DOCUMENT RESUME

ED 038 528 VT 010 769 TITLE Architectural and Building ; A Suggested 2-Year Post High School Curriculum. Technical Education Program Series No. 9. INSTITUTION Office of Education (DHEW) , Washington, D. C. REPORT NO 0E-80062 PUB DATE 69 NOTE 117p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (FS5 280:80062, $1.50)

EDRS PRICE EDRS Price MF-$0.50 HC Not Available from EDRS. DESCRIPTORS *Architectural Education, Bibliographies, *Construction Programs, *Curriculum Guides, Draftsmen, Facility Guidelines, *Post Secondary Education, *Program Guides/ Subprofessionals, Technical Education ABSTRACT This curriculum guide is for administrators and their advisors to use in meeting local, state, and regional needs in training architectual and building construction techniciansat the post-high school level. It was developed bya technical education specialist at the national level. The guide provides: (1) a suggested curriculum plan,(2) course outlines with examples of texts and references, (3)a sequence of technical education procedures, (4) laboratory layouts with. equipment costs, (5) a discussion of the library and its use, faculty and student services, and (6) a selected list of scientific, trade, and technical societies concerned withthe technology. The document is illustrated with line drawingsand photographs. A bibliography is appended. (GR)

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00.4 t DISCRIMINATION PROHIBITEDTitle VI of the Civil Rights Act of 1964 states : "No person in the United States shall, on the ground of race, color, ornational origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving 'Federal financial assistance." Therefore, the Technical Education Program, like every other program or activity receiving financial assistance from the Department of Health, Education, and Welfare, must be operated in compliance with this law. 0E-80062

Technical Education Program Series No. 9

ARCHITECTURAL AND BUILDING CONSTRUCTION TECHNOLOGY

A Suggested 2-Year Post High School Curriculum

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS Of VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OFFICE OF EDUCATION ROBERT H. FINCH, Secretary JAMES E. ALLEN, JR., Assistant Secretary and Commissioner of Education Superintendent of Documents Catalog No. FS 5.280: 80062

UNITED STATES GOVERNMENT PRINTING OFFICE WASHINGTON :1969

For sale by the Superintendent a Documents, 'U.S. Government Printing Office Washington, D.C. 20402Price $1.50 FOREWORD ARCHITECTURAL using new materials and methods bring IEM-1 builder and together at the start, because planning the special construction procedures must begin as soon as form and materialsare con- ceived and specified. These developments have createda serious shortage of highly skilled architectural and building construction technicians to assist and in building construction. This suggested curriculum was prepared to aid in planning and developing programs in the States to meet the increasing need for such technicians. The guide provides a suggested curriculum plan;course outlines with examples of texts and references; a sequence of technical educationproce- dures; laboratory layouts with equipment and costs;a discussion, of the library and its use, faculty and student services; anda selected list of scientific, trade, and technical societies concerned with the technology. Although the indicated level of instruction is not high school, thesequence of course work may well start at any grade level where students have the prerequisite background and understanding. This guide was developed by Walter J. Brooking, technical education specialist in the Program Development Branch of the Division of Vocational and Technical Education, U.S. Office of Education. The basic materialswere prepared by Southern Technical Institute, Marietta, Ga., pursuant toa con- tract with the Office of Education. Many useful suggestions were received from special consultants, archi- tects, employers, building construction engineers, and from administrators and teachers in schools of technology. Although all suggestions could not be incorporated, each was considered carefully in the light of the publication's intended use. In view of this, it should not be inferred that the curriculum is completely endorsed byany one institution, agency, or person. It is a plan for a program; a plan to be modified by administrators and their advisers to meet local, State, and regional needs. GRANT VENN Associate Commissioner for Adult, Vocational, and Library Programs

IX( ACKNOWLEDGMENTS 1111111HE U.S. OFFICE OF EDUCATION, Division of Vocationaland Tech- nical Education, recognizes the valuable contributionsmade inthe detailed reviews of this publication by the men listed below. Donald W. Brown, Director, The Technical Institute, OklahomaState University, Stillweer, Okla. 74074 Edwin B. Cromwell, F.A.I.A., Ginocchio, Cromwell, Carter,and Neyland, Architects, 416 Center Street, Little Rock, Ark. 72201 Ray F. DeBruhl, P.E., Chairman, TechnologyDivision, Richland Technical Education Center, 316 BeltlineBoulevard, Columbia, S.C. 29205 Ben H. Evans, AIA, Director of Education and ResearchPrograms, American Institute of Architects, 1735 New YorkAvenue NW., Washington, D.C. 20006 James L. Haecker, Architect, Associate Director ofEducation and Re- search, American Institute of Architects, 1735 New YorkAvenue NW., Washington, D.C. 20066 Robert Hays, Head, English Department, Southern TechnicalInstitute, Marietta, Ga. 30060 Robert M. Nady, Associate Professor, Technical Institute,Iowa State University, Ames, Iowa 50010 David Savini, Campus Architect (AIA, CSI), TechPlanning Office, 4th Floor, Administration Building, Atlanta,Ga. 30332 Thomas F...Sturr, Architect, The Perkins and Will Partnership,Chicago Office, '309 W. Jackson Boulevard, Chick o, Ill. 60606 B. R. Tinsley, Jr., Director of Technical Education, ManateeJunior College, Bradenton, Fla. 33505 Paul W. Witherell, Dean of Instruction, Wentworth Institute, 550Hunt- ington Avenue, Boston, Mass. 02115 The Office of Education also acknowledges withappreciation the con- structive criticism by administrators, representatives, and staffmembers of the following agencies or institutions: American Iron and Institute Portland Cement Association 633 Third Avenue Washington, D.C., Office New York, N.Y. 10017 837 National Press Building American Association Washington, D.C. 20004 Washington, D.C. 20006 Southern Illinois University Bluefield State College Carbondale, Ill. 62901 Bluefield, W. Va. 24701 State of Michigan Erie County Technical Institute Ferris State College Main Street and Youngs Road Big Rapids, Mich. 49307 Buffalo, N.Y. 14221 State University of New York Milwaukee Institute of Technology Agricultural and Technical College 1015 North Sixth Street Canton, N.Y. 14904 Milwaukee, Wis. 52303 Texas A & M University North Dakota State Schoolof James Connally TechnicalInsti- Science tute Wahpeton, N. Dak. 58075 Waco, Tex. 76703 xv CONTENTS

Page FOREWORD III ACKNOWLEDGMENTS Iv THE PROGRAM 1 General Considerations 4 Special Abilities Required of Technicians 7 Activities Performed by Technicians 8 Faculty 9 Student Selection and Services 11 Textbooks, References, and Visual Aids 13 Laboratory Equipment and Facilities 13 The Library 14 Scientific and Technical Societies 15 Advisory Committees and Services 16 THE CURRICULUM 19 Course Requirements 19 Brief Description of Courses 20 Content and Relationships 22 Cooperative Education Plan 25 Suggested Continuing Study 26 COURSE OUTLINES 27 Technical Courses 28 Introductory Architectural Drawing 28 Architectural Drawing and Model Building(Wood Frame Structures) 32 Advanced Architectural Drawing (SteelStructures) 35 Advanced Architectural Drawing (ConcreteStructures)_ 38 Building Construction Estimating 40 Building Materials and Construction Methods 43 Building Service Systems (Mechanical andElectrical)_ _ 45 Construction Planning and Control 50 Elementary 52 Mathematics and Science Courses 55 Technical Mathematics I 55 Technical Mathematics II 57 Applied Physics (Mechanics and Heat) 59 Applied Physics (Electricity, Light, andSound) 62 Statics and Strength of Materials 65 Auxiliary or Supporting Technical Courses 68 of and Construction 68 Contracts, Codes, Specifications, and OfficePractices_ 71 Technical Reporting 73 Use of Computers and Now Techniques 75 General Courses 77 Communication Skills 77 General and Industrial Economics 80 Industrial Organizations and Institutions 83 Page FACILITIES, EQUIPMENT, AND COSTS 85 General Planning of Facilities 85 Equipping the Laboratories and Their Costs 96 Summary of Costs 100 BIBLIOGRAPHY 102 APPENDIXES A. Societies and Agencies Pertinent to theEducation of Archi- tectural and Building Construction Technicians 106 B. Suggestions on Library Content for the Technology 108

VI THE PROGRAM

AGROWING population anda complex tech- construction expenditures in the mid-1960'swere nological civilization have sharply increased approximately $70 billiona year. total housing needs. At thesame time the scientific Not only is construction itselfa major factor developments that make it possibleto provide al- in the economy, but itsuse of supplies and services most complete environmental control forstructures results in, the employment of hundreds of thousands housing all indoor activities havemade many of workers and in billions of dollars of expenditures. buildings obsolete. The vast building require- The conditions discussed below have made the ments have created a serious shortage of highly skilled technicians in architecture construction industry important and have created and building the shortage of well-trained construction to assist the architects andengineers architectural and in meeting the Nation's needsfor housing and building construction technicians. other buildings. 1. The population explosion.The U.S.popu- Technological developments have causedgreat lation rose from 140.5 million in 1945 to 194.6 changes in concepts, materials equipment,and million in 1965an increase ofmore than 38 methods of producing modern building-J.Some of percent in the 20 years following World War IL the most important changescome from using new Many of the babies born just after World War and sophisticated machines andcarefully con- II had reached maturity by the mid-1960's. They trolled industrial mass-productionmethods of were forming new families and moving into their fabrication of parts of buildings infactories, and own homes or apartments. The population increase then erectingor assembling the building on the has called for new homes, stores, places to work, site witha minimum of human effort. These roads, , and public buildings. The popula- concepts and methods have brought thebuilder tion will undoubtedly continue to rise And an with his constructionarts and technical skills increasing population will continue to demand its into early and close contact withthe architect. third necessity of life. Planning of the special fabricationprocesses and 2. The availability of more money for mortgage construction procedures must beginsoon after lending.Savings and loan associations, commer- the form ofa modern complex building and the cial banks, insurance companies, mutual savings materials to be used to build itare conceived banks, individuals, and many other sources of and specified. capital have loaned money for financing con- The construction industryincludingdomestic, struction and renovation. Through such programs industrial, and commercialhasbecome one of as FHA and VA insurance, the Federal Govern- the leading industries of theUnited States. In ment has helped to make money available for 1966 more than 3.2 million workers,or approxi- construction. mately 4.5 percent of the totalwork force, were 3. or renovation of buildings.The working in contract construction,However, em- demolition of existing buildings has made jobs ployment alone does not show thesignificance of for thousands of people. Since 1960 the Nation the architectural and buildingconstruction in- has been tearing down approximately half a mil- dustry to theeconomy. The expenditures and lion dwellings a year. Many cities and Federal income of the constructionindustry rank it as agencies have started slum-clearance projects. one of the Nation's most vital enterprises. In They have torn down outdated houses and are recent years there have beenmore than one mil- replacing them with more modern buildings or lion units of "housing starts"each year. New apartment projects. Expressways have been built

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Figure 1.Modern equipment, materials, and methods enable architects and technicians to create buildings of unusual and beauty.

through neighborhoods, forcing destruction of discovered after World War II that their existing houses and construction of new houses or apart- plantslike the machinery inside the plants--- - ments elsewhere. Many homeowners have repaired had become too obsolete for economical produc- or remodeled their own homes. tion. In addition, new companies were formed; 4. Increased interest in travel and recreation. and oldercompaniesestablishedsubsidiaries. As the length of the U.S. workweek has de- These developments have been especially im- creased, people have had more time for travel portant in such industries as electronics, plastics, and recreation. Increased leisure has created a and manmade fibers. need for motels, hotels, and downtown motor 6. New building materials and techniques and lodges, highways and bridges, restaurants, recre- stricter codes and regulations.Many mate- ation centers, and camps. rials now used for decorative effect, convenience, 5. Formation of new companies, need for increased production, and development of new products. or even for buildings were unknown 30 years ago. Dozens of new buildings have been erected on Products such as prestressed , violet-ray the outskirts of cities since World War II. New filteringheat-reducingglass,andelectrically products and new companies have required new operated have stimulated interest in archi- factory buildings and offices. Many companies tecture and construction.

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the lobby of a 30story hotel building illustrates atype of structure on which Figure 2.This view of two of the five which serve built. architects, construction engineers, and technicians should work togetherfrom the beginning of the designing until it is completely

Many cities and counties have tightened their The well-trained technician inarchitecture or building codes and zoning regulations. Morerigid building construction can help cut costsand codes have forced building owners to renovate. insure a better final product. The use of new materials and techniques and 8. Increased constructionof public and semi- the requirements of codes have called for better public buildings.Buildings for governmentbu- trained persons. Contractors thus have greater reaus, hospitals,churches, and other nonprofit need for mechanically competent employees to groups have been erected.During the Korean design, erect, or install new materials. War and the war in Vietnam, manymilitary 7. The rising costs of construction.Asother installations were renovated. Newbases were costs have risen,so have constructioncosts. built. Homeowners have been seeking more expensive The construction of collegesand schools has homes. For example, in 1963 more homescosting been especially important.Federallegislation under $15,000 were sold than those costing over has provided significant financialstimulation to $25,000. By 1966, the reverse was true. improve existing school facilitiesand to erect As a home has become a more expensive in- new buildings.State and local governments have vestment and as construction ,costs haverisen, matched Federal funds on manyprojects and contractors have sought better trainedpeople. built many schools withoutFederal aid. Many

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Figure 3.New kinds of construction machinery such as this gantry and novel and efficient uses of materials permit freedom of architectural design until recently unknown in building construction.

private schools and health facilities have been cians are in short supply, and there is a continuing built. need to develop programs to educate others. Population growth has led to a continuing demand for new classrooms or new schools, and parents are General Considerations demanding better facilities for existing schools. 9. Demand for better housing and better cities. The objective of the total program recom- The United States is becoming an urban Nation, mended in this guide is to produce a competent with the majority of the population now living in architectural and building construction technician. . or nearcities. Some cities must be rebuilt to The technician must be capable of working and eliminateslums;othersareexpanding both communicating directly with architects, engineers, vertically and horizontally. Some entirely new scientists, contractors, and operating employees in cities with industrial and scientific research areas his specialized work,, of satisfactorily performing are arising from swamps and farmland. People work for his employer; and of growing into posi- are demanding ever-improving places to live, to tions of increasing responsibility. In addition, the shop, to work, and to find recreation. graduate technician should have a beginning In summary, the construction industry is vital basisfor becoming anactive,well-informed and growing. Well-prepared construction techni- member of society.

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Figure 4.Architectural and building construction technicians must be knowledgeable about the modern standardized forming and sup- porting procedures and devices used for economical construction of buildings such as this one.

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Figure 6.Most of the elements of the structural steel frame for this building were prefabricated in factories, shipped to the building site, and erected. This includes curtain wall elements as well as steel . Technicians must understand the critical path method of planning and controlling such modern construction.

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Figure 5.Prefabricated forming elements, often using standardized patented devices, greatly reduce the human effort in repetitive opera- tions In building modern concrete structures. Technicians usually do the routine designing, supervise the fabrication of the forming ele- ments, assist in planning the sequences of using them, and control the quality of the construction on which they are used.

A program, which, when mastered, will produce the type of graduate described above, must be carefully designed. Each course must be planned to help the student develop knowledge and skill in its particular area and be directly integrated into the program. The sequence of courses, each of which isspecially constructed, contributes toward the final objective of producing a compe- Figure 7.Unfilled demands for a wide variety of new buildings to tent technician. If close correlation of courses house a growing population and to replace large numbers of obsolete making up the program is not maintained, the buildings create a serious, unfilled requirement for technicians.

5 program will notenable the student to obtain an more advanced material from architecture and understanding at the depth required of modern construction such as surveying, technical report- architectural and building construction technicians. ing, building service systems, architectural me- This publication for educating such technicians chanics, and construction, suggests that the student begin with a study of a contracts, codes, specifications, and office prac- frame residential construction, and followit with a tices,industrialorganization,economics, and study of institutional and large commercial design estimating. The methods ofanalysissteadily and construction. Instructors have found such become more sophisticated as the student pro- structures useful for teaching architecturaldraw- gresses through the program. ing, detailed design, construction, planning, speci- Graduates of this program can expect to find fication writing, and job planning. An emphasis on employment in many areas of the architectural either smaller, frame or construction or and building construction fields. Each area may on noncombustibleand fire-resistant construction require somewhat different abilities and specialized of major institutional and industrial buildings knowledge and skills for a successful career. Most could equally well be used. It is therefore recom- graduates will further develop their abilities by mended that each institution, with its analysis of continued study on the job or in part-time study building requirements and the recommendations to master the specifics of a special field. The of its advisory , committee, decide whether to following listing shows examples of only a few of follow the combined approach used here or to the major areas or clusters of job opportunities emphasize either smaller residential and commer- for architectural or building construction techni- cial construction or larger institutional and in- cians,asdescribed by employers. Some are dustrial construction. With either emphasis, it is beginning jobs; others are attained by experience suggested that the student begin with a study of and study on the job. light construction. 1. EstimatorA technician working fora The technical content of the program is intended contractor in estimating for bids or doing to supply a wide background in the diverse areas materials take-off ("quantity surveying") of applied architecture and construction. In the from architectural plans. first year the student should acquire a firm 2. DraftsmanA technician working in an foundation inarchitectural drawing,building architectural office or for a construction materials, and building methods and equipment, company in preparing completed drawings along with training in mathematics, physics, and from preliminary sketches. communication skills.In the second year he 3. Chief draftsmanAn experienced techni- builds directly on this background but takes up cian responsible not only for some of his

Figure 9.Technicians must understand drawings, bills of materials Figure 8.Wood frame building and construction such as that shown made from them, and the need for care and precision in their prepara- here still represents a large and important part of the Nation's build- tion. Most architectural and building construction jobs require tech- ing. Technicians must understand this kind of construction. nicians to have some skill in drawing.

a employer's most important drafting but andelectricalsystems;andFederal alsofor supervising the work of oth3r regulations. draftsmen. 4. Construction foremanA technician who Besides technical skill, some of the preceding has developed his leadership talents and jobs call for particular personal traits. Forex- uses them in supervising construction crews. ample, ability and training in salesmanshipare Depending on his background and experi- important in working for a building supply house. ence, he may supervise earth-moving, site- Highly skilled technicians must be capable of locating, concrete-pouring, or other work working closely with engineers, architects, and in erecting a building. other technicians and of supervising and coordi- 5. Fieldengineering assistantA specialist nating the efforts of skilled workmen. who may represent a contractor, a client, Technician education programs develop highly or an architect. His duties may be partly specialized persons who must be able to perform supervisory and partly technical. He checks many tasks requiring special skillls and who must construction work at various stages against approximate the professional in education, atti- drawings and specifications. tude, and competence. Suchprograms provide for 6. Maintenance foremanA technician who rigorous study of scientific principles and support- supervises maintenance crews as a part of ing mathematics and for intensive laboratory and plant engineering or building engineering. field practice oriented to instruction. Suchpro- His responsibilities may include electrical grams must provide students opportunities to wiring and lighting, elevators, mechanical gain (1) knowledge of applied scientific principles (, heating, and ) and of the hardware, processes, procedures, tech- systems, roads and grounds, or a combina- niques, materials, and tools and (2) the ability to tion of these. communicate with the professional architects and 7. SurveyorA "field" technician. This person engineers or contractor employees, and toserve may or may not be a licensed surveyor. He as delegates or assistants to such persons. Such may survey and stake out locations, con- programs are generally designed for 2 years of crete framing, and batter boards. If he is a intensive post highschoolstudy, but many licensed surveyor, he must meet his State's technical and some comprehensive high schools requirements for the license. providefortechnicaland related vocational 8. ContractorA self-employed businessman. education. Many architectural and construction tech- Some indication of the special nature of techni- nicians have gained experience by working ciansprograms, whether in architectural and for larger construction companies. Then, engineeringfields,inspecializedconstruction. after accumulating some capital, they have occupations, or in the management of construction started their own construction companies. may be obtained from an analysis of what tech- 9. Building supplies salesmanAn "inside" nicians must know, what special abilities they man. This technician is employed by large must possess, and what they must be able to do lumber and materials companies. He works in their daily work. primarily with contractors in helping them Special Abilities Required of prepare, verify, and acquire the items on Technicians 1 materials lists, and in pricing and overall cost estimating. Technicians must have the following special 10. Building inspectorA construction special- abilities: ist familiar with all types of construction 1. Proficiency in the use of the disciplined and and the local and national codes governing objective scientific method in practical appli- them. An inspector may work for an in- cation of the basic principles and laws of surance company or an architect or he may physics and chemistry and/or the biological serve as a government inspector who checks sciences as they constitute the scientific base compliance with building codes. A building for the individual's field of technology. inspector may be concerned with specialized aspectsofconstruction such aspublic Adapted from Occupational Criteria and Preparatory Curriculum Patterns in Technical Education Programs (0E-80016), U.S. Wilco of Education, safety; fire and health hazards; plumbing Washington, D.C. 20202.

7 2. Facility with mathematics: ability to use facts and ideas with complete objectivity algebra and trigonometry as tools to develop, orally, graphically, and in writing. to define, or to quantify scientific phenomena Activities Performed by or principles; and,when needed, an under- standing of, though not necessarily facility Technicians with, higher mathematics through analytical A technician must perform a variety of func- , calculus, and differential equa- tions. He must be prepared to- tions, according to the requirements of the 1. Apply knowledge of science and mathe- technology. matics extensively in rendering direct tech- 3. A thorough understanding of and facility in nical assistance to architects, engineers, or the use of the materials, processes, appara- construction contractors, superintendents, tus, procedures, equipment, methods, and and foremen engaged in construction work. techniques commonly used in the technology. 2. Design, develop, or plan modifications of 4. An extensive knowledge of a field of speciali- new products, procedures, techniques, pro- zation with an understanding of the applica- cesses, or applications under thesupervision tion of the underlying physical or biological of architectural, engineering or construc- sciences as they relate to engineering, archi- tion contractors, superintendents, or fore- tecturalandbuildingconstruction,or men in applied construction work. research activities that distinguish the tech- 3. Help plan, supervise, or inspect construc- nology of the field. The degree of competency tion of residential, industrial, or commercial and the depth of understanding should be structures. sufficient to enable the technician to establish 4. Help plan construction; work as a member effective rapport with the architects, en- of the management unit responsible for gineers, or management persons with whom efficient use of manpower, materials, money, he works; and to enable him to perform a and equipment in construction work tech- variety of detailed scientific or technical nical service. work as outlined by general procedures or 5. Advise, plan, and estimate costs of opera- instructions but requiring individual judg- tions as a field representative of an archi- ment, initiative, and resourcefulness in the tect, an , or a contractor. use of techniques, handbookinformation, 6. Assume responsibility for supervision or and recorded scientific data. inspection of construction projects; pre- 5. Communication skills that include the ability paretechnicalreportscoveringsuper- to record, analyze, interpret, and transmit vision or inspection. 7. Prepare or interpret engineering drawings and sketches or write detailed specifications procedures for work related to construc- 0 tion. Select, compile, and use technical informa- tion from references such as engineering standards; handbooks; specifications; and technicaldigestsofpublicationsabout construction. 9. Analyze and interpret information obtained from site inspections, and make evaluations upon which technical decisions arebased. 10. Analyze and diagnose technical problems that involve independent decisions. Judg- ment must be based not only on technical know-how on but on substantive experience in the occupational field as well. 11. Deal with a variety of technical problems Figure 10.Technicians employed by architectural firms are often which must be solved by a person with required to make models such as this. A modelmaking laboratory is an important part of a building and construction technology program 2 Ibid.

8 constitute a small part of the total program. It has been found that students who enter a technical program do so because of the depth of special- ization that the program provides. Experience shows that many students who elect this type of program bring to it a background of general study. Faculty AM. The effectivenessofthe program depends largely upon the competence and the enthusiasm of the teaching staff. The specialized nature of the O program requires that the teachers of construction subjectshavespecialcompetence basedon proficiencyintechnicalsubjectmatterand construction or architectural experience.Itis Figure 11.Technicians must know how to use the precision equip- important also that all members of the faculty ment in testing the materials and elements of buildings and how to understand the educational philosophy,goals, interpret the results of the tests. This kind of laboratory equipment is and unique requirements that characterize this essential to a program educating technicians. program. To be more effective, members of the faculty an understandingofseveraltechnical responsible for this program must have interests fields. Such versatility depends on broad and capabilities which transcend their areas of experience in applying scientific and tech- specialization. All of the faculty members should nical principles, the antithesis of narrow be reasonably well informed of the requirements specialization. forstudyinarchitecturalandconstruction A. 2-year program to educate architectural and practices so that they may use field examples or building construction technicians must concentrate subject matter as supporting material in teaching. on primary or fundamental needs if it is to prepare For example, if the construction courses are to students for responsible technical positions in the be of maximum value, the teacher must be familiar modern industry. It must bo realistic and prag- with the construction problems and demands matic. The program suggested in this bulletin has placed on technicians. Without such a back- been designed to provide maximum technical instruc- ground, the teacher cannot give course work the tion in the time that is scheduled. support that is needed in the total program of To those who are not familiar with this type of education for the technicians. Similarly, various educational service (or with the goals and interests scientific principles may be taught in courses in of students who elect it), the technical program physics and mathematics, and the course in- often appears to be inordinately rigid and restric- structors may emphasizetheprinciplesand tive. While modifications may be necessary in illustrate them in design and application. certain individual institutions, the basic structure Teachers of specialized technical subjects re- and content of this program should be maintained. quire advanced technical training. In the past The specialized technical courses in the program many teachers have been recruited from the are laboratory- and field-oriented. They provide architectural and engineering professions. Recent time for the application of the scientific principles experience has shown that architectural or engi- concurrently being taught in the courses in neering technology graduates who have acquired physics, mathematics, and architectural drawing. suitable architectural and/or construction expe- For this reason, mathematics and science courses rience and who have continued their technical must be coordinated carefully with technical courses and professional education often become excellent at all stages of the program. This coordination is teachers in this type of program. Such persons are accomplished by scheduling mathematics, science, more likely to understand the objectives and and technical courses concurrently during the unusual instructional requirements of technical first two terms, a principle that will be illustrated education. Furthermore, persons with this par- atseveralpoints.General educationcourses ticular background often bring to the program an

9 enthusiasm for and an appreciation of the values of technical educationcharacteristics that are essential to the success of any educational program. Since programs for highly skilled architectural and building construction technicians must be a series of well-integrated courses if the scope and depth of training given are to be adequate, careful consideration must be given to when and at what level a new concept is to be intro dmed. This may be accomplished through "team-teaching." In this sense, team-teaching is the organization of a technical staff into a coordinated teaching unit. Teaching assignments are made on the basis of the individual member's special training and talents. Concurrent courses are closely coordinated by team members to best utilize the student's time while he is moved smoothly on to progressively Figure 12.Teachers of the technical specially courses in this tech- higher levels of understanding. nology must have had uptodate experience in the field in order to "Team-teaching" can be developed and nour- teach modern design and construction methods. ished only by the teaching faculty. A weekly de- partmental staff meeting to encourage the devel- The institution must try to bring the most opment of "team-teaching" is recommended. At competent instructors intothe classrooms. It these meetings, each instructor should check with should attempt to employ instructors with both instructors of concurrent courses to insure that technical qualificationssuch as licensed archi- courses are being coordinated. This is especially tects and professional building construction engi- important when new courses or new techniques neersand proved teaching ability. It may well are involved. If less optimum coordination is evi- consider seeking instructors "on loan" from archi- dent, the team can analyze the problem and tectural and contracting firmsoremploying quickly find a solution. specially qualified instructors part time or as In addition to keeping concurrent courses well guest lecturers. It must always encourage its coordinated, staff meetings provide for free ex- full-time faculty members to upgrade their pro- change of ideas on teaching techniques discovered fessional qualifications. to be useful, and on recently developed laboratory To help keep a staff effective, an institution projects which seem to be particularly successful. should encourage faculty members to participate Any project which seems especially interesting and as active members of professional and technical beneficial to the student should be analyzed to see societies. Through such organizations they can whether the same principles of presentation can be keep up with new literature in the field and main- employed inother projects.Furthermore the tain closer liaison with employers of technicians meetings provide for discussion of scientific or or other leaders in the field. By attending meet- technical journal articles which may improve the ings they can hear addresses by outstanding teaching of a subject or which present new infor- specialists in the field. Technical school adminis- mation winch should be taught. tratorsare increasingly encouraging theself- No matter how well trained a faculty member developmentofstaff members by providing is, he should never feel that he has completely released time and financial assistance to those mastered architecture and building construction. who attend society meetings and technical teacher- Throughout his professional career he must be on training institutes. Periodic or sabbatical leaves the alert for new techniques, materials, and equip- should be offered to allow staff members a chance ment. He must continue to read, to study, to to increase and update their industrial experience, maintain contact with the. construction industry, or for further study. and to visit architectural and construction offices. When determining teaching loads for teachers In brief, he must not attempt to teach tomorrow's oftechnicalspecialtycourses,administrators practices totoday's studentsif he has only should consider the number of student contact yesterday's knowledge. hours required by their schedules. Fully effective

10 instructors in this field require considerably more components and properly functioning equipment time to develop courses and laboratory materials will be available when needed. Resourceful use of than do shop instructors teaching vocational supporting personnel makes it possible to havea skills, or teachers of general education courses. A small but versatile staff which may be maintained contact-hour workload of from 15 to 20 hours a as enrollment varies. By adjusting the size of the week usually constitutes a full teaching load for supporting staff to the demands of enrollment,a technical specialty teachers. The rest of their time school may at least partly solve the problem of should be spent in assisting students and in devel- having too few instructors when the enrollment is oping courses and effective laboratory experiments. high and too many instructors if enrollment is Class size must be considered in developing reduced. Most of the supporting staff members effective teaching, since individual attention is may be recruited from the student body or grad- recognized as a vital element in teaching. The uates from the program. maximum size of a lecture class may vary some- what, depending on the material to be covered, Student Selection and Services the lecture room, and the teaching techniques Since the ultimate objectivo of the program is used; but for blackboard lecturing, class sizes of to produce high-quality graduates, it is essential from 20 to 30 students usually should be con- that the students accepted into the program have sidered optimum. If little or no class discussion is certain capabilities. If the incoming student's back- attendant to the lecture and if the parts of the ground is inadequate, the instructors will tend to lecture normally -written on the blackboard are compromise the course work to allow for the in- carefully prepared and presented by an overhead adequacies, with the probable result that the pro- projector, the size of the class may be significantly gram will be inadequate in depth and scope. increased. Students chosen for this program should have Careful planning of laboratory teaching is im- similar backgrounds and capabilities and should portant. Laboratory sections should not be over- exhibit some evidence of maturity and seriousness loaded with students. Teaching cannot be effective of purpose; otherwise the program might not if there are too many students per workgroup or if acbieve its objectives. Wide ranges of ability too many different experiments are being con- among students can create an in.officient teaching ducted simultaneously in the same laboratory. If situation and thereby prevent the program from too many students try to work on a project, most progressing at the necessary rate. The amount of of them will not benefit from the experiment, be- material to be presented and the principles to be cause they cannotparticipate sufficiently in doing mastered require students who not only are well the work. An optimum group size is usually two prepared in formal course material but also have students per laboratory setup, although some the ambition, desire, and will to master a difficult experiments can be effective for groups of three or program and to develop their capabilities to the even four. If too manyexperiments are underway, limit. the laboratory instructor cannot be effective, and The programisdesignedforhigh school the laboratory experiments cannot be closely graduates who have particular abilities and in- coordinated with theory lectures. terests. In general, students entering the program Technical programs are designed to produce sup- should have completed a minimum of 2 years of porting employees who increase the effectiveness high school mathematics, including algebra and of engineering teams. The same principle of assist- geometry, and 1 year of physics, and laboratory . ancemay be employed to increase theeffectiveness experience,ortheequivalent. Knowledge of of the teaching staff. Staff assistants may be used chemistry is desirable, but physics is considered in stock control to set out the proper equipment necessary. for laboratory classes, to keep equipment operat- The ability levels of those who do, andthose ing properly, to fabricate training aids, and to do who do not, meet these general requirementswill a limited amount of routine -grading.When vary greatly. If a student enters a programwithout assistants do these important but time-consuming adequate preparation, he will usually fail;if a jobs, the teaching staff can devote more time to class, or majority of a class, begins withoutthe developing courses, preparing handouts to supple- requisite preparation, the program cannot pre- ment lecture material, and insuring that necessary pare highly capabletechnicians, and to that

