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INSTITUTIONPUB DATENOTEAVAILABLE FROM

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EA 005 193

Woodruff, Alan P.Career Education Facilities: A Planning Guide forSpace and Station Requirements. .A ReportEducational Facilities Labs., Inc., New York, N.Y.Apr 7350p..Educational Facilities. Laboratories, 477 MadisonAvenue, New York, New York 10022 ($2.00)

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *Career Education; Flexible Facilities;

*Laboratories; Models; Occupational Clusters;*Planning (Facilities); *School Shops; *SpaceUtilization; Vocational Education

IDENTIFIERS *Shared Facilities

ABSTRACTThis publication provides the educational planner and

the architect with some suggestions concerning models by which theymay plan new flexible-use, shared-space facilities and supports themodels with guidelines for the development of facilities andeducational programs for occupational education. In addition todiscussing the financial advantages of space and equipment sharing bymore than one program of a career or occupational education center,the publication is a comprehensive guide to planning for all thefacilities likely to be encountered in career education. Eachpresentation of facility planning is divided into a discussion ofprogram and space relationships, an identification of the individualstations and areas within each of the cluster laboratories and of therelationships between these stations and the shared services of thelaboratory and the cluster as a whole, and a table of spacerequirements for most of the individual stations required in eachlaboratory. These tables include the space required for each station,plus a guideline percent of stations that should be allocated to eacharea. (Author/MLF)

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ContentsPage

Foreword 3

Introduction 5

Developing Facility-Flexibility Through Space-Sharing 6

Laboratory Space-Planning Standards 9

Building Trades 12

Business, Office Occupations, Merchandising Cluster 16

Electricity and Electromechanics 19

Graphics and Communication Arts 22Heating, Ventilation, Aircol ,ditioning and Refrigeration 26

Medical Dental 28Metals and Materials Fabrication Processes 32

Public Services 36

Science and Technology 41

Vehicle Maintenance 44

"PERMISSION TO REPRODUCE THIS COPY.RIGHTEO MATERIAL HAS BEEN GRANTEDBY

TO ERIC AND ORGANIZATIONS OPERATINGUNDER AGREEMENTS WITH THE U.S. OFFICEOF EDUCATION. FURTHER REPRODUCTIONOUTSIDE THE ERIC SYSTEM REQUIRES PER-MISSION OF THE COPYRIGHT OWNER

First Printing April 1973Library of Congress Catalog No. 73-76703

Copies of this publication are available at $2.00 fromEFL; 477 Madison Avenue, New York, N.Y. 10022.

© 1973 Educational Facilities Laboratories, Inc.

3

ForewordOne of EFL's tasks is to advocate concepts that we believewill benefit the planners, administrators and users of schoolsand colleges on this continent. Recently, we have been ex-ploririg and recommending the concept of sharing facilitiesin order to decrease the cost per use of buildings or equip-ment. This sharing can take several forms, but in the con-text of this publication it refers to spaces and equipmentthat can be shared by more than one program of a centerdevoted to career or occupational education.

Simply stated, the concept means one sink shared bytwo students from different classes. In practi :e, it recom-mends that one set of machines should serve two tradegroups in, say, a construction trades school. Career Educa-tion Facilities, however, covers more than the shared facili-ties; it is a comprehensive guide to planning for all the facil-ities likely to be encountered in career education.

This publication was written by Alan P. Woodruff, aneducationai planning consultant commissioned by EFL todevelop his research in space and station planning into aguide of wide use to architects and educators.

EDUCATIONAL FACILITIES LABORATORIES

IntroductionIn the ten years since the passage of the Vocational

Education Act of 1963, tremendous changes have takenplace in the programs and methods of career education.Care 9r educators have been among the leaders in recogniz-ing that not all learning takes place best in a group-paced,teacher-centered class or laboratory setting. independentfield study such as cooperative education and work studyprograms, which take the student out of the school and intothe real world, have each begun to replace the traditionalschoolbound class or laboratory (shop) learning environ-ment to a significant degree.

