should remain inthe chuck when 6. The chuck key T F

drilling. ,

......

11111r; 10111111aMit

Minimussmoo".

189 265 Furnace,Foundry

SAFETY SUGGESTIONS 1. Approved eyeand face pror tection must beworn when working aroundmolten metal. 2. Approvedclothing must be worn: gloves, sleeves, apron andleggings. 3. The instructormust be present whenmolten metal is poured. 4. Do not pourmolten metal on aconcrete floor. %Iva. roa% 5. De not dropingots or other titt Zirt:, objects intomolten metal. OP :IP, ;We molten metal allI P Ana\Ate 6. Never pour 4.tiv4 43141i into objectscontaining water or otherliquids. 7. Onlyauthorized students should be allowedin the area whenmetal is being poured.

GAS CONTROL L I D HAN bl A I RCONTROL L D

F IRE BOX WI TH CRUCI BL E

BL OWER FURNACE, FOUNDRY Student Name Class Date Grade

SAFETY QUIZ

must be worn whenworking T F 1. Eye and face protection around molten metal. be poured onto aconcrete 2. Molten metal may safely T F floor. particular problem 3. Water and other liquids are no T F when pouring molten metals. dropped into molten metals. T F 4. Ingots should not be be worn around molten 5. Protective clothing should T F metals.

4 OBTAIN VIAMWION FROM TUEIN8TRUCTOR BEFORE USINO THISMACHINE. Gas Forge

SAFETY SUGGESTIONS

1. Approved eye protection must be worn whenoperating forge. (gloves) must be wornwhen the tongs cannot 2. Asbestos mittens be used. all times. 3. A pail of watershould be nearby at marked "HOT" with chalk. 4. Hot metal left unattendedshould be when.lighting the forge. 5. The top must be open the gas controlshould beturned off first. 6. When shutting down, "tight" when leavingthe forge. 7. Be sure gas is off

UD (DUD HANDLE FIREBRICK Illillajlallobillf11111111111.--- 11111111111111iiliotou FIREBOX WORK RACK AIR CONTROL BLOWER MOTOR' BLOWER ()IGNITER SWITCH GAS CONTROL

192 Student Name GAS FORGE Class bate Grade

SAFETY QUIZ

available for thehandling 1. Tongs should be of hot metal. T F when handlingthe tongs. 2. Gloves should be worn

should be closedwhen lighting F 3. The top slot T the forge.

be turned offfirst when F 4. The air should T shutting down. T F around should be 5. Hot metal left lying marked "HOT".

269 -..-? GRINDER

Safety Instructions teacher before usingvinder. 1. Obtain permission from your 1/8 in. from the wheel. 2. 4Settool rest 1/16 in. to

3. Dress wheel when necessary.

4. See that guard is inplace. but you is inside theoperator's zone. 5. Make sure that no one safety glasses (goggles,spectacles) and use 6. Wear face shield or glass safety guard ongrinder.

7. Stand to one side ofwheel. permission is given. 8. Turn on power after the wheel while it isin motion. 9. Keep hands away from Ask your teacher forspecial instruction-. 10. Hold work with your.hands. and permission to grindsmall pieces.

11. 'Use the face of thewheel only.

the wheel with correct amountof pressure. 12. Press material against

Safety TeSt Questions

shield or safety glasses(goggles, spectacles) ( ) 1. You must wear.a 'face when using grinder becausethese: (a) are becoming to you;' seer, (b) magnify the work, thusmaking it easier for you to your eyes (0 protect your eyes frombright light; or (d) protect from flying partieles. (a) immediately The grinder tool rest mustbe securely fastened: ( ) 2. (c) when after grinder is turned an;(b) one inch away from wheel; and the wheel is not in motion;(d) after power is turned off wheel is coasting.

You should set grindertool rest: (a) 1/4 inch away from wheel; ( ) 3. 1/2 inch away (b) so wheel rubs lightlyagainst tool rest; (c) from wheel; or (d) no morethan T/8 inchfrom wheel.

194 27 t should: (a) hold them in your ) 4. To grind small pieces of stock, you bare hands; (b) hold them with a rag;(c) use a very coarse wheel; or-'(d) receive special instruction andpermission from yodr teacher.

of grinding wheel while it is 5. You should stand to one side gathering speed because: (a) if it has a defect, the wheel may fly to pieces; (b) the air currentsfrom wheel are unhealthful; (c) it will tempt you to use the wheel too soonand cause it to stop; or (d) you can see ifthe wheel is running true.

II

1. You must wear a face shield or safetyglasses (goggles, spectacles) when using the grinder because these will protect your

2. The grinder tool rest should be set awayfrom grinding wheel no more than inch.

3. When using the grinder, you should keep your hands away from the

4. To grind small pieces of stock, youshould obtain special permission from the

5. When starting the grinder, you should stand to one

Answers to Test Questions

(a) I. 1.(d); 2. (c); 3. (d); 4. (d); 5.

1. eyes; 2. 1/8; 3. wheel; 4. teacher;5. side

195 2 71 OBTAIN VERMISIONFROM THE INSTRUCTOR BEPOHK I 4N6 11118MACHINk. Grinder

SAFETY SUGGESTIONS

1. Apilrovea eye protection must orn at all times. 2. All guards must beproperly adjusted. 3. The :tool rest mustbe adjusted to 1/8" fromthe wheel. side of 4. Do not 4;rind on the the grilding wheel, Spark deflector ortop guard 5_, 1/8" of wheel. mwst be within grip" type pliers. Small pieces should beheld with "vise 6. excessively worn orcracked should bediscarded. 7. A wheel that is The glass safetyshield should beclean. . .8. starting the machine 9. Stand to one side when

MOTOR ADJUSTABLE SPARK DEFLECTOR ()SAFETY SHIELD WHEEL GUARD ()GRINDING WHEEL ()WATER POT

()ADJUSTABLE TOOL REST

()SWITCH

2794 Student Name GRINDER Class Date Gnde

SAFETY QUIZ ..r

should be adjustedto within 1/2" 1. The tool rest T F of wheel. T F is not always necessarywhile grinding. 2. Eye protection switch is in theoff position, the 3. Once the "off" T F operator may leave. T F should be clean. 4. The safety shield T F of balance may beused. 5. Wheels that are out is not necessaryif there is agLass 6. The spark arrestor T F safety shield. small piece of steel,"vise grips" 7. When grinding a T F are advised. glass shield, eyeprotection is not 8. If there is a T F required.