11 362-883 0-09-2 extent the program will fail. If applicants for The new student should quickly becomefamiliar admission do not have thenecessary mathematics, with the facilities oncampus. In particular he science, or language skills,they should take should be givena tour of the library facilities and remedial work before entering the technicalpro- be made familiar with the proceduresand rules gram. If possible, this remedial work should be governing the use of the library. Ifpossible, offered at the school where the applicant plans organized fieldtrips to nearby constructionjobs to enter a technical program. should be arranged early in theprogram to give Many institutions which offerprograms for new students an opportunity to see architectural technicians provide pretechnicalprograms up to and building construction technicianson the job. a full year's duration to give promising but under- These tours may provide motivation andperhaps prepared students the opportunity to entera tech- point out why certain required subjectsare nical program of their choice witha good proba- important. bility of successfully completing it. A pretechnical A departmental student organizationmay be program helps solve student recruitment problems, formed to help bring together people withsimilar provides assurance of high quality of graduates by interests. The meetings of this organizationshould starting with adequately prepared students, and provide exercise for the students in arranging their gives promising studentsan opportunity to edu- own technical programs. Speakers from architec- cate themselves to meet the Nation's urgent need ture or the construction industryor selected films for technicians.' may be used to stimulate interest at meetings. Effective guidance and counselingare essential. Student organizationsmay assist with and par- The student should be aided in selecting educa- ticipate in department activities suchas "career tional and occupational objectives consistent with days" and "open house" events. his interests and aptitudes. Whenever possible, Students should be given information institutions offering technical concern- programs should ing student membership in technical societiesand consider the use of standardizedor special tests be encouraged to join such societies. Student to assist in student selection, placement, and chapters of professional societies offeran oppor- guidance. A student should be advised to revise tunity for the student to receive excellent material his educational objectives if it becomesappar- on a regular basis at nominal costs, and to asso- ent that he lacks interest in the technicalpro- ciate with professional people in his fieldat gram or lacks ability to complete the program meetings. After graduation, the technician satisfactorily. may find affiliation witha society and regular reading of journal articles an important method of keeping his technical knowledge current in the field. As their graduation approaches, students should be madeaware that some tasks open to tech- nicians may be licensedor certified and that certification may be important for their future employment. To the extent permitted under

.....111111 State licensing requirements, students should be encouraged to zet certificationor other licenses as quickly as possible. The academic achievement of students should be recognized insome manner. Many institutions grant graduates an associate degree as tangible recognition of achievement. A departmental club might present an annual award toan outstanding graduate.Privatecompanies mightofferto Figure 13.'There are attractive opportunities forwomen technicians contribute to an annual scholarship award. in the architectural and building field. Graduates of technical programs should be a U.S. Department of health, Education, and Walfare,Office of Education. aided in every way possible in finding suitable Pretechnical Post High School Programs, A&touted Guide. OE- 80040. Washington: Superintendent of Documents,U.B. Government Printing employment. Placement officers should be aware Office, 1007. of the needs of the construction industry for

12 techniciansand shouldacquaintprospective the texts and references listed here and others employers with the qualifications of graduates. which are available. He will then be ableto select The placement function is an extremely valuable the text which bestserves his particular needs in service to the student, the institution, and the making a lucid, high-level technical presentation employers. In the final analysis, the placement to his students. of graduates is an important responsibility, which Visual aids can be of great help in teaching is directly or indirectly the concern of the depart- programs. The aids which are noted here have ment head or the instructor who teaches the been selected from an extensive list and represent technical specialty. An excellent placement record those considered most suitable at the time the is important in getting new students. In addition, curriculum was prepared. Manyare not listed, theschool should conduct periodic followup because the variety and extent of the materials studies of its graduates to determine theirprogress make an all-inclusive listing prohibitive. From and to evaluate their training. Many times such those listed and others available and pertinent, studies can indicate how theprogram or teaching an instructor may select visual aids which meet techniques can be improved. his teaching objectives. He should alwayspre- Textbooks, References, and view and study visual aids before using them in Visual Aids teaching. Textbooks, references, and visual aids for teach- Laboratory Equipment and ing any technology must be reviewed constantly Facilities and supplemented in the light of (1) the rapid Laboratories and equipment for teaching archi- developments of new knowledge in the field, and tectural and building construction technology (2) the results of research in methods of teaching programs must meet high standards of quality, and developing basic concepts in the physical since the objectives and the strength of thepro- sciences and mathematics: This is especially true grams liein students getting valid practical in the field of architecture and construction. The experience, basic in nature and broad in variety. development of whole new areas of theoretical and Well-equipped laboratories with sufficient facilities applied scientific knowledge is demandingnew to enable all students to work in the laboratory textbooks, new references, articles in scientific and are required for the courses. The student's training technical journals, and new visual aids materials. program should include experiences which il- New textbooks will reflect recent methods of lustrate the function and application ofa wide teaching scientific principles and applicationsas variety of standard tests and functional systems fast as current research in education becomesap- and their representative uses. plicable. Recent extensive research in methods of Variety and quality of equipment and facilities teaching mathematics and physics certainly will are more important than quantity in equipment produce changes in teaching materials and meth- laboratories. Laboratory equipment and facilities ods. It is therefore mandatory that instructors are a major element of the cost of such a program, constantly review modern texts, references, and but they are indispensable if the training objectives visual aid materials as they become available and are to be met. adopt those that are an improvementover the Equipment must be of good quality if laboratory ones suggested here or those currently in use. work is to offer the student valid experiences. The suggested texts and references have been Inferior equipment may not show the principles carefully selected; however,more good texts at being studied or may not be sensitive enough to the technician level are needed in architectural and provide reliable or precise data. Such equipment construction education. From the lists presented, may require unreasonable amounts of time and it should be possible to select suitableones. expense for repairs or adjustment. The initial There are, no doubt, other books whichare cost of high quality equipment is usually greater excellent. than that of low quality, but the difference in Before a department heador instructor under- cost is justified because it makes possible labora- takes a program in architectural and building tory experiments that give precise results. construction technologyor any course contained In the selection of laboratory equipment, the in the program, he should familiarize himself with need for each item should be well established.

13 Expensive apparatus may not always be required. the use of the library to prepare reports on perti- Many significant experiments can be made with nent subjects will enable students to understand relatively inexpensive components. In fact,in the resourcesavailable and theirrelationto many cases these components can make it easier technology. Open-book examinations that require for the student to understand the principles be- the use of the library provide excellent and cause they present only the essentials. The number objective experiences. Under the incentive of the of units purchased, the particular areas of interest, examination and the pressure of time, students the particular industry emphasis, and the ingenuity obtain a clear understanding of their own compe- of the instructors in adapting equipment to teach- tency in using the library. ing needs will in part govern the selection and The growth and success of the graduate techni- cost of laboratory equipment. Throughout the cian will depend largely on his ability to keep up program, the emphasis should be on the principles with changes in his field. which serve as the basis for solving so many For this reason a central library under the direc- different construction problems. tion of a professional librarian is important to the A recommended approach to developing labora- success of the technology program. Most instruc- tory work and equipping the laboratories is to tors have private libraries in their offices from determine what experiments and experiences are which they may select books of special interest to needed for each course and then to design the discuss in their personal conferences with students exercises,sofaraspossible,using standard and thereby stimulate their interest in related components and equipment which are representa- literature. However, a central library insures the tive of those currently being used in the industry acquisition and cataloging of the library content or in related government agencies. This approach according to accepted library practices and pro- requires staff time and effort; but because the vides systematic card files, which facilitate the experimental equipment has been assembled to location of reference materials. It also provides a demonstrate some principle or to make a specific controlled and orderly system for lending books experimental determination with clarity and pre- to students typical of those in libraries which cision, it usually accomplishes the best teaching. they might use as employed technicians. Provi- Laboratory equipment and facilities are discussed sions for lending materials for out-of-library use in more detail in a later section, entitled "Fa- should be systematic and efficient. Suitable study cilities, Equipment, and Costs." space should, be provided students for use of The Library references. In any evaluation of a technology program, The head librarian usually reports to the top its strength is indicated by the quality of its administrative officer of the school and has full library. It is indicated by the qualifications of the faculty status. The American Library Association librarian; the facilities, the quality, quantity, and (ALA) standards state:". ..two professional relevancy of content; and the staffing and organi- librarians are the minimum number required for zation of the library. effective service in any junior college with an Dynamic developments causing rapid changes enrollment up to 500 students (full-time equiva- in technological science and practice make it lent). In addition, there should be at least one imperative that the student learn to use a library. nonprofessional staff member. The larger the Instruction for technology students should there- institution, the more appropriate it will be to fore be library oriented so that they may learn employ a higher proportion of nonprofessional the importance of being able to find information staffmembers." on any of the various courses they are studying. According to ALA, the library budget should They should form the habit of using the library be determined in relation to the total budget as a tool in learning. This knowledge helps of the institution for educational and general students develop a professionalattitude and purposes, but the amount to be allocated tothe further teaches them to depend on libraries to library should be based upon a program of keep abreast of new developments. optimum library service in support of the school's Instructors of all courses should inform their goals. The execution of the library program, as students that library use is an important part of it is outlined in the ALA standards, normally the program. Planned assignments that require requires a minimum of 5 percent of the total

14 educational and general budget. This minimum nical courses. They must takethe initiative in percentage is for a well-established library with recommending materials to keep thelibrary cur- an adequate collection. It would have to be in- rent,pertinent, and useful. Thelibrary staff creased if there were a rapid increase in thestudent should supply the teaching staffwith a periodic body or in course offerings; it would againneed listof recent acquisitions completewith call to be increased if the librarywere made responsible numbers. Technical and trade journals for an audiovisual should program. The library budget either be circulatedamong the teaching staffor fora newly organized institution should be be placed in a staffreserve section for a short considerably higher than 5 percent. time before they are made availablefor general Another ALA criterion for the librarybudget is library use. that the funds for acquiring new library materials In addition to reference materials, journals,and should equal or exceed the total ofsalaries for trade publications, a library shouldhave encyclo- the library staff. This is for establishedlibraries; pedias available for quick referenceand should the expenditure for acquisition ofnew library maintain index material suchas the Engineering materials should be substantiallygreaterfor Index and the Applied Science andTechnology libraries which are just starting or making major Index to aid staff and students in findingrecent additions to programs. material on specific subjects. If visual aidmaterials A library must provide adequateliterature are centered in the library, they should be reviewed containing the information encompassedby all and evaluated by both the librarianand a member subjects in a program and extendingsomewhat of the teaching staffas they become available. beyond the degree of complexityor depth of that This procedure will inform the teachingstaff on students cover in classrooms. Literaturedealing what visual aids are available andwhere they with unusually highly specializedaspects of a may be used best in the technical programs. subject may be acquiredas needed or may be A well-equipped, modern libraryshould have borrowed by the librarian frommore comprehen- some type of duplicating service availableso that sive libraries. copies of library materialsmay be easily obtained The library content should meet the needs both by students and staff, Sucha service allows both of full-time students and of the part-timestudents' students and staff to build up-to-datefiles of supplemental courses to upgradeor update their current articles appropriate to thecourses in a occupational knowledge and skills. In addition, program. The service should be available to the it should serve the day-to-day needsof the in- students at a minimum cost and freeof personal structors as they keep theirown technical knowl- cost to the teaching staff. edge abreast of thenew developments pertinent Further suggestions and discussion of library to their special field of applied science. contentforthetechnologyareprovidedin In view of the highly specializednature of appendix B. library content for architectural andbuilding construction technology, the department heador Scientific and Technical Societies chief instructor of the technologyshould be a Scientific and technical societies 4 and trade member of the library committee andshould be associations are an importantsource of instruc- responsible for approving the reference material tional materials and other benefits for faculty selected for the technology andrelated courses. members and students. Such societies provide, The librarian,as chairman of such a committee, through their publications and meetings, imme- may be expected to take the initiative in calling diate reports and continuing discussion ofnew meetings or informally consulting withthe head concepts, processes, techniques, and equipment of the architecture and buildingconstruction in the physical sciences and related . technology departmentso that within the limita- The presentation and interpretation of scientific tions of the budget and the consideration of total and technical discoveries explain the relationship library needs, the department will acquirethe of the theoretical scientist's work to the applied appropriate library content. science practitioner's requirements. Theyare an The teaching staff and the library staffshould cooperate in determining what materialsare to be 4 U.S. Department of Health, Education, and Welfare, Office of Education. acquired and should be responsible forthe final Scientific and Technical Societies Pertinent to the Education of Technicians. OE- 80037. Washington: Superintendent of Documents, U.S. Government selection of the materials thatsupport their tech- Printing Office, 1960.

15 invaluable aid in keeping abreast of new develop- Associated General Cvntractors of America, Inc. ments in a particular phase of science. Building Research Institute Less conspicuous, but extremely important, is California Redwood Association Concrete Reinforcing Steel Institute the support which societies may give (1) in helping Construction Specifications Institute to develop evidence of need for a training program, Forest Products Laboratory (2) in helping to promote theprogram, (3) in en- Institute of Electrical and Electronics Engineers listing members' support for theprogram, (4) in Lumber Dealers Research Council helping to provide work experience for students, Masonry Institute, Inc. National Association of Home Builders and (5) in helping with the placement of graduates. National Board of Fire Underwriters Associations and societies may supply resource National Bureau of Standards people to speak to classes. They may alsoserve as National Concrete Masonry Association hosts to student groups on field trips to study National Electrical Contractors Association specific phases of the industry. National Electrical Manufacturers Association National Lumber Manufacturers Association Instructors should be encouraged to becomeac- National Ready Mixed Concrete Association tive members of these societies so that theymay National Warm Air Heating and Air Conditioning Asso learn quickly of new technological developments. ciation Membership will also enable them to meet people Portland Cement Association in the community who are most actively inter- Southern Pine Association Steel Joist Institute ested in the field. Some educational institutions Superintendent of Documents (U.S. Government Printing pay all, or part, of the costs of membership dues Office) and attendance at local or national meetings in Underwriters' Laboratories, Inc. order to encourage staff participation in selected United States of America Standards Institute societies. West Coast Lumbermen's Association Wire Reinforcement Institute Early in their studies, students should bere- quired to become acquainted with the literature A brief description of some of these groups and services of scientific, technical, and engineer- and their publications, as of 1965, is given in ing societies. They should also be encouraged to appendix A. join those which offer affiliate memberships. Many professional organizations and associa- Advisory Committees and Services tions of manufacturers and producersserve the The success of technician education programs architect, scientist, engineer, technician, adminis- depends, to a great extent, on the formal and trator, teacher, student, and all others dealing with informal support of advisory committees. When architecture and building construction. Forex- an institution decidesto consider the advis- ample, the American Institute of Architects (AIA) abilityof initiating a particular technological plays a leading role in development of architecture program, the chief administrator or dean should as a profession and in guiding educational pro- appoint the advisory committee. grams. The AIA has an education committee in The special advisory committee for the archi- each local chapter which may offer assistance and tectural and building construction technology guidance for programs. program should be comprised of representatives Some otherscientific,technical,industrial of employers and public employment services, groups, and agencies whose publications and serv- scientific, or technical societies and associations ices interest teachers and students of architecture in the field, architects and building construction and building constructionare: engineers or their operating personnel, and knowl- edgeable civic leaders, who meet with and advise Acoustical Society of America the specialists on the school's staff. Such members American Concrete Institute American Institute of Steel Construction serve without pay as interested citizens; They American Institute of Timber Construction enjoy no legal status, but provide invaluable American Iron and Steel Institute assistance. The committee normally consists of American Plywood Association about 12 members (but may range from 6 to 20), American Society of Civil Engineers who generally serve for a 1- to 2-year period. The American Society of Landscape Architects American Society of Testing Materials head of the institution or the department head American Society of Heating and Air Conditioning of the technology is ordinarily chairman. Since Engineers such people are always busy, the meetings should

16 ob.

be called only when committee action canbest to a high level of excellence, and maintain its handle a specific task or problem. timeliness. The committee assists in surveying anddefining Very likely this guide will be adapted to suit the need for the technicians: the knowledgeand various situations in schools in differing localities. skills they will require; employment opportunities; The assistance of an advisory committee and of available student population; curriculum, faculty, special consultants has been found to be of much laboratory facilities and equipment; costand value in initiating and developing programs. The financing ofthe program. When the studies courses in guides such as this one have often been indicate that a program should be initiated,the modified by schools and their advisers to serve committee's help in planning and implementing employed adults who need to update or upgrade it is invaluable. their skills and technical capabilities. Frequently the committee substantially helps The program is not intended to make an indi- school administrators to obtain local funds and vidual student proficient in all the duties he might State and Federal support for the program. When be asked to perform. Proficiency in highly spe- the graduates seek employment, the committee cialized work will come only with practice and aids in placing them in jobs and in evaluating experience. It is impossible to forecast the exact their performance. Such evaluations often will requirements of the duties assigned to any tech- result in minor modifications, which more closely nician, and itis almost impossible to predict relate the program to employment requirements. accurately the course or rate of change of various The advisory committee can use this guide, technologies. Employers generally recognize that designed primarily for planning and development the recent engineering graduates may require a of full-time preparatory programs in post high year or more to obtain the specific training they school institutions, as a starting point and modify need and to orient themselves to their responsi- bilities and role in an organization. Similarly, it to meet local needs. The program can also form employers of newly graduated architectural or the basis for courses to meet the requirements of building construction technicians must generally employed adults who wish to upgrade or update expect to provide a 3- to 6-month period of orien- their skills and technical capabilities. In this way tation on the job. Furthermore, the productive the school administration, with the help of the graduate technician will continue to study through- committee and special consultants, can effectively out his career in order to develop to his fullest initiate the needed program, quickly develop it capabilities.

17 THE CURRICULUM

Course Requirements

Hours per week Hours per week Out- Out- Labo-side Labo-side Class ratory study Total Class ratorystudyTotal Course Course First Semester Third Semester Introductory Architectural Elementary Surveying 1 3 2 6 Drawing 1 12 2 15 Advanced Architectural Technical Mathematics I 5 0 10 15 Drawing (Steel Structures)._ 1 9 2 1.2 Applied Physics (Mechanics Technical Reporting 2 0 4 6 and Heat) 3 3 6 12 Building Service Systems Building Materials and (Mechanical and Electrical)_ 3 3 6 12 Construction Methods 3 3 6 12 Statics and Strength of Materials 3 3 6 12 Total 12 18 24 54 History of Architecture and Construction 2 0 4 6 Second Semester. Architectural Drawing and Total 12 18 24 54 Model Building (Wood- Fourth Semester Frame Structures) 1 9 2 12 Technical Mathematics II_...._ 4 0 8 12 Advanced Architectural Applied Physics (Electricity, Drawing (Concrete Light, and Sound) 3 3 6 12 Structures) " 0 9 0 9 Communication Skills 3 0 6 9 Contracts, Codes, Specifica- Construction Planning and tions, and Office Practices__ 2 0 4 6 Control 3 0 6 9 Usc of Computers and New Techniques '2 0 4 6 Total 14 12 28 54 Industrial Organizations and Institutions 3 0 6 9 General and Industrial Economics 3 0 6 Building Construction Estimating 3 6 6 15

Total 13 15 26 54

19 Brief Description of Courses Technical Mathematics II A course to continue Technical Mathematics I. Topics in analytic geometry andthe dif- ferential and integral calculus arestudied. Introductory Architectural Drawing A course which introduces the student to Applied Physics (electricity, light, andsound) general drafting techniques, such as lettering, line work, orthographic projection, perspec- A second course in physics presentingthe tives, sections, and architectural conventions. basic principlesofelectricity,light,and sound correlated with technicalmathematics Technical Mathematics I and with corresponding topics asapplied to buildings. A course in algebra and trigonometry which presents the fundamental algebraic opera- Communication Skills tions, the rectangular coordinate system, as well as fundamental trigonometric concepts A course in which the student gainsexperi- and operations. The application of these ence in writing,speaking, and listening. Each principles to practical problems is stressed. student's strength and weakness are ana- lyzed so that efforts may be made toremedy Applied Physics (mechanics and heat) the deficiencies. Time allotments tothe vari- ous elements ofthe course must be based on A course which introduces the student to basic the class background. Technicalreporting is principles of mechanics and heat. The subject introduced to aid the student indeveloping matter covered should be related as much as skill in communication. possible to subjects in the architectural field. Building Materials and Construction Methods Construction Planning and Control A course which familiarizes the sty; dent with A course in constructionplanning and con- information on the the physicalpropertiesofthe materials trol which deals with generally used in the erection of structures, materials, labor, and equipment necessaryin with brief descriptions of their manufacture the proper operation of aconstruction project and use and laboratory study of materials The course covers thebuilding construction and construction processes. procedures from preliminarysite planning to finaljobinspectionand introducesthe Architectural Drawing and Model Building methods of construction jobscheduling. This (wood-frame structures) course showshow the proper combinationof men, material,and machines can be used to A course which teaches the student how to construct buildingssuccessfully. prepare presentation drawingsand working drawings of, light structures from preliminary Elementary Surveying sketches. Principles of wood-frame construc- tion are introduced. The student also acquires A course which introducesthe use of the experience in using structural tables and engineer's level, transit,and common sur- manufacturers' literature. The program for veying instruments.Emphasis is placed on this course includes construction of a scale contour linedetermination and the staking model from developed working drawings. for building layouts andgrading. 20 Advanced Architectural Drawing(steel went of working drawings, with emphasis on structures) reinforced concrete structures. The back- A course in steel-frame construction an ground from previous courses is utilized in typical details found in commercial structures. developing a complete set of working drawings Study is made of shop drawings andtheir for a reinforced-concrete commercial structure. interrelationshiptotheentirebuilding, emphasizing the need for the drawings for the Contracts,Codes,Specifications,and Office complete structure to be developed logically, Practices completely, and according to currently ac- A study of the administration and operation cepted practices. of an architect's or engineer's office. Through the study of legal documents the student Technical Reporting gains an insight into the restrictions, stand- A course in the practical aspects of preparing ards, and requirements established by law reports and communicating within groups, to govern the construction of buildings. The using the basic skills acquired in the previous course emphasizes the interpretationand course, "CommunicationSkills." The course preparationofconstructionspecifications includes the use of graphs, charts, sketches, employingaccepted modernconstruction and diagrams in presenting ideas and signifi- methods, materials, and practices. cant points orally or in formal or informal written reports. Use of Computers and New Techniques A course designed to inform the student BuildingServiceSystems(mechanical and electrical) about the new techniques being used by architectural offices to increase their efficiency. An elementary study of mechanical and The course will identify and define the latest electrical systems used in buildings to provide successfulapplicationsof data processing comfort and utility within the structure. and other advances in technology to archi- This course introduces the interrelationship tecture and construction. of architecture and engineering considerations and functions. Industrial Organizations and Institutions Statics and Strength of Materials A study of roles played by labor and man- A course which familiarizes the student with agement in the development of American the mechanical properties of materials and industry. Reference is made to the current the relationship and use of these materials aspectsof an industrial society and the in construction. Subjects include stress, de- historical events leading up to it. Emphasis formation, member size and investigation, is placed on the legal framework within which and connections. Typical members used in labor-management relations and responsibil- steel and in timber frameworks are studied, ities are conducted in the democratic form analyzed, and discussed. of government. General and Industrial Economics History of Architecture and Construction A study of the development of architectural A study of general economic principles and form and use of materials and methods of an analysisofthe factors involved and construction. This course is a chronological importance of cost control in an industrial study ranging from primitive architecture or public enterprise. to complex modern engineered and com- Building Construction Estimating puter-controlled building construction. A course in which the student learns to AdvancedArchitecturalDrawing(concrets estimate and prepare material and labor structures) quantity surveys by making complete esti- The last in a series of four courses, in drawing, mates fromreal working drawings and providing further experience in the develop- specifications.

21 Content and Relationships The relationship between laboratory time and class lecture or theoretical study time is of great Functional competence in a broad field suchas importance in a technical education curriculum. architecture and building construction has at All of the theory, skills, techniques, applied prin- least three components around which thecur- riculum must be designed: ciples, materials, information, andprocesses needed by the technician could be taught in the laboratory 1. The training should prepare the graduate without separate and organized theoretical classes. to be a productive employee inan entry- The converse is not truelaboratory experience, level job. skills, know-how, and capability whichare the 2. The broad technical training, together with most characteristic attributes of technicians can- a reasonable amount of experience, should not be acquired in classrooms without laboratories. enable the graduate to advance to positions However, organized and related ideas, concepts, of increasing responsibility. and factual information can be taught in "theory" 3. The foundations provided by the training classes, if the instructor judiciouslyuses demon- must be broad enough to enable the graduate strations and visual aids, employs selected texts to do further study within his field. This and references, and requires regular and syste- further study may consist of reading journals, matic outside study by the student. Group teach- studyingtextmaterials,orenrollingin ing usually makes more efficientuse of the in- formal courses. structor's time in a "theory" class than ina This curriculum has been designed to meet laboratory and tends to emphasize the develop- these requirements. ment of the student's skills in obtaining knowledge A 2-yeartechnology program hascertain from printed sources. Thus, there must bea special unusual requirements that influence the content relationship between the amount of the scientific and organization of the curriculum. Some ofthese and technical specialty taught in the "theory" requirements are imposed by the occupational classes and that taught in the laboratory. functions that graduatesare expected to perform; This curriculum devotes a large part of the time some requirements result from the emphasis of to laboratory hours in the,technical specialty dur- industry on particularareas of architecture or ing the first two semesters because the student construction; some may be incidental to the need should acquire introductory and elementary lab- for special attention to content that will increase oratory skills and knowledge of apparatus, tools, the effectiveness of teachers with specialcom- processes, materials, devices and form good habits petencies; and others result from the limited time of practice in the laboratory as early as possible. available to producea competent technician in Laboratory work can be started before the student such a diverse field. This curriculum guidereflects knows much underlying theory. Assoon as the threebasicrequirements:Functionalutility, underlying theorycan be developed and he under- unitsofinstructioninspecializedtechnical stands it, it can be incorporated into the laboratory subjects, and provision for the teaching of prin- workwhich then becomesmore significant in ciples of application. teaching the subjects in depth. Architectural draw- The sequence ofcourses in a 2-year technical ing is emphasized especially because of the im- curriculum is as importantas the content of the portance attached to it by many architectural and courses if the limited time available is to be used building construction employers. most effectively. In general, the subject matter is Since many basic laboratory skills will have been carefully coordinated ingroups of concurrent learned in the first year and since enough basic courses which are arranged to progress smoothly theory underlying the new material will have been from one group ofcourses to the next. The student required, the laboratory time required to illustrate thus gainsa deeper undestanding of basic prin principle and to teach new material in second-year ciples while broadening hisscope of understanding courses need not be as long as in the first year. in the many diverseareas of architecture and Since more technical specialty coursesare studied construction. This is in sharp contrastto the in the second year than in the first, the total arrangement of the usual professional curriculum laboratory time is greater than that in the first in which basic and somewhat unrelatedcourses year. Experience has shown that the relative num- make up the first part of the studyprogram and ber of semester hours of science or laboratory specialization is deferred to subsequentterms. work in the technical specialty compared to class

22 theory hours should not be reduced materiallyin Throughout the course of study the student is teaching architectural and building construction trained in the scientific method of observation and technicians. Such a reduction usually causes the in recording his observations in laboratory reports. typical student to lose interest and fail or to He should learn to record his observations in abandon the course; or it produces a graduate who laboratoryreportsorsurveyingfieldbooks. is deficient in the absolutely essential laboratory Laboratory reports are bound, journal-type note- capabilities and is unemployable at the technical books which the student is required to maintain level. throughout his experimental laboratory work. In technical curriculums it is mandatory that These reports carefully record data, computa- some specializedtechnical course work be intro- tions, sketches, diagrams, and related information, duced in the first semester. Deferring this intro- as well as observations andconclusions of the duction even for one term imposes serious limita- experiment. Surveying fieldbooksare used to tions on the effectiveness of the whole curriculum. record all data taken from surveying instruments An early introduction of the technical specialty while the student is conducting field laboratory has several important advantages: work. The logical method of recording data and 1. It provides motivation. Since the student information provides a discipline in he technical enrolled in school to study architectural and curriculum consistent with the needs of employed building construction technology, it is im- technicians. portant to start his training immediately in From the total program the student should his specialty. When the first semester con- obtain a broad overview of architecture and sists entirely of general subjectsmathe- building construction. Field trips to construction matics,English,social studiestechnical sites are helpful in creating interest by showing students often lose interest. what architectural and buildingconstruction 2. It makes it possible for the student to achieve technicians do. greater depth of understanding in specialized In the first semester the Introductory Archi- subjects in the later stages of the 2-year tectural Drawing course begins to teach drawing program. and drafting skills and helps the student to see 3. It enables the student to see immediate the need for the other basic courses. In the application of the principles he studies in following semesters he must continually improve the mathematics, physics, and communica- hisskillinarchitecturalrepresentation and tion skills. interpretation.The secondsemesterdrawing Safety and careful workmanship must be an course in ArchitecturalDrawing includes model underlying theme throughout the course of study. building and introduces wood-frame construction. The technician's work often involves potential The Building Materials and Construction Methods dangers that careful procedures combined with course introducesthetechnicalspecialty by an understanding of the equipmentand normal providing for an intensive study of materials, safety practice can avoid. In addition to protecting processes, equipment,construction methods and human life, eyes and body members, practice of techniques, and by enabling students to develop careful workmanship will also protect the delicate skill in the techniques to as high a degree as apparatus (such as surveying instruments) the possible for the further study in the Construction technician uses. Safety must be a constant pre- Planning and Control course in the second semester. occupation, and its practice must be emphasized Technical Mathematics I and II presenta continually from the beginning of the course. sequence of selected topics inalgebra, trigonometry, Discipline in intellectual honesty must be a analytical geometry, and calculus, which make up part of the training of any technician. He must the mathematics courses. The inclusion of cal- report accurately what he observes. Any modifica- culus in Technical Mathematics is not intended to tion of the observed data should be fully explained make the student proficient in all aspects of the in his record of the work. False reporting, if calculus but rather to help him to understand detected during the training of a technician, concepts which will permit him to use thecalculus should be dealt with severely by the instructor. as a basic tool inanalyzing problems and in com- The original data recorded by an employed tech- municating with engineers. The student's back- nician may become evidence in a court of law and ground in calculus should be broadenough to are therefore of great importance. allow him to follow, though not necessarily repro-