The career development experiences provided in thelaboratory have also undergone major changes. No longerdo educators feel compelled to cling to shops and labora-tories as surrogates for the "real world." The purpose ofthe school is to educate not simply to train and indus-try has responded to this new understanding by designingsystems intended specifically to teach a student how toperform a task rather than simply providing machinery onwhich to perform it. In many cases these trainers may bequite unlike the machine the student will find in industry,and in such cases the newer systems must be used withnot instead of traditional systems. It then becomes theproblem of educators and school-program planners to de-termine how instructional time can most beneficially bedivided between the relatively high efficiency (from alearning/time unit standpoint) teaching systems and apiece of actual machinery that is perhaps less efficient asa trainer. Unquestionably, both systems have a role to playand the ultimate selection may involve a complex set oftrade-offs among program objectives.

Another common trend in occupational education isrepresented by the shift away from single-career programsand toward career "families" or "clusters." Such a shift hasbeen brought about by today's rapid changes in technologythat require new workers to be prepared to change careers.Thus, for instance, an electrician must now learn more thanjust house wiring. If his bent is toward home construction,his program may incorporate a broad base of skills in thebuilding trades (piping, plumbing, masonry, carpentry,painting and finishing, etc.) in addition to his specializationin electrical work. On the other hand, electrical work itselfmay be the basis of the student's program and his coursesand laboratory experiences may be designed to build abroad-based preparation for home and industrial wiring,

motor/generator repair, or industrial electricity and elec-trical system assembly, for example. It is the obligation ofthe school to respond to the needs of both of these types ofstudents. However, since it is improbable that the needs ofstudents having diverse objectives can all be met througha single curriculum available in one laboratory. we havebegun to think in terms of clusters of programs and the de-velopment of curricula which build broad skill bases withinone or more laboratory clusters.

It is now recognized that the career family or clustercan provide the broader range of skills needed today. Butit is apparent that we cannot afford specialized laboratoriesfor each career program. As a result, planners have beenforced to recognize that the only effective and economicalway to integrate programs into multi-skill clusters isthrough some form of integrated, open-laboratory facility.However, the efficient design of such cluster facilities pre-sents both the architect and the educator with major prob-lems of program analysis and long-range program planning.

Typically, in planning the traditional one program/one laboratory school, the planner and architect fail backon a variety of standards (area per student, station, or lab-oratory) that could be used to calculate the space require-ments for the whole laboratory. They then stock it withthe standard equipment and the job is complete. But thechanges in requirements brought on by the use of simula-tors and related systems have outdated most commonspace standards. Further, the planner of the multiprogramshared-spaced laboratory must plan according to an under-standing of the specific functions which are required foreach program separately, while giving an analysis of whichstations must be planned for sharing. This approach toplanning leads to two problems:

1. There are few operating examples of shared spacefacilities on which to base future planning.2. There are no planning standards from which thetotal laboratory space may be derived.It is the purpose of this publication to take a first step

toward solving both of these problems by 1) providing theeducational planner and the architect with some sugges-tions concerning models by which they may plan new flex-ible-use shared-space facilities, and 2) supporting thesemodels with guidelines for the development of facilitiesand educational programs for occupational education.

5

6

Developing Facility-FlexibilityThrough Space-Sharing'

In general there are two classes of shared-space pro-grams that are of special interest in developing programflexibility in secondary occupational education. These twoclasses are station-sharing programs, and space-sharingprograms.

In the present context "station-sharing" will refer tothe use of one station to provide the same activity to severaldifferent instructional programs, while "space-sharing" willrefer to the policy of sharing a single work area betweendifferent programs.Station-Sharing

The development of a facility and an instructionalprogram based on station-sharing is based on a recogni-tion that the same basic work station can form the servicecore for several related programs. This may be broughtabout by simply locating a standard station where it isaccessible to several instructional areas. Or this flexibilitymay be brought about by selecting or designing instruc-tional stations which respond to the needs of more thanone program and then designing the total laboratory areaso that these stations can serve two or more related pro-grams. The need to use this single station for many pro-grams in one day or during a single period is, of course,a problem that is affected both by the flexibility of theteacher and the level of student enrollment. Here the signif-icant issue is not the facilities planning problem per se, buta recognition that careful choice of shared-space facilitiescan offer new planning options to school administrations.The problems of individual station design are more curricu-lum concerns: What is a major facility-planning concern isthe problem of designing so as to reflect the "clustered openshop" philosophy and the "career-family" curriculum.