273 Service Jack

SAFETY SUGGESTIONS 1. When using the.jack, be sureit is securely placed and liftsaddle properly aligned to prevent slipping. 2. Once saddles are located,apply some pressure, then stop and examine these before lifting the car. 3. Never raise a car whilesomeone.is under it. 4. Always use,car stands orsupports before going under araised car. 5. Inspect the jack for oil leaks orother malfunctions before using. G. Never work under a vehiclesupported only by a service jack.

CONTROL VAL VE

274 Student Name SERVICE JACK Class Date Gratie

SAFETY QUIZ

that is to workunder a car 1. It is unsafe jack only. supported witha service car Safety practiceto raise a 2. It is good with someoneunder it. saddles to inspectthe lift 3. It is necessary raising a car. for properalignment when inspected jack shouldalways be 4. The service before using. formalfunctions before supports shouldbe used 5. Car stands on raised car. anyone goesunder a

199 275 OBTAIN PEMISSION FROM THE INSTRUCTOR BEFORE USING THIS MACHINE. Jointer.

ccolot , A AANICURE: 6

SAFETY AIGGESTIONS

1. Befi)re starting, make sure that guards are free and will cover the blade at all times.

2. A push stick must be used on a"1 material that would bring the hands within Tr of the cutter.

An ssistant should help support longpieces.

4. Several light cuts are safer than one heavy cut.

5: Wear approved eye protection.

6. The board being jointed must exceed the minimumlength established for that particular machine (check with instructor).

REAR OUTFEED TABLE 0 FENCE

FRONT INFEED FRONT TABLE TABLE ADJUSTING ()REAR TABLE HAND WHEEL ADJUSTING HAND WHEEL DUAL FENCE CONTROL

()FRONT GUARD ()DEPTH SCALE TILT SCALE

2 7 r- - ',7717:7777777 JOINTER Student Name Class Date GtAde

SAFETY QUIZ

stick and not 1. It is possiblefor the guard to T F cover thecutter. be used when thehands could 2. A push stick should T F get close to,thecutter. when operating 3. Eye protection isnot necessary T F a jointer. obtained before usingthe 4. Permission should be T F jointer. F 6" may be processed onthe join.er. T 5. Stock shorter than

U:t wl-wAI

201 2 7 ? ORTAIN PERMI8SION FROM THETNSTRUCTOR BEFORE MNG THIS MACHINE. MetalLathe

SAFETY SUGGESTIONS

1. Wear approved eye protection.

2. Remove jewelry, eliminateloose clothing and confine longhair.

3. Do not leave the wuachineuntil it has stopped.

4. A brush should beused-to remove chips.

5. The chuck should beturned by hand before starting.

in chuck, 6. Never leave chuck wrench and secured beforestarting. 7. Stock should be balanced speed for the job. 8. Operate at ihe correct keep handsaway from movingparts 9. Handle chucks with care; end work. @MICROMETER ()CROSS SUDE COMPOUND SUDE COLLARS SADDLE ()HEADSTOCK TAILSTOCK @REVERSE FEED LEVER THREAD DIAL QUICK CHANGE APRON GEAR BOX @THREAD & FEED LEVERS BEI)

@SPEED CONTROL LEAD SCREW' HAND WHEEL CHIP PAN ® CLUTCH CABINET ()FEED SELECTOR ()MOTOR SWITCH @CONTROL LEVER FOR HALF NUTS 2o2 276 Student Name METAL LATHE Class , Grade_ Date !

SAFETY QUIZ

or removingchips. A brushshould be used 1. T F need not besecure tothe bed. 2. The tail stock the the chuck when T F 3. The chuckwrench remains.in machine stops. F before starting. T turn machineby hald 4. It is safe to is should be madewhile the machine 5. Measurements stopped..

203 27J OBTAIN PERMISSION FROMTHE INSTRUCTOR 136FOHE USING THISMACHINE. Mbod Lathe

SAFETY SUGGESTIONS must be worn. 1. Approved eye protection be close to the 2. The tool rest must work when cuttingtools are beingused. must be keptsharp. 3. The cutting tools smoothness of work 4. Do not feel for while machine isrunning. and 5. Work must becentered, balanced secured.

6. The tool rest mustbe removed while sanding. turning on power. 7. txamine setup before machine. 8. Shut off powerwhile cleaning be 9. Long hair andloose clothing must appropriately confined.