28 duce, the development of equations which require IndustrialOrganizations andInstitutionsand the use of calculus. Examples might include the General and Industrial Economics, the student differentiation of elementary functions for deter- gains insight into the Nation's economic system, mination of instantaneous velocities and acceler- the working relationships between government and ations which occur in, the study of physics; and private industry, the importance of cost andeco- the use of calculus in the analysis of transient nomic accountability, and the interrelationships conditions and control systems. of labor and management. Finally, Building Con- Applied Physics(mechanics and heat)and struction Estimating, a summarycourse, compels Applied Physics(electricity,light,and sound) the student to apply all that he has learned about contribute to the student's essential understand- construction methods, materials, and equipment ing of the scientific principles in mechanics, , by making real estimates from real specifications forces, light and heat transmission, and equilib- and drawings. rium. Laboratory work inthe sciences and Close correlation of concurrentcourses has not technical courses provides for practical demon- been stressed as strongly in the third and fourth stration and application of the principles he learned semester courses as in the first and second semester previously or is learning at the time. courses, owing to the diverse areas of study in the The third semester's study is based on the second year. There is necessary overlap in course student's accumulated knowledge of mechanics, content throughout the second year, but in regu- heat, electricity, light, and sound and the basics of larly scheduled planning sessions of the staff architecture. He extends and deepens his under- teaching concurrent second-year courses, the most standing of design and drawing in Advanced effective material may be prepared for eachcourse Architectural Drawing (steel structures) and learns to minimize the duplication of material and loss the elements of steel structure design and construc- of time. tion. In Elementary Surveying, the student spends Communication Skills emphasizes the mechanics some time in studying practice of architecture of reading, writing, listening, speaking, and report- "on the ground," and learns the elements of laying ing early in the curriculum (second semester). In out and staking for building sites. Statics and the third semester the student reinforces his skills Strength of Materials introduces the study of in Technical Reporting. Instructors in technical structural membersdrawing upon what the courses should set increasingly high standards of student has learned from Applied Physics (me- clarity, conciseness, and neatness for student work chanics and heat) and Building Materials and Con- in reporting. Freedom to report on technical sub- struction Methods. In the History of Architecture jects of their own choice may add reality and extra and Construction course, the student becomes motivation for technology students. In the final familiar with the dynamic developments in archi- phases of the 2-year program the standards of tecture as primitive construction has evolved into reporting should approximate those required by today's professional practice. Building Service employers. At the same time instructors should Systems (mechanical and electrical)teaches the encourage the student to develop individual style elements of design and installation of heating, and initiative by allowing him as much freedom cooling, and service systems (suchas elevators) as possible in reporting, consistent with established necessary in a modern building. school standards. Not all reports should be of a The fourth semester provides for further depth type which require a disproportionately large of comprehension and practice in application of number of hours for preparation. The judicious principles, techniques, skills, and concepts previ- use of informal reporting as well as formal report - ously covered. Advanced Architectural Drawing ing allows for training in both forms with the (concretestructures)willfurther sharpenthe realism required in employment, and adjusts the student's skill in drafting as applied to thecon- time required of students in writing formal reports struction industry. Contracts, Codes, Specifica- to a reasonable proportion of their time. tions, and Office Practices shows the student how The course outlines included in this guide are an architectural firm or a contractor's office must concise and comprehensive, intended as guides operate as a business. The course in Use of Com- rather than as specific plans of instruction to be puters and New Techniques introduces the student covered in an inflexible order. They represent a to modern electronic computer-controlled building judgment on the relative importance of each construction, planning and control. In two courses, instructional unit, especially where time estimates

24 are shown for thedivisions within each course. The co-op student's career choiceis stimulated The instructor is expected to supplementthe prin- and shaped by his workexperiences. If he finds ciples outlined in these courses withpractical satisfaction in his work, he returns tothe classroom applications waenever relevant. Fieldtrips add stimulated to learn as much aspossible about greatly to the effectiveness of theinstruction if his future career. If he findsthrough his work specific area they are carefully planned so thatstudents under- experience that he is not fitted to a change his major field stand the work, they observe andrelate it to the of work, he may decide to subject material they are studying atthe time of of study when he returns tothe college. This be emphasized decision may prevent him fromwasting his time the trip. Operational safety should choice of study. in field trip studies, and liabilityinsurance covering and money on a misguided be provided by A class of students incooperative technical the students on such trips should spends the first semester or the institution. programs usually of the stu- the first two quarters inschool; then it is divided Outside study is a significant part the students have a semester or dent's total program. In this curriculum,2 hours so that half quarter of employmentexperiencewhilethe of outside study time are suggestedfor each hour of During the next typical weekly other half continue to study. scheduled class time. For example, a half who have worked work schedule for a student inthe first semester semester or quarter, the return to their formal studiesat school while the of this curriculum would be:class attendance, 12 They usually alternate hours; laboratory, 18 hours;outside study, 24 other half are employed. This is a full again so that each studenthas two semesters or hoursa total of 54 hours per week. of work experience in his schedule, but not excessive for this typeof pro- at least two quarters program. Thestudent's technical programis gram. lengthened beyond the curriculumoutlined in Whenever possible, summeremployment in the of time equal to arranged for the this document by an amount construction field should be the total length of theemployment experience. student between the second and thethird semester. Specific employment is obtained, ascircum- Often local architects orcontractors will cooper- educational institution because they need relief stances permit, by the ate with such a program with the cooperation of thestudent. The institu- operators during the vacation season.Some insti- an experience as a tion regards the work-experience program as tutions may organize employment integral part of the technician programas a part of a cooperative plan. whole. It is not regardedprimarily as an oppor- tunity for earning, although eachstudent while Cooperative Education Plan working is paid at theprevailing wage scale for This technology is adaptable to acooperative the job he holds. Work reportsby both the student arrangement: a plan whichoffers important ad- and the employer aresubmitted to the school school, and to em- work program coordinator. vantages to students, to the is ployers of technicians. A cooperativeeducation The cooperative work-experience program program is a plan for astudent to learn through an opportunityfor the student to gaindirectly coordinated study and employmentexperience. related experience which makeshim more valuable The student alternates periods ofattendance at as anemployee. As a result of theirwork-experi- the institution where he is studyinghis technical ence in particularestablishments, many students education with periods of employmentin business have been offered permanentpositions upon or industry. Theemployment constitutes an es- completion of their schooling.Cooperating estab- sential element in his education. Thestudent's lishments agree, however, not tomake offers of employment should be related as closely as pos- employment which becomeeffective before the sible to some phase of the field of studyin which technician completes his program. opportunities for he is engaged. Cooperative programs provide maintain close con- When a student tests his knowledgeof theory the educational institution to their various programs. in a work situation, study becomes moremeaning- tact with employers in only the es- This contact becomes a two-waychannel of com- ful. The co-op student learns not educational institu- sentials of his technology but also theimportances munication which helps the of reliability, cooperation, and judgment as an tion to keep its knowledge ofspecific employer field up to date, and atthe employed worker in his chosen field. needs in each technical 25 same time keeps employers acquainted with and discussion. They may be scheduled for eveningor involved in the program of the institution. Saturday hours outside of the graduate technician's working day. Suggested Continuing Study Rapid advances in architectural and building A 2-year curriculum must concentrate on the construction materials, methods, and systems ant. primary needs of science, mathematics, and the in areas related closely will requirea continua related knowledge and skills in the technical spe- updating of the employed graduate technician. cialty necessary to preparing the student for em- Some continued study suggested for the graduate ployment upon graduation. in architectural and building construction tech- Obviously, a 2-year program cannot cover in nology might includethe following fieldsor depth all of the subjects pertinent to the tech- subjects: nology; certain important, related subjects may Advanced Study of Strength of Materials only be touched upon. In addition, the graduate and Design may obtain work in an area of the industry so new Architectural Design that adequate coverage in the training program Business Management, applied to thecon- has not yet been developed. struction industry For these reasons, some form of continuation of , as related toconstruc- study for graduates of technology programs is tion desirable. The student can keep abreast of the Critical Path Planning of Construction technical developments in his special field by Data Processing, for large construction reading the current literature related to the tech- companies nology, by attending meetings of scientific and Law, as applied to contracts and specifica- technical societies, and by study on his job. Such tions study tends to build on the organized, technological Materials Testing and SpecificationDe- base provided by the curriculum he studied. For- velopment, fornew materials or con- mal continuation of supplementarycourses provides struction methods the most efficient and practicalmeans for the Physics and Mathematics,as applied to graduate technician to add important knowledge architecture and skill to broaden the base of his initial education. Soil Mechanics Formally organized courses have the advantages Specification Writing of systematic arrangement of subject matter, Subdivision Design disciplined and competent teaching, and class Supervision and Management

20 COURSE OUTLINES

The courses outlined suggest the content which suitable ones should be used if they are available. might be taught in the curriculum. The materials The information needed to cover a particular suggested provide a practical and attainable cover- course in technician curriculums, particularly the age of the field and have been reviewed by experi- technical specialty courses, is almost never avail- ?aced instructors in successful educational pro- able in one textbook; hence the multiple listing of grams for architecture and building construction references. They should usually be considerably technicians and by experts representing employers augmented by current materials from manufac- of such technicians. turers, trade journals, technical societies, and sup- Successful programs can be conducted as semes- pliers of equipment and materials in the special ter,quarteror trimester systems. The two- field of applied science being studied. semester a year system illustrated in this docu- Suggested visual aids are listed for many courses. ment can be changed into three quarters or terms Each should be used when pertinent and when its if advisable to meet community needs. Course use will teach more efficiently than any other content can be distributed over six quarters. For method. Excessive showing of films at the expense example, the four architectural drawing courses of well-prepared lectures and demonstration is to be could be taught over six quarters since they pro- avoided. The suggested outside study periods may gress from the elementary to the complex and well be used instead of class lecture time for the cover specific information. They might be divided showing of some films. All visual aids should be into six courses with appropriate subject names. examined by the instructor before they are shown. The content of other courses might be redistri- Those listed after courses usually show name and buted to conform to a quarter system, but should address of supplier, size in mm., minutes required offer no insurmountable obstacles since the total for showing, and whether they are sound or silent. time in six quarters is the same as in four semesters. This provides the necessary idormation for selec- The materials will very likely be modified to tion to fit projection equipment. fill local needs and to take advantage of special The experienced instructor is expected to make interests and capabilities of the teaching staff; liberal use of charts, slides, models, samples, draw- but the implied level, quality, and completeness of ings, and specimens which illustrate special tech- the program should not be compromised. . nical aspects of the subject. He usually accumu- No examinations have been scheduled in the lates them from the experience in previous lab- outlines. It is clearly intended that time be avail- oratory or lecturepreparations and updates ableforexaminations.Therefore,a 17-week regularly when new developments require it. They semester is assumed, and the outlines are designed are too specific for any attempt to be made to list to cover a full 16 weeks. The.primary objectives of them in this suggested guide. examinations would be to evaluate the student's The laboratory sessions suggested in the outline knowledge and cause him to make a periodic, and in the course descriptions are not intended to comprehensive review of the material presented in be a single session but rather to be scheduled in the course. The results of examinations may also point out weaknesses in teaching techniques or reasonable and effective increments. For example, subject matter covered. a 9-hour laboratory total per week for a course At the end of each course there is a list of text might be scheduled as three 3-hour sessions, or and reference materials. Each should be analyzed any other divisions of laboratory time that seem for its content and pertinency, and new and more appropriate.

27 352-883 0-69-3 - ,

Technical Courses accurate but must be expressive and dark enough to reproduce on the various types of INTRODUCTORY ARCHITECTURAL machines. Exercises should be orientedto DRAWING architectural subjects as muchas possible and should progress from the simpleto the Hours Per Week more complex. Class, 1; Laboratory 12 Major Divisions Hours Description Labora- Class tory Thiscourseintroducesrepresentationin I. Orientation and Use of In- construction. It covers the fundamentals of struments 1 6 drafting,includingprojection,sectioning, II. Lettering and Lettering De- pictorialdrawings, perspective,shades, vices 1 15 shadows, and architectural representation. III. Geometric Construction_ 1 12 IV. Orthographic Projection, After principles have been introduced, exer- Points, Lines, and Planes_ 2 24 cises involving each principleare drawn. V. Dimensioning, Scales, and Applicable exercises in freehand techniques Material Symbols 1 12 are also required to develop facility in free- VI. Sections and Cutting hand expression. Planes 2 30 If possible, the weekly lecture period should VII. Auxiliary Views 1 9 precede one of the laboratory periods, and VIII. Pictorial DrawingsIso- the lecturing should be done before students metric, Oblique, and Per- havetheirdrawing equipment in place. spective 3 30 Lectures are more difficult when students IX. Shades and Shadows of Or- have become involved in making their draw- thographic and Perspec- ings.Topics that are introduced inthe tive Drawings 1 18 lectureshould requireadditionaloutside X. Architectural Applications reading by the student. of Basic Concepts 2 18 XI. Freehand Sketching of Var- Drawing exercises must be carefullysuper- vised by the instructor when basic graphic ious Types of Drawings__ 1 18 concepts are involved. Later exercises,pos- Total 16 192 sibly involving creative work, should allow students to think on theirown, even if I. Orientation and Use of Instruments completion of a project requires the students to work outside of the allotted laboratory A. Units of instruction time. Students in architectural drawing must 1. Lecture on class procedure, method of be motivated to develop creative talents, grading, assignments, and general orien- beginning in this first course. tation Early exercises which provide for experience 2. Lecture and demonstration on correct use in the basic principles must also develop and care of drawing instruments and draftingdisciplinein linework,lettering, equipment geometric relationships, measuring, andpro- a. Line quality jection principles. Linework not only must be b. Accuracy in measuring

28 c. Neatness in work emphasis on accuracy and drafting disci- d. Dexterity with instruments pline e. Use of templates 2. Exercises in figures requiring the use B. Laboratory of the various geometric 1. Drawing of elementary exercises involving IV. Orthographic Projection, Points, Lines, and simple lines and measuring to acquaint Planes students with the correct use of equipment 2. Supervision of student proceduresto A. Units of instruction insure formation of correct habits (for 1. The theory of projection example-the correct method of using a. The quadrants triangles and T-squares in drawing verti- b. The conventional " box" c. Projectors cal lines) 2. Orthographic projection II. Lettering and Lettering Devices a. Relationship of views A. Units of instruction b. Planes of projection 1. Basic technical alphabet (capitals) c. Selection of views a. Proportion d. Appearance of various surfaces b. Direction and sequence of strokes e. Hidden surfaces c. Spacing of characters and words f. Layout of a multiview drawing 2. Letter heights and use of lettering guide 3. Points, lines, and planes 3. Alphabet classification a. Locating a point in space a. Capitals and lower case b. Locating a line in space b. Condensed and expanded c. Locating a planein space c. Lightface and boldface B. Laboratory 4. Titles and title blocks 1. Freehand exercises on coordinate paper of a. Letter sizes orthographic views (use pictorial objects) b. Laying out symmetrical titles 2. Exercises in orthographies of missing 5. Variations of technical alphabets view drawings a. Vertical and inclined 3. Orthographic problems drawn with in- b. Architectural struments c. Display 4. Exercises in locating points, lines, and d. Use of transfer letter sheets planes on three views B. Laboratory V. Dimensioning, Scales, and Material Symbols 1. Freehand letteringof basic technical lettering(large sizeto ensure correct A. Units of instruction scales formation and stroke sequence) 1. Use of architects' and engineers' 2. Exercises in small lettering (38 -inch high) 2. Principles of dimensioning technical draw- 3. Exercises in laying out titles ings 4. Exercises in architectural variations a. Dimension lines,arrowheads, leaders 5. Exercises in lower case lettering,in- b. Size dimensions cluding numerals and fractions c. Locationdimensions 6. Instructor criticism of student lettering- d. Architectual dimensioning conventions weaknesses and faults e. Notes 3. Material symbols used on drawings II. Geometric Construction B. Laboratory A. Units of instruction 1. Exercises requiring student tocomplete 1. Dividing lines with instruments problems at scales other than full size 2. Intersections of lines and arcs 2. Exercises requiringcorrect dimension- 3. Intersections of arcs ing-selection and placement 4. Drawing basic geometric forms 5. Drawing angles with instruments VI. Sections and Cutting Planes B. Laboratory A. Units of instruction 1. Exercises in the conventional geometric 1. Types of sections intersections and shape drawings, with 2. Purpose of sections

29 3. Cutting-plane theory d. Perspective plan method 4. Conventions in sections (1) Measuring lines 5. Symbol hatching (2) Slope vanishing points 6. Architectural section variations B. Laboratory a. Plans 1. Exercises in drawing isometric drawings b. Vertical sections from orthographic views B. Laboratory 2. Exercises in drawing oblique drawings 1. Simple exercises involving the basic types from orthographic views of section 3. Exercises in angular perspective (office 2. Exercises involving nearly complete ob- method) jects, with voids and surfaces beyond the 4. Exercises in parallel one-point perspective cuttingplanes 5. Exercises in perspective plan method 3. Exercises in architecturalsectionsin- involving measuringlinesandslope volving several materials in the construc- vanishing points tion IX. Shades and Shadows of Orthographic and VII. Auxiliary Views Perspective Drawings A. Units of instruction A. Units of instruction 1. Use of auxiliary views 1. Application and use of shadows 2. Relationship of auxiliary planes to prin- 2. Conventional light source, 45° cipal planes of projection 3. Theory of orthographic shadows 3. Construction of auxiliary views 4. Constructingorthographic shadows of 4. Intersections of oblique planes and cones, typical architectural subjects cylinders, and curved surfaces 5. Theoryof shadowsonperspective 5. Architectural applications drawings B. Laboratory a. With the light sourceparallel to the 1. Exercises in auxiliary surfaces (drawing picture plane true shapes from orthographic views) b. With the light source oblique to the 2. Drawing of a practical problem involving picture plane true length of hip rafter in hip roof 6. Shadows on plot plans 3. Exercises in intersections of planes and B. Laboratory various figures 1. Exercises in projecting shadows on plan VIII. PictorialDrawings-Isometric,Oblique and elevation views and Perspective 2. Exercises in plotting shadows on perspec- A. Units of instruction tivedrawings-parallellightsources 1. Theory of isometric drawing (usingdrawingspreviouslydonein a. Angles of planes perspective) b. Relationship to orthographic views 3. Exercises in. plotting perspective shadows c. Methods of construction, drawing iso- on buildings with an obliquelight source metric circles X. Architectural Applications of Basic Concepts 2. Theory of oblique drawing a. Variation of axis A. Units of instruction b. Selection of views 1. Terminology in architectural projection c. Application to architectural represen- 2. Conventional "plan" views tation 3. Architectural technique inline work, 3. Isometric and oblique sections dimensioning, and lettering 4. Dimensioning pictorial drawings 4. Elevation views 5. Perspective drawings 5. Use ofsection views in architectural a. Theory of perspective drawing details b. Nomenclature; variables B. Laboratory c. Office method 1. Exercises in drawing simpleresidential (1) Two-point angular planusingconventionalarchitectural (2) One-point parallel technique, symbols, and dimensioning

30 2. Exercises in simple elevations with the B. Laboratory introduction of orthographic shadows 1. Exercises in sketching simple plans over 3. Exercises intypicalarchitectural de- coordinate paper tailssections 2. Exercises in sketching elevation views XI. Freehand Sketching of Various Types of 3. Exercises in sketching section details Drawings 4. Exercisesinsketching isometricand A. Units of instruction oblique pictorial drawings 1. Materials for sketching 5. Exercises in sketching "thumbnail" per- 2. Purpose and value of skill in sketching spectives freehand 3. Techniques used as sketching aids Texts and References a. Dividing lines b. Proportion FRENCH and VIERCK. Fundamentals of Engineering Drawing. c. Sketching geometric forms GIESECKE and others. Technical Drawing. d. "Blocking in" subjects HEPLER and WALLACH. Architecture; Drafting and Design. LUZADDER. Fundamentals of Engineering Drawing. e. Shading and linework MARTIN. Design Graphics. 4. Sketching isometric and oblique MULLER. Architectural Drawing and Light Construction. 5. Sketching in perspective PATTEN and ROGNESS. Architectural Drawing.

81 ARCHITECTURALDRAWING AND ically before they do the final draftingon the MODEL BUILDIG (WOOD-FRAME board. STRUCTURES) Working drawings should be madeon suitable sizes of tracing paperso that trial prints may show reproduction qualities.Presentations Hours Per Week should be doneon illustration board for display purposes. Class, 1; Laboratory, 9 Major Divisions Description Hours This is the second of four drawing Labora- courses. It Class tory introduces residential design and wood-frame I. Orientation; Residential construction and requires the student to Planning and Design 3 12 study additional aspects of housing, aesthetics, II. Presentation Drawings and and working drawings. The graphic methods Rendering Techniques...... 3 30 of representation the student has acquired in. III. Wood-Frame Construction IntroductoryArchitecturalDrawingare Working Drawings and strengthened in this course, but moreem- Details 8 72 phasis is placed on creativity. He completes IV. Architectural Model- a practical residential design problem, which Building 2 30 provides him with the groundwork fora professional attitude. Total 16 144 Beginning lectures should be devotedto esidential planningincluding information I. Orientation; Residential Planning and Design on interior space utilization, traffic patterns, A. Units of instruction exterior materials, and good taste in home 1. Class procedure and objectives styling. ,Later lectures include wood-frame construction methods, aspects of footings and 2. Residential planning foundations,and available materials and a. Scope equipment for residences. Emphasis should b. Housing costs be placed on good construction details andon c. Property physical characteristics; codes the reason why one method of construction d. Housing styles would be more satisfactory than another. e. Structural types f. Floor plan development This course should encourage the student to (1) Square footage use manufacturer's literature, Sweet's Cata- (2) Traffic flow and patterns log Service, and other reference material and (3) Living spaces to investigate local building codes and make (4) Kitchen and bath layouts drawings that comply with them. He should (5) Storage have access to a drafting room with large g, Elevation design (3 by 5 feet) drafting tables and to model- (1) Choice of materials; aesthetics building tools. (2) Fenestration Early studies should begin with sketches (3) Roof types and coverings which the instructor continually reviews to (4) Cornice treatments and overhangs aid students in solving their problem graph- h. Landscaping at B. Laboratory b. Balloon frame 1. Beginning exercises should consistmainly c. Post-and-beam of sketches. Students should get a prac- d. Trussed-rafter framing tical residential design problem, indicating e. Crawl-space;slab-on-grade the square footage required,type of f. Footings and foundations family to occupy the home, and other g. Roof types and framing definite requisites of the problems. First h. Siding types and selection sketches should be floor-plan sketches, i. Ventilation of structures untilasatisfactoryplanhasbeen 2. Bearing-wall construction developed. a. Concrete block 2. Students should sketch various elevations b. to accommodate the developed plan, and (1) Solid sketch typical sections of proposed wall (2) Brick cavity construction. c. Stone masonry 3. The instructor must supervisesketches d. Other masonry to insure that ideas are compatible and 3. Working drawings that students make consistent progress a. Frame construction toward the solution of the problem. b. Masonry c. Dimensioning II. Presentation Drawings andRendering Tech- d. Symbols niques e. Electricalplans and layouts A. Units of instruction f. Heating and cooling plans 1. Purpose of presentations g. Typicalwall sections 2. Architectural composition h. Interior elevations value, and emphasis a. Balance, tone, i. Special construction b. Spaces, shapes, and textures j. Organizing sheet layouts orworking 3. Pencil rendering drawings a. Architecturalmaterials b. Light and shade B. Laboratory c. Foliagerepresentation; people and Laboratory periods are devoted tothe autos development of the complete set ofworking 4. Pen and ink rendering drawings for the original residentialdesign. a. Architecturalmaterials These working drawings shouldbe made on b. Line work; light and shade 22 by 34 inch tracing papersuitable for re- c. Overlaytone'work-sheets production. A uniform titleblock and border d. Foliage should be used on each sheet.All work 5. Color techniques should be done with instruments onlarge a. Coloredpencil (3 by 5 feet) drafting tables. b. Pastel The following drawings or setsof drawings c. Watercolor should be made: B. Laboratory 1. Plot plan showinghouse locations and 1. Students perform exercisein the various other pertinent features(suitable scale) media. basement plan (g 2. A finished presentationis made of the 2. Foundation plan or residential problem previously developed. inch = 1 foot) 3. A criticism is made of thecompleted 3. Floor plan (g inch =1 foot) presentation. 4. Four elevations (ginch = 1 foot) and III. Wood-Frame ConstructionWorkingDraw- 5. Typical wall section; ings and Details schedule 6. Interior kitchenand bath elevations A. Units of instruction construction (i inch = 1 foot) 1. Characteristics of wood-frame sections and details a. Western frame 7. Other required 88 N. Architectural Model Building If facilities are available, the model A. Units of instruction should be built to scale structurally.Each 1. Purpose of models structural member should bemade and 2. Types of models assembled as in actual construction.(Sug- a. Architectural gested scale: 3i inch= 1 foot.) b. Structural 2. Add complete landscaping to the model. 3. Construction techniques If facilitiesare not avail- 4. Use and safety of conventional wood- able, architectural models involvingonly working tools and machines exterior appearance rather than thecom- B. Laboratory plete structure should be madeas an 1. Make a model of a wood frame residence. alternate. Balsa woodor illustration board A residential design should be selected by walls can be sized and paintedor finished the instructor for the model building. The to resemble the required exteriorappear- class should be divided into groups or ance. crews of from five to eight for each model. The student originating the selected de- sign should aoLuLptiew chief to supervise Texts and References and help plan the construction. Reference should continually be made to the set of FAULKNER and FAULKNER. Inside Today's Home. working drawings done by the student HALSE. Architectural Rendering. MULLER. Architectural Drawing and Light Construction. while working on the models. Omissions SMITH. Principles and Practices of Light Construction. and errors in the drawings will readily SWEET'S CATALOG SERVICE. Architectural File. become apparent. TOWNSEND and DALZELL. How to Plan a House.

84 ADVANCED ARCHITECTURAL or other reproduction methods to show its DRAWING (STEEL STRUCTURES) reproductive qualities. Major Divisions Hours Per Week Hours Labora- Class, 1; Laboratory, 9 Class tory I. Orientation; Structural Steel Terminology, Steel Draft- Description ing Conventions, Manu- facture and Properties of The third drawing course introduces steel Steel, Methods of Fabri- frame buildings, commercial or institutional, cation and Erection 2 12 and the problems involved in theirrepresen- II. Typical DetailsRiveted, tation. Steel frame terminology, fundamen- Bolted, and Welded Con- tals of design elements, typical details, fram- nections, Columns, and ing plans, shop drawings, as well as the archi- Special Connections 6 30 tectural design drawings, are coveredso that III. Details of Minor Structural students may have the "total" experiencere- Features 2 28 quired in making the working drawings for IV. Shop Drawings Related to steel frame buildings. Heating and Cooling Information is presented during lecture peri- Equipment in Commer- ods just as it is in previous drawingcourses, cial Buildings 3 26 and specialized topics are introduced during V. Planning and Drawing the laboratory periods. Early exercises might best Working Drawings for a start with design information furnished by Small Commercial Build- the instructor; later exercises should require ing 3 48 the student to look up information in the .1 Manual of the American Institute of Steel Total 16 144 Construction (AISC), and other handbooks. I. Orientation; Structural Steel Terminology, Steel Alter terminology, structural steel symbols, DraftingConventions,Manufactureand and typical details are introduced,a lecture Properties of Steel, Methods of Fabrication period should be devoted to the conventional and Erection methods of selecting the necessary sections A. Units of instruction and details to be drawn and the system of 1. Class piocedure and objectives showing related framing plans and schedules 2. Structural steel terminology and abbre- to make a logical, well-laid-out drawing. viations All drawings should be made with pencilon 3. Steel manufacture and fabrication tracing paper. Toning of views for easier inter- a. Structural steel properties; sizes and pretation may be done on thereverse side of weights the paper. Each student's work should be b. Fabrication layouttemplates reproduced by blueprint or blueline machine c. Punching, drilling, and reaming

85 d. Cutting, sawing, and shearing d. Beam-to-column connections e. Rolling, bending, and straightening e. Seated connections f. Milling and finishing; riveting and f.Stiffened seated connections welding 4. Welded connections g. Cleaning, painting, marking, and in- a. Types spection (1) Butt 4. Structural steel drafting conventions (2) Fillet a. Symbols for fasteners b. Strength and allowable loads b. Symbols for typical steel shapes c. Beam-to-girder connections c. Types of steel drawings d. Beam-to-column connections (1) Preliminary plans and layouts 5. Column details (2) Projections and sections a. Framing plans and schedules (3) Framing plans b. Splices (4) Column schedules c. Column base plates (5) Erection schedules and diagrams d. Shear connections d. Conventions of linework e. Right- and left-hand details (1) Center-lines and break-lines f.Special connections (2) Cutting-plane lines (1) Staggered (3) Match-lines and gage-lines (2) Offset e. Selection and orientation of required (3) Inclined views 6. Dimensioning methods and clearance for (1) Scales field work (2) Location and layout 7. Marking, assembly, and erection (3) Symmetry B. Laboratory (4) Relating views for easy inter- 1. Draw typical problems using riveted, pretation bolted, and welded connections. B. Laboratory 2. Draw problems involving the use of 1. Make drawings of simple sections and handbooks in designing and selecting details to acquaint students with con- riveted connections. ventional steel symbolsriveted, bolted, 3. Draw problems involving the useof and welded. handbooks in designing and selecting 2. Draw problems of various steel shapes bolted connections. taken from the ALSO Manual. 4. Draw problems of column layouts with a. Steel beam with riveted connection schedules. b. Steel wide-flange column 5. Draw problems involving special con- c. Angle connection detail nections 3. Copy the beam details from a given draw- a. Framed and seated connections ing in the AISO Manta b. Stiffened and unstiffened riveted con- 4. Draw a detail, showing both shop connec- nections tions and field connections. c. Right- and left-hand connections II. Typical DetailsRiveted, Bolted, and Welded III. Details of Minor Structural Features Connections, Columns, and Special Connec- A. Units of instruction tions 1. Types of steel , gusset plates, and A. Units of instruction fasteners 1. Design drawings and shop drawings 2. Steel stair, details and drawings 2. Beam detailing connections 3. Concrete floors in steel frame and roof 3. Size and bolted connections decks a. Size and spacing a. Steel forming, corrugated metal b. Allowable loads of rivets and bolts in b. Open-web joists shear and bearing c. Bearing-wall details c. Simple framed connections 4. Typical curtain-wall details

80 B. Laboratory V. Planning and Drawing the Working Drawings 1. Draw the necessaryviews of a steel . for a Small Commercial Building. (For this Make a bill of material. project the instructor will furnish a small- 2. Design str.sel andshow the necessary scale floor plan, elevation, and framing plan details. for students.) 3. Draw various masonryfloor details and A. Units of instruction indicate the selected forming material. 1. Group discussion of the general problems 4. Draw a brick bearing-walldetail and show involved and the conventional procedures the use of an open-web roof joist. in solving the problems 5. Draw several typical curtain-walldetails 2. Discussion of the necessary drawings and used in steel frame construction. details required; representing the building on working drawings IV. Shop Drawings Related toHeating and Cool- 3. Arriving at solutions by trial-and-error ing Equipment in CommercialBuildings 4. Planning the layout of the set of drawings A. Units of instruction B. Laboratory 1. Architectural considerations 1. Devote the early laboratory periods to a. Space requiredfor equipment freehand sketches of preliminary ideas b. Insulation and material selection (schematic plan to be furnished by in- c. Accommodatingequipment and duct- structor before students begin actual work in structure instrument drawings). 2. Conventional heating-coolingsymbols, 2. Sheet layouts planned to determine scales. terminology, arid drawings 3. Make necessary drawings and details at 3. Procedures in sizing sheetmetal ductwork proper scales on tracing paper; finish set and registers of working drawings. 4. Piping drawings related toheating-cooling B. Laboratory Texts and References 1. Draw problems to introduce thesymbols AMERICAN INSTITUTE OP STEEL CONSTRUCTION. Manual and conventions on heating-coolingshop of Steel Construction; Structural Shop Drafting. plans. BATEMAN. Materials of Construction. HUNTINGTON. Building Construction. 2. Draw the ductwork andregister indica- JENSEN and CHENOWETH. Applied Strength of Materials. tions on a typical floor plan. MERRITT. Building Construction Handbook. 3. Plan the heating-coolingsystem for a SWEET'S CATALOG SERVICE. Architectural File. U.S. DEPARTMENT 011- HEALTH, EDUCATION, AND WELFARE) small commercial building, and select the OFFICE OF EDUCATION. Civil Technology, Highway and necessary equipment frommanufacturer's Structural Options, A Suggested R-Year Post High catalogs. School Curriculum.