1. This chapter is modified from the paper "Occupational Education Space Flex-ibility Through Space Sharing," CEFP Journal, May June 1972.

Lab A

SpecialSystems

A 1

Lab B

Gen'l. Gen'l.Work WorkBench BenchArea Area

SpecialSystems

A

SharedGen'l.Area

SpecialI SystemsI B

1

r

SpecialSystems

B

Figure 1Example of station-sharing through overlappinglaboratory facilities.

1

The major questions to be answered are what instruc-tional program elements lend themselves to station-shar-ing and how these elements can be reflected in facilityrelationships.

To the first of these questions there are two funda-mental answers. Station-sharing options may be generallythought of as a sharing of support facilities that relate totwo or more programs or a sharing of common acti,,ity orcirculation space that draws together two or more pro-grams. These relations may be translated into facilitiesas either:

1. Overlapping laboratories which share commonservices but have separate areas for specificactivities or2. Separate, specialized "mini-labs" designed arounda core of shared services (similar to, but not exactlythe same as, the loft-type open shop).The first alternative is shown graphically in Figure 1.

This is a model for two separate (and possibly functionallydissimilar) program areas in a single laboratory. Studentsfrom both areas share stations which support the two pro-grams.

A simple example of this model is in the materials-testing laboratory which can be located to serve machineshop, metallurgy and civil engineering programs, or a groupof metal-stock, preprocessing machines (power hacksaws,etc.), that serve the machine, welding and sheet-metalshops.

The major advantage of the "overlapping program" isthat it makes the best use of systems that may be essentialto, but not major components of, several programs. In anopen-shop setting there is greater opportunity to meetvarying program demands from year to year. Still, as in allshared-space programs, this model does not solve the prob-lem of satisfactorily fitting students in when two or moreprograms are competing for the same space.

Piping andPlumbing Woodworking

Building Fabrication Area

Figure 2Building-trades cluster using a common assembly areaflanked by four mini-labs.

The "mini-lab/shared core" program represents ahybrid of the cluster skill-family labor atory and the sharedspace /open -space laboratory. Figure 2 shows the construc-tion of single-purpose laboratories around a core area thathas the shared stations. Since the core laboratory servesseveral disciplines it is the central service area for the clus-ter. The common area is used for a number of training pro-grams and it may be considered an open-space shop. In onerespect, this model is simply an extension of the overlappingprogram, but, by appropriate planning of the cluster cur-ricula, it can lead to program unification.. This is discussedfurther under "sequential program rotation."

The mini-lab/shared core plan provides the greatestflexibility for "clustered" facility designs since it allowsfor the total change of the kind of program in each mini-labwhile making the most use of the shared stations. However,if the character of the cluster relationships is not carefullyplanned, discontinued programs can leave a lot of unused,and unusable, space. As an example, the plan in Figure 2allows flexible enrollment in the general program but doesnot permit switching from plumbing to, say, welding in thesatellite lab.Sp'ace-Sharing

In addition to the sharing of instructional and supportservice-systems, major space savings can be made by de-signing for the shared use of the same physical space (butnot necessarily the same facilities) for a variety of activi-ties. There are three types of such "rotational stations":

1. Sequential program rotation,2. Program/storage rotation,3. Overlapping program rotation."Rotating" means that laboratory space may be used

for various learning experiences. This principle is best illus-trated by the following examples.