TOOL SUPPORT 0TAILSTOCK HEADSTOCK LOCKING SPINDLE BASE CLAMP SPINDLE LOCK

SPINDLE

TAILSTOCK. @HAND WHEEL BED ()SWITCH

STEEL CABINET ()SPEED CONTROL HAND WHEEL

LOCKING HANDLE FOR TOOL SUPPORTBASE

28 0 Student Name WOOD LATHE Class Date Grade

SAFETY QUIZ

for safe is not important F 1. The speed ofthe machine T operation. rest and between the tool F 2. A space of1" is safe T the work. T F is not necessaryduring operation. 3. Eye protection T F be used. 4. Dull tools may T F smoothness whileturniig. It is safe tofeel for 5. T F should be removedwhile sanding. 6. The tool rest T turn workthat is notbalanced. 7. It is'safe to T F be worn whileoperating. 8. Long sleeves may T F tools shouldbe held loosely. 9. The cutting T F while operatingthe machine. 10. The hair shouldbe confined

28i INSTRUCTOR OBTAIN. PERMISSIONFROM THE Machine_ BEFORE USINGTHIS MACHINE. Milling

SAFETY SUGGESTIONS and measurementsonly 1. Make adjustments complete stop. when themachine is at a machined mustbe properly 2. Material being secured. rotating in the Make sure thecutter is 3. Feed againstthe cutter right'direction. capable ofclimb cutting. unless themachine is carefully asthey are sharp. 4. Handle cutters minimum of 6"fr-m the cutter. 5. X-26ep fingers a t:Ie vise or Take care toprevent jamming 6. column, cutter,etc. the workinto the until youhave machine andremain with it 7. Start your own to a completestop. turned it offand it has come while machineis running. chips awayfrom cutter 8. Never clean protection mustbe worn. 9. Approved eye HEAD HAND FEED LEVER

QUILL SPINDLE

5TAiLE @LONGITUDINAL FEEDHANDWHEEL

®KNEF LIFT SCREW CROSS FEED HANDWHEEL Student Name MILLING MACHINE Class Grade Date

SAFETY QUIZ

leave the it ispermissible to T F 1. On long cuts machine while onautomatic feed. F work bench. T be storedloosely on the 2. Cutters should T F should be wornat alltimes. 3. Eye protection F hands. T be wiped awaywith the 4. Swarf chips can used when rapid feedshould not be T F 5. The automatic than 6" fromthe cutter. the stockis closer F automatic feed. T be disengagedwhen on 6. Handles should

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207

'''''

AMP MotorizedMiterBox

SAFETY SUC;GESTIONS

1. Wear qpproved eye protection,

2. Be sure the power isdisconnected before making angleadjustments or changing blades.

3. Always hold the workfirmly again.st the fence and table. full 4. Allow the motor to reach speed before starting thecut. has stopped 3. :II. ,iure the blade beforo removing scraps or chips from the work area.

6. Be Sy.re the guard isfunction- ing properly.

BLADE BRAKE

HANDLE

MOTOR

BLADE

BLADE GUARD

FENCE

TABLE

POSITIVE STOP/ HANDLE ANGLE SCALE 208 284 , . MOTORIZED MITER BOX Student ' Class Date Grade

SAFETY QUIZ

used when makingcuts with the 1. The guard must be motorized mitei box. to turn off thepower when 2. It is not necessary making adjustments orchanging blades. the materialbeing cut must 3. When making a cut and table. be held firmlyagainst the fence to allow themotor lo reach 4. It is not necessary full speed beforestarting a cut. 110 to wear eyeprotection when S. It is not necessary using the motorizedmiter box. INrRUCTOR ) PFRMISS1ON FROM THF 1110M 11NG inl MA(MN1 Offset PrintingPress

SAFETY SUGGESTIONS

only when all guards arein place and 1. Operate the press properly adjusted. misprinted or dropped paperwhile the press 2. Never reach for is in operation. adjustments while the pressis in 3. Do not make internal operation. the.press while itis in operation. 4. Do not clean operating speed. 5: -The instructorshould determine the the press whileit is in operation. 6. Never reach across the press, it mustbe clean and all paper, 7 When finished with storage. oquipment and toolsmust be returned to proper

OSINGLE LEVERHANDLE ()SAFETY COVER MASTER CYLINDER

()INK FORM ROLLER HANDWHEEL CONTROL KNOBS

MACHINE VACUUM FEED SWITCH SWITCH

()PAPER RECEIVER 286 Student Name OFFSET PRINTING PRESS Class Date Grade

SAFETY QUIZ

be coveredwhile the press 1. The gears need not F is in operation.

be stopped beforemisprinted 2. The machine must the press. or dropped paperis removed from

mai be made while themachine 3. Final adjustments T F is running.

to keeping othersaway from 4. You should be alert T F the press whileit is in operation.

across the presswhen it 5. It is safe to reach T F is operating.

211. 287 PartsWasher

SAFETY SUGGESTIONS 1. Use in well-ventilatedarea.

2. Wear approved goggles or face shield.

3. Use cleaning solvents with relatively high flash points (teMpera- ture at which vapors will ignite when brought into contact with an open flame.

4. Do not spill or splash solvent on clothing.

5. When brushing parts in solvent, use a nylon or brass bristle brush to avoid sparks. 6. A large tank of solvent must have a lid that is- held open by a fusible link (holding device that will melt and drop the lid in the event of fire). 7. Wash hands and arms thoroughlywhen cleaning job iscomplete.'

8. Avoid prolonged skin exposureto all types ofsolvents.

SAFETY COVER PISTOL-GRIP COUPLING FL USH NOZZLE \ THERMO SAFETY AND CLOSINGSPRING

FLUSH NOZZLE

21 28 6 PARTS WASHER Student Name Class Date Grado

SAFETY QUIZ

parts insolvent, a nylon or 1. When brushing be used toavoid brass bristlebrush should T F sparks. goggles or aface to wear T F 2. It is not necessary shield whenwashing parts. is not link to holdthe lid open T F 3. A fusible necessary onparts washtanks. well tanks should beplaced in a T F 4. Parts wash ventilated area. hands after to wash your T F 5. It is not necessary washing partsin solvents.

213 aS OBTAIN PERMISSION FROM THE INSTRUCTOR BKFOHE USING THIS MACHINE. Planer-Surfacer

SAFETYSUGG.ESTIONS

1.. =Approved eye protection must be worn.