87 ADVANCED ARCHITECTURAL DRAWING I. Symbols, Conventions, Standards ofRein- (CONCRETE STRUCTURES) forced Concrete Drawings Hours Per Week A. Make standard sections and views 1. Abbreviations and symbols Class, 0; Laboratory, 9 2. Selection of views 3. Codes Description B. Make engineering and placement drawings 1. Reinforcement This last architectural drawingcourse will 2. Bends and bar supports enable the student to have further experience 3. Columns and splices in preparing working drawings of commercial C. Illustrate marks and schedules structures with specific application to rein- 1. Beams forced concrete,Principlesofreinforced 2. Columns concrete are introduced to provide him with a background in the standards and the 3. Reinforcement conventions of logical detailing. D. Prepare bar lists and specifications E. Prepare drawing exercises of introductory More of the planning is left to the student material than inearliercourses, yet emphasisis F. Discuss and illustrate computer detailing placed on. the interrelation of the various schedules types of drawings required and the clear development of the complete architectural II. TypicalDetails plan. A. Drawconcrete floor joists Although a formal class lecture period is not B. Drawflat-slab floor shown forthiscourse, group discussions C. Drawa waffle flat-slab floor (especially during early periods) must be D. Drawa beam-Eind-girder floor conducted. The discussions should be held E. Drawa two-way flat and beam floor when students begin laboratory workon the F. Drawfoundations and columns various problems. Half-hour discussionsmay G. Drawwall details be most satisfactory. The instructors should H. Drawstair details insist that students make preliminary sketches I. Makea welded wire fabric drawing and develop them before permitting the preparation of final working drawings. Pro- fessional standards of drafting should be III. Precast and Prestressed Concrete maintained. A. General principles: Make drawings of the following: Major Divisions 1. Precast reinforced concrete Laboratory a. Typical detail problems hours b. Floor plans I. Symbols, Conventions, Standards of c. Fabrication details Reinforced Concrete Drawings__ 16 II. Typical Details 2. Prestressed concrete 36 a. Precast and cast in place III. Precast and Prestressed Concrete__ 20 IV. Shop Drawings of Plumbing and b. Typical building details c. Roof details Electrical Equipment.. 20 V. Preparation of the Working Draw- 3. Concrete details ings of a Simple Reinforced Con- B. Detailing procedure. Make detail drawings crete Building 52 of members: 1. Precast Total 144 2. Prestressed

88 N. Shop Drawings of Plumbing and Electrical B. Make instrument drawings of required plans, Equipment details, and schedules A. Plumbing drawings. Make example draw- C. Evaluate and criticize the finished work ings showing: 1. Symbols and abbreviations 2. Typical details 3. The plumbing plan B. Electrical drawings. Make example, drawings Texts and References showing: 1. Conventional symbols and abbreviations AMERICAN CONCRETE INSTITUTE. Manual of Standard 2. Typical details Practice for Deteling Reinforced Concrete Structures. DUNHAM. The Theory and Practice of Reinforced Concrete. 3. The electrical plan HOWARD. Structure, an Architect's Approach. V. Preparation of the Working Drawings of a LARSON. Portland Cement and Asphalt . Simple Reinforced Concrete Building. (Small- LIN. Design of Prestressed Concrete Structures. scale architectural floor plan, elevations, and MCKAIG. Applied Structural Design of Buildings. MUNCE. . framing plan should be furnished by the PRESTON. Practical Prestressed Concrete. instructor. For variety, a type of commercial SALVADORI and LEVY. Structural Design in Architecture. building different from that used in the U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WEL- previous course should be furnished.) FARE, OFFICE OF EDUCATION. Civil Technology, High- way and Structural Options, A Suggested 2-Year Post A. Make preliminary sketches: High .School Curriculum. 1. Proposals WANG and SALMON. Reinforced Concrete Design. 2. Drawing of set layouts and scales WINTER and OTHERS. Design of Concrete Structures.

39

1 BUILDING CONSTRUCTION I. Introduction to Estimating ESTIMATING A. Units of instruction 1. Kinds of estimates a. Detailed Hours Per Week b. Unit-quantity Class, 3; Laboratory, 6 c. Total-quantity d. Approximate or shortcut e. Complete Description f. Quantity survey This course introduces the student to the g. Contractors'estimates basic methods of estimating and develops a h. Architects' or engineers' estimates system for doing quantity surveys.The i.Progress j. Final estimates course also preparesthe student to make of estimates that are 2. Qualifications of an estimator some of the kinds 3. Preliminary investigations (visiting the commonly used in as-thitectural and building site) construction. 4. Five subdivisions of estimating Lecture periods are used to show the student a. Materials different methods of estimating for each of b. Labor the major elements which will be prepared c. Plant in detail in the laboratories to follow. The d. Overhead class should be divided into three- or four- e. Profit man groups; each groupshould be issued a 5. Sources of error setofdrawings andspecificationsfrom 6. Checking the estimate which to work. Major Divisions B. Laboratory Hours 1. Mensuration; solvesample problems in: Labora- a. Linear measure Class tory b. Square measure or measures ofsurfaces I. Introduction to Estimat- c. Cubic measure orcubical contents ing 6 18 d. Computation of area of a square; rec- II. Excavation 4 6 tangle or parallelogram III. Foundations and Concrete.. 4 6 e. Computationof area of a triangle IV. Masonry 5 12 f. Computation of circumferenceof a V. Waterproofing and Damp- circle proofing 2 3 g. Computationof area of a circle VI. Wood Constructionand h. Computation of cubical contentsof Roofing 6 12 a circularcolumn VII. Structural Steel and Sheet i.Computation of cubical contents of Metal 3 any solid VIII. Lathing and Plastering.. 3 6 j. Computation by decimal systemof IX. Doors, , and numerals in estimating Hardware 3 3 k. Computation of board feet X. Painting,Papering,and Glazing 6 XI. Plumbing 3 6 XII. Heating and Air Condition- II.Excavation ing 3 6 XIII. Electrical 3 6 A. Units of instruction 1. Cross-sectioning method Total 48 96 2. Borrow-pit method 40 B. Laboratory V. Waterproofing andDampproofing 1. Work a problemusing the cross-section- A. Units of instruction ing method from a topographical survey. 1. Painting withwater-resisting paint or 2. Work a problemusing the borrow-pit compound method from a topographical survey. 2. Plastering withwater-resisting mortar adding powder III. Foundations and Concrete 3. Integral waterproofing by or compounds A. Units of instruction 4. Placing of membranes 1. Piling and bracing B. Laboratory 2. Footing in cubicyards Prepare a quantity survey of a basement 3. Forms in squarefeet of form surface floors, wall using: 4. Walks,drives,retaining walls, 1. Two layers of feltand three coats of roofs, columns, beams, etc., in cubicyards asphalt. or cubicfeet of concrete and water-resisting pounds or tons 2. An outside membrane 5. Reinforcing steel in paint. 6. Finishing concretein squarefeetor square yards VI. Wood Construction andRoofing 7. Curing concrete incubic yards or cubic A. Units of instruction feet or ill square yards or squarefeet 1. Rough B. Laboratory 2. Millwork and interiorfinish drawings Working from a set of working 3. Roofing and specifications, makequantity surveys B. Laboratory for the following: 1. Prepare a quantity surveyof the rough 1. Footings carpentry for a one-storyresidence. 2. A formed fmndationwall for an asphalt- in a concrete slab and 2. Prepare a quantity survey 3. Amount of steel strip shingle roof for a one-storybuilding. columns 4. Finishing concrete VII. Structural Steel andSheet Metal IV. Masonry A. Units of instruction 1. Estimating ofstructural steel A: Units of instruction metal 1. Brick masonry and mortar 2. Estimating of sheet B. Laboratory 2. Stone masonry and mortar quantity survey of asmall, 3. Concrete block,brick, and masonry 1. Prepare a structural-steel frame building 4. Hollow clay tile(terra-cotta) masonry for a one- 5. Gypsum block andtile masonry 2. Prepare a quantity survey story residence forthe following sheot 6. Architectural terra-cotta metal work: B. Laboratory a. Guttersand leaders 1. Prepare a quantity surveyof a brick b. Flashing veneer wall from aset of working draw- c. Termiteshields ings and specifications. Plastering 2. Prepare a quantity surveyof a stone VIII. Lathing and masonry retainingwall. A. Units of instruction 3. Prepare a quantity surveyof a concrete 1. Kinds of lathingand uses block foundation wall, and aCeramic the 2. Kinds of plasteringand uses bathroom wall. B. Laboratory of an 8-inch, 1. Prepare aquantity survey for a one- 4. Prepare a quantity survey and load-bearing the wall. story residence,using gypsum lath 5. Prepare a quantity surveyfor a steel metal lath for bathroom tile. 2. Prepare a quantity surveyfor a one- column by Using fire-proofing three-coat plas- 6. Prepare a quantity surveyof a coping on story residence, using a a parapetwall. tering job. 41 IX. Doors, Windows, and Hardware XI.Plumbing A. Units of instruction A.Units of instruction 1. Kinds of doors and uses 1. Rough plumbing 2. Kinds of windows and uses 2. Finished plumbing 3. Selection of hardware B.Laboratory B. Laboratory 1. From a setofplumbing plansand Working from schedules and specifications, specifications, prepare a quantity survey do a quantity survey for: of the rough plumbing. 1. Doors 2. From asetof plumbing plans and 2. Windows specifications, prepare a quantity survey 3. Hardware of the finished plumbing. X. Painting, Papering, and Glazing XII.Heating and Air Conditioning A. 'Units of instruction A.Units of instruction Kinds of paints and uses, and methods 1. Kinds of heating systems used in estimating 2. Kinds of cooling systems 2. Papering, sizing, and paste B.Laboratory a. Where used From a set of heating plans and specifica- b. Methods used in estimating tions, prepare a quantity survey for a 3. Glazing brick veneer residence (heating and cooling). a. Kinds of glass XIII.Electrical b. Methods used in estimating B. Laboratory A.Units of instruction 1. Prepare a quantity survey for a one- 1. Wiring or "rough work" story residence for interior painting 2. Fixtures or "finish work" 2. Prepare a quantity survey for a one- B.Laboratory room, oak floor. From a set of electrical plans and spec- a. Filling ifications,prepare an estimatefor ' a b. Shellacking brick residence for: c. Varnishing 1. Rough wiring 2. Finished electrical work d. Waxing e. Polishing 3. Prepare a quantity survey for papering a living room from a set of plans. Texts and References 4. Prepare a quantity survey for a one-story BREED and HOMIER. Elementary Surveying. residence for glazing. Assume that all PULVER. Construction Estimates and Costs. windows will be glazed. WASS. Building Construction Estimating.

42 BUILDING MATERIALS AND commonly found in construction workto gain CONSTRUCTION METHODS the most from the laboratory work. In addition, if possible, the class should make two or three visits during the semester to Hours Per Week buildingsunderconstructiontoacquire Class, 3; Laboratory, 3 knowledge of how materialsareutilized. Laboratory time may also be allottedto the viewing of filmstrips and motion pictures and Description to the reading of assigned articles in related magazines and journ:as. This course is a broadsurvey of the materials used in construction, the buildings made Major Divisions from such materials, and themanner in Hours which these materials and structures are uti- Labora- lized. The course will familiarize the student Clem tory with the components of modern construction I. Wood 8 12 so that he can select the material best suited II. Concrete 8 6 for the application, whether from the stand- III. Masonry 8 6 point of durability and serviceabilityor from IV. Metal 10 12 that of appearance, or both. V. Finishes and Preservatives__ 6 9 The course coversan extremely large subject VI. Other Materials 8 3 area. The instructor, in preparing a day-by- day outline of items to consider, should Total 48 48 therefore limit the discussion to the major I. Wood aspects of each topic; more detailed informa- tion on each kind of material will be intro- A. Units of instruction duced in the laboratory work. 1. Types; characteristics; generaluse; classi- fication As far as possible, depending on class size, 2. Seasoning; moisture content student projects in the laboratory should 3. Lumber manufacturing; defects; grading coincide with the background covered in the 4. Structural use lecture periods. For example, when lectures 5. Exterior use and interior use deal with the characteristics and manufac- B. Laboratory ture of brick, projects in the laboratory 1. Construct a small project of wood re- should be in brick construction, possibly quiring the cutting and truing of edges small exercisesin bricklaying,or typical with hand tools. problems related to this trade. 2. Cut the following typical wood joints: During the laboratory periods students should a. Miter. become familiar with building materials and b.. Dado the techniques of using them. Thepurpose of c. Rabbet the laboratory is not to train craftsmen such d. cuts (cope) as masons or carpenters but rather to enable e. Spline students to gain insight Into the architectural 3. Build typical carpentry framing details, properties of the materials by working with such as: the materials. Ideally, students should have a. Sill (use full-size 2 x 4's) some experience with the wide range of skills b. T-post stud wall intersection

43 352-883 c. Corner post 3. Bend reinforcing steel for. a typicalcon- d. Rafter layouts crete form. II. Concrete 4. Out and thread typical steel pipe speci- A. Units of instruction men. 1. Cement; aggregates 5. Out and sweat a copper fitting and joint. 2. Strength; durability; curing 6. Prepare a short length of gravel stop from 3. Mixing; placing; finishing galvanized iron,copper, or aluminum. 4. Admixtures V. Finishes and Preservatives 5. Structural use A. Units of instruction 6. Exterior use 1. Paint; shellac; varnish; coatings 7. Interior use 2. Wood treatments B. Laboratory 3. Metal treatments 1. Mix a 1:2:4 mix of concrete andcast a 4. Vaporproofing;dampproofing;water- splash block. proofing 2. Mix and finish concrete specimens with B. Laboratory the following finishes: 1. Finish panel specimens of lead base paint, a. Steel trowel finish water base paint, enamel, shellac,or other b. Float finish finishes. c. Broom finish 2. Finish small project of wood with natural 3. Mix a terrazzo mix; pour, and finish it. stain and proper finish. III. Masonry 3. Antique a small painted project. A. Units of instruction 4. Prepare and tape agypsum board. 1. Concrete block and brick 5. Prepare and painta galvanized iron 2. Cast stone specimen. 3. Natural stone 6. Clean mortar froma small brick wall. 4. Fired clay products VI.Other Materials 5. Mortar A.Units of instruction 6. Structural use 1. Glass 7. Exterior use 2. Plastics 8. Interior use 3. Bitumens B. Laboratory 4. Minerals (asbestos, lime,gypsum, mica, 1. Prepare a batch of mortar for brickwork. and the like) 2. Lay small wall of solid brick. 5. Paper 3. Lay small brick cavity wall. 6. Pulp products 4. Lay small wall of concrete block and brick B.Laboratory veneer. 1. Cut and glaze a small light in a window. IV. Metal 2. Make a small project from plastic. A. Units of instruction 3. Prepare a small area of a 5-ply built-up 1. Types; characteristics roof with gravel stop. 2. Manufacture of iron and steel 4. Prepare and apply a small area of acous- 3. General properties; use tical plaster. 4. Alloys 5. Structural use 6. Exterior use 7. Interior use Texts and References 8. Non-ferrous HORNDOSTEL. Materials for Architecture: An Encyclopedic B. Laboratory Guide. 1. Arc-weld a typical steel connection. HUNTINGT011. Building Construction: Materials and Types of Construction. 2. Make a typical riveted connection (use MERRITT. Building Construction Handbook. aluminum rivets). SWEET/8 CATALOG SERVICE. Architectural Pile.

44 BUILDING SERVICE SYSTEMS Major Divisions (MECHANICAL AND ELECTRICAL) Houra Labora- Hours Per Week Class tory I. Illumination for Buildings_ 6 6 Class, 3; Laboratory, 3 II. Comfort, Heat Loss, and Heat Gain 6 6 Description III. Heating and Heating Sys- tems 9 9 This course introduces the study of the IV. Air Conditioning and Cli- materials and equipment used in the mechani- mate Control 6 6 cal and electrical service systems of buildings V. Water Supply and Fire Pro- and also presents methods of designing certain tection 4 4 parts of the various systems. It provides the VI. Drainage Systems, Plumb- student with information on how a modern ing,and SewageDis- building operates and, at the same time, posal 4 4 enables him to make reasonable preliminary VII. Electrical Sources, Mater- selections of the necessary equipment. The ials, and Distribution.. 6 6 laboratory work parallels that of the class- VIII. Elevators and Escalators 4 4 room and in some instances may be an exten- IX. Building Acoustics 3 3 sion of it; for example,a design problem may be started in the classroom and completed Total 48 48 in the laboratory. The course is not intended to bea comprehen- sive design course. The example problems I. Illumination for Buildings should illustrate general principles and should not become involved in minute design aspects. A. Units of instruction Each section in the outlinecan be presented 1. Definition of terms independently, but thesequence of certain 2. Characteristics of light and its measure- sections should be preserved. If it is desired to ment rearrange the order of presentation from that 3. Lighting applied to building use listed, Sections II, III, IV, V, and VI should be a. Brightness sequential. b. Contrast c. Absorption A laboratory notebook should be required of d. Reflection each student in which he keeps the sketches, e. Diffusion diagrams, and computations prepared in the f. Transmission laboratory. The instructor she ald at all times g. Glare emphasize the relationship of the subject h. Color material to its use in buildings and should 4. Luminaires and their characteristics guard against treating each subjectas a 5. Sources of light separate entity. Students should beencour- a. Types aged to observe the service systems and equip- b. Characteristics ment of buildings so that they may be better c. Operation able to realize the intimate relationship of this 6. Types of lighting systems equipment to the building aswhole. 7. Methods of illumination

45 8. Lighting system design 13. Constructionmethodsandbuilding a. Occupancy and use of space;ec- orientation applied to heat gain onomics of lighting 14. Methods of heat gain computations b. Reflectance of surfaces B. Laboratory c. Fixture selection and location 1. Calculate coefficients of heat transmis- d. Light output for luminaires sion for various floor, wall, and roof e. High-lighting and accent-lighting constructions; compare calculated values 9. Flood lighting with values from tables in thetext or in 10. Emergency lighting references. B. Laboratory 2. Expand the computations begun in No. 1. Make sketches showing the effects of 1 to include the determination of heat various luminaire types and placement losses from individualrooms; includit on visual tasks at the working plane: infiltration or ventilation air. a. Direct glare 3. Determine the total heat loss fora small b. Reflected glare residence or commercial building. c. Definition of objects 4. Establish the design conditions and 2. Design generallighting systems for estimate the heat gain for thesame rooms with different occupancy and use. building used in No. 3 above. Show fixture layout diagrams, and dis- cuss different possible arrangements us- III. Heating and Heating Systems ing both incandescent and fluorescent A. Units of instruction lamps. 1. Methods of supplying heat to buildings 3. Assume typical costs of fixtures, lamps, a. Fuels and electrical energy. Consider lamp b. Burners replacement,maintenance, and fixed c. Methods of distribution charges; and preparean annual cost 2. Heating with warm air comparison for different lighting systems a. Systems using individual supply and designed for the sameroom. return ducts b. Systems using crawlspace as a plenum II. Comfort, Heat Loss, and Heat Gain c. Systems with perimeter duct A. Units of instruction d. Controls and safety devices 1. Conditions affecting human comfort e. Sample computation of duct size and a. Relative humidity register location b. Air temperatures 3. Heating with hot water c. Surface temperatures a. One and two-pipe systems d. Dust b. Systems with individual radiating de- e. Air motion vices f. Odors c. Systems with radiant panels 2. Effective temperature d. Controls 'nd special equipment 3. Average comfort conditions e. Sample design computation and pipe 4. Climate control layout 5. Heat transmissionthroughbuilding 4. Heating with steam materials a. Relationship of pressure, temperature, 6. Heat transmission through combined and heat content of steam used for materials heating b. Air-vent systems 7. Heat losses from ground-supportedcon- crete slabs c. One-pipe and two-pipe systems d. Gravity and mechanical systems 8. Indoor and outdoor design temperatures e. Zoning for large buildings 9. Infiltration and ventilation f. Sample pipe size determination 10. Vapor barriers and insulations g. Controls and special equipment 11. Sources of heat gain in buildings 5. Heating with electricity 12. Thermal pressure effect 61 thesun a. General concepts and suitability

46 b. Construction considerations toreduce 3. Prepare a drawing of abasic psychro- heat loss metric chart, and indicate the position c. Types ofelectric heating equipment of the major scales, showing the units of d. Operating costs measurement for each. e. Controlsand special equipment 4. Select a point on apsychrometric chart to represent the initialconditions of B. Laboratory diagrams showing the an air sample.Construct a circle about 1. Prepare isometric this point, and state what must be done various methods of heatdistribution. diagram showing to the initial air sample sothat it would 2. Prepare an isometric points plenum and duct assembly at a warm-air have the properties indicated by on this circle 30degrees apart. Record furnace. the properties of the air sample foreach 3. Prepare an isometricdiagram showing piping and controls at a hot-waterheating point. 5. Using the psychrometricchart, deter- plant. diagram of the supply mine the temperature andmoisture 4. Prepare a layout content of the air in thevarious sections and return ducts for a smallwarm-air unit for heating system, and determinethe size of of a central air conditioning the following uses: ducts and fittings needed. a. 100 percentairtreated, summer 5. Prepare an isometriclayout of the piping hot- conditions needed for a small one- or two-pipe winter con- water heating system,and determine the b. 100 percent air treated, pipe ditions required sizes of supply and return air recirculated, summer con- for the system. c. Some 6. Prepare a layoutdiagram of the equip- ditions ment used for a smallelectrical heating V. Water Supply and FireProtection system. Assume the useof (a) baseboard A. Units of instruction units, and (b) radiant ceilingpanels. 1. Sources of water Climate Control 2. Impurities in water IV. Air Conditioning and 3. Water treatment A. Units of instruction 4. Public water systems 1. Refrigeration methods 5. Private water systems 2. Definition of terms 6. Pumps and pumpingsystems 3. The psychrometric chart 7. Types of pipes andfittings 4. Humidity control 8. Considerations inpiping installation 5. Temperature control 9. Hot water requirements,storage, and 6. Air flow requirements heating 7. Air conditioningequipment 10. Up-feed distributionsystems 8. Air conditioning systems 11. Down-feed distributionsystems 9. Distribution of conditionedair in build- 12. Sample computationsfor pipe sizes ings 13. Water sprinkler systems 10. Design temperaturesand conditions 14. Standpipe systems B. Laboratory B. Laboratory 1. Prepare a schematic diagramof the major 1. Prepare anisometric diagram of the sections of a central air conditioning plant cold and hot water pipingfor a small using air distribution. Discuss the useof residence or commercialbuilding, using each section as it applies to summer and an up feed watersupply system. Deter- winter operation of the system. mine the necessary pipesizes. 2. Prepare a schematic diagramof the major 2. Prepare an isometricdiagram of the cold sections of a central air conditioning plant and hot water piping for asmall com- using chilled or heated water distribution. mercial building, using adown-feed Discuss the flow of heat from the condi- water distribution system.Determine tioned space to the atmosphere. the necessary pipe sizes

47 VI. Drainage Systems, Plumbing, and Sewage VIII. Elevators and Escalators Disposal A. Units of instruction A. Units of instruction 1. Types of elevators 1. Components of a building drainage system 2. Speed controls 2. Venting of building drainage systems 3. Safety devices 3. Plumbing fixtures and drainage products 4. Scheduling and timing methods 4. Tests on plumbing and drainage systems 5. Costs of systems 5. Storm and rainwater drainage 6. Sample computations for elevator re- 6. Sample computations for vent and drain quirements in buildings pipe sizes 7. Freight elevators B. Laboratory 8. Types of escalators installation 1. Prepare an isometric diagram showing the 9. Size and capacity of escalators major drain and vent piping requirements 10. Safety considerations for buildings in general 11. Fire protection 2. Prepare an isometric diagram of the vent B. Laboratory and drain piping for a residence. Show 1. Assume that a medium-sized office build- required pipe sizes ing (10 or 12 floors) has a population of 3. Prepare an isometric diagram of the vent from 1,200 to1,500. Select elevators and drain piping for a small commercial having various capacities and speeds; building. Show required pipe sizes determine the number of elevatorsre- VII. Electrical Sources, Materials, and Disvribu- quired, the passenger waiting time, and tion the cost of the different systems using A. Units of instruction each of the elevators selected 1. Types of electrical service supplied to 2. Assume that a large office building (40 to buildings 50 floors) has a population of from 4,000 2. Types of electrical service required by to 5,000. Divide this building into three various devices zones. Estimate times and percentage of 3. Electrical distribution systems the population of each zone to be moved, 4. Electrical materials and recommend an elevator installation a. Conductors for this building b. Switchboards IX. Building Acoustics c. Panelboards d. Fuses and circuit breakers A. Units of instruction e. Raceways 1. Properties of sound 5. Electrical load determination 2. Reflection, absorption, and transmission 6. Branch circuit and wire size determina- of sound tion 3. Hearing B. Laboratory 4. Reverberation 5. Reduction of noise 1. Preparealayoutoftheelectrical service for a medium-sized residence. 6. Acoustical properties of materials Include lighting, laundry equipment, and 7. Room size, shape, and occupancy yard lighting. Assume that a heat pump B. Laboratory will be used with 20 kw additional 1. Prepare plan and section views of several resistance heat. Show switching arrange- geometrically shaped rooms and show, in ments for lights and receptacles general, the sound propagation in each 2. Estimate the electrical load requirements room. Consider the sound source in each in No. 1 and specify the switchboard and room to be (a) at one end, (b) in the cen- branch panel requirements ter, (c) near the ceiling. 3. Estimate the electrical load for a small 2. Specify floor, wall, and ceiling materials commercial building. Locate the proper for each of the rooms in No. 1; determine control and circuit boards and determine the reverberation time for each room. the feeder-wire sizes Suggest changes la the type or location of

48 the materials usedso as to produce a ILLUMINATING ENGINEERINGSOCIETY. IES Lighting room having improved acoustic Handbook. properties. JENNINGS. Heating and Air Conditioning. KINZEY and SHARP. Environmental Technologiesin Archi- tecture. MANUFACTURERS' CATALOGS AND PUBLICATIONS. Texts and Referenc3s MCGUINNESS and OTHERS. Mechanical andElectrical Equipment for Buildings. NATIONAL BOARD OF FIRE UNDERWRITERS.National AMERICAN SOCIETY OF HEATING, REFRIGERATION,AND . AIR, CONDITIONING ENGINEERS. ASHRAEGuide and NATIONAL FIRE PROTECTION ASSOCIATION.National Elec- Data Book. tric Code. CLARK and VIESSMAN. Water Supply and Pollution Control. ROGERS. Thermal Design of Buildings.

49 CONSTRUCTION PLANNINGAND D. Fuel, power, and water supplies E. Equipment planning and selection CONTROL F. Local ordinances G. Bonds and insurance Hours Per Week II. Job Planning and Organization A. Field organization Class, 3 B. Office organization C. Local material and labor supply Description D. Coordination of sub-contractors E. Types of contracts This course is a general survey ofthe points F. Materials delivery and storage that must be considered in aconstruction G. Safety during construction project. It covers the methods ofdetermining H. Public relations the quantity and cost of the materials,labor, I. Job supervision and equipment required, thescheduling of J. Accounting procedures and forms construction operations and an introduction III. Earthwork and Excavation to the Critical Path Method(CPM) of sched- uling. A. Types of earthwork equipment and costs B. Air-operated equipment The instructor should rely heavily oncatalogs, C. Capacity and operationoftractor-type equip- brochures, and descriptive literature of equipment ment manufacturers. For some sectionsof the D. Operations with clamshell, dragline, andhoe course studentswill need handouts of typical E. Operations with bulldozer and charts or forms. If practicable, theclass should its F. Excavating-and-hauling units visit several construction sites following G. Recordkeeping on excavation discussion of a particular type of equipment H. Soil exploration and types of soil or phase ofoperation. I.Compaction and stabilization of soil Major Divisions #1'77,77- Class hours I. Preliminary Considerations 3 IL Job Planning and Organization 3 III. Earthwork and Excavation 6 IV. Subsurface Work 6 V. Materials Handling and Place- ment 6 VI. Cost Estimating 6 VII. Construction Scheduling 6 VIII. Introduction to CPM Scheduling_ 6 IX. Job Inspection 6 Total 48 I. Preliminary Considerations A. Topography of the site Figure 14.Planning and managing the sequence of building opera. Vans is critical and requires that technicians understandmaterials, B. Buildings near the site design, construction methods, and modem building sequences. Good C. Base lines, reference marks, and levels planning provides highquality construction at reasonable costs.

50 IV. Subsurface Work E. Equipment schedules A. Pumps and drainage equipment F. Materials schedules B. Cofferdams and caissons G. Rescheduling C. Piles and pile-driving H. Job communication D. Sheet piling VIII.Introduction to OPM Scheduling E. Wellpoints A. F. Rock excavation General considerations and application B.Comparison with bar charts G. Underpinning C.Arrow diagrams V. Materials Handling and Placement D.Network diagrams A. Elevator and conveyor systems E.Elapsed time B. Hoisting equipment F.Float time C. Steel frame erection and alignment G.Determining critical path D. Riveting, bolting, and welding equipment H.Time related to cost E. Concrete mixing and batching I.Setting up a CPM network F. Transporting; placing; vibrating equipment J.Using the CPM network G. Bending, placing, and supporting reinforce- IX. Job Inspection ment A. Duties and responsibilities VI. Cost Estimating B. Authority A. Preliminary estimates and unit costs C. Inspector's reports B. Job analysis and work requirements D. Equipment requirements C. Labor and equipment requirements E. Relations with labor and other contractors D. Labor costs F. Limitations K Equipment costs F. Materials and small tool costs Texts and References G. Overhead and other costs CARSON, General Excavation Methods. VII. Construction Scheduling CLOUGH. Construction Contracting. A. General procedures DEA.THERAGE. Construction Scheduling and Control. B. Master schedule MERRITT. Building Construction Handbook. O'BRIEN. CPM in . C. Progress reports and charts OPPENHEIMER. Erecting Structural Steel. D. Labor schedules STUBES. Handbook qr Heavy Constructior:.