Rotational space-sharing in the Building Trades pro-gram is based on the analogy of the construction of a new

7

1SpecialSystemsfor Bin Storage

Systems Shared byPrograms A and B

Special Systemsfor Program A

.1Common laboratory being used by Program A.

SpecialSystemsfor Ain Storage

Systems Shared by.Programs A and B

Special Systemsfor Program B

Common laboratory being used by Program B.

Figure 3Example of space-sharing based on rotational use of storagefacilities by two (or more) programs.

building, which involves many skilled tradesmen woriz:ngon the same space at different times. First the carpenter orconcrete-form builder and foundationconstruction menbuild The frame. They are followed by electricians, plumb-ers, pipefitters and sheet-metal workers, who install wiring,piping, ducts, etc. Then masons, plasterers, painters andpaperhangers apply the final touches. This basic sequenceof events can be copied in a shared-station plan with sev-eral trade programs cycled through one or more construc-tion stations as the students develop the skills for each task.An example of this facility, for a Building Trades complex,might look like Figure 2.

In an education program with limited enrollment thismodel is an excellent way of expanding the teaching pro-gram while justifying (in terms of total space require-ments) the development of courses with limited individual,but acceptably large skill-family enrollment. While largeenrollments in each program in a cluster may justify thedevelopment of separate laboratories, this model makes itpossible to put new activities into dead space.

The second rotational alternative is designed for thealternate use and storage of different program systems.This does not allow multiple use of facilities during a singleperiod or day. The operation of this program is shown inFigures 3a and 3b.

Obviously, when there is extensive specialized equip-ment requiring large storage spaces and long laboratoryConversion time this alternative is not very useful. How-ever, where easily mobile, mounted systems are useful, thisoption is attractive.

The third example of rotational space-sharing is afixed sequence of instruction in one area. This plan is exem-plified by the auto-body program. In the early stages ofauto-body repair students must learn such basic skills asmetal pounding, shaping and shrinking, metal sanding andpreparation for painting and welding and plastic filling.Only after these skills have been developed does the stu-

8

dent begin work on a complete car. The individual skillsare, not related solely to auto-body repair, however. Forsuch a program the laboratory may be more functionallyrelated to the curriculum when viewed as having a stationlayout and use sequence similar to that shown in Figures4a, 4b and 4c.Diagnosing Opportunities for Space-Sharing

Recognizing that the foregoing has been no more thana summary of some options for making best use of facilitiesand making programs more flexible, the question to beasked now is how we develop spaces which can adequatelyserve multiple programs and allow thz2. designer and edu-cational planner to capitalize on these ideas.

First, we must have more information on the specificobjectives of the courses being considered for the newbuilding. Educators and researchers now have many proj-ects underway to provide this information. But these ob-jectives must be translated into study outlines for specificcourses. The data are then analyzed to produce an instruc-tional-station design to teach the skill. Then, we must de-termine which stations can be used most successfully formore than one program.

The synthesis of these ideas is a summary of the needsof this particular form of space-sharing. While these threesteps should be done each time a facility is designed, theyare frequently and sometimes justifiably viewed as fruit-lessly time-consuming and it is often convenient to havesome handy rules for general space-sharing plans. Thefollowing models are guides for such planning.

The Magnet Model The "magnet" model is a pro-gram, in which disciplines which share, or could share,equipment, physical spaces or learning experiences aredrawn together around their common feature. The plancan look like the shared station of Figure 1 or Figure 2."Magnet" modeling is principally an approach designed toreduce space requirements while making teaching easierby drawing together appropriate programs and spaces.

The Spin-Off Model A "spin-off" program uses newprograms which are developed to build the facilities re-quired for existing programs. This model provides greatincreases in program offerings at minimum expense. Forinstance, a printing program requires a darkroom for itsoffset camera. With only minor expansion of this space, aprogram in commercial photography can be established.Similarly, a small additional space in an electrical/electro-mechanics laboratory can provide for a program in appli-ance repair.