2. A "backer board" should be usedwhen planing thia stock.

3. Do not force material throughplaner.

4. Do not remove chip accumulationwhile machine is running.

5. Do not stand directly behind themachine or in the line of kick back. surfacer when it is 6. Do not look into the throat of the running.

7. Be sure to select the proper speedand depth of cut.

8. The board being surfaced must exceedthe minimum length established for that particular machine(check with instructor).

214 2',J0 Student Name PLANER-SURFACER Clas's Date Grade

SAFETY QUIZ

is required tooperate 1. Instructor's permission the machine.

T F is required tooperate machine. 2. Eye protection F machine is running. T 3. Chips may beremoved while

T F plane wood withloose knots. 4. It is safe to

machine. T F becomes stuck, itis safe to stop 5. If material

should be throughthe throat ofthe 6. Line of sight T F machine.

be obtained whenplaning long 7. Assistance should T F pieces of wood.

215 29 : Portable Router

SAFETY SUGGESTIONS

1. Remove jewelry,eliminate loose clothing, andconfine long hair. 2. Always use approved eyeprotection 3. Be sure switch isoff before inserting plug into power *source. 4. Be sure colletchuck is tight and bit is secure. 5. Be sure the workpiece is clamped or rigidly heldand the drea of routertravel is free of obstructions. 6. Hold routerwith both hands and cutt.J.ng pressure shouldbe constant Do not force or jaminto work. 7. Make a trial cut in apiece of scrap material. 8. Disconnect from power sourcewhen changiug bits, makingadjustments, or when routeris not in use.

SWITCH CORD HOUSI*

LOCK I NG HANDL E MICROMETER DEPTH ADJUSTMENT

HANDL E SUB-BASE COL L ET TYPECHUCK® 216 292 PORTABLE ROUTER : Student Name Class Date Grade

SAFETY QUIZ

A trial cut in apiece of scrap woodshould 1. being be made beforecutting the material used in the project. with one hand onlywhile 2. The router is held T F cutting. disconnected from the 3. The router must be T F . power sourcewhen changing bits. F cut may be handheld. T 4. The material being in the "off" positionbefore 5. The switch must be T F inserting the plug intothe power source.

217 29 Sander,Belt&Disc

SAFETY SUGGESTIONS 1. Wear approv,A eye protection

2. Inspect the sanding belt and disc to be sure that they are properly installedand in good condition before starting machine.' 3. Use moderate pressure and move the material being sanded back and forth to avoid heating and burning. 4. Keep hands and Eingers at Least one inch away from the moving belt and diSc. 5. Put the material being sanded on the table and sandonly on the downstroke half of the disc sander. 6. Long hair and looseclothing must be appropriately confined.

BELT TENSION SCREW

DISC

ON AND OFF SWITCH

294 SANDER, BELT& DISC Student Name Class Date Grade

SAFETY QUIZ

clothing areproblem. around 1. Long hairand,loose the beltand discsander. should beused whensanding 2. Moderate pressure disc sandei.. material onthe belt and one inch fingers shouldbe at least 3. Hands and belt and disc. away fromthe moving using the need not beworn when 4. Eye protection belt sander. the machine guard may beremoved when 5. The belt is inoperation.

295 OBTAIN PIRM18IONFROM THE INSTRUCTOR BEFORE VIM:, THISMACHINE. Radial ArmSaw

SAFETY SUGGESTIONS

the saw travels 1. Be sure that easily on the arm. blade will 2. Be sure that the not extend beyondthe front nf the table. make sure 3. Before starting Lhat the guardtelescopes properly. the blade is 4. Make sure that stopped beforeleaving the machine. the materialbeing cut 5. Make sure that is tight againstthe fence. protection must be worn 6. Approved eye while operatingthis machine. the returns to the rearof the table at 7. Be sure the saw 4:omp1etion of thecut.

()ELEVATING HANDLE 0 MITERSCALE ()ARM CLAMP HANDLE

()MITER LATCH ON-OFF SWITCH ()COLUMN ()SAWDUST SPOUT @SELF-ADJUSTING BLADE GUARDS

@FENCE

296 RADIAL ARM SAW Student Narrk? Class Date Grade

SAFETY QUIZ

F necessary exceptwhen ripping. 1. Eye protection is not machine as soon as youhave pushed 2. You may leave the the "off" switch. place when ripping. 3. The guard must be in table. 4. The saw blade mayextend beyond the installed so that in crosscut 5. The blade should be position the teeth atthe bottom of theblade point away from zheoperator. hand must hold thematerial and the 6. When ripping, one other hand operatethe saw. automatically return In cross cutting,the saw should 7. radial arm upon thecompletion of to the rear of the T F a'cut.

297 Sabre Saw

SAFETY'SUGGESTIONS

1. Wear approved eyeprotection. is the correcttype 2. Be sure the blade for the materialbeing cut. is off before 3. Be sure the switch connecting to the powersource. blade into thework; 4. Do not force the use a steady,even pressure. base tight against 5. Always keep the saw the material beingcut. material being cutis 6. Be sure the tightly clamped orsecured. blade is properly 7. Be sure the saw secured in thechuck.

STRAINRELIEVER.

CHUCK

BASE

ANGLE SCALE BLADE

222 29d SABRE SAW Student Name Class: Date

SAFETY QUIZ

to wear eyeprotection when F 1. It is not necessary T using the saber saw. should be inthe "on"position when 2. The switch plug into the conuecting theelectrical cord T F power source. forced into should not be F 3. When cutting,the blade T the materialbeing cut. types of bladesavailable for F 4. There are several T use inthe saber saw. clamped or being cut mustbe tightly F 5. The material T secured.