51 ELEMENTARY SURVEYING Field work should approximate industrial practice, with considerable emphasis on the Hours Per Week degrees of precision required in good survey- ing practice. iField notes should be reduced to a convenient form for the plotting or calcu- Class, 1; Laboratory, 3 lAtion of distances and volumes. Field note- books should be kept according to good Description professional practice, and errors of closure should be recorded. If a survey group exceeds The elementary course in surveying includes the permissible error on a field problem, it the fundamentals of plane surveying and the should repeat the problem outside the regular use of surveying equipment. It emphasizes class hours. Students should become profi- architecture-related aspects of surveying and cient in the duties of each member of a survey the development of skills in using surveying group by rotating froni. position to position. field information. The measuring of distance, They should be required to read and study theory and practice of leveling, angles and the daily assignments as homework. The bearing principles and use of the transit, students should also have some computations stadia, contour and topographic surveying, to finish outside of class time after starting and construction surveying problemsare them in the classroom. studied in coordinated class and laboratory assignments. Major Divisions The instructor may need to change the se- quence of the subject matter as shown in the Hours course outline. In the geographical locations Labora- where extreme or inclement weather condi- I. IntroductiontoSurveyingClass tory tions occur early in the semester, the indoor Instruments 1 3 work like computations, plotting, office de- II. Leveling 3 9 tails, lectures, and demonstrations may need III. TransitandTape (and to be given before any field work can be done. Stadia) 3 9 However, surveying is an outside activity, IV. Contour Surveys and Topo- and effort should be made to do field work graphic Mapping 5 15 whenever poss;.ble. V. Construction Surveys 4 12 The terrain selected for field problems should be rugged enough to introduce normal com- Total 16 48 plexities but not so rugged as to require I. 'Introduction to Surveying Instruments excessive time in execution. The area used A. Units of instruction for surveys should be one in which the 1. Class procedure and objectives stakes can be left in place until the survey is 2. The level instrument completed, after which each survey group a. Hand level. should remove the stakes and other markings. b. Dumpy 10 vel Laboratory-field survey periods will generally 3. The level rod be 3 hours, once a week, with a 1-hour 4. The tape period for class lectures and problem-solving; a. Steel tape however, this arrangement may be altered to b. Metallic tape fit the circumstances. c. The

52 d. Steel pins f, Horizontal and vertical motion e. Range poles g. Upper and lower motions 5. The transit 3. Vernier and its use B. Laboratory a. Linear and circular scales 1. Practice setting up the level. b. Vernier readings 2. Practice reading the level rod. 4. Setting up transit for use 3. Practice taping: a. Instrument leveled a. On level ground b. Instrument centered over fixed point b. On sloping ground 5. Measuring horizontal angles II. Leveling 6. Prolonging a straight line A. Units of instruction 7. Measuring vertical angles 1. General pinciples of leveling 8. Measuring angles by repetition 2. The dumpy level 9. Transit-stadia surveying theory a. Principle a. Telescope b. Stadia constants (1) Eyepiece c. Interval factor (2) Cross-hairs d. Horizontal sights (3) Parallax e. Inclined sights b. Bubble-tube f.Reduction of stadia notes c. Tangent and clamp screws 10. Sources of error d. Leveling screws and foot-plate a. Imperfect adjustment of transit e. Tripod b. Reading the vernier 3. Level rods e. Sighting and parallax 4. Theory of leveling d. Setting over point a. Bench mark e. Soft ground b. Turning point f. Reading stadia rod; rod not plumb; c. Backsight length of rod d. Height of instrument e. Foresight B. Laboratory 1. Practice setting up -tensit and reading 5. Field procedure a. Makeup of groupmembers angles. b. Note-keeping 2. Practice measuring distances using tran- c. Signals sit to prolong a line. 6. Sources of error in leveling 3. Perform a deflectionangle traverse, B. Laboratory checking distances by stadia. 1. Run a short bench mark level circuit IV. Contour Surveys and Topographic Mapping and record in notebook. 2. Run a longer bench mark level circuit. A. Units of instruction 3. Run another bench mark level circuit; 1. Characteristics of contours and contour level circuit not checked within allow- lines able accuracy should be repeated. 2. Systems of contour points 3. Contour line construction III. Transit and Tape (and Stadia) 4. Contour map problems A. Units of instruction 5. Field methods of procuring information 1. Description of transit for contours a. Use of instrument b. Care of instrument O. Horizontal control for topographic sur- 2. Definition of terms as applied to transit veying work a. Traverse a. Orientation b. Triangulation b. Backsight and foresight 7. Vertical control c. Normal and directposition 8. Accuracy map d. Inverted position 9. Scale of map e. Reversal of instrument 10. Contour interval

53

It B. Laboratory Texts and References 1. Prepare a contour map from apre-assem- bled set of field notes. BOUCHARD. Surveying. 2. Perform a transit-stadia traverse and DAVIS and FOOTE. Surveying:Theory and Practice. determine the contours for anarea. KISSAM. Surveying. LAURILIA. Electronic Surveyingand Mapping. 3. Locate and plot contours and topography RAYNER and SCHMIDT. Elementary for an area from the traverse. Surveying. SMIIINOFF. Measurements for Engineeringand Other Surveys. V. Construction Surveys U.S. DEPARTMENT OF COMMERCE,COAST AND GEODETIC A. Units of instruction SURVEY. Sines, Cosines, andTangents; Ten Decimal 1. Field layout of structures Places-0 Degrees to 6 DegreesLambertProjections. a. Set temporary stakes for corners of . The State Coordinate Systems. . Topographic Sheets (of school area). structure U.S. DEPARTMENT b. Measure diagonals and check OF HEALTH, EDUCATION, AND WELFARE, OnICE OF EDUCATION. CivilTechnology, Highway and c. Set batter boards P t determined grade Structural Options, A Suggested s-YearPost High School d. Determine alinementacross batter Curriculum. boards U.S. DEPARTMENT OFTHE INTERIOR, BUREAU OF LAND 2. Field staking for earthwork MANAGEMENT. Restoration of Lostor Obliterated Cor- a. Original grade ners and Subdivision. of Sections. b. Finished grade 3. Pipeline layout 4. Setting screed stakes for concrete work B, Laboratory Visual and Training Aids 1. Perform field layouts for non-rectangular U.S. Department of Transportation, buildings. Bureau of Public Roads, Washington, D.C. 20553. 2. Set finished grade stakes in contourmap Safety in Highway Surveying. 16mm., 25 min., color, traverse area. sound.

54 Mathematics and Science Courses changing, periodic reviews ofcourse content ,ft*.,1t4t. and textbooks are in order. In special applica- tions, such as shear and moment diagramsor TECHNICAL MATHEMATICS I centroids, supplementary materials (hand- outs) and problems may prove beneficial. Hours Per Week The students are expected to supplement classroom work withadequate problem- Class, 5 solving and study for each hour spent in Description class.

The course in algebra and trigonometry deals Major Divisions Class with principles and applications in the tech- hours nology. The choice of topics and the order in I. Factoring and Fractions 4 which they are presented integrate mathe- II. Algebraic Functions 23 matics with the technical courses in the III. Exponents and Radicals curriculum. The real number systemis IV. Logarithms developed as an extension of natural num- V. Inequalities 4 bers; various systems of numbers are intro- VI. Linear Variation 2 duced. VII. Theory of Equations 4 A study of the slide rule is presented, and a VIII. Progressions 3 few minutes each day for several weeks may IX. Introduction to Trigonometry 10 be devoted to the use of the slide rule, sig- X. Slide Rule 6 nificant figures, and scientific notation, in- XI. Oblique Triangles stead of concentrating on each topic for XII. Vectors 7 several periods of continuous study. Funda- mental and advanced algebraic operations, Total 80 the rectangular coordinate system, and the analytic geometry of the straight line are stud- I. Factoring and Fractions ied. Inequalities are considered, along with A. Review of factoring techniques equations and identities. Determinants are B. Operations with fractions introduced as a means of solving systems of C. Compound fractions equations.Exponential and trigonometric relationships are explored. Fundamental trigo- II. Algebraic Functions nometric concepts and operations are studied, A. Linear equations with emphasis on the right triangle and B. Quadratic equations graphic representation of the functions. C. Systems of equations The various topics should be introducedso D. Graphical solutions as to emphasize the basic principles involved E. Determinants and the important role each plays in archi- F. Logarithmic equations tecture and building construction technology. G. Exponential equations Practical problems, many from the technical H. Worded problems field, should be assigned to reinforce under- III. Exponents and Radicals standing of the topics studied. A. Laws and exponents Since engineering technology is continually B. Positive and negative exponents

55 C. Fractional exponents C. Use of trig tables and interpolation thereof D. Properties of radicals D. Significant figures E. Operations with radicals E. Solution of right triangles F. Radian measure IV. Logarithms G. Angular motion and arc length A. Definition and properties of logarithms B. Operations with logarithms X. Slide Rule C. Use of log tables A. Multiplication and division D. Relationship of base 10 and base"e" logs B. Roots and powers C. Trigonometric scales V. Inequalities D. Solution of right triangles A. Linear inequalities E. Introduction to log-log scales B. Quadratic inequalities C. Graphical solutions XI. Obliclue Triangles D. Absolute inequalities A. Law of sines B. Law of 'cosines VI. Linear Variation C. Law of tangents and areas A. Direct and inverse variation D. Slide rule solutions B. Joint variation XII. Vector VII. Theory of Equations A. Definition of scalar and vector quantities A. Factor theorem B. Operations with vectors B. Remainder theorem C. Applications C. Synthetic division VIII. Progressions Text and References A. Arithmetic progressions ALLENDOEFER and OAKLEY. Fundamentals of Freshman B. Geometric progressions Mathematics. C. Formulas for sum of "n" terms ELLIOTT; MILES, and REYNOLDS. Mathematics: Advanced IX. Introduction to Trigonometry Course. Juszm and RODGERS. Elementary Technical Mathematics. A. Definition of trigonometric functions KEUGLAK and MOORE. Basic Mathematics for the Physical B. Values of functions of 30-45-60 degree ter Sciences. minal angles RICE and KNIGHT. Technical Mathematics.

56 TECHNICAL MATHEMATICS II I. Complex Numbers A. Algebraic form Hours Per Week B. Polar and exponential form C. Operations with complexnumbers Class, 4 D. "J" operator applications II. Trigonometric Identities Description A. Additional definitions B. Reduction formulas This course continues MathematicsI. Ad- C. Negative angles vanced algebraic and trigonometrictopics, D. Half and double angles including solution of oblique triangles,com- E. Sum and difference angles plex numbers as vectors, trigonometriciden- F. Factoring formulas tities and equations,are studied in depth. G. Identities The fundamental principlesof analytical geometry and differential and integral calcu- III. Trigonometric Equations lusare introduced. Topics includedare: A. Linear graphing techniques, geometric and algebraic B. Quadratic interpretation of the derivative, differentials, rate of change, the integral, and basic inte- IV. Inverse Trigonometic Functions gration techniques. Application of thesecon- cepts to practical situations A. Definition of inverse functions are studied, with B. Principal valued functions emphasis on applying the principlesstudied toarchitecture and building construction C. Identities technology. V. Graphs of Trigonometric Functions Again, the ever-changingnature of engineer- A. Amplitude; periodicity ing technology requires that theinstructor B. Pik.t,shift; frequency revi-mr course content and textbooksregu- C. Addition of ordinates larly. In special applications, suchas shear and moment diagramsor centroids, supple- VI. Plane Analytic Geometry mentary materials (handouts) and problems A. Straight line, equation, distance may prove beneficial. The studentsare ex- B. Slope, parallel, and perpendicularlines pected to supplement classroom workwith C. Angie between lines problem-solving and study at home. D. Circlesstandard forms Major Divisions E. Conic sectionsellipse, parabola,hyperbola, Clam standard forms hours I. Complex Numbers 5 VII. Differential Calculus II. Trigonometric Identities 6 A. Limits III. Trigonometric Equations 3 B. Definition of the derivative andfour-step IV. Inverse TrigonometricEquations.. 2 method V. Graphs of TrigonometricFunc- C. Rate of change tions 4 D. Continuity VI. Plane Analytic Geometry 8 E. Derivatives ofpowers VII. Differential Calculus 20 F. Velocity and acceleration VIII. Integral Calculus 16 G. Maxima and minima; critical points H. Differentiation by formula Total 64 I.Differentiation of implicit functions

57 - "

J. Chain rule Texts and References K. Related rates VIII. Integral Calculus A. Integration as antidiff3rentiation ANDREE. Introduction toCalculus with Analytic Geometry. ELLIOTT) MILES, and REYNOLDS.Mathematics: Advanced B. Definite integrals Course. C. Calculation ofarea FORD and FORD. Calculus. D. Fundamental theorem Juszw. Analytic Geometry andCalculus. E. Centroids KRUGLAK and MOORE. BasicMathematics for the Physical F. Moment of inertia Sciences. G. Fluid pressure and work RICE and KNIGHT. TechnicalMathematics, WASHINGTON. Basic TechnicalMathematics with Calculus.

58 APPLIED PHYSICS Hours (MECHANICS AND HEAT) Labora- Class tory XI. Fluids Hours Per Week 4 3 XII. Temperature and Heat . 4 6 Class, 3; Laboratory, 3 XIII. Thermal Properties of Matter 3 6 XIV. Heat transfer 2 Description XV. Thermodynamics 3 This course covers the basic principles of mechanics as applied to solid bodies and to Total 48 48 fluids and the basic principles of heat. Its objectivesextend beyonditsimmediate I. Fundamental Quantities purpose of helping the student understand A. Units of instruction the basic principles of mechanics and heat. 1. Standards of lengths mass, and time The emphasis in both laboratory and lecture 2. MKS and FPS units upon the scientific method is not apparent in 3. Conversion of units the outline but is of crucial importance. B. Laboratory The subject matter taught in physics and 1. Study the use of vernier and micrometer mathematics should be closely coordinated to devices. produce an optimum opportunity for the: 2. Conduct experiments to demonstrate sig- student to master both subjects. Emphasis nificant figures; accuracy; precision. should be placed upon material from the 3. Study the theory of errors as applied to mathematics course, on the use of the slide laboratory observations. rule in computation of data in the laboratory, II. Vectors and on the solving of problems. A. Units of instruction It is suggested that the course consist of one 1. Vectors vs. scalars hour of demonstration-lecture, 2 hours of 2. Analytical addition of vectors recitations and a 3-hour laboratory period 3. Graphical 4. Resolution of vectors each week. B. Laboratory 1. Demonstrate principles of the force table. Hours 2. Use force table to determine resultant Major Divisions Labora- and equilibrant of given sets of forces. Class tory I. Fundamental Quantities_ 3 3 3. Use graphical method to solve for result- II. Vector3 3 3 ant and equilibrant of given sets of forces. III. Statics 6 3 III. Statics IV. Linear Motion 3 3 A. Units of instruction V. Force and Motion__ _ 3 3 1. Newton's first and third laws VI. Work, Energy, and Mo- 2. Free-body diagrams mentum 5 6 3. First condition of equilibrium VII. Uniform Circular Motion 4. Second condition of equilibrium and Gravitation 2 3 B. Laboratory VIII. Rotational Motion' 3 3 1. Demonstrateprinciplesofapparatus IX. Elasticity 2 3 (beam, derrick, etc.) used in studying X. Simple Harmonic Motion.- 2 3

50 352-883 0-00-5 2. Confirm the first and second conditions 2. Calculate centripetal accelerationof and of equilibrium. centripetal forceon a body in uniform IV. Linear Motion circular motion. A. Units of instruction VIII. Rotational Motion 1. Types of motion A. Units of instruction 2. Velocity and accelerationin rectilinear 1. Angular velocity motion 2. Angular acceleration 3. Projection motion 3. The equations of angular motion B. Laboratory 4, Kinelia energy of rotation 1. Demonstrate and explainprinciples of 5. Moment of inertia operation of free-fallapparatus. 6. Combined energyoftranslationand 2. Use data to confirmequations for uni- energy of rotation formly accelerated rectilinearmotion. 7. Newton's laws for rotational motion 3. Calculate the local valueof "g," the 8. Angular momentum;gyroscopes acceleration due to gravity. B. Laboratory 1. Demonstrate apparatus used to determine V. Force and Motion rotational moment of inertia. A. Units of instruction 2. Determine the moment of inertia ofan Newton's second law; inertia,mass, and object from known torque andobserved weight angular acceleratic.i. Compare thisto B. Laboratory the theoretically calculated value. 1. Demonstrate and explainuse of Newton's IX. Elasticity second law apparatus. A. Units of instruction 2. Confirm Newton's secondlaw. 1. Elasticity VI. Work, Energy, and 2, Hooke's law Momentum 3. Stress and strain A. Units of instruction 4. Young's modulus 1. Work 5. Stiffness and strength of beams 2. Power 6. Bulk modulus 3. Kinetic and potentialenergy 7. Shear modulus 4. Conservation ofenergy B. Laboratory 5. Momentum 1. Demonstrate Young's modulus apparatus. 6. Collisions 2. Verify Hooke's law, 7. Simple machines 3. Determine Young's modulus foran un- 8. Friction known material. B. Laboratory X. Simple Harmonic Motion 1. Use level and inclined planesto determine A. Units of instruction static and kinetic coefficientsof friction. 1. Simple harmonic motion; circle of refer- 2. Determine the ideal andactual mechani- ence cal advantages and the efficiencyof 2. Period,velocity,and accelerationin several simple machines. simple harmonic motion VII. Uniform CircularMotion and Gravitation 3. Force and energy in simple harmonic A. Units of instruction motion 4. The simple pendulum 1. Uniform circular motion B. Laboratory 2. Centripetal lime° 3. Centripetal acceleration 1. Demonstrate the Jolly balance. 2. Use the Jolly balance with variousmasses 4. Newton's law of universalgravitation 5. Variation of "g" and weight or pan. Plot and interpret a graph of period squared versus mass. B. Laboratory 3. Use a simple pendulum to determine the 1. Demonstrate uniformcircular motion local value of "g", the acceleration duo apparatus. to gravity.

(30 XI. Fluids XV. Thermodynamics A. Units of instruction A. Units of instruction 1. Pressure 1. First law of thermodynamics 2. Pascal's principle; the hydraulicpress 2. Second law of thermodynamics 3. Pressure and depth 3. Isothermal and adiabatic processes 4. Archimedes'principle;floatingbodies 4. Heat engines 5. Density and specific gravity 5. The refrigerator 6. Fluid flow B. Laboratory (none) 7. Bernoulli's equation B. Laboratory 1. Demonstrate the useof Archimedes' Texts and References principle in determining the density of an irregularly shaped object. BEISER. Modern Technical Physics. 2. Determine the density arid specificgrav- JOSEPH, POMERANZ, PRINCE, and SACHER.Physics for En- ity of several unknown solids and liquids. gineering Technology. OREAR. Fundamental Physics. XII. Temperature and Heat RICHARDS, SEARS, WEHR, and ZEMANSKY.Modern College A. Units of Instruction Physics. SEARS and ZEMANSKY. College Physics, Part II. 1. Temperature; temperature scales; ther- SEMAT. Fundamentals of Physics. mometers SMITH and COOPER. Elements of Physics. 2. Heat as energy; units WHITE. Modern College Physics. 3. Specific heat; calorimetry 4. Change of state 5. Mechanical equivalent of heat Visual Aids (Filmsare black and white, unless B. Laboratory color is noted) 1. Demonstrate the calorimeter and explain principles involved in itsuse. American Chemical Society,1155 16th Street NW., 2. Determine the specific heat of anun- Washington, D.C. 20036. Vibrations of Molecules (Linus Pau ling and Richard M. known substance by the method of Badger: Collaborators), 16 mm., 12 min., color, sound. mixtures. Encyclopedia Britannica Films, Inc., 1150 Wilmette Ave- 3. Determine the heat of fusion and the nue,Wiltuette, Ill. 60091. heat of vaporization of water. Galileo's Laws of Falling Bodies, 16 mm., 6 min., sound. Gas Laws and Their Application, 16 mm., 13 min., sound. XIII. Thermal Properties of Matter Heat; Its Nature and Transfer, 16 mm., 11 min., sound. A. Units of Instruction Laws of Motion, 16 mm., 13 min., sound. 1. Thermal expansion Simple Machines, 16 mm., 11 min., sound. 2. Area and volume expansion Thermodynamics, 16 mm., 11 min., sound. McGraw-Hill Book Co., 330 West 42nd Street, New York, 3. Gas laws N.Y. 10036. 4. Kinetic theory Carnot Cycte (Kelvin Temperature Scale),16 mm., 8 min., B. Laboratory sound. 1. Determine linear expansion apparatus Diesel Engine, 16 mm., 8 min., sound. 2. Determine the coefficient of linear ex- Gasoline Engine, 16 mm., 8 min., sound. Uniform Circular Motion, 16 mm., 8 min., sound, pansion of an unknown material. Gas Pressure and Molecular Collisions (J. Arthur Campell: 3. Demonstrate the Boyle's and Charles' Collaborator), 16 mm., 21 min., sound. law apparatus. Ionization Energy (Bruce H. Mahan: Collaborator), 16 4. Verify Boyle's and Charles' laws. mm., 22 min., color, sound. Norwood Films, 926 New Jersey Avenue NW., Washing- XIV. Heat Transfer ton, D.C. 20001. A. Units of instruction Basic Hydraulics, 16 mm., 9 min., sound. 1. Conduction Electron: An Introduction, 16 mm., 16 min., sound. 2. Convection Principles of Dry Friction, 16 mm., 17 min., sound. Principles of Moments, 16 mm., 23 min., sound. 3. Radiation Principles of Refrigeration, 16 mm., 20 min., sound. B. Laboratory (none) Verniers, 16 mm., 19 min., sound.

61 352-8&3 0-69-6 APPLIED PHYSICS (ELECTRICITY, 2. Sound waves LIGHT, AND SOUND) 3. Sound sources B. Laboratory 1. Demonstrate the use of a resonancetube Hours Per Week and Kundt's tube apparatus. 2. Use the resonance tube tocalculate the Class, 3; Laboratory, 3 velocity of sound in air 3. Use the Kundt's tube apparatusto cal- Description culate the velocity of sound in air The introductory course in sound,light, and IL Light and Illumination electrical circuitry and equipment,emphasizes A. Units of instruction physical principles as they areapplied in 1. Nature of light; rectilinearpropagation architectural and building construction. Spe- 2. Standard sources, luminousflux, illumi- cial emphasis is placed upon thestudy of nance, and thephotometer electricity because of the increasingimpor- 3. Velocity of light; wavelength and fre- tance of electrical and electronicapplications quency and controls in buildings. Anunderstanding B. Laboratory of light is necessary toarchitectural and 1. Demonstrate andexplain principles of foot- building construction technicians. operation of the photometer and the of demon- candle meter. The course should consist of 1 hour the lumi- stration-lecture, 2 hours of recitation, and a 2. Use the photometer to measure Emphasis nous intensityof an unknown lamp. 3-hour laboratory period each week. the problems. 3. Use the foot-candle meter to measure should be placed on the solving of illumination produced by an electric lamp as a functionof distance and orientation. Hours III. Reflection and Refraction Major Divisions Labora- Class tory A. Units of instruction I. Sound 6 3 1. Reflection II. Light and Illumination_ _ _ , 3 3 2. The plane mirror III. Reflection and Refraction _ 6 3 3. The spherical mirror, concaveand convex IV. Lenses and Optical 4. The sign conventionand standard rays Instruments 4 3 for mirrors V. Interference and Diffrac- 5. Spherical aberrationand the parabolic tion 1 3 mirror VI. Static Electricity_ _ _ 8 3 6. Refraction VII. Electric Current 7 18 7. Indices of refraction;critical angles VIII. Magnetism 3 3 8. Atmospheric refraction;mirages IX. Induced Electromotive 9. Dispersion; therainbow Forces 4 3 B. Laboratory X. Alternating Currents and 1. Demonstrate use of theoptical disk. Electronics 6 6 2. Use the opticaldisk to verify laws of reflection and refraction. Sketchesshould Total 48 48 show aberration and dispersion. I. Sound IV. Lenses and OpticalInstruments A. Units of instruction A. Units of instruction 1. Wave motion 1. Simple lenses 62 2. Standard rays for lenses 9. Wheatstone's bridge and the potenti- 3. The single lens; the lens equation ometer 4. Combinations of lenses 10. Electrochemical and thermoelectric ef- 5. The lens maker's equation fects 6. Lens defects B. Laboratory 7. The eye 1. Demonstrate and explain methods of 8. The camera connecting circuit components. 9. The telescope 2. Verify Ohm's law. Verify equations for 10. The microscope equivalent resistances of resistorscon- B. Laboratory nected in series and in parallel. 1. Demonstrate use of the optical bench. 3. Verify Joule's law for heating effect of 2. Determine the focal length of single and an electric current. combinations of lenses. 4. Measure resistance by the voltmeter and 3. Set up lenses to illustrate principles of ammeter method. microscope and simple telescopes. 5. Demonstrate and explain the simple V. Interference and Diffraction slidewire form of Wheatstone's bridge. A. Units of instruction 6. Measure resistance using Wheatstone's 1. Double-slit interference bridge. 2. The interferometer 7. Demonstrate and explain the simple 3. Diffraction slidewire form of the potentiometer. 4. The diffraction grating 8. Measure emf using the potentiometer. B. Laboratory 9. Run calibration curves on a thermo- 1. Demonstrate use of diffraction grating couple. 2. Use grating to determine wave length of .Magnetism light. .Units of instruction VI. Static Electricity 1. Magnetic field due to a current A. Units of instruction 2. Magnetic forces on a moving charge 1. Electric charges; Coulomb's law 3. Galvanometer, ammeter, and voltmeter 2. The electric field; lines of force 4. Coils, solenoids, and other current con- 3. Electrostatic induction; the electroscope figurations 4. Potential and potential difference; equi- 5. Permanent magnets potential surfaces 6. Coulomb's law for magnetic poles 5. Capacitors and dielectrics 7. Permeability and the magnetizing field 6. Energy stored in a capacitor 8. Hysteresis 7. Capacitors in parallel and in series Laboratory B. Laboratory 1. Discuss the use of ammeter shunts and 1. Demonstrate and explain operation of the voltmeter multipliers. capacitance bridge. 2. Convert a given galvanometer to an 2. Use capacitance bridge to determine the ammeter and to a voltmeter of desired value of an unknown capacitor. characteristics. 3. Verify the equations for capacitors in Induced Electromotive Forces series and in parallel. Units of instruction VII. Electric Current 1. Magnetic flux: the Weber A. Units of instruction 2. Faraday's law of electromagnetic induc- 1. The electric current; Ohm's law tion 2. Joule's law of heating 3. Lenz's law 3. Resistivity 4. Motional electromotive force 4. Temperature coefficient of resistance 5. Mutual inductance 5. Resistors in series and in parallel 6. The transformer; the induction coil 6. Electromotive force 7. Self-inductance 7. The electric circuit 8. The emf in a rotating loop 8. Sirchoff's laws 9. Collecting rings and commutators

63 10. The generator Texts and References 11. The motor B. Laboratory The same as the references for AppliedPhysics (Mechanics 1. Demonstrate induction apparatus. and Heat) Determine the factors upon which the value of the induced emf depends. X. Alternating Currents and Electronics Visual Aids (Filmsare black and white) A. *Units of instruction Encyclopedia Britannica Films, Inc., Wilmette,Ill. 60091. 1. The alternating emf, effective value Series and Parallel Circuits, 16mm., 11 min., sound. 2. Inductive reactance What is Electricity?, 16mm., 13 min., sound. 3. Capacitive reactance Electro-Dynamics, 16 mm., 11 min., sound. 4. The AC circuit, impedance, resonance Magnetism, 16 mm., 16 min., sound. Norwood Films, 926 New Jersey Avenue NW.,Washing- 5. Theimionic emission ton, D.C. 20001. 6. The diode; the diode as a rectifier Capacitance, 16 mm., 31 min., sound. 7. The triode; the triode as an amplifier Diodes: Principles and Applications, 16mm., 17 mine, 8. The triode oscillator, the transmitter, and sound. the receiver Ohm's Law, 16 mm., 19 min., sound. RCL: Resistance Capacitance, 16mm., 34 min., sound. 9. The oscilloscope; TV; radar Voltaic Cell, Dry Cell, and Storage Battery, 16mm., 18 B. Laboratory min., sound. 1. Demonstrate electrical-resonance appara- U.S. Atomic Energy Commission (Obtainable fromany tus.Discuss functions of the various regional office) components of an electron tube. The International Atom, 16 mm., 27 min., sound. 2. Construct and interpret a phase diagram for a series AC circuit. 3. Plot the characteristic curves for a triode.

64 STATICS AND STRENGTH OF Hovers MATERIALS Labora- Class tory Hours Per Week VI. Beam Deflection 6 6 VII. ShearandBendingin Class, 3; Laboratory, 3 BeamsStatically Inde- terminate 5 6 Description VIII. Stresses in Columns and Column Sizes 6 6 This course introduces the student IX. Riveted and Welded Con- to the nections basic principlesofstatics and structural 6 6 mechanics and to the effects of loads and loading on building elements and frames. Total 43 48 Methods are developed for determiningpre- liminary sizes of certain key building elements, I. Materials, Stress and Deformation A. Units of instruction knowledge of which is essentialto proper building layout and development. The 1. Properties of construction materials ma- 2. Types of stresses in members terial presented makes it possible forthe student to understand the interaction of 3. Ultimate and allowable stresses the 4. Direct stress; deformation various elements used ina framing system. 5. Elasticity and Hooke's law The laboratory consistsofcomputational 6. Stress-strain diagram work and using the testing machine. Students B. Laboratory should be required to keepa laboratory note- 1. Discuss the operation and use of a testing book containing sample computations for and machine. descriptionsofalltestsperformed. The 2. Demonstrate axial loading in tension and problems specified for laboratoryuse are compression (direct itress). general and should be adapted to fit the class 3. Demonstrate Hooke's law, using mild discussion. To save time, the instructormay steel bars. wish to issue drawings and diagrams for 4. Determine, by test, the modulus of elas- laboratory use instead of having the students ticity of steel. prepare them. 5. Prepare a stress-strain diagram for steel, and discuss thecriticalpoints Maim. Divisions thereon. (Test to failure in tension.) Hours Labora- Clan tory II. Properties of Sections I. Materials, Stress, and De- A. Units of instruction formation 4 3 1. Centroids and -moments of area II. Properties of Sections 5 6 2. First moment -1 area III. Gravity Loadson Building 3. Second moment of area Fiames 4 3 4. Parallel axis theorem IV. ShearandBendingin 5. Radius of gyration BeamsStaticallyDe- 6. Section modulus terminate 6 6 B. Laboratory V. StressesinBeamsand 1. Compute the location of the centroid for Beam Sizes 6 6 various geometrical shapes. Check results

65 by comparing with values obtained from 2. Prepare a framing plan and select loads tables. and spans suitable for use with timber 2. Determine the location of the centroid of construction. various irregularly shaped areas. 3. Construct loading diagrams, and compute 3. Compute moment of inertia, radius of values of maximum moments and shears gyration, and section modulus of com- for the members of the timber-framed posite shapes. Include some standard building. steel sections, and check values with V. Stresses in Beams and Beam Sizes those given in tables. A. Units of instruction III. Gravity Loads on Building Frames 1. Tensile and compressive stresses A. Units of instruction 2. Shear stresses 1. Basic framework types 3. Allowable loads on beams 2. Live loads 4. Timber beam selection 3. Dead loads 5. Steel beam selection 4. Floor and roof loads 6. Beams without proper lateral support 5. Wall and partition loads B. Laboratory 6. Equipment loads 1. Select standard rolled steel sections suit- 7. Application of loads to framing members able for the beams and girders indicated 8. Uniformly distributed loads on the framing plan prepared in Part III 9. Concentrated loads (steel frame). Use lateral support condi- 10. Loading diagrams tions as provided by the framing. (Include weight of the members.) B. Laboratory 2. Specify a depth restriction for certain 1. Prepare a framing plan of a small build- members and determine a suitable builtup ing, using "beam-and-girder" framing. section. Identify each member, and dimension 3. Specify conditions so that certain mem- the span lengths. (Some members should bers do not have proper lateral support be unsymmetrically loaded.) and select sections suitable under these 2. Assume a floor and exterior wall con- conditions. struction and occupancy; determine the 4. Select solid or builtup timber sections general surface loads to be applied to the suitable for the beams and girders indi- framing system. cated on the framing plan prepared in g. Construct a loading diagram for each Part IV (timber frame). Check horizontal beam, girder, and column shown on the shear and bearing. framing plan. (Neglect the weight of the members.) VI. Beam Deflection A. Units of instruction IV. Shear and Bending in Beams-Statically 1. Elastic curve, stress, and moment Determinate 2. Moment diagrams by parts A. Units of instruction 3. Moment-area principles 1. Reactions and shear 4. Deflection equations by moment-Yea 2. Symmetrical loading 5. Use of deflection equations 3. Unsymmetrical loading B.Laboratory 4. Sheaf diagrams 1. Determine the general deflection equa- 5. Moment diagrams tions for standard loading conditions using 6. Cantilever and overhanging members moment-area principles. 7. Critical sections for moment and shear 2. Using the deflection equations, compute B. Laboratory the expected deflection for certain mem- 1. Construct shear and moment diagrams bers chosen from those selected for the for the beams and girders of the framing framing plans in Part 1:% plan prepared for the previous:lab. (Part 3. Compute the expected deflection for a III.) laboratory test beam under various load-

66 ing conditions, andcompare values with 3. Select and check solid, spaced,and built- measured deflections of the beam. up timber column sections, using loads VII. Shear and Bending in Beams--Statically from the timber framingsystem in Part Indeterminate V. A. Units of instruction IX. Riveted and Welded Connections 1. Definitions 2. Three-moment equation A. Units of instruction 3. Use of three-moment equation 1. Types of iiveted connections 4. Fixed-end beams 2. Allowable stress in shear 5. Reactions and shear 3. Allowable stress in bearing 6. Shear and moment diagrams 4. Load capacity of riveted connections 7. Positive and negative moments 5. Number of rivets required. B. Laboratory 6. Eccentrically loaded riveted 0)nnections 1. Determine the moments at the supports 7. Types of welds used in connections in several continuous beams having three 8. Allowable stresses in welds or more supports and supporting various 9. Required length of welds loads. Using these loads and moments, B. Laboratory determine the shear in the member at the 1. Determine the number of rivets and supports and the moments at the middle length of weld required for variouscon- of the span. nections in tension and compressions. 2. Develop equations for moments at the Prepare a drawing of the connection, ends of fixed-end members, using standard showing how the rivetsor the welds will loading conditions. be arranged. 3. Specify the live load and dead load to be 2. Determine the force applied to each rivet supporf:,d by a three-span, continuous in an eccentrically loaded, rivetedcon- beam, and draw the moment envelope nection in shear; and select the rivet size. produced by all possible arrangements of 3. Demonstrate failure of rivetedconnec- live and dead loadson the spans. De- tions on the testing machine. Before test- termine which loading arrangementpro- ting, compute the load that theconnec- duces maximum moments at midspan. tion is expected to sustain; and estimate the failure mode. VIII. Stresses in Columns and Column Sizes A. Units of instruction 1. Rolled steel column sections 2. Builtup column sections 3. Column-end conditions Texts and References 4. Effective length AMERICAN INSTITUTE OF STEEL CONSTRUCTION. Manual of 5. Allowable stresses for timber columns Steel Coneruction. 6. Allowable stresses for steel columns AMERICAN INSTITUTE OP TIMBER CONSTRUCTION. Timber 7. Timber column selection Construction Manual, 8. Steel column selection BASSIN and BRODSKY. Shales and Strength of Materials. 9. Eccentrically loaded columns JENSEN and CIIENOWETII. Applied Strength of Materials. B. Laboratory LEVINSON. Mechanics of Materials. LOTIIERS. Design in Structural Steel. 1. Select and check several standard rolled- Mc Comm Structural Steel Design. steel sections used as columns. Use the MILLER and DOERINGSFEliD. Mechanics of Materials. loads from the beams and girders ob- NATIONAL FOREST PRODUCTS ASSOCIATION. National tained in Part V. Design Specification for Stress-Grade Lumber and Its Fastenings. 2. Provide builtup steel column sections for PARKER. Simplified Mechanics and Strength of Materials. certain members of thesame framing TIMBER ENGINEERING CO. Timber Design and Construction system. Handbook.