223 29:) SCROLL SAW

Safety Instructions before using the scroll saw. 1. Obtain permission from your teacher

2. Cut only stock with a flat surface onbottom.

dead stop. 3. Make adjustments only when machine is at a

4. Make sure the saw blade is the proper sizefor the job.

5. Check blade for correct tension.

6. Adjust hold-down so it will be as close aopossible to the work.

clear. 7. Turn machine by hand to make sure all parts are

8. Make sure that no one but you is insidethe operator's zone.

9. Select correct machine speed.

10. Wear face shield or safety glasses(goggles, spectacles).

11. Turn on power after peraission is given.

12. Hold material firmly.

13. *Feed the material into the machine at amoderate rate of speed.

14. Keep fingers away from saw and hands outof the path of saw.

15. Report mechanical def.cts or a broken blade to yourteacher.

and stand by until the machine 16. Turn off power after using scroll saw has stopped.

after saw stops running. 17. Clear away scraps of wood on the table only

Safety Test Questions

(a) on the down ( ) 1. You should install the scroll saw blade to cut: stroke of the saw;(b) at minimum speed; (c) on the up stroke of the saw; or (d) on both the up and down strokesof the saw.

the hold-down ( ) 2. liefore you start the scroll saw, you should check adjustments to make certain:(a) there is a half-inch clearance between it and the stock; (b) it is as close as possible tothe work; (c) the correct size of blade isinstalled; or (d) it is against the table.

224 3 0 Prior to starting the scroll saw, youshould turn machine by hand ( ) 3. (b) hold-down moves to be sure:(a) saw blade teeth point upward; stock; up and down; (c) thebeginning cut is on the line marked on or (d) all moving parts areclear.

should be:(a) soft;(b) hard; ( ) 4. Stock to be cut on the scroll saw (o) flat on the bottom; or(d) round pn the bottom.

scroll saw:(a) in rhythm with motion ( ) 5. You should feed stock into of hold-down; (b) at a ratedependent upon pulley speed; (c) as fast as possible; (d) at amoderate rate of speed.

- II blade so it will cut 1. You should install scroll saw on the stroke.

should check 2. After installing scroll saw blade, you blade for correct

To ensure that all moving parts areclear after making , 3. adjustments on the scroll saw, youshould turn machine by

should have a flat 4: Stock to be cut on the scroll saw

\ surface on the

Answers to Teat Questions I. 1.(a); 2. (b); 3.(d); 4. (c); 5. (d)

1. downward (down); 2. tension;3. hand; 4. bottom

225 30_; OBTAIN PERMISSIONFROM THEINSTRUCTOR BEFOIt; USING THISMACHINE. Scroll Saw

I

/ Mb

co 0-4.-1 CM% SAFTY SUGGESTIONS must be wornwhile 1. Approved eye protection operating this machine. before turning onscroll 2. Make all adjustmimts saw. so thatthe spring fingers 3. Lower the hold-down bear lightly onthe work. is within the"line of cut". 4. The danger area either side Hold work piecewith both hands on of the "sawline". leave it. and clean themachine before you 5. Shut off power too fast. themachine-by feeding the stock 6. Avoid overloading blade by turning toosharply. 7. Avoid pinching the

TENSION SLEEVE GUIDE POST UPPER CHUCK TABLE

TABLE INSERT

@BELT AND STEP CONE PULLEY GUARD PULLEY 302 Student Name SCROLL SAW Class I Date Grade

SAFETY QUIZ

pinches in thekerf do not F 1. If the blade T stop themachine. T F must be worn. 2. Eye protection

to have theflat side of F 3. It is not necessary T the stock nextto the table.

of cut. T F be kept awayfrom the line 4. Fingers should T F be made whilethe saw isrunning. 5. Adjustments may

work. T F should bearlightly on the 6. The hold-down

227 3 3 OBTAIN PERMISSION FROMTHE INSTRUCTOR BEFORE USING THIS MACHINE. Tabk Saw

SAFETY SUGGESTIONS

1. Wear approved eyeprotection. eliminate loose clothing 2. Remove jewelry, and confine longhair.

3. Use properly securedand adjusted guards at all times.

4. Make all adjustmentsand remove sk.-aps with the machinecompletely stopped. set at 5. Select proper blade and correct height (1/8inch above wood). reach 6. Never saw freehand - never over the sawblade. in 7. Stand to the side - not line with the blade.

8. Make sure blade isinstalled with the teeth pointingin the properdirection. be used when thehands comewithin 3inches 9. A push stick should of the blade. for ripping and miter gaugefor crosscutting. 10. Use the rip fence lower blade below table,andclean up scraps 11. Stopthe machine, when completed. MITER GAGE

®SAW GUARD ()BLADE INSERT

()TABLE

()TILT SCALE ()FENCE CLAMP @RAISING HANDWHEEL ()FENCE MICRO-SET @TILT HANDWHEEL KNOB ()LOCK KNOB

SWITCH CLEAN-OUT

304 Student Name TABLE SAW Class Date Grade

SAFETY QUIZ

T F freehand. 1. It is safe to saw T F always he used. 2. The fence should T F always necessary. 3. The guard is not is best to standdirectly behind 4. When ripping it the blade. T F should be worn whenusing a table saw. 5. Eye protection that the teethclear should be adjusted so F 6. The saw blade the depth of theteeth. T the thicknessof material by long roller should beused when ripping 7. A helper or T F pieces. when ripping narrowstock. 8. A push stickis necessary

305 OBTAIN .PERMISSION FROMTHE INSTRUCTOR UEFORE USING THISMACHINE. Metal Shaper

SAFETY SUGGESTIONS

1. Wear approved eye protection. only when the machineis 2. Make adjustmentsand measurements at a complete stop. piece in the holdingdevice. 3. Securely mount the work the ram and head willclear the work and 4. Make certain that holding devices. minimum of 6 inches fromthe 5. Keep hands and fingers a cutting tool and allother moving parts.

6. Avoid laying tools onthe machine. in front of or behindthe ram. 7. Avoid standing directly to a complete stopbefore leaving it. 8. Make sure machine comes while the machine is inmotion. 9. Never remove chips normal and all toolsand equipment to 10. Return the machine to the proper storageplace.

230 Student Name METAL SHAPER Class Date Grade

SAFETY QUIZ

to use compressedair to' 1. It is permissible is running. remove chipswhile the machine

be worn. 2. Eye protection must

get the job done morequickly 3. A heavy cut may but also could beunsafe.

removed while themachine is running. 4. Chips may be

should be checkedbefore the ram 5. All clearances is set in motion.

be approved by yourinstructor. 6. All set-ups should

231

urt., O 0 I I ik I I I = k . I METAL SQUARING SHEAR Student Nana Class Date Grade

-SAFETY QUIZ

1. Feed and operate from thetreadle side of the machine only.

2. It is permissible tolet small pieces drop into a box as they arecut.

3. Two students may operatethe shear together.

4. For some projects the guard canbe removed.

arranged that 5. The foot treadle should be so there is a 2" floorclearance at the bottom of a stroke. OBTAIN PERMISSIONFROM THE INSTRUCTOR BlFORE USING THESEMACHINES Sheet MetalMachines

SAFETY SUGGESTIONS

and edges from sheetmetal before 1. Remove sharp burrs attempting to work itin the machines.-, roll, crimp, bead, etc.,metal 2. Never attempt to bend, which is.heavier thanthe capacity of themachine. clear of moving parts. 3. Keep hands and fingers thickness of metal at onesetup. 4. Never work more than one the handles of themachine. 5. Avoid slamming or dropping parts or metal do notstrike others. 6. Be careful that moving hands in a position thatwill allow 7. Take care not to place them to slip into therolls, jaws, etc. Studeht Name MACHINES SHEET METAL Class Grade Date

SAFETY QUIZ

rolls of aroll machine are T F 1. The infeed dangerous to theoperator's hands.

machines canbe damagedby 2. Sheet metal overloading.

and edgesshould beremoved T F 3. Sharp burrs in the machine. before attemptingto place T F parts. be kept elearof moving 4. Fingers must formed mild steelstock can be T F 5. Quarter inch on thesheet metalmachine.

235 Solder Gun

SAFETY SUGGESTIONS

1. Aluays wear approved eye protetion.

2. Work in a well-ventilatedarea and avoid inhalingsoldering fumes.

3. Observe all rules forhandling hot materials.

4. Do not flip excess moltensolder off the tip of solder gun. Wipe it off with a piece ofsteel wool.

5. Do not stand in wet areaswhile usLng the solder gun.

6. Never leave the solder gununattended with the electrical cordplugged in.

7. Always disconnect cordwhen changing soldering tips. Clean 8. Soldering flux can causeburns. up flux immediately.

9. In case of acid burns,flush'immediately With water.

SOLDERING TIP ®

TIP HOLDER HANDLE INDICATOR LIGHT

TRIGGER OR SWITCH

236

ele. SOLDER GUN Student Name Class Date Grade

SAFETY QUIZ

if you thinksolder 1. Wear'safety goggles ONLY might flip in your eyes. would be a betterplace 2. A large, airy room to solder than asmall closed space. clamp to holdsmall objects 3. Use pliers or a while soldering. thing to rememberwhen 4. The most important in a changing solderingtips is to stand wet area. cool and come backlater 5. Leave your work to te, clean upthe excess flux.

237. OPERATION CHECKLIST OXY-ACETYLENE WELDER

from the teacherto use 1. Obtain permission oxy-acetylene welder. operation in followingsequence: 2. Adjust welder for adjusting screws toinsure a inspect regulator's that they are allthe way out(counterclockwise). (green) valve slowly. b Open oxygen cylinder (wide open -- stand to oneside) (red) valve (i to turn) c Open acetylene cylinder d Open the torch oxygenvalve one turn. valve adjusting screw (1) Turn oxygen regulator until proper readingis obtained. (See chart for tipbeing used.) (2) Turn off torch oxygenvalve. Turn the acetyleneregulator adjusting screw e. obtained for in slowly untilcorrect reading is tip being used.

3. Lighting torch procedure: valve 1/16 of a turn,then a. Turn torch acetylene spark . ignite acetylene gascoming from tip with lighter. regulator adjusting screw b. Readjust the acetylene until the correctreading is obtained. torch valve on slowlyuntil flame c. Turn acetylene jumps away from tip,then slightlyreduce the fuel supply to bringthe flame back tothe tip. oxsigen valve to obtainneutral flame. d. Adjust torch

Do I understandthe followingoperating instructions? welding goggles when gaswelding. Yes No 1. I must wear approved torch. YesNo 2. I must never laydown a lighted acetylene gas at a pressuregreater Yes No 3. I must never use than 15 lbs. per squareinch. YesNo 4. I must be carefulnot to burn hoses. goggles, hoses andtorch in proper places 5. I must replace Yes No and clean up areawhen I am throughwelding. check my set .upbefore lighting 6. I must have teacher Yes No torch. TEACHER'S INITIALS STUDENT'S NAME