67 Auxiliary or Supporting Technical Class Courses XL Eclecticism, BeauxArts, and hours Architecture of Today 2 HISTORY OF ARCHITECTUREAND Total CONSTRUCTION 32 I. Introduction: theScience of Architecture A. Objectives ofcourse Hours Per Week B. Influences in architecture Class, 2 1. Geographical 2. Geological 3. Climatic Description 4. Religious 5. Social This coursecovers the evolution of building C. Basic principles ofconstruction development from primitiveto modern, and is 1. concerned with the chronologicalhistory of 2. Corbel and cantilever architectural construction. 3. and 4. Truss The history of constructionis considered to be a very important part of history in D. Architectureas a science as well as an art general, 1. Esthetics since civilizations of thepast are indicated in large measure by whatman built. This course 2. Convenience, strength, andbeauty should teach the student E. Four categories of religiousbuildings how peoplewor- 1. Temple shipped, lived, loved, anddied; and what they 2. High place glorified and what theyfearedas evidenced by their buildings. It shouldalso teach him the 3. Tomb-like shrine esthetics of good architecture. 4, Meeting place Films and slides II. Prehistoric and Tigro-EuphratesValley Civi- may be used to illustrate lization lectures, along with theinstructor's black- board sketches. Eachstudent should keepa A. Kinds of shelters built by prehistoricman notebook. B. Babylonian Period; temples, ,and C. Hittites; use of stone in architecture and Major Divisions royal palaces Class D. Assyrian Period; house, palace, and temple I. Introduction: the Scienceof hours forms, along with surface decorations Architecture 4 E. Babylonian Empire; marvels of II. Prehistoric and Tigro-Euphrates 1. Hanging gardens Valley Civilization 2 2. III. Egyptian Architecture 3 3. Banks, storehouses, and commercial build- IV. Greek Architecture 4 ings V. Roman Architecture 4 F. Persian Period VI. Early Christian, 1. Palace platforms at Persepolis Byzantine, and 2. Columns Romanesque Architecture__ 3 III. Egyptian Architecture VII. 3 VIII. A. Egyptian dynasty history 3 1. Ancient kingdom IX. Architecture 2 2. Middle kingdom X. Revivals of Architecture 2 3. New empire

68 4. Ptolemaic period VIII. Gothic Architecture 5. Roman period A. Departure from classic lines and develop- B. Column development ment If the pointed arch C. Tombs B. Stability of Gothic Cathedrals 1. Mastabas C. Notre Dame; Paris 2. D. Amiens Cathedral 3. Rock-hewn tombs E. ; Britain D. Temples F. Gothic architecture in Germany; Belgium, IV. Greek Architecture Holland, Spain, and Italy A. An order in classic architecture IX. 1. Doric A. The dawn of the Renaissance 2. Ionic 1. The of the 3. Corinthian 2. Palaces and churches B. Proportion of the orders; module B. The High Renaissance C. Temples and the Acropolis 1. Leon Batista Alberti: "Beautiful archi 1. tecture is that from which nothing can be 2. Erechtheum taken away and to which nothingcan be D. Civil buildings added without harming it." E. Agora 2. St. Peter's Cathedral, Rome; Architects F. Theatres who worked on this cathedral G. Tombs a. Bremante V. Roman Architecture b. Peruzzi A. Proportions of the orders by Vignola c. Sangallo B. Etruscan temples and tombs d. Bernini C. Roman forums e. Michelangelo D. Roman rectangular temples f. Others E. Roman circular and polygonal temples 3. City palaces and villas F. Basilicas C. Renaissance in France G. Roman baths D. Renaissance in Northern Europe H. Roman theatres and E. Renaissance in Spain I.Circuses X. Revivals of Architecture J. Triumphal A. The Early Classic Revival K. Roman palaces and houses B. Classic Revival ideas L. Aqueducts, bridges, and fountains C. Classic Revival in the United Status VI. Early Christian, Byzantine, and Romanesque XI. Eclecticism, Beaux Arts, and Architecture Architecture of Today A. Influence of the Beaux Arts School A. Development of the pendentive system in B. Science and art of city planning dome construction C. National variations (eclecticism) B. Santa Sophia; Constantinople 1. Germany C. St. Marks; Venice 2. England D. Ferr hi system and structures built 3. France E. Monastic system and structures built 4. United States F. The Romanesque church D. Early architects of VII. Islamic Architecture and their work A. Mohammed's influence in styles of archi- 1. Louis Sullivan"Chicago School" tecture 2. Frank Lloyd Wright"Organic Archi- B. Mosque architecture tecture" 1. 3. Le Corbusier"Geometrical Composi- 2. Arches tion" C. Tomb architecture 4. Walter Gropius D. Surface development 'n structures 5. Mies van der Rohe

69 6. Eero Saarinen Texts and References 7. Pier Luigi Nervi 8. Edward Duren Stone FLETCHER. A History of Architecture. 9. Others HITCHCOCK. World Architecture: A Pictorial History CONTRACTS, CODES, SPECIFICATIONS, I. Orientation; Contracts AND OFFICE PRACTICES A. Architect-contractor-owner relationship Hours Per Week 1. Duties, responsibilities, and rights 2. Fees and payments B. Contract documents Class, 2 1. Types 2. Intent and interpretations Description 3. Correlation and execution 4. Rights of parties involved This course explains organization and opera- 5. Liens tion of the architect's, engineer's, or contrac- 6. Arbitration tor's office. It includes the study of office C. Subcontracts practices, accounting. methods, and general administration and of the codes, restrictions, standards, and the legal documents governing II. Codes the construction of buildings. Considerable A. National attention is devoted to the interpretation and 1. Fire Underwriters preparation of good specifications, whichare 2. Military, FHA, and other Federal codes also treated as legal documents. References and specifications are made to manufacturers' catalogs and 3. National Electrical Code standardsacceptedintheconstruction B. Local (city or county) industry. 1. Requirements bawd on occupancy Topics in the lecture periods should be illus- 2. Requirements based on fire zones trated by real examples and construction 3. Requirements based on type of construc- situation to the fullest extent possible from tion the instructor's experience. The student's 4. Requirements based on plans for land inspection of contract documents will add use greatly to the reality of lecture information. 5. Engineering and construction require- Considerablereadingofreferencebooks ments should be assigned throughout thecourse. Tests may best be given after the completion of major topics shown in the outline. Oppor- III. Specifications tunity should also be provided for the student A. Relationship to working drawings to prepare and write construction specifi- 1. Precedence of information cations. 2. Where information is best indicated B. Specification material sources Major Divisions Class 1. Codes hours 2. Testing societies I. Orientation; Contracts 6 3. Government agencies IL Codes 6 4. Manufacturers' catalogs (for example, III. Specifications 16 Sweets' Catalog Service) IV. Office Practices 4 5. Manufacturers'associations(forex- 1111.1111111101111.1.111111 ample, Portland Cement Association) Total 32 6. Model specifications

71 7. Previously done specifications IV. Office Practices 8. Federal specifications A. Organizational structures 9. Books and magazines 1. Small offices 10. United States of America Standards 2. Large offices Institute (formerly the American Stand- B. Cost accounting systems ards Association) 1. Double-entry accounting C. Specification formats 2. Principles of cost accounting 1. General conditions 3. Interorganizational flow of cost figures 2. Trade sections C. Reporting forms 3. Small-job formats 1. Office 4. Work orders and changes 2. Field 5. ConstructionSpecificationsInstitute D. Construction estimates format 1. Breakdowns D. Specification standards 2. Addenda 1. Federal specifications 3. Alternates 2. Government specifications (FHA) 4. Variations in trade classifications E. Methods of preparing specifications 5. Computation methods 1. Writing original specifications 2. Revising similar specifications 3. Assembly by "cut-and-paste" method 4. Use of machine printout specifications Texts and References F. Qualities of good specifications ABBETT. Engineering Contracts and Specifications. 1. Clarity CLOUGH. Construction Contracting. 2. Logical organization COHEN. Public Construction Contracts and the Law. 3. Consistency DEATHERAGE. Construction Company Organization and 4. Correctspelling,grammar,sentence M ana gement. .Ccnstruction Office Administration. structure, and word usage DYER. Specification Work Sheets. 5. Proper designation of responsibility EDWARDS. Specifications. 0. Correit cross-referencing NAT/ONAL BOARD OF FIRE UNDERWRITERS. National G. Standard methods of printing and binding Building Code. 1. "Ditto" (spirit-carbon) SWEET'S CATALOG SERVICE. Architectural File. U.S.FEDERAL HOUSINGADMINISTRATION. Minimum 2. "Mimeograph" (stencil) Property Standards. 3. Offset UNITED STATES OF AMERICA STANDARDS INSTITUTE. 4. Other (blue-line, etc.) WATSON. Specifications Writing for Architects and Engineers.

72 TECHNICAL REPORTING I. Introduction to Reporting A. Importance of reports Hours Per Week B. Types of reports C. Purpose of reports Class, 2 1. Readers' needs and types of readers 2. Background situations of reports Description II. Use of Data in Reporting This course, an extension of Communication A. Data as bases for reports Skills, is intended to help the student achieve B. Sources of data greater facility in the basic skills he previ- C. Methods of recording data ously acquired. It introduces the student to D. Evaluation and analysis of data the practical aspects of preparing reports III. Planning Preparation of Reports and communicating within groups. The use of graphs, charts, sketches, diagrams, and A. Need for planning drawings to present ideas and significant B. Outlining and types of outlines points is an important part of this course. C. Methods of preparing reports Emphasis should be upon techniques for 1. Writing from "scratch" collecting and presenting scientific data in 2. Revising existing reports informal and formal reports and special types 3. Using glue-pot and scissors in preparing reports of technical . Forms and procedures for technical reports should be studied, and a D. Duplication methods, format, and physical pattern established for all forms to be sub- makeup mitted in this and other courses. 1. Duplication methods 2. Format Much of the subject matter will probably be 3. Headings,pagination,footnoting,and reports written for technical courses. The the like subject matter inthiscourse should be 4. Binding coordinated with material and techniques in 5. Specialeffects(typography,variation architecturalandbuildingconstruction in color of ink, etc.) courses. IV. Writing Rough Drafts Class Major Divisions hours A. Writing of rough drafts B. Characteristics of effective style I. Introduction to Reporting 2 1. Conciseness II. Use of Data illReporting 6 2. Objectivity III. Planning Preparation of Reports__ 4 3. Clarity IV. Writing Rough Drafts 6 4. Completeness V. Use of Visual Aids in Reports___ 4 5. Readability VI. Editing,Redrafting,and Sub- 6. Accuracy mitting Reports 4 C. Characteristics to be avoided VII. Special ProblemsinOral Re- 1. Slang porting 4 2. Inconsistencies VIII. Conferences and Briefings 2 3. Obscurity 4. Gobbledygook Total 32 5. Technical errors

73 D. Typical problemsin writing 3. Abbreviation 1. Definitions 4. Punctuation 2. Statements ofproblems, principles,and 5. Symbols and numerals conditions 6. Grammar 3. Recommendations B. Correcting factual errors 4. Descriptions C. Editing for conciseness and clarity 5. Comparisons D. Working with typists and other writers 6. Narratives E. Checking the final draft 7. Proposals F. Submitting the final report 8. Inspection reports VII. Special Problems in Oral Reporting 9. Progress reports A. Organization of material for effective pre- E. Precautions to be observed sentation 1. Confidentialinformation B. Preparation of formal and informal oral 2. Classified informati,m reports 3. Copyrights andtrademarks C. Use of note 4. Liability D. Use of slides and other visual aids F. Other parts of a writtenreport E. Proper control of the voice 1. Cover F. Proper control of the body; gesticulation 2. Title page and otherpreliminary pages G. Elimination of objectionable mannerisms V. Use of Visual Aids inReports H. Maintenance of audience interest A. Importance of visualaids in both written VIII. Conferences and Briefings and oral reports A. Group communication B. Types of visual aids 1. Leading conferences 1. Tables 2. Participating in conferences 2. Engineering drawingsand plats 3. Solving problems inconferencesand 3. Technical illustrationsand perspectives meetings 4. Graphs and charts B. Briefings 5. Photographs 1. Arranging and preparing briefingsand C. Selection of appropriate visualaids presentations 1. Analysis of reader orlistener 2. Conducting briefings andpresentations 2. Analysis of information tobe shown 3. Analysis of availablematerials Texts and References D. Reproduction of visual aids BROWN. Communicating Facts and Ideas inBusiness. E. Projection or other use ofvisual aids for oral COMER and SPILLMAN. Modern Business and Industrial reports Reports. 1. Readability DEAN and BRYSON. Effective Communication. 2. Clarity GRAVES and HOFFMAN. Report Writing. HAYS. Principles of Technical Writing. 3. Contrast MARDER. The Craft of Technical Writing. 4. Timing RHODES. Technical Report Writing. Submitting Reports THOMAS. Composition for Technical Students. VI. Editing, Redrafting, and WEISMAN. Basic Technical Writing. A. Correcting errors in usage WEISS and MCGRATH. Technical Speaking. 1. Vocabulary ZETLER and CROUCH. Successful Communicationin Science 2. Capitalization and Industry.

74 USE OF COMPUTERSAND NEW Class TECHNIQUES hours II. Utilization of Computersand Other Hours Per Week Data Processing Equipment 6 III. Familiarization WithComputers Class, 2 and Other Data ProcessingEquip- ment 0 Description IV. Other New Techniques 10 V. Future TechniquesTo Be Im- This coursemay well be one of the most portant in Architecture and Con- dynamic in theprogram of architectural and struction_ 6 building construction technology.The course will expose the studentto the latest successful Total 32 applications of data processingand other advances in technologyto architecture and I. Survey of Recent Developmentsin Architecture construction. and Building ConstructionTechnology The course outlined belowis only a frame- A. Research work. Any rigid prescriptionsof equipment B. Equipment or techniques would soon become obsolete C. Techniques and hence defeat thepurpose of the course. D. Personnel. and training The instructor must makecertain that (1) he E. Relationships with othertechnologies keeps up with the most recent advances in II. Utilization of Computers technology,(2)he revisesthis course and Other Data within the frameworksuggested belowas Processing Equipment frequently as needed. Hemust take ad- A. Possible applications ofequipment and sys- vantage of opportunities to attendseminars tems on new architectural and buildingtech- B. Limitations of equipment andsystems niques; to visit architectural,civil engineering C. Hardware and software and construction officesand sites; and to D. Inputs and outputs undertake outside study. Inshort, he must E. Economics of equipment andsystems prepare himself to instruct his students in F. Decisions aboutuse of equipment and sys- the latest techniques beingapplied in his tems technology. III. Familiarization With Computersand Other The outline is basedon the assumption that Data Processing Equipment the school will haveor will have access to a computer or a data-processing unit A. Field trips or the B. Practical 'demonstrations capabilitytouse computer facilities by remote computationaccess equipment. IV. Other New Techniques Major Divisions A. Management and technical approachesto Class problem-solving hours B. Design and testing; simulation of fieldprob- I. Survey of Recent Developmentsin lems Architecture and Building Con- C. Scheduling and work control struction Technology 4 D. Conservation of labor and materials

75

--.-Weabrax+/.1...... V. Future Techniques To Be Important in Archi- ACKOFF. Scientific Method. tecture and Construction Booz, ALLEN, and HAMILTON. New Usesand Management A. Research reports;articles in professional Implications of PERT. journals DARLINGTON, ISENBERG, and PIERCE. ModularPractice. B. Trends EVANS. AIA Research Study. HANSEN. Practical PERT. Texts and References HUNT. Comprehensive Architectural ServiceGeneralPrin- ciples and Practice. AIA. Emerging Techniques of Architectural Practice. SHAFFER, RITTER, and MEYER. The Critical PathMethod. .Check List of Drafting Room Practice. WALDRON. Fundamentals of Project Planning andControl.

76 4. Use of graphicstoillustrate written General Courses communications C. Discussion of oral communications as an COMMUNICATION SKILLS essential skill 1. Person-to-person expression of ideas and Hours Per Week thoughts 2. Verbal reporting Class, 3 D. Diagnostic testing of students Description II. Sentence Structure A. Review of basic parts of speech The course emphasizes exercises in writing, B. Study of complete, clear, and correct sen- speaking, and listening. Analysis is made of tences each student's strengths and weaknesses. The C. Use and placement of modifiers, phrases, instruction is planned principally to help and clauses students improve skills in which they are D. Study of sentence conciseness weak. The time allotments for the various E. Exercises in sentence structure elements within major divisions will depend III. Using Resource Materials upon the background of the class. A. Orientation in use of school library Technical reporting should be considered early 1. Location of reference materials in the course because of its importance in the 2. Mechanics for effective use orientation of the technician to his develop- 3. Dewey Decimal System (or Library of ment and use of communication skills. Congress system, as appropriate) B. Study of use of dictionaries 1. Types of dictionaries Major Divisions 2. Use of dictionaries Class 3. Meanings of diacritical markings and I. Communication and the Technicalhours accent marks Specialist 2 C. Introduction to other reference sources II. Sentence Structure 6 1. Technical manuals and pamphlets III. Use of Resource Materials 4 2. Bibliographies IV. Written Expression 20 3. Periodicals V. Talking and Listening 10 4. Applied Science and Technology; Readers' VI. Improving Reading Efficiency 6 Guide; and other indexes 5. Technical handbooks Total 48 6. Standards and specifications I. Communication and the Technical Specialist D. Exercises in use of resource materials A. Summary of the technical specialist's need 1. Card catalog 2. Readers' Guide and other indexes for proficiency in communication 3. Atlases B. Discussion of written communicationas an 4. Encyclopedias; dictionaries essential skill 5. Other resources 1. Statements and facts IV. Written Expression (emphasis on student 2. Expression of ideas exercise) 3. Technical reporting A. Diagnostic testing of students 1. Formal B. Study of paragraph construction 2. Informal 1. Development

77 352-8843 0-09---7 2. Topic sentence 2. Light sources and intensity 3. Unity; coherence 3. Developing proper eye-span and move- C. Study of types of expression ment 1. Narration, description, and exposition 4. Developing speed and comprehension ap- 2. Inductive and deductive reasoning; syl- propriate to the purpose logisms 5. Scanning; sentence reading 3. Figures of speech; analogies; comparisons 6. Taking notes for careful study and contrasts C. Footnotes, index, bibliography, andcross- 4. Cause-and-effect reasoning references 5. Other D. Developing skill in summarizing D. Written exercises in paragraph construction 1. Outline E. Study of descriptive reporting 2. Digest or brief 1. Organization and planning 3. Criticism 2. Emphasis on sequence, continuity, and E. Exercises in reading improvement delimitation to pertinent dataor infor- mation 1. Reading for comprehension F. Study of letter writing 2. Reading for speed 1. Business letters 2. Personal letters Texts and References G. Review of mechanics BAIRD and KNOWER. Essentials of General Speech. 1. Grammar (reviewed as required) BEARDSLEY. Thinking Straight: Principles of Reasoning for 2. Punctuationwhen to use Readers and Writers. a. Period, question mark, and exclama- BUCKLER and McAvoY. American College Handbook of tion point English. Fundamentals. COWAN. Plain English Please. b. Comma DEAN and BRYSON. Effective Communication. c. Semicolon DEVITIS and WARNER. Words in Context: A. Vocabulary d. Colon Builder. e. Dash Gizmos and WEBSTER. Guide and Handbook for Writing. HODGES and WHITTEN. Harbrace College Handbook. f. Parentheses KIRSCHBAUM. Clear Writing. g. Apostrophe LEGGETT) MEAD, and CHARVAT. Handbook for Writers. 3. Capitalization PERRIN and SMITH. Handbook of Current English. 4. Spelling ROGET. New Rogers Thesaurus of the English Language. a. Word divisionsyllabification STEWART and others. Business English and Communication. THOMAS. Composition for Technical Students. b. Prefixes and suffixes WATKINS, MARTIN, and DILLINGHAM. Practical English c. Word analysis and meaningcontext Handbook. clues and phonetics WITTY. How to Become a Better Reader. H. Exercises in mechanics of written expression ZETLER and CROUCH. Successful Communication in Science and Industry: Writing, Reading, and Speaking. V. Talking and Listening (emphasis on student A current dictionary exercises) A. Diagnostic testing of students Visual Aids B. Organization of topics or subjects C. Directness in speaking Coronet Films, Inc., Coronet Building, Chicago, Ill. 60601. Improve Your Punctuation, 16 mm., 11 min., sound, b/w D. Gesticulation and use of objects to illustrate or color. E. Conversation courtesies National Education Television Film Service, Audio Visual F. Listening faults Center, Indiana University, Bloomington, Ind. 47405. G. Taking notes (The following films are black and white) H. Understanding words through context clues The Definition of" Language, 16 mm., 29 min., sound. I.Exercises in talking and listening Produced by Henry Lee Smith. (Language in Linguistics Series) VI. Improving Reading Efficiency Dialects, 16 mm., 29 min., sound. Produced by Henry Lee Smith. (Language in Linguistics Series) A. Diagnostic testing of students How to Say What You Mean, 16 mm., 29 min., sound. B. Improvement of reading habits Produced by S.I. Hayakawa. (Language in Action 1. Correct reading posture Series)

78 Language and Writing, 16 mm., 29 min., sound. Produced Practical English Usage, Lecture 1: The Tools of Language, by Henry Lee Smith.. (Language in Linguistics Series) 16 mm., 30 min., sound, b/w. The Task of the Listener, 16 mm., 29 min., sound. Pro- Practical English Usage I, Lecture 10: Writing Clear duced by S. I. Hayakawa. (Language in Action Series) Sentences: Making Words Agree, 16 mm., 30 min., sound, b/w. What is the Meaning? 16 mm., 29 min., sound. Produced Practical English Usage I, Lecture 18: Dressing Up by S. I. Hayakawa. (Language in Action Series) Sentences: Parallelism: Avoidance of Shifts, 16 mm., 30 min., sound, b/w. Du Art Film Laboratories Inc., 245 West 55th Street, New Practical English Usage I, Lecture 14: Dressing Up York, N.Y. 10019. Stiatences: Word Economy (Word Reduction), 16 mm., Films which may be available for loan: 30 min., sound, b/w. Effective Writing, 16 mm., 19 min., sound, b/w. U.S. Practical English Usage I,Lecture 15: Dressing Up Department of the Air Force. Order No. TF1-5072. Sentences: Variation, 16 mm., 30 min., sound, b/w.

70 GENERAL AND INDUSTRIAL ECONOMICS Class Hours Per Week hours Class, 3 X. Insurance, Personal Investments, and Social Security 3 XL Money and Banking 3 Description XIL Government Expenditures, Fed- eral and Local 3 The course in economics enables the student XIII. Fluctuations in Production, to understand the basic principles of eco- Employment, and Income 2 nomics and their implications, to develop the XIV. The United States Economy in ability to follow an informed personal finance Perspective 2 program, to aid him in becoming an intelligent consumer, and to understand the underlying Total 48 relationship of finance and cost control to success in construction enterprises. The programs or problems worked upon by I. Introduction: Basic Economic Concepts architectural and building construction tech- nicians ultimately must be measured by II. Economic Forces and Indicators analyses. To be aware of this fact and to have A. Economics defined a knowledge of elementary economics pre- B. Modern specialization pare the student for the cost-conscious en- C. Increasing production and consumption vironment of his future employment. It is D. Measures of economic activity, including: suggested that the instructor adopt a prag- 1. Gross national product matic approach and that he encourage the 2. National income student to study examples from construction 3. Disposable personal income and other industry as he learns about indus- 4. Industrial production trial cost analysis, competition, creation of 5. Employment and unemployment demand, economic production, and the related 6. Consumer Price Index aspects of applied economics. 7. Housing starts 8. Construction contracts 9. Federal Reserve indexes Major Divisions III. Natural Resources: The Basis of Production Class hours A. Utilization and conservation of resources I. Introduction:BasicEconomic B. Renewable resources Concepts 2 C. Nonrenewable resources II. Economic Forces and Indicators.._ 3 D. Future sources III. Natural Resources: The Basis of IV. Capital and Labor Production 3 A. Tools (Capital) IV. Capital and Labor 3 1. The importance of saving and investment V. Business Enterprise 7 2. The necessity for markets VI. Factors in Construction and Other B. Large-scale and mall-scale enterprises Production Costs 8 C. Labor VII. Price, Competition, and Monop- 1. Population characteristics oly 5 2. Vocational choices VIII. Distribution of Income.. 2 3. General education IX. Personal In lome Management_ 2 4. Special training

80 5. Management's role in maintaining th© 3. History of Government regulationof labor supply competition V. Business Enterprise D. Competitiveness of the economy A. Forms of business enterprise VIII. Distribution of Income 1. Individual proprietorship A. Increasingreal incomes 2. Partnership B. Marginal productivity 3. Corporation C. Supply in relation to demand B. Types of corporation and other securities D. Income resulting from production 1. Common stocks 1. Wages 2. Preferred stocks 2. Interest 3. Bonds 3. Rents 4. Debentures 4. Profits 5. Mortgages E. Income distribution today 6. Convertible issues IX. Personal Income Management C. Mechanics of financing business A. Consumption-ale core of economics 1. Equity financing B. Economizing defined 2. Debt financing C. Personal and family budgeting D. Company organization and management D. Analytical buying VI. Factors in Construction and Other Pro- 1. Applying quality standards duction Costs 2. Consumers Union and similar groups A. Buildings and equipment E. The use and abuse of credit 1. Initial cost and financing F. Housing-owning or renting 2. Repair and maintenance costs X. Insurance, Personal Investments, and Social 3. Depreciation and obsolescence costs Security B. Materials A. Insurance defined 1. Initial cost and inventory value B. Life insurance 2. Handling and storage costs 1. Group,industrial,andordinarylife 3. Accountability of materials policies C. Processing and production 2. Types of policies; their advantages and 1. Methods of cost analysis disadvantages 2. Cost of labor C. Casualty and other insurance 3. Cost of supervision and process control 1. Liability 4. Effec:, of losses in percentage of original 2. Workmen's compensation product compaied to finished product 3. Federal Housing Authority (yield) 4. Housing and urban development D. Purchasing and ordering D. Investments E. Packaging, storage, and shipping 1. Savings accounts and government bonds F. Indirect costs, including taxes 2. Annuities G. Cost of selling 3. Pension plans H. Process analysis, a means to lower costs 4. Corporation bonds I.Profitability and business survival 5. Corporation stocks VII. Price, Competition, and Monopoly 6. Other speculations A. Function of prices E. Social Security and other insurance and B. Price determination retirement plans 1. Competitive cost of product 1. Old age and survivors insurance 2. Demand 2. Unemployment compensation 3. Supply 3. Medicare 4. Interactions between supply and demand 4. Other retirement plans C. Competition,benefits,and consequences XL Money and Banking 1. Monopoly and oligopoly A. Functions of money 2. Forces that modify and reduce compe- B. The Nation's money supply; money stand- tition ards

Al burden C. Organization andoperation of banks, sav- 2. Extent of the debt ings and loan associations,and other finan- 3. Problems of debt management cial institutions XIV. The United States Economyin Perspective 1. Sources ofdeposits and shares A, Recent economic changes 2. The reserveratio 1. Increased productivityand construction; 3. Expansion ofbank deposits and shares well-being 4. Sources of reserves 2. Effects of war anddepression 5. Secondary financing 3. New products andindustries D. The Federal ReserveSystem 4. Increase in governmentcontrols 1. Service functions B. Present economic problemsof U. S. economy 2. Control of moneysupply 1. The world market-acommunity of E. Federal DepositorsInsurance Corp. nations F. Federal NationalMortgage Association 2. International cooperation G. Small BusinessAdministration 3. Maintenance ofprosperity, progress, and if. Federal Savings and LoanAssociation production I. Insurance companies 4. Economic freedomand security C. Communism: nature andcontrol by Soviet Expenditures,Federaland XII. Government State Local D. Fascism A. Economic effects E. Socialism B. Functions of government F. Problems common toall economic systems C. Analysis of governmentspending G. Special economic problemsof the United D. Future outlook States E. Financing governmentspending 1. Criteria ofsound taxation 2. Tax revenuesin the United States Texts and References State personal income taxes 3. Federal and DONALDSON and PFAHL. PersonalFinance. 4. Corporate income tax DUNLOP. Automation andTechnological Change. 5. Property andother taxes DYE. Economics: Principles,Problems, Perspectives. 6. Commodity taxes EDWARDS. The Nation's EconomicObjectives. 7. Governmentindebtedness GORDON. Economics for Consumers. combination financ- KATONA. The Mass ConsumptionSociety. F. Governmental-private; LYNN. Basic Economic Principles. ing Mc Commit. Economics:Principles, Problems, andPolicies. XIII. Fluctuations inProduction, Employment, REYNOLDS. Economics: A GeneralIntroduction. SAMUELSON. Economics: AnIntroductory Analysis. and Income SCHULTZ. The Economic Valueof Education. A. Changes in aggregatespending Business Week Magazine. B. Output andemployment Consumers Union Reports. C. Other factors ineconomic fluctuations Engineering News-RecordMagazine. relationships Fortune Magazine. 1. Cost-price Harvard Business Review. 2. Fluctuations indemand for durable goods 3. Involuntaryfluctuationofsupplyof commodities Visual Aids deflation of currency value 4. Inflation and Inc., 330 West 42ndStreet, Now 5. Economic effectsof inventions and auto- McGraw-Hill Book Co., York, N.Y. 10036. filmstrip-set of 4 mation Basic EconomicConcepts, 35 mm., 6. Economic effectsof government actions filmstrips, average 40frames each, black andwhite, related to construction Business Cycles andFiscal Policy. D. Means of implementingfiscal policy Money, Prices, andInterest. E. Government debt Savings and Investments. 1. Purpo.ses of governmentborrowing Supply and Demand.

82 INDUSTRIAL ORGANIZATIONS AND 1. The factory system INSTITUTIONS 2. Occupational trends 3. Mechanisms of adjustments Hours Per Week B. The evolution of American labor unions 1. Nature of early unions; basic system of Class, 3 craft unions 2. Organizations by unionsforsolving problems Description 3. Development of business unionism This course describes and analyzes the roles 4. The changing role of government of labor and management in the economy of C. Structure and objectives of American unions the United States.' Approximately half of 1. Objectives in collective bargaining the classroom time isdevoted to labor- 2. Political objectives and tactics management relations, including the evolu- 3. Structure of craft and industrial unions tion and growth of the American labor 4. Movement toward unitythe AFL-CIO movement and the development and struc- merger ture of American business management. A 5. Conduct of local unions study is made of the legal framework within which labor-management relations are con- II. Management in an Industrial Society ducted and the responsibilities of each in a A. The rise of big business democratic system of government. The second 1. Economic factors half is devoted to labor-economics as applied 2. Dominance of the corporation to the forcesaffecting labor supply and 3. Government,publicpolicy,and big demand, problems of unemployment and business wage determination on the national, plant, B. The managerial revolution company, and individual levels. Emphasis 1. Changing patternsof ownership and centers upon current aspects of industrial management society, with historical references only as a 2. Scientific management background. 3. Twentieth-century trends C. Structure and objectives of American in- Major Divisions dustry Class 1. Production for profit: an affluent society hours 2. Structureofindustryorganizational I. Labor in an Industrial World 9 forms IL Management in an Industrial So- 3. Ethics in a competitive economy ciety 9 III. The Collective Bargaining Process_ 12 III. The Collective Bargaining Process IV. Dynamics of the Labor Market__ _ _ 8 A. Legal framework V. Wage and Salary Determination 7 1. Common law provisions VI. The Balance Sheet of Labor-Man- 2. The growth of statute laws agement Relations 3 3. National Labor Relations Board rulings 4. Specific laws; court decisions Total 48 a. The antitrust laws; effects oncollective I. Labor in an Industrial World bargaining A. The nature and scope of the Industrial b. The Adamson and La Follette laws Revolution c. Norris-LaGuardia law

88 d. Walsh-Healy law 3. Industry patterns e. Wagner law 4. Wage determination; plant level; indi- f. Fair Labor Standards law vidual wages g. Taft-Hartley law VI. The Balance Sheet of Labor-Management h. Landrum-Griffin law and beyond Relations B. Management and collective bargaining A. The control and zlimination of poverty in a C. Bargaining procedures and tactics, including modern industrial state mediation 1. The extent of poverty D. Issues and areas of agreement in collective 2. The attack on poverty bargaining 3. Trends and portents 1. Security issues B. Justice and dignity for all in an industrial 2. Working conditions democracy 3. Safety provisions and safety education 1. The worker-status and goals 4. Money matters E. Strikes and lockouts; tactics and prevention 2. Management-rights and responsibilities F. Evaluation of collective bargaining 3. The future of capitalistic society IV. Dynamics of the Labor Market A. Labor supply and the market Texts and References 1. Level and composition of the labor force ADRIAN. State and Local Governments. 2. Changing patterns of employment BACH. Economics: An Introduction to Analysis and Policy. 3. Some questions about labor supply and BELL. Crowd Culture. the market BIESANZ and MAVIS. Modern Society: An Introduction to Social Science. B. Reduction and control of unemployment BISHOP and HENDLE. Basic Issues of American Democracy. 1. Types of unemployment CARR) BERNSTEIN, and MORRISON. American Democracy in 2. Proposed schemes of employment stabili- Theory and Practice. zation CHAMBERLAIN. Sourcebook on Labor. CIIINOY. Society: An Introduction to Sociology. 3. Continuing problems GEORGE). Management in Industry. C. Labor mobility limn and PROTHRO. The Politics of American Democracy. 1. Types of labor mobility Mimic and SLATER. Economics in Action. 2. Deterrents to labor mobility Oaa and RAY. Essentials of American Government. FELLING. American Labor. 3. Suggested programs to improve labor PHELPS. Introduction, to Labor Economics. mobility ScROKIN. Cri818 of Our Age. V. Wage and Salary Determination WALLETT. Economic History of the United States. A. Wages, salaries, processes, and employment 1. Definition of wages and salaries Visual Aids 2. Wages and the productive process 3. The problem of inflation Encylopedio, Britanniea Films, 1150 Wilmette Avenue, Wilmette, Ill. 60001. B. Wages and the national income Man and His Culture, 16 mm., 15 min., sound, black and 1. Concepts of measurement and productiv- white. ity ,Productivity-Key to Plenty, 16 mm., 20 min., sound, black and white. 2. Determinants of productivity McGraw-Hill Book Co., Inc., 330 West 42nd Street, 3. The distribution of national income Now York, N.Y. 10036. C. Wage structures Social Classes in America, 16 mm., 16 min., sound, black and white. 1. Occupational differences The Rise of Organized Labor, 10 mm., 18 min., sound, 2. Geographic patterns black and white.

84 FACILITIES, EQUIPMENT, AND COSTS

General Planning of Facilities rnent should have separate distribution control panels which can be locked for security. Drawing rooms, laboratories, classrooms, offices, Both classrooms and laboratories as well as and storage facilities for teaching architectural offices should be well lighted. A minimum of 70 and building construction technology do notre- foot-candles of light is recommendedon all work quire unusual conditions. Most well-constructed surfaces of classrooms, offices, and general labora- buildings with suitable facilities for water, heat, tories. In all rooms where drafting must be done, a light, ventilation, plumbing, and other utilities minimum of 100 foot-candles of light, exclusive of may be used. Even multistory buildings lend natural light, should be provided. Fixtures should themselves to accommodating drawing rooms, be selected to provide a comfortable, uniform classrooms, and offices where satisfactory stair- light throughout the room; usually fluorescent- ways and permit the necessary student traffic type lightisthe most satisfactory.Lighting and communication. fixtures should be arranged diagonal to the tables Laboratories with should be in drafting rooms (see figs.15 and 16). This placed on the lower floor. In particular, the mate- arrangement of lighting prevents drawing-equip- rials laboratory, requiring a heavy machine, should ment shadows from appearing on the drawing be located on ground level where solid foundations surface. will support the concentration of weight. Other- Mechanical equipment which provides constant wise, a building having abundant windows for temperature and humidity control within drafting natural lighting, preferably north light, will be rooms is very desirable. Air in these areas should especially suitable for this program. be within comfortable temperature and humidity Adequate washroom and toilet facilities should ranges and should be circulated with sufficient be provided. In multilevel buildings these facilities amoi:nts of outside air to keep air in rooms should best be providedon each floor. If wash- suitably fresh. In warm climates, year-round air rooms must be placed remote from drawing rooms, conditioning is recommended. small fixtures should be provided inor near the Faculty offices may best be placed in small drawing rooms so that studentsmay wash their clusters near classrooms and laboratories. No more than two faculty members should be placed hands without inconvenience. Bothwarm and in each office, but several offices can be combined cold water should be provided in washrooms and in with an outer office for a secretary orrecep- all laboratories. Space must be allowed forproper tionist so that several instructors may share storage of janitorial equipment and supplies. secretarialservice. As in drawing rooms,air Electrical services should provide both 110- and conditioning(in warm climates)isdesirable. 220-volt current for the materials and model- Each faculty member should have a minimum of building laboratories. Most of the equipment in 150 square feet of office space. these laboratorieswill be more economically If plans are being made to start an architec- operated with 220-voltcircuits. The drawing tural and building construction program in an rooms and classrooms and other areas should be institution which already offers programs in other well provided with 110-volt duplex outlets. Con- technologies, a careful analysis should be made of existing classrooms and laboratories to determine trol panels for electrical apparatus should becen- the feasibility of using them. Some of the space trally located, with the circuit breaker foreach provisions might not have to be duplicated for circuit with ample capacityto prevent overloading. the new program. This discussion assumes that Laboratories with considerable electrical equip- conventional classrooms, offices, lecture rooms,

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Figure 15.A suggested layout for an architectural drawing laboratory.

86 and the necessary related accommodationsare storage of supplies and equipment. Cork boards already available. Therefore, only the physical for display of students' workmay best be placed facilities specifically identifiable with the technical directly outside the room ina hall or passageway. specialty are described. Since the classrooms, Sufficient lighting is of paramount importance laboratory facilities, and laboratory equipment in drafting rooms. Provisions should be required for the two physicscourses for architec- as gen- tural and building construction technologyare erous as possible fornaturallighting, which conventional, the details are not presented here. should be from the left,as indicated on the lay- The requirements for the technical specialty out. However, no direct sunlight should be allowed are unusual. Therefore, the minimum facilities to fall upon the drafting tables. Artificial lighting and equipment required are described insome should be adequate to allow for dark days and detail. Facility plans and estimatesare based on 24 night classes; and fluorescent fixtures, placed ina studentsthe maximum number recommended diagonal position in relation to the tables, should in the specialty courses.If the facilitiesare provide at least 100 foot-candles of comfortable available, lecture courses may be larger, possibly light on the tabletops. Walls and ceilings should up to 50 students. be painted in light, pleasing colors to reflect light and provide a comfortable atmosphere forcon- centration. Vinyl tile flooring of intermediate tone ARCHITECTURAL DRAWING provides a bright yet durable and resilient floor LABORATORIES surface.

Two typical drawing room floor plansare shown in figures 15 and 16. The floor plan in figure 16 calls for small (24 by 30 inch) drafting MATERIALS TESTING LABORATORY tables. The small tablescan be used for beginning drawing courses requiring only small drawings. This laboratory (see layout figure 17) should This room lends itself to lecture and problem- have ample floorspace and worktable space for solving classes where students must work from testmaterialsandrepresentativemodelsof books,tables, and drawingsor sketches. The structures. Note the spacing of the testing machine room also is suitable for beginning drafting classes with sufficient floorspace around it to provide for taught as service courses for other curriculums testing structures and also to enable students to and for adult evening classes whichare usually observe tests being performed. taught in institutions providing technician edu- The layout of this laboratory revolves around cating programs. the placementofthetesting machine. This Figure 15 shows the standard 3 by 5 feet drawing tables recommended for the fullrange of archi- laboratory should therefore be placed on the tectural drawing courses. Heavy-duty tables with ground floor to accommodate the dead weight adjustable basswood tops should be purchased; concentration; a double door is necessary to sturdy, steel drafting stools will be foundto be allow for the installation of the testing machine. most serviceable. Each table should be equipped Since demonstrations must be made at the with a parallel bar to provide each student witha machine and students must be directly around it convenient and professional work station. The to observe them, at least 6 feet of clearance 3 by 5 feet drawing tablesare recommended for should be allowed around the testing machine. all drawing courses after the beginningdrawing Worktables are shown for eimputations and course. blackboard discussions, and the instructor has As shown in the figures, a standard blackboard access to both the blackboard and the testing is provided on the front wall, anda 16-inch high platform is provided to allowstudents at the machine during lectures. A supplementary table drawing tables tosee and hear the instructor is shown for display of tested and ruptured satisfactorily. A table for models and demonstration materials. An isolated storage room for supplies equipment should be available in the front of and equipment is needed, with entrance doors in the room. Cabinetspace should be provided for to a hallway and the laboratory.

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MODEL BUILDING LABORATORY

The worktables in this laboratory allow students guarded belts and pulleys should be selected. to construct architectural models in group projects On-and-off switches should be easily accessible on (see figures 18 and 19). each machine. Demonstrations, stressing safety Safety precautions must be continually em- precautions on the use of woodworking machines, phasized. The small woodworking machinesare must be given before students are allowed to use purposely placed away from the work stations any of the power tools. for safety. A sturdy workbench is shown in the Provision must be made for lumber and ply- corner for supplementary layout and manual wood storage, and for a separate toolroom with work. Well-designed woodworking machines with adequate cabinets and racks for handtool storage.

88 MATE2I1 LSTE.s-rinoLAI50QATOI2Y

Figure 17.Materialstesting laboratory.

Small stools should be providedat the work sta- making transparencies for overhead tions. projectors Circuits of 220 voltsare necessary for and should be located ina separate room in the operating the power tools in thislaboratory, and building near the drawingrooms. Machines using sufficient 110-volt duplex outletsshould be in- ammonia for developing requirea roof vent di- stalled near the work stations. Hotand cold water rectly from the machine;even an auxiliary vent should be provided at a washbasin for cleanup and with a forced fan to the outside fromthe room it- for model-building work. If paintsare stored in the self is recommended. A 220-volt circuitis usually laboratory, a fireproof storagearea must be in- required to operate the larger machines. stalled. Fluorescent fixturesproviding 70 foot- Sufficient space should be provided for candles of light a work- on the worktables and machines table near the machine. A largepaper cutter is also are recommended. Forced ventilation will prevent suggested to facilitate cutting various sizedrepro- the accumulation of dust fromthe machines and ductions. A water outlet and fixtureare needed in provide comfortable ab within thearea. or near this room. Storage of sensitive reproduc- tion paper in areas other than the reproductionroom REPRODUCTION ROOM is recommended. The minimum sizerecommended for a reproductionroom is 150 square feet. The drawing instructors andstudents must have Before purchasingany types of reproduction access to a reproduction machine, whicl: usually is machines and other required equipmentfor school located in a separateroom (see figure 20). Modern use, officials should thoroughly investigate the diazo machinesare versatileeven capable of availability of Federal surplus equipment. Often

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considerable amounts can be saved if the equip- ment available meets the requirements of a Figure 19.The model- making laboratory equipped withproper school program. (See page 96 for further informa- machinery enables students to build models suchas this one, accu- rately and to scale. tion on procurement of Federal surplus materials for school use.)

90 BUILDING MATERIALS DISPLAY AREA enclosed cabinets to prevent dust from ruining AND LECTURE ROOM the samples and to allow students to see them. A good quality 16 mm. projector is satisfactory Because of their functional compatability, these for most technical films. It should, be permanently areas may be combined into one room, asshown in mounted on a stand near the back of the room. figure 21. However, if space is available, separate A retractable 6 by 8 feet screen can be conven- rooms for each activity may be abetter arrange- iently mounted above the blackboard on the ment. front wall and pulled down in place when needed, Building materials can be displayed in a typical forming a satisfactory, yet versatile arrangement. classroom with samples and specimens of materials Complete blackout shades for all windows must available. Material samples must be organized be installed. and carefully maintained in this lecture room. As figure 21 indicates, 48 tablet armchairs are Experience has shown that without proper shelving recommended in this room to provide space for or cabinetwork to accommodatesuch teaching possible double sections viewing a film. (Occa- aids, they soon deteriorate and clutter the room. sionally other large groups require school projec- The shelving, indicated in figure22,should be of tion room facilities.) The room should have good sturdy steel that can be assembled at various acoustical qualities and ample forced ventilation heights to fit various sizes of material samples. to make the viewers comfortable when blackout Some sample materials are best kept in glass- shades are in place.

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Figure 22.Typical cabinetwork for architectural materials display.

CONSTRUCTION MATERIALS counted for. Adequate time must be allotted to LABORATORY the instructor for the continual maintenance of all tools, equipment, and supplies. An example of a plan for this laboratory is shown in figure 23. It provides for four major kinds of activitywood, masonry, metals, and finishing. SURVEYING EQUIPMENT The tools and equipment are those commonly re- STORAGE ROOM lated to building construction. Experience ia the various activities should coincide with lectures Careful attention should be given to the design given in the course on building materials and of storage areas for surveying equipment. Most of construction methods. The intent is to give stu- the equipment is costly and must therefore be dents introductory practice with real materials and cared for carefully. Moreover, a properly laidout information on what is involved in their use. Lab- room will save much time in issuingequipment for oratory projects should illustrate and confirm surveying crews and checking it back in. Unless information presented in lectures, rather than the equipment is continually inspected for possible develop skills in building construction trade work. damage when it is checked in after laboratory ex- Balancing of the activities to rotate students ercises, full life expectancy of the equipment can- through the various work spaces in the laboratory not be realized. will need careful attention. Closely supervised in- A workable layout such as that shown in figure structions may be restricted to only two or three 24 provides a checkout counter near one end of the spaces at any one time, but the whole laboratory room with one door for students to enter,and an- requires continual surveillance byan alert in- other door near the other end of the counter structor. The entire laboratory can be supervised through which they leave after receiving their by one instructor, however, because of glass par- equipment. Shelves placed on the wall between titions, even if groups of students are working in the doors provide a handy place for students to each of the four different spPles. Large projects set textbooks, field books, and other gear while can be easily taken out -of -doors through the large they are checking out the equipment. doors and completed on the concrete apron or Cabinets and racks must be provided for storing nearby grounds. However, during bad weather, equipment in an organized way. Notice that an work projects can and must be conducted inside. A-frame storage rack (see figures 25 and 20) in the Provision must be made for adequate storage of center of the room is convenient for storing tripods all tools and equipment so they can be easily ac- and rods and is still accessible.

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GENERAL STORAGE ROOM tectural and building construction technology The department should have ampleprovision department must be considered. The display of for storage of miscellaneous items,such as exam- student work andan occasional display of pro- ples of student drawings, teaching aids, and other fessional work are effectivemeans of motivating equipment necessary to theprogram. Most of the equipment and suppliescan be stored in a room students. Large cork boardscan be used if placed equipped with wide shelving. The shelvingshould in prominent areas of hallsor passageways. Tables be designed to accommodate theequipment. should be reserved for display of models and three- dimensional exercises; in order to maintain inter- DISPLAYING STUDENT WORK . est, exhibits should be continually kept up-to-date Attractive display of student workin an arehi- with current work.

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04 Figure 25.A storage rack for transit tripods.

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05 862483 0-601--8 Equipping The Laboratories information on the location of the government and Their Costs surplus distributing agency in his State and the name of the person in charge. Information on The cost of equipping an architectural and government surplus property may also be ob- building construction department is not excessive. tained by writing to: Ideally, a program should start with fully equipped laboratories; but if necessary, the required labora- Chief, Surplus Property Utilization Division tories can be equipped as the program develops; U.S. Department of Health, Education, the outlay of funds before the firstyear of the and Welfare program is thus reduced to a minimum the first Washington, D.C. 20201 year, and the costs of equipment needed for the Experience has shown that it is important to second year can be spread over the first year's exercise judgment and care in acquiring surplus operation. equipment. Specific plans for the use and sound Experience has shown that the department justification for the need should be established head or one of the technical specialty instructors clearly for any piece of surplus equipment. A is the best qualified person to make final decisions careful analysis should be made of its total cost, on the selection of laboratory equipment. His transportation, space required, cost of installation, background in the technical specialty will usually repair or parts replacement (if incomplete), and prevent costly mistakes which often occur when maintenance; and the likelihood of the equipment nontechnical employees select or buy equipment. becoming obsolescent within a short time. Surplus equipment, from eitherprivateor Only technically competent, responsible, and public organizations, can be an importantsource imaginative persons should select surplus equip- of good materials and hardware for equipping ment, and then only after a thorough on-site laboratories. Government surplus propertymay inspection. Such persons avoid the temptation or often be an especially attractive source of either tendency to acquire equipment that is attractive, standard or specialized components, units,as- but obsolete, irrelevant, bulky, or in excessive semblies, mechanisms, instruments, and systems amounts. With these precautions in mind, re- the cost of which usually is onlya small fraction sourceful department heads or instructors can of the cost when new. Educational institutions usually obtain testing instruments, apparatus, and are high on the priority list of agencies to which other essential up-to-date equipment for their government surplus property is made available. laboratories at very reasonable cost. Acquisition of surplus property within the States The estimates that follow are based on the costs must be made through State agencies for surplus of equipping architectural and building construc- property. Most such State agencies maintain one tion laboratories for 24 students, with new equip- or more distribution centers at which authorized ment, of good quality but not fancy. The estimates representatives of eligible schoolsor school sys- are based on the purchase price at the date of this tems select materials for educational use. Usually publication. The estimates do not include costs of one or more officials of a school or school system officefurniture,conventionalclassrooms, and aredesignatedasauthorizedrepresentatives. rooms or laboratories necessary fo conventional Technical educators should communicate with basic courses. They are specifically for laboratories the authorized representative of their schoolor and rooms needed for the technical specialty. No school system, ifone exists, to arrange to visit inclusion is made for conventional firefighting equip- their State agency's distribution center;or write ment, or for the janitorial equipment necessary to the director of their State agency for surplus to maintain a school building. property to obtain information on how to acquire Major items of equipment necessary for each equipment. laboratory are listed, and an estimate of their cost The State director of vocational and technical is given below as a gross figure with a reasonable education in each Statecan provide specific range to reflect variations in costs of brand names

00 and local areas. Since comparable equipmentmay good quality equipment should be purchased for vary in cost in various locations, individual items school instruction. are not priced. Costs of equipment may vary also Supplies that students need in the drawing if purchased in larger quantities. It is suggested laboratory are listed merely for convenience in that at least three bids be obtained before obtain- case the institution provides these supplies for the ing any of the equipment. Detail pricescan be student. In most technical schools the student provided by suppliers when purchasesare to be provides his own supplies,even though standard- made. Again, it is worthwhile stating that only ized materials are used.

97 ESTIMATES FOR SPECIFIC Number Item required FACILITIES DRAFTING LABORATORY T-squares EQUIPMENT AND SUPPLIES 30 Display table, 3'x 6' 1 Blackboard, 3' x 16' 1 Large Drafting Laboratory Rostrum alid stool (ea.) Number 1 Item required Platform 1. Drafting tables, 3' x 5' wood, adjustable Steel cabinets 2 basswood tops 24 Coatracks 2 Parallel bars, wood, 5' long, plastic edges__ 24 Cork display board 1 Drafting stools, steel, round-top 24 Wastepaper basket 1 Storage cabinets, steel 2 Assorted supplies ofpaper, as required_ 1 Demonstration table, wood, 4'x 6' 1 Estimated costtotal,$5,000to Rostrum and stool (ea.) 1 $6,000 Coatracks 2 Wastepaper basket 1 Model Building Laboratory Blackboard, 3' x 18' 1 Number Item 300--60° triangle, 14" 24 required Model building tables 45° triangle, 10" 24 4 Low stools, steel Architect's scale, 12" triangular 24 24 's scale, 12" triangular 24 Blackboard, 3' x 10' 1 Irregular curves 24 Workbench, with vise 1 Pencil pointers 24 Set of toolroom racks and cabinets 1 Erasing shields 24 Power disk sander 1 Sets of drawing instruments 24 Power belt sander, 6" 1 Table Protractors 24 1 Drill press Adjustable triangles 24 1 Lettering guides 24 Jigsaw 1 Dusting brushes 24 Waste receptacle 1 Architectural brushes 24 Sets of model-building hand tools, each Erasers 24 including 4 Stanley cutting knives Electric erasing machine 1 3 Rolls of drafting tape 24 Framing square.. 1 Semi-automatic pencils 24 Back-band hand saw 1 Sets of assorted leads 24 Try square 1 Rolls of sketching paper 24 Coping saw 1 Rolls of tracing paper (or cut sheets) 24 Shears 1 Sets of assorted sheets of drawing,paper__ _ 24 Architect's scale 1 Set Sweet's Catalog Service 1 Metal straight-edge 1 Estimated costtotal, $7,000 to $8,500 Small hammer 2 Paint brushes, 1" Sheets sandpaper, medium 1 Beginning Drafting Laboratory Tweezers 1 Number Sharpening stone 1 Item required Mitering saw 1 Drafting tables, 24"x 30" 30 Estimated costtotal,$3,500to Drafting stools, steel 30 $4,500

98 Reproduction Room Number Item Number required Item required Miscellaneous hand tools, set 1 Blue line reproduction machine 1 Lumber and plywood supplies Spirit duplicator ("Ditto" machine) 1 Assorted Plexiglas and other plasticma- Mimeograph machine 1 terials Paper cutter, 24" 1 Estimated cost (wood station),$2,500 to Worktable 1 $3,000 Storage cabinet Large paper shears 1 (Masonry Station) Initial supply of blueline paper 1 Number Estimated costtotal, $4,000 to $5,500 Item required Workbench, built-in 1 Building Materials Dizp lay and Lecture Cabinets, storage 1 Room Concrete mixing machine, electric 1 Number Rubber. hose, 50 ft 1 Item required Shovels, square point 3 Movie projector, 16 mm 1 Trowels, , 11" 6 Roll-down screen, 6' x 8' 1 Hammers, bricklayers 3 Overhead projector 1 Brick chisels, 4" 3 Tablet armchairs 48 Jointing tools, brick pointing_ _ __ 3 Blackboard, 3' x 16' 1 Levels, 24" 3 Rostrum 1 Steel finishing trowels 6 Demonstration slide rule, 7' 1 Wood floats, 12" 6 Set of adjustable shelving and cabinets____ 1 Level, 48" 1 Coat racks_ 2 Edging tools, concrete 3 Set blackout screens 1 Mortar mixing box 1 Estimated costtotal, $2,500 to $3,000 Steel tapes, 50 foot 2 Bricklayers' rules 6 Construction Materials Laboratory (Wood Mixing hoe 1 Station) Miscellaneous equipment set 1 Number Suppli6, cement, mortarmix, aggregate, Item required brick, and block. Woodworking benches, w/vises 4 Estimated cost (masonry station), Tool cabinets 1 $1,500 to $2,000. Lumber storage rack 1 Disk sander 1 (Metal Station) Miter box 1 Nail hammers, 16oz 6 Number Nail hammers, 13 oz 6 Item required Ratchet braces and assorted bitsets 2 Metal working table 1 Wood chisel sets, assorted sizes 2 Bench and cabinet work 1 Try squares, 10" 6 Sheetmetal brake, bench model 1 Framing squares, 24" 6 Arc , portable, withscreen 1 Level, 24" 1 Set of hand tools for welder 1 Steel rules, 12" 6 Drill press, floor model 1 Nail set, assorted sizes 2 Electric soldering tool 1 Screwdriver sets, assorted sizes 2 Bench vise, machinist's 1 Ripsaw, 5point 1 Hammers, ball peen 6 Crosscut , 10-point 6 Sheet metal shears 6 Keyhole saw 1 Steel squares, 24" 2 Coping saws 4 Hack saws 6 Hand planes, 9" 6 Scratch awls 6

99 Number Number Item required Item required Pliers, assorted sizes 6 Resistance strain indicator 1 Steel rules, 24" 3 Work tables, 30" x :18' 3 Steel rules, 12" 3 Low stools, steel 24 Pipe vise 1 Blackboard, 3' x 16' 1 Pipe cutter and reamer 1 Demonstration counter, wood, 2' x 10'____ 1 Pipe threading tool, assorted dies 1 Set of storage shelves 1 Pipe wrenches, large 2 Estimated costtotal, $28,000 to $32,000 Pipe wrenches, medium 2 Hand torch, butane 1 Hand files 6 Surveying Equipment Storage Room (in- Screwdrivers, assorted 6 cluding surveying field equipment and supplies) Adjustable wrenches 3 Riveting tool set 1 Built-in checkout counter 1 Metal supplies Rod and pole rack, wood 1 Estimated cost (metal station), $2,500 to Tripod rack 1 $3,000 Built-in storage cabinet 1 Steel tapes, 100', surveyor's 6 Chaining pins, 11/set 6 (Finishing Station) Range poles 6 Metallic tape, 50' 6 Number Plumb bobs 6 Item required Hand axes 6 Finishing tables 2 Clamp handles, for taping 6 Storage cabinets 1 Dumpy levels 8 Bench 1 Philadelphia level rods, extension type with Drying rack 1 target 8 Fireproof waste receptacle 1 Hand levels 8 Putty knives, 1%/1 wide 6 Transits, vernier reading to 1 min. 6 Putty knives, 4" wide 6 Estimated costtotal, $12,000 to Glass cutters 3 $14,000 Paint brush sets, assorted sizes 4 Brush storage container 2 Steel rules, 24" 3 General Storage Room Mixing pans and containers 6 Sandpaper and steel wool supplies Number Item required Miscellaneous equipment 1 Supplies, other Steel shelving as required Estimated cost (finishing station), $1,500 Estimated costtotal, $50( to $1,000 to $2,000 Estimated' cost for the laboratorytotal, $8,000 to $10,000 Summary of Costs The list of equipment and supplies is basic and does not include items for specialized programs or Materials Testing Laboratory situations. In addition to the cost of basic equip- ment, a further sum of from $3,000 to $5,000 Number Item required should be earmarked and included for the cost of Universal testing machine, (120,000 lbs. installing equipment and special built-in furnish- min. capacity) and accessories 1 ings in the various laboratories. It is assumed that Rockwell hardness tester 1 a continuing budget is provided for the repair Set miscellaneous strain reading equip- and maintenanceofthelaboratoriesinthe ment 1 departments.

100 The total cost of laboratories and equipment, Laboratory Facility Estimated Cost excluding conventional classrooms and offices, for Materials testing laboratory 28, 000 to 32,000 An architectural and building construction tech- Surveying equipment and storage room 12, 000 to 14,000 nology program, based upon 1969 prices, may be General storage 500 to 1,000 estimated as follows: Installing of various equipment 3, 000 to 5,000

Laboratory Facility Estimated Cost Total estimated cost of laboratory Large drafting laboratory equipment equipment and supplies $73, 500 to $89,500 and supplies $7, 000 to $8,500 Beginning drafting laboratory 5, 000 to 6,000 The foregoing estimates do not provide for the Model-building laboratory 3, 500 to 4,500 cost of the building itself; if it is constructed for the Reproduction room 4, 000 to 5,500 Building materials display and lecture program, the cost may be roughly calculated at room 2, 500 to 3,000 from $12 to $15 per square foot of unfurnished Construction materials laboratory 8, 000 to 10,000 laboratory space.