238 3 PROM THEINSTRUCTOR 11TAIN PERMISSION Aft THIN MACHINE. Oxy-AcetyleneWelder

SAFETYSUGGESTIONS galvanized metalwithout 1. Do not weld properventilation. oil to comein contact 2. Do not allow with hoses orequipment. must be erectand 3. Gas bottles secure atall times. and spark- 4. Approved goggles be resistantclothing must worn whenwelding. closed container Do not weld orcut on a 5. approval. withoutinstructor's cutting andwelding to 6. Coafine all the shop. the designatedarea in with equipment. torch valveswhen finished 7. Turn off the bottleswhen not in use. cylindercaps on 8. Keep the stations at theend of and oxygenat tanks or 9. .Turn off gas class session. end welding rods toidentify hot of long : 10. Bend the end to eyeinjury. and to reducepotential exposure CYUNDER PRESSURE ()OUTLET GAGE PRESSURE GAGE CYUNDER ®CYUNDER PRESSURE OXYGEN GAGE VALVE

()CYLINDERCAPZ ® ACETYLENE OXYGENCYUNDER REGULATOR OXYGEN HOSE ADJUSTING SCREW ACENLENE TORCH ()ACETYLENE CYL VALVE, VALVE

OXYGEN TORCH @ACETYLENE HOSE VALVE ()WELDING BLOWPIPE ® ACETYLENECYUNDER

239 35 Student Nate. OXY-ACETYLENEWELDER Class Date Grade

SAFETY QUIZ

be laid onthe floor when F 1. Gas bottles may T not in use. are nothazardous to F 2. Closed containers T weld or repair. all caps shouldbe placed on F 3. The cylinder T bottles when notin use. must be wornfor all welding, F 4. Eye protection T cutting andchipping operations. should not bewiped down with F 5. The equipment T oily rags.

240 SpotWelder

SAFETYSUGGESTIONS addition to propereye faceshield, in 1. Always wearaprotective protection. wet handsOr in a damp area. 2. Do notweld with welding, or weldedmaterial after touch thetips, tongs 3. Do not hut, as theybecome very the electricalcord spot welderunattended with 4. Neverleave the' pldgged in, and dry. welded mustbe clean 5. The metalbeing spot the galvanizefrom galvanizedmaterial remove 6. When spotwelding the areabeing welded.

TONG LEVER

SWITCH

TIMER

TIPS

TONGS 241 SPOT WELDER Student,Name Class Date Grade

SAFETY QUIZ

be 'used in awet damp 1. The spotwelder should work area. always be leftplugged 2. The spotwelder should in and thecurrent left on. welder are the tips ofthe spot 3. After welding, very hot. welded must beclean and 4. The metalbeing spot dry.

242 APPENDIX C

411

243 319 SELECTED BIBLIOGRAPHY

Groneman, Chris H.and John Feirer. General Industrial Education; 1. Louis, Missouri, Fifth Edition. McGraw-Hill Book Company, St. 1974.

Groneman, Chris H.and John Feirer. General Industrial Education; Missouri, Sixth Edition. McGraw-Hill Book Company, St. Louis, 1979. General Industry; Charles 2. Lindbeck, John R. and Irvin T.Lathrop. A. Bennett Company, Inc., Peoria,Illinois, 1969.

Mervich and John Dinan. 3. Fales, James, Everett Sheets, Gregg Manufacturing A Basic Text ForIndustrial Arts; McKnight Publishing Company, Bloomington,Illinois, 1980.

The World Of Manufacturing; 4. Lux, Donald G.,and Willis E. Ray. McKnight &McKnight PublishingCompany, Bloomington, Illinois, 1971.

The World of Construction; 5. Lux, Donald G.,and Willis E. Ray. McKnight &McKnight PublishingCompany, Bloomington, Illinois, 1970.

Industrial Arts for the General Shop;Third 6. Olson, Delmar W. Edition, Prentice-Hall, Inc.,Englewood Cliffs, New Jersey, 1968.

Understanding America's 7. GerbraCht, Carl & Frank E. Robinson. Industry; Second Edition, McKnightand McKnight Publishing Company, Bloomington, Illinois,1971.

Elements of American Industry; 8. Smith, Lavon B. and Marion E.Maddox. McKnight & McKnight PublishingCompany, Bloomington, Illinois, 1966.

Strong, Merle E. PH.D.Accident Prevention Manual forTraining 9. 1975. Programs; American TechnicalSociety, Chicago, Illinois, American 10. Spielman, Patrick E. The Basic Book of Woodworking; Technical Society, Chicago, Illinois,1978.

The Basic Book of Metalworking; American 11. Little, Richard and Sherry. Technical Society, Chicago, Illinois,1979.

The Basic-Book of Electricity andElectronics. 12. Willimms, Gerald E. American Technical Society,Chicago, Illinois, 1979.

244 32o The Basic Book of HomeMaintenance B4sybal, T.J. and G.C.Edmondson. 11. Chicago, Illinois,1979. and Repair; AmericanTechnical Society,

LiCour.The Basic Book ofPhotography; 14. Lathrop, Irvin and Marshall American Technical Society,Chicago, Illinois, 1979.

The Basic Book ofGraphic Arts; American 15. Swerdlow, Robert M. 1979. Technical Society,Chicago, Illinois,

Arts Safety Guide,Third Printing, 16. Washington State Industrial Washington State Departmentof Education, 1980.

Safety Guide, SecondEdition, Pennsylvania 17. Pennsylvania Industrial Arts State Department ofEducation, 1981.

Pardonnet, & R. W. Symes.General Industrial 18. Curry, E.H., R.H. New Jersey, Arts;- D. Van NostrandCompany, Inc., Princeton, 1967. Industrial Arts LI; U. S.L. Printing Department. 19. Landry, Tommy. Processes Student Guide;Charles Feirer, John L.Wood Materials and 20. 1976. A. Bennett Co., Incl.Peoria, Illinois 61614,

Technology; Delmar Publishers,Albany, 21. Stephenson, George E. Power New York 12205, 1973.

and Glenn E. Baker.Wood TechnologyStudent's 22. 'Yeager, L. Dayle Indiana -Manuel* Bobbs4lerrill Company,Inc., Indianapolis, 46268, 1977.