101 BIBLIOGRAPHY

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102 Deatherage, George E. Construction Company Organization Halse,Alberto.ArchitecturalRendering. New York: and Management. New York: McGraw-Hill Book Co., McGraw-Hill Book Co., Inc., 1960. Inc., 1964. Hamlin, Talbot. Architecture Through the Ages. New York: . Construction Office Administration. New York: Putnam, 1953. McGraw-Hill Book Co., Inc., 1964. Hansen, B. J. Practical PERT. America House, 1964. .Construction Scheduling and Control. New York: Harris, Norman C. Experiments in Applied Physics. New McGraw-Hill Book Co., Inc., 1965. York: McGraw-Hill Book Co., Inc., 1963. De France, Joseph J. General Electronics Circuits. New York: Harris, Norman C. and E. M. Hemmerling. Introductory Holt, Rinehart and Winston, Inc., 1963. Applied Physics. New York: McGraw-Hill Book Co., DeVitis, A. A. and J. R. Warner. Words in Context: A Inc., current ed. VocabularyBuilder. New York: Appleton-Century- Hays, Robert. Principles of Technical Writing. Reading, Crofts, Inc., current ed. 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Materials for Architecture: An En- Edwards, Edgar 0. The Nation's Economic Objectives. cyclopedic Guide. New York: Reinhold, 1961. Chicago: University of Chicago Press, 1964. Howard, H. Structure, An Architect's Approach. New York: Edwards, H.Griffith.Spe'cifications.Princeton,N.J.: McGraw-Hill Book Co., Inc., 1968. Van Nostrand, 1961. Hunt, William Dudley. Comprehensive Architectural Serv- Elliott,WilliamW.,E.Miles,and W. Reynolds. ices: GeneralPrinciplesandPractice.New York: Mathematics: Advanced Course. Englewood Cliffs, N.J.: McGraw-Hill Book Co., Inc., 1965. Prentice-Hall, Inc., 1962. Huntington, Whitney C. Building Construction. New York: Evans, B. H. AIA Research Study. Washington: The John Wiley & Sons, 1063. American Institute of Architects, 1965. .Building Construction: Materials and Types of Faulkner, Ray and S. Faulkner. Inside Today's Home. Construction. New York: John Wiley & Sons, 1963. New York: Holt, Rinehart and Winston, Inc., 1960. Illuminating Engineering Society. 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Kruglak, Haym and J. T. Moore. Basic Mathematics for .National Design Specification for Stress-Grade Lum- the Physical Sciences. New York: McGraw-Hill Book ber and Its Fastenings. Washington: The Association, Co., Inc., 1963. 1962. Larson, Thomas D. Portland Cement and Asphalt Concretes. .Plank-and-Beam Framing for Residential Buildings. New York: McGraw-Hill Book Co., Inc., 1963. Washington: The Association, 1961. Laurilia, Simo H. Electronic Surveying and Mapping. .Wood Construction Data. Washington: The Asso- Columbus, Ohio: Ohio State University, Institute. ciation, current ed. Leggett, Glen, C. D. Mead, and W. Charuat. Handbook N.C. Department of Insurance. North Carolina State forWriters.Englewood Cliffs, N.J.:Prentice-Hall, Building Code. Raleigh: The Department, current ed. Inc., 1965. Oberg, Erik and Franklin D. Jones. Machinery's Handbook. Le Grand, Rupert. The New American Machinist's Hand- New York: Industrial Press, current ed. book. 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New York: terials.Scranton, Pa.:International Textbook Co., McGraw-Hill Book Co., Inc., 1963. current ed. Rice, Harold S. and R. M. Knight. Technical Mathematics. Iit odern Building Encyclopedia, The. Edited by N. W. Kay. New York: McGraw-Hill Book Co., Inc., 1963. London: Oldhams Press, current ed. Richards, James A., F. W. Sears, M. R. Wehr, and M. W. Muller, Edward J. Architectural Drawing and Light Con- Zemansky. Modern College Physics. Reading, Mass.: struction. Englewood Cliffs, N.J.: Prentice-Hall Inc., Addison-Wesley Co., Inc., 1962. 1967. Rogers, Tyler Stewart. Thermal Design of Buildings. New Munce, J. F. Industrial Architecture. New York: McGraw- York: John Wiley & Sons, 1964. Hill Book Co., Inc., 1960. Roget, Peter. New Roget's Thesaurus in Dictionary Form. National Board of Fire Underwriters. National Building New York: Putnam, 1965. Code. New York: National Board of Fire Underwriters, Salvadori, Mario George and M. Levy. Structural Design in current ed. Architecture.EnglewoodCliffs,N.J.:Prentice-Hall, Inc., 1963. National Fire Protection Association. Handbook of the Samuelson, Paul A. Economics; An Introductory Analysis. National Electrical Code. New York: McGraw-Hill Book New York: McGraw-Hill Book Co., Inc., 1064. Co., Inc., current ed. Schultz, Theodore W. The Economic Value of Education. National Forest Products Association (Technical Services New York: Columbia University Press, 1963. Division>. Manual for House Framing. Washington: The Sears, Francis W. and M. W. Zemansky. College Physics. Association, 1961. Reading, Mass.: Addison-Wesley Co., Inc., 1960.

104 Semat, Henry. Fundamentals ofPhysics. New York: Holt. Rinehart, and Winston, Inc., . Occupational Criteria and PreparatoryCurriculum 1966. Patterns in Technical Education Shaffer, Louis R., J. B. Ritter,and W. L. Meyer. The Programs. (0E-80015) Critical Path Method. New Washington: U.S. GovernmentPrinting Office, 1962. York: McGraw-Hill Book .Pretechnical Co., Inc., 1965. Post HighSchoolPrograms,a Smirnoff, Michael. Measurements Suggested Guide. (0E-80049)Washington: U.S. Govern- for Engineering and ment Printing Office, 1967. Other Surveys. Englewood Cliffs,N.J.: Prentice-Hall, Inc., current ed. .Scientific and Technical SocietiesPertinent to the Education of Technicians. Smith, Alpheus W. and J. N. Cooper.Elements of Physics. (0E-80037) Washington: New York: McGraw-Hill Book Co., U.S. Government PrintingOffice, 1966. Inc., 1964. U.S. Department of the Smith, R. C. Materials of Construction.New York: Mc- Interior, Bureau of LandManage- Graw-Hill Book Co., Inc., current ment. Restoration of Lostor Obliterated Corners and Sub- ed. division of Sections. .Principles and Practices of LightConstruction. Washington: The Department, Englewood Cliffs, N.J.: Prentice-Hall, current ed. Inc., 1963. U.S. Federal Housing Sorokin, P. A. Crisis of Our Age. New York:E. P. Dutton, Administration. MinimumProperty current ed. Standards for One and TwoLiving Units. Washington: Stewart, M. and Others. Business English The Administration. 1964. and Communica- Wallet, Francis G. Economic tion. New York: McGraw-Hill BookCo., Inc., 1961. History of the United States. Stubbs, Frank W. Handbook of Heavy New York: Barnes and Noble,1963. Construction. New Waldron, A. James. Fundamentals York: McGraw-Hill Book Co., Inc.,current ed. of Project Planning and Sweet's Catalog Service. Catalog File: A Control. Haddonfield, N.J.:Waldron, 1963. Classified Collec- Wang, Chu -Kia and C. G. tion of Manufacturers' Catalogs: i.e.Architectural. New Salmon. Reinforced Concrete York: F. W. Dodge Corp., current ed. Design. Scranton,Pa.: International TextbookCo., 1965. Thomas, Joseph D. Composition for TechnicalStudents. New York: Scribner, 1065. Washington, Allyn J. Basic TechnicalMathematics with Timber Engineering Company. Timber Design Calculus. Reading, Mass.:Addison-Wesley, 1964. and Con- Wass, Alonzo. Building Construction struction Handbook. New York: McGraw-HillBook Co., Estimating. Englewood Inc., current ed. Cliffs, N.J.: Prentice-Hall, Inc.,1963. Townsend, Gilbert and J. Ralph Dalzell. How Watkins, Floyd C. and EdwinT. Martin, and Dillingham. to Plan a Practical English Handbook. House. Chicago, Ill.: American Technical Society,cur- Boston: Houghton Mifflin, rent ed. 1965. Watson, Donald A. Specifications U.S. Department of Agriculture. Wood Handbook.Wash- Writing for Architects ington: The Department, current ed. and Engineers. New York:McGraw-Hill Book Co., U.S. Department of Commerce, National Bureau Inc., 1964. of Stand- Weisman, Herman M. Basic Technical ards.Screw-ThreadStandards forFederal Writing. Columbus, Services. Ohio: Merrill, 1962. Washington: The Department, current ed. Weiss, Harold and James U.S. Department of Commerce, Coast and GeodeticSur- B.McGrath.Technically vey. Sines, Cosines, and Tangents; Ten Decimal Places. Speaking. New York: McGraw-HillBook Co., Inc., 0 Degrees to 6 DegreesLambert Projections. Washington:- 1963. The Department, current ed. White, Harvey E. Modern CollegeP, hysics. Princeton, N.J.: Van Nostrand, 1966. .The State Coordinate Systems. Washington: The Department, current ed. Winter, George and Others. Designof Concr4te Structures. . Topographic Sheets (of school area). New York: McGraw -Hill BookCo., Inc., 1964. Washington: current ed. Witty, Paul. How to Becomea Better Reader. Chicago: U.S. Department ofHealth, Education, and Welfare Science Research Associates,1962. Office of Education. Civil Technology, Highway and Zetler, Robert L. and W. G.Crouch. Successful Communi- Structural Options, a Suggested 2-Year Post High School cation in Science and Industry: Writing,Reading, and Curriculum. (0E-80041) Washington: U.S. Government Speaking. New York: McGraw-Hill BookCo., Inc., Printing Office, 1966. 1961.

105 APPENDIX A Societies and Agencies Pertinent ins activities of common interest to all members of the industry. to the Education Purpose: To promote the interests of the iron and steel of Architectural and industry, to collect statistics and other information con- Building Construction Technicians cerning the industry, to engage in investigation and research, to provide a forum for the exchange of infor- mation and discussion of problems relating to the Some of the professional, scientific, and technical soci- industry, and to promote the use of iron and steel. eties or associations concerned with arnhitectural and Total membership: Eighty-three company members and building and its applications aro over 2,800 individual members. useful sources of instructional information and reference Publications:Numerous publicationsavailableupon data. request. Tho selected list which follows is not a complete listing of all such organizations; and inclusion does not imply AMERICAN PLYWOOD ASSOCIATION, 1119A. special approval of an organization, nor does omission Street, Tacoma, Wash. 98400. imply disapproval of an organization. Details regarding History: Founded 1936; formerly Douglas Fir Plywood local chapters or sections of societies have been omitted. Association. Members are manufacturers of fir plywood Teachers and others desiring information from the and allied products. Sponsois Plywood Research Foun- organizations listed below should address their inquiries dation and Plywood Fabricator Service. to "Tho Executive Secretary" of the organization. A re- Purpose: Conducts trade promotion through advertising, quest for information about the organization and its publicity, merchandising, and field promotion; main- services or for specific information can usually bo answered tains quality control in accordance with the commercial promptly by them. standards and grade techniques. Total membership: 118. AMERICAN CONCRETE INSTITUTE, Post Office Publications: Production Report, weekly; Forecast of De- Box 4754, Redford Station, Detroit, Mich. 48219. mand, monthly. History: Founded 1905: A technical society of engineers, architects, contractors, educators, and others interested AMERICAN SOCIETY FOR TESTING AND MA- in its purpose. TERIALS, 1916 Race Street, Philadelphia, Pa. 19103. Purpose: To improve techniques of design, construction, History: Founded 1898: Engineers, scientists, and skilled and maintenance of concrete products and structures. technicians holding membership as individuals or as rep- Total membership: 11,600. resentatives of business firms, government agencies, Publications: Journal of the 401, monthly. educational institutions, laboratories. AMERICAN INSTITUTE OF ARCHITECTS, 1735 Purpose: To promote the knowledge of materials of engi- New York Avonuo NW., Washington, D.C. 20006. neering, and the standardization of specifications and testing methods. Sponsors more than 125 research proj- History: Founded 1857: Professional society of architects. ects: leSUOS various awards for research and significant Absorbed (1889) Western Association of Architoots. contribution in this area. Has developed standard test Maintains library of 12,000 volumes. metho is, specifications, and recommended practices now Purpose: Grants honor awards, scholarships, and fellow- in use. . Works through commissions which coordinato Total momborship: 11,800. and review committee activities in their respective areas o of responsibility. Sponsors American Institute of Archi- Publications: Materials Research and Standards Journal, tects Foundation. Affiliated with National Institute for monthly; Proceedings, annual; Yearbook; Index to Stand- Architectural Education; Producers Council. ards, annual; Book of Standards, annual. Numerous tech- Total membership: 15,270. nical papers and reports. Publications: AIA Journal, monthly. CONSTRUCTION SPECIFICATIONS INSTITUTE AMERICAN IRON AND STEEL INSTITUTE, 150 (CSI), 632 Dupont Circle Building, Washington, D.C. East 42nd Street, Now York, N.Y. 10017. 20006. History: Founded 1855; from 1855-65American Iron Ronald S. Ryner, Executive Director Association; from 1865 to 1908American Iron and Founded: 1948Persons who are concerned with the spac Steel Association: A nonprofit organization of the iron cifications and documents used in connection with the and steel industry of the Western Homidphere, engaging design, construction, maintenance, and equipment for

106 construction projects; includes architects, professional SOUTHERN PINE ASSOCIATION, Post Office Box engineers, teachers and research wori-ers in architectural 1170, National Bank of Commerce Building, New and engineering fields, representatives of architects and Orleans, La. 70100. engineers who are supervising construction projects, History: Founded 1914: Members are manufacturers of specification writers, building maintenance engineers, Southern pine lumber. Affiliated with Southern Pine technical representative of nonprofit organizations of the Inspection. Bureau; Southern Pine Industry Committee. construction industry. Purpose: To conduct research programsinproduct Total membership: 5,300; staff 6 local groups, 50. improvement, timber, design, gluing of lumber, exterior Publications: Construction Specific, monthly. and interior finishes, wood quality effects of spacing in Convention/Meeting: Annual. plantations. Promotes public education in improved FOREST PRODUCTS LABORATORY, 'U.S. Depart- land use in protection, growing and harvesting trees. ment of Agriculture, Madison,Wis. 53700. Total membership;152. Publications: Manual and textbook on timber engineering NATIONAL FOREST PRODUCTS ASSOCIATION and specifications. (formerly National Lumber Manufacturers' Associa- UNITED STATES OF AMERICAN STANDARDS tion), 1619 Massachusetts Avenue, Washington, D.C. INSTITUTE, 10 East 40th Street, New York, N.Y. 20036. 10016. History: Founded 1902: Federation of 17 regional lumber History: Founded 1918; formerly the American Standards manufacturers' associations, representing major regional, Association. Composed of industrial firms, trade associa- species, and product groups in the incIngtry. tions, technical societies, consumer organizations, and Purpose: To promote use of forest products through Na- government agencies. tional Wood Promotion Program; conservation and re- Purpose: Serves as a clearinghouse on nationally coordi- newal of forest properties and uses of wood and wood nated voluntary safety, engineering and industrial stand- products through its affiliated Timber Engineering Com- ards. Gives status as "USA Standard" to projects pany. Sponsors Economic Council of the Lumber Indus- developed by agreement from all groups concerned in try, which considers economic problems of the industry such areas as definitions, terminology, symbols, and on a national basis. abbreviations; materials, performance characteristics, Total membership: 17. procedure and methods of rating; methods of testing Publications: Lumber Letter, weekly; Promotion Progress; and analysis; size, weight, volume and rating; practices; Monthly Statistical Report of Lumber and hardwood Floor- safety; health; and building construction. Provides ing; also publishes booklets, pamphlets for home owners. informationonforeignstandardsandrepresents United States interests in international standardization PORTLAND CEMENT ASSOCIATION, 33 W. Grand work. Avenue, Chicago, Ill. 20600. Total membership: 2,300. History: Founded 1916: Members are manufacturers of Publications: Magazine of Standards, monthly; News- portland cement. Gives lectures and demonstrations for letter, monthly; Proceedings, annual;individual architects, contractors, and others; provides information standards. to schools, colleges, farm organizations, and technical WEST COAST LUMBERMEN'S ASSOCIATION, 1410 groups; assists with instruction on improved methods of S. W. Morrison Street, Portland, Oreg. 97205. concrete design and construction. History: Founded 1911: Mills and fabricating and treating Purpose: To improve and extend the uses of portland plants in the Douglas fir region that use Douglas fir, cement and concrete through scientific research and West Coast hemlock, Western red cedar, White fir, engineering field work. and Sitka spruce. Total membership: 75; staff: 750. Purpose: To bring to the general public knowledge of the manufacture of different species of lumber through Publications: 400 booklets which are circulated, along advertising and promotion; carloading; car supply; with motion picture film and other materials on uses general maritime; lumber costs and reports; public of cement and concrete in road paving, structures, relations; traffic and insurance. conservation, housing and farm buildings. Total membership: 180. Publications: Technical reports.

107 APPENDIX B

Suggestions on Library Content ENCYCLOPAEDIA IIPITANNICA:Encyclopaedia Bri- for the Technology tannica, Inc., 425 N. Michigan Avenue,Chicago, Ill. 60611. ENCYCLOPEDIA AMERICANA, THE:Americana The library content may be classifiedas basic encyclope- Corporation, 575 Lexington Avenue, NewYork, N.Y. dic and reference index material, referencebooks pertinent 10022. to architectural and building constructiontechnology, ENCYCLOPEDIA OF CHEMICALREACTIONS: periodicals and journals, and visual aids. C. A. Jacobson and Clifford A. Hampel,Reinhold Pub- Encyclopedic and Reference Index Material. lishing Corp., Book Division, 430 ParkAvenue, Now York, N.Y. 10022. This part of the library content is basic in thatit con- ENCYCLOPEDIA OF CHEMISTRY, THE:. Clark and tains the broadly classified and organized cataloging of all Hawley, Reinhold Publishing Corp., BookDivision, 430 available information pertinent to the objectivesthe li- Park Avenue, New York, N.Y. 10022. brary serves and the program it supports. ENCYCLOPEDIA OF MODERN ARCHITECTURE: The following is a typical list of general referencemate- H. N. Abrams, 6 W. 57th Street, New York, rial that might be found in N.Y. 10019. a publicly controlled technical ENCYCLOPEDIA OF THE SOCIALSCIENCES: The institute. Though many are general, all ofthese references Macmillan Co., 60 Fifth Avenue, New York,N.Y. 10011. have some bearing on architectural and building construc- ENCYCLOPEDIA OF WORLD ART:McGraw-Hill tion technology. Some or all of these mightappropriately Book Co., Inc., 330 W. 42d Street, NewYork, N.Y. be a part of the library which supportsan architectural and 10036. building construction technologyprogram. This list is not ENCYCLOPEDIC DICTIONARY OFPHYSICS: J. complete, since it is presentedas an example. In ordering Thowlis, Porgamon Press, 44-01 21stStreet, Long any of the references, specify the latest edition. Island City, N.Y. 11101. AMERICAN COLLEGE DICTIONARY:Random ENGINEERING INDEX: Engineering Index,Inc., 345 House, Inc., 457 Madison Avenue, NowYork, N.Y. 10022. E. 47th Street, Now York, N.Y. ENGINEERING MATERIALS HANDBOOK: APPLIED SCIENCE & TECHNOLOGYINDEX: H. W. Charles Wilson Co., 950 University Avenue, Bronx, L. Mantel', McGraw-Hill Book Co., Inc.,330 W. 42d N.Y. 10452. Street, New York, N.Y. 10036. ASTM STANDARDS: AmericanSociety for Testing HANDBOOK OF CHEMISTRY AND Materials, 1916 Race Street, Philadelphia,Pa. 19103. PHYSICS: Chemical Rubber Publishing Co., 2310 SuperiorAvenue BIBLIOGRAPHY INDEX, THE: H. W.Wilson Co., 950 NE., Cleveland, Ohio 44114. University Avenue, Bronx, N.Y. 10452. INTERNATIONAL CRITICAL TABLES: BUSINESS PERIODICALS INDEX: McGraw- H. W. Wilson Co., Hill Book Co., Inc., 330 W. 42d Street, NowYork, N.Y. 950 University Avenue, Bronx, N.Y.10452. 10036. CHEMICAL ABSTRACTS: AmericanChemical Society, 1155 16th Street N.W., Washington, INTERNATIONAL DICTIONARY OF PHYSICS D.C. 20006. AND ELECTRONICS: D Van NostrandCo., Inc., CHEMICAL INDUSTRY FACTSBOOK, THE: Manu- Princeton, N.J. 08540. facturing Chemists Association, Inc., 1825 Connecticut LABOR POLICY AND PRACTICE: Bureauof National Avenue, Washington, D.C. 20009. Affairs, Inc., 1231 24th Street, Washington, D.C. COLLIERS ENCYCLOPEDIA: 20037. Collier-Macmillan Li- LIBRARY OF CONGRESS CATALOG: U.S. Libraryof brary Service Division, 60 FifthAvenue, New York, Congress, Washington, D.C. 20000. N.Y. 10011. MANUAL FOR PROCESS ENGINEERINGCAL- COMMERCIAL ATLAS AND MARKETINGGUIDE: CULATIONS: McGraw-Hill Book Co.,Inc., 330 W. Rand McNally & Co., Box 7600,Chicago, Ill. 60680. 42d Street, New York, N.Y. 10036. CUMULATIVE BOOK INDEX: H. W. Wilson Co., 950 McGRAW -HILL ENCYCLOPEDIA OPSCIENCE University Avenue, Bronx, N.Y. 10452. AND TECHNOLOGY: McGraw -HillBook Co., Inc., DICTIONARY OF APPLIED CHEMISTRY:J. Thorpe, 330 W. 42d Street, Now York, N.Y. 10086. John Wiley & Sons, Inc., 6053d Avenue, New York, N.Y., 10316. MLTALS HANDBOOK: American Societyfor Metals, Technical Book Dept., Novelty, Ohio 44072. DICTIONARY OF ARCHITECTURALABBREVIA- MOODY'S INDUSTRIAL MANUAL: TIONS, SIGNS AND SYMBOLS: Moody's In- Odyssey Press, 55 vestor's Service, 00 Church Street, NewYork, N.Y. Fifth Avenue, Now York, N.Y.10003. 10007.

108 NUCLEAR SCIENCE ABSTRACTS: U.S. Atomic En- architectural and building constructiontechnology teach- ergy Commission, Washington, D.C. 20000. ing programs. OXFORD ENGLISH DICTIONARY: OxfordUniver- sity Press, Inc., 417 Fifth Avenue, NewYork, N.Y. AIR CONDITIONING, HEATING ANDVENTILAT- 10016. ING: Industrial Press, 200 MadisonAvenue, New POOR'S REGISTER OF CORPORATIONS,DIRECT- York, N.Y. 10016. ORS, AND EXECUTIVES: Standai :d andPoor's AMERICAN BUILDER: Simmons-BoardmanPublishing Corporation, 345 Hudson Street, New York, N.Y.1C'4. Corp., 30 Church Street, New York, N.Y.10007. READER'S GUIDE TO PERIODICAL LITERA- AMERICAN CONCRETE INSTITUTEJOURNAL: TURE, THE: H. W. Wilson Co., 950 UniversityAvenue Box 4754, Redford Station, Detroit, Mich.48219. Bronx, N.Y. 10452. AMERICAN HOME: Curtis PublishingCo., Indepen& RESEARCH AND DEVELOPMENT ABSTRACTS: ence Square, Philadelphia, Pa. 19105. U.S. Atomic Energy Commission, Washington,D.C. AMERICAN INSTITUTE OF ARCHITECTSJOUR- 20000. NAL: The Octagon, 1735 New YorkAvenue NW., SCIENTIFIC AND TECHNICAL SOCIETIESOF Washington, D.C. 20006. THE UNITED STATES AND CANADA: National AMERICAN 1:1,00FER AND BUILDINGIMPROVE- Academy of Sciences, National Research Council, 2101 MENT CONTRACTOR: Shelter Publications,180 N. Constitution Avenue NW., Washington, D.C. 20000. Wacker Drive, Chicago, Ill. 60606. STATISTICAL ABSTRACT OF THE U.S.: Department ARCHITECT AND BUILDING NEWS:Iliffe Technical of Commerce, Washington, D.C. 20402. Publications,Ltd.,Dorset House, Stamford Street, SWEET'S INDUSTRIAL CONSTRUCTION FILE: London S.E.1, England. Sweet's Catalog Service, F. W. Dodge Corp., 119 W. ARCHITECTURAL FORUM: American Planningand 40th Street, New York, N.Y. 10014. Civic Association, 111 W. 57th Street, NewYork, N.Y. TEMPERATURE-ITS MEASUREMENT AND CON- 10019. TROL IN SCIENCE AND INDUSTRY: American ARCHITECTURAL RECORD: McGraw-HillBook Co., Institute of Physics, 335 East 45th Street, New York, Inc., 330 W. 42nd Street, New York, N.Y.10036. N.Y. 10017. ASHRAE JOURNAL: HEATING,REFRIGERA- THOMAS REGISTER: Thomas Publishing Co., 461 TION & AIR CONDITIONING: 345 E.47th Street, Eighth Avenue, New York, N.Y. 10001. New York, N.Y. 10017. VAN NOSTRAND'S SCIENTIFIC ENCYCLOPEDIA: BETTER HOMES AND GARDENS: MeredithPublish- D. Van Nostrand Co.,Inc., 120 Alexander Street, ing Company, 1716 Locust Street, Des Moines,Iowa Princeton, N.J. 08540. 50303. WEBSTER'S INTERNATIONAL DICTIONARY: G. & BUILDING CONSTRUCTION: Industrial Publications, C. Merriam Co., 47 Federal Street, Springfield, Mass. Inc., 5 S. Wabash Avenue, Chicago, Ill. 60603. 01102. : BuildingPress,Ltd.,7 WELDING HANDBOOK: American Welding Society, ChesterfieldGardens, Curzon Street, London W.1, 345 East 47th Street, New York, N.Y. 10017. England. WOOD HANDBOOK: U.S. Department of Agriculture, BUILDING RESEARCH: (Building Research Institute) Washington, D.C. 20250. 1725 De Sales Street, NW., Washington, D.C. 20036. Technical Journals, Periodicals, and Trade Magazines BUSINESS WEEK: McGraw-Hill Book Co., Inc., 330 W. 42nd Street, New York, N.Y. 10036. The importance of this part of the library content must be reemphasized. The publications listed represent the CONCRETE CONSTRUCTION: Concrete Construction Publications, Inc., Box 444, Elmhurst, Ill. 60126. most authoritative, most recent, and most thoroughpres- entation of new information and new applicationsof CONSUMER REPORTS: Consumers Union of U.S., principles to a given specific area of applied science. It is Inc., 256 Washington Street, Mount Vernon, N.Y. essential that both instructor: and students make frequent 10550. and systematic use of such literature to keep their techno- CONSTRUCTION REVIEW : (U.S. Department of Com- logical information, up to date. merce)Superintendentof Documents, Washington, Careful selectivity should be exercised in retaining, D.C. 20402. binding, or microfilming periodicals for permanent library CONSTRUCTION SPECIFIER: Specifications Institute, use. Some represent important reference material which Inc., Dupont Circle Building, Washington, D.C. 20006. may be used for many years. However, some, especially CONSTRUCTION WORLD: Mitchell Press, Ltd., Box the trade journals, should not be bound for permanent 6000, Vancouver, British Columbia, Canada, reference material because the important material which CONSTRUCTOR; THE MANAGEMENT MAGAZINE they contain will usually become a part ofa handbook or OF THE CONSTRUCTION INDUSTRY: Magazine textbook or be presented in a more compact and usable Publishing Division, Reuben H. Donnelley Corporation, form within a year or two. 466 Lexington Avenue, New York, N.Y. 1001'i. The following is a typical list of technical journals, CONTRACTOR NEWS: Hagan Publications, Inc.,Bloom- periodicals, and trade magazines which would be desirable field Avenue, Montclair, N.J. 07042. in the library. This list is given asan example which may CONTRACTORS AND ENGINEERS MAGAZINE: suggest appropriate publications to those whoare con- Buttenheim Publishing Corp., 757 Third Avenue, New cerned with this type of content for a library supporting York, N.Y. 10017.

109 ENGINEERING AND CONSTRUCTIONWORLD: lent) cannot discharge its mission 757 Third Avenue, New York, N. Y. 10017. without a carefully selected collection e at least20,000 volumes, exclusive ENGINEERING NEWSRECORD: McGraw-HillBook of duplicates and textbooks.Institutions with broadcur- Co., Inc., 330 W. 42nd Street, New York,N.Y. 10036. riculum offerings will tend to have ENGINEERING AND CONTRACT RECORD: larger collections; an Hugh institution with a multiplicity ofprograms may need a C. MacLean Publications, Ltd., 1450Don Mills Road, minimum collection of two Don Mills, Ontario, Canada. or three times the basic figure of 20,000 volumes. The bookholdings should be increased FORTUNE: Time, Inc., 540 N. MichiganAvenue, Chic- as the enrollment grows and the ago, Ill. 60611. complexity and depths of course offerings expand.Consultation withmany junior HARVARD BUSINESS REVIEW: HarvardUniver- college librarians indicates sity, that for most, a convenient Graduate School of Business Administration, yardstick would be the following: Soldiers Field, Boston, Mass. 02163. The bookstock should be enlarged by 5,000 volumesfor every 500 students HOUSE AND HOME: McGraw-Hill Book Co.,Inc., 330 (full-time equivalent) beyond W. 42nd Street, New York, N. Y. 10036. 1,000." At the initiation ofan architectural and buildingcon- HOUSE BEAUTIFUL: Hearst Corporation,250 W. 55th struction technology Street, New York, N. Y. 10019. program, the head of the program IRON AND STEEL ENGINEER: and the librarian shouldreview the current pertinent Association of Iron reference books available and and Steel Engineers, 1010 Empire Building,Pittsburgh, list books to be placed in Pa. 15222. the library as regular referencematerial. A recommended MATERIALS IN DESIGN ENGINEERING: policy is to place in the library onlythose reference books Reinhold which are not a part of the regular Publishing Corporation, 430 Park Avenue,New York, textbook material for N.Y. 10022. the various architectural and buildingconstruction tech- nology courses. MATERIALS RESEARCH AND STANDARDS:Ameri- can Society for Testing and Materials, 1916 Race Street, At the beginning of an architecturaland building con- Philadelphia, Pa. 19103. struction technology program, the libraryshould contain at least 200 or 300 reference books MODERN STEEL CONSTRUCTION: AmericanInsti- on various aspects of tute of Steel Construction, Inc., 101 ParkAvenue, New architectural and building constructiontechnology and its York, N.Y. 10017. related fields. Beyond the initial200 or 300 books there should be regular and systematic PRESTRESSED CONCRETE INSTITUTEJOUR- additions to the refer- NAL: 205 W. Wacker Drive, Chicago, Ill. 60606. ence materials in the library supportingthe technology from year to yea:, and eventually PROGRESSIVE ARCHITECTURE: ReinholdPublish- a weeding out of those ing Corp., 430 Park Avenue, New York,N.Y. 10022. references which have become obsolete. SCIENCE NEWS: Science Servile, Inc.,1719 N. Street Visual Aids NVV., Washington, D.C. 20006. The procedure outlined abovefor the acquisition of SCIENTIFIC AMERICAN: 415 MadisonAvenue, New books pertinent to the architectural York, N.Y. 10017. and building construc- tion technology program is alsosuggested fonr placing the STRUCTURAL CONCRETE: 14 Howick Place,Lon- visual aids in the library. Both thelibrarian and the head don S.W.1, England. of the program should reviewand evaluate visual aids TILE AND ARCHITECTURAL CERAMICSMAGA- materials as they become available;and those which are ZINE: Wilson-Loveton Publications,2900 Rowena considered appropriate should be borrowedfor special use Avenue, Los Angeles, Calif. 90039. or purchased for regular use. WOOD AND WOOD PRODUCTS: VancePublishing In addition to the visual aids for Corp., 59 E. Monroe Street, Chicago, Ill. teaching physical 60603. science principles, thereare valuable films and other The Book Collection pertinent materials showing researchor production which The American Library Associationstates that "a 2- should be used selectively in teachingarchitectural and year institution of up to 1,000 students (full-time equiva- building construction technology.

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U.S. GOVERNMENT PRINTING OFFICE:1969 0-352-883