245 32i SUGGESTED TEXTS

Groneman, Chris H. and JohnFeirer. General Industrial Education; A. Louis, Missouri, Sixth Edition.McGraw-Rill Book Company, St. 1979.

Industrial Arts for the GeneralShop; Third Edition, B. Olson, Delmar W. Prentice-Hall, Inc., EnglewoodCliffs, New Jersey, 1968.

Gregg Mervich and JohnDinan. C. Pales, James, Everett Sheets, Manufacturing a Basic Text forIndustrial Arts. McKnight Publishing Company, Bloomington,Illinois, 1980.

General Industrial Curry, E. H. and R. H.Pardonnet, R.W. Symes. D. New Jersey, Arts; D. Van NostrandCompany, Inc., Princeton, 1967.

246 3 22 APPENDIX D

The following project ideas wereprovided through the courtesy of Bennett Publishing Company.

"Reprinted from GENERAL INDUSTRY, copyright1969 by John R. Lindbeck and Irvin T. Lathrop. Used with permission of thepublisher Bennett Publidhing Company, Peoria,Illinois.61615. All rights reserved."

247 323 7-171:7=7- 5-3. A working sketchof the final solution to the bookrackproblem. It is a good solu- tionfunctionally, materially, andvisually correct

DRILL1 HOLES(25) 16 16

1m-it 90° j--I8 N.C. SHORT ROD-it D1A.x 14 H.R.S. 16

Iii

7 16 43 171 90° -5-16 -18 N.C. DIA. x 15 H. R.S.248 "1- LONG ROD

_ Cheese Spreader

This cheese spreader canbe made of wood (as shown) or of plastic ormetal. Similar designs can be used for letter openers.The colored plastic laminate (Panelyte) iscontact-cemented to the wood, providing an interestingcontrast or variety of materials.

riPANELYTE - BOTH SIDES ti 6/2 3

,CHEESE SPREADER

349 312 32Z Thecuttingandserving board makes anice com-, panion piece tothe cheese spreader. This is asuggested shape; perhaps you cande- sign one of your own.The plastic laminateis fastened with contact cement. 4 PANELYTE

CUTTING BOARD

CheeseCutting Board USE CONTACTCEMENT a RIVETS

ElIII IIISIMI7Laff_7=-- MIRMINIES-4111 1111WHINI EU I iimiliNgl MN os rainimmillitEndl SOUARES WEIMMEMPINE

Cake Knife GA. STAINLESSSTEEL

641/

and server A combinationcake or pie slicer walnut and stainlesssteel. is attractive in de- Other interestingshapes can be also signed

314 251 Salad Tossers

These salad tossers can be madeof a vari- CEMENT ety of colored plastics. Thehandles can be ATTACH CORK WITH CONTACT laminated of contrasting plastic or ofwood veneer. Fasten them with contactcement.

NAIL IS GLUE FRAME TOMASONITE 0- IL CORNER GUARD 0 L s les 27 MASONITE PANEL ONE INCH SQUARES las 9 It9 CORK TILE FORK OUTLINE PATTERN FOR CUTTING FLAT STOCK'

A bulletin board for yourroom pro- vides a convenientplace to display pictures ond similar items.Thisone is made from cork tileand may be made larger or smaller as youdesire. Paint the frame tomatch the wood- workin your room.

WOOD VENEER LENGTH AFTER L" THICK PLASTIC ATTACH TO PLASTIC WITH BEING BENT CONTACT CEMENT INTO SHAPE Cork Bulletin Board

316 315 3 9 I 41 DIA. x 6DOWELS TieHangers 3x Idi x6 (2PCS.) ( 4 PCS.) 54. It 4DRILL (4PLACES)

1.4 .-'fr,f - *DRILL ( 2 PLACES) GLUE &NAIL

simple,attractive closetwith this this neatly in your Otherdesigns for andbelts canbe hung Can youthink of some Your ties womb; maybe uied. tie rack.Contrasting project? 3/7 33i 339 Tote Box and is convenientfor storing A tote box garden tools.The " r carryinghousehold andvaried to fit your size andmaterials can be tools and tastes.

141=

I" DOWEL

rDOUBLE HEM

5 5PAN HEAD NO. 6 x I 22 GAGESHEET METAL SHEET METALSCREWS

254 318 33 2

ty, DRILL HOLES FORSPEAKER

VENEER Study Lamp NAIL a GLUE(BASSWOOD lamp can be made This interesting study rack for lettere with or without the storage and and the pen holder.If desired, the rack CLEAT STOP be made of thewood FORFRONT the pen holder could be shown hem. Shadesand lamp parts can purchased front supplyhouses or lamp shops.

cMASONITE,GLUEIN PLACE

to t.SAW KERFS -r DEEP 12 1

BASE- I WALNUT -Radio Case

Radio cases of plastic orwood, in ADRILLitC'SINK. many designs, canbe made in the 1 DRILL shop. You must know thesize of the radio chassis, andplan the caw accordingly. You can purchase a chassis, or you mightdecide to 'e make one. " C'BORE DEEP CHISEL 1 1 GROOVE FOR CORD SECTION A -A SECTION It - 13 DIVIDERS - WALNUT 1 33,4 Graphic Ada

Transistor Radio

This I. a typical smalltransistor radio which you can assemble inthe shop. The radio case project conbe designed to fit this unit.

EARPHONES I N34 .02 2NI07

Here are some ideas for graphic arts projects.

3 3

322 3u 321 0

Crystal Radio

CO You can make thissimple crystal ra. dio receiver at home orinthe shop. The coil is wound on acardboard 90 TURNS core as from aroll of waxed paper. No. 28COPPER The other parts maybe purchased shop. ENAMELED from a local radio WIRE

323