Hybrid Spin-Off/Magnet Approach In addition tothe benefits to be gained by independent use of the spin-offand magnet models it is possible to provide the facilities fora new program drawing elements from each of the old pro-grams. For instance, an electromechanics laboratory maybe combined with part of the plumbing laboratory to de-velop a refrigeration area, adding to the original programsand offering a third besides.

While it should be obvious that a shared-space clusterderived from the magnet logic could just have well haveresulted from spin-off logic, it is important for the plannerto think ,of and apply them separately. Thus the plannermay begin with a set program of required spaces and, ap-plying the magnet model, determine which spaces lendthemselves to sharing or cluster grouping and collapse thebuilding around these spaces. Then the planner must lookat all the functional areas provided in the building and askthe question "What additional programs make use of asimilar space?"

Figure 4Example of rotational space-sharing by having multipleactivities in the same program.

A. Small -scale systems or stations used early in the program.

L

B. Transition state when full-scale systems are introduced.

1

C. Final state of laboratory all full-scale systems.

As a practical issue, the magnet model is probablymore important in that it leads to space reduction for pre-viously identified needs whereas the spin-off model leadsto greater space requirements and the addition of pro-grams not initially requested. However, the use of "spin-off" thinking still should not be overlooked because theavailability of a new program at relatively low space costmay change an administrator's program priorities.

Laboratory Space-Planning StandardsThe following sections are intended to guide the plan-

ner in applying the concepts of space-sharing and in deriv-ing the total laboratory station relationships for the mostgeneral kinds of career education laboratories. For simplic-ity, all laboratories described in the following sections aregrouped either on the basis of an opportunity to sharemajor services or by definition (as in the "Public Services"cluster).

In instances where laboratories can be used in severalclusters they have been cross-referenced to the cluster con-taining the major discussion. The clusters to which all lab-oratories have been assigned are:

A. Building TradesB. Business, Office Occupations and MerchandisingC. Electricity and ElectromechanicsD. Graphics and CoMmunication ArtsE. Heating, Ventilation, Airconditioning and

RefrigerationF. Medical DentalG. Metals and Materials FabricationH. Public ServicesI. Science and TechnologyJ. Vehicle Maintenance

Each of the presentations of facility planning is dividedinto three sections.

1. A general discussion of program and spacerelationships which draws together the programs ineach cluster;2. An identification of the individual stations andareas within each of the cluster laboratories andof the relationships between these stations and theshared services of the laboratory and the clusteras a whole;3. A table of space requirements for most of theindividual stations required in each laboratory.

9

The first section under each topic is intended as ageneral survey of some current ways of making optimumuse of space and instructional stations. It is not intendedto be an exhaustive evaluation of the opportunities andalternatives available in each cluster but rather suggestssome ways of viewing the role of space and equipment incarrying out interrelated programs.

It must also be recognized that instruction will differthroughout the country, and it is unlikely that any schoolwould want, need or be able to develop all the programshere presented.

The second section under each topic presents a sum-mary of the function and the design characteristics thattypify the programs. As in the introductory section, no at-tempt has been made to present a complete documentationof the architectural and/or furnishing requirements of alaboratory. These paragraphs are only intended to give themajor types of spaces that should be provided in an individ-ual laboratory.

The third section is a space-planning "shopping list"for the design of the facilities in each cluster. These tablesinclude the space required for each station, plus a guidelinepercent I f stations that should be allocated to each area.(It should be noted that the total of all area-station per-centages for a given laboratory exceeds one hundred per-cent to account for station use which may vary from sixtyto eighty percent depending an the laboratory and the dif-ferent types of stations to be included.)

Once the planners have specified their objectives, theymay go to these tables to "order" the spaces and configura-tions they need. In making their original list, however, theymay wish to consult the beginning of each section to deter-mine the best combination of spaces for their needs.2 Thenumber of students usually assigned to each station is alsogiven.2. It is most important to recognize that the spaces presented in these tables rep-

resent area per station not area per student. In many instances a single stationwill serve more than one student.

10

Interpretation and Use of Facility Space TablesIn using the data in the following sections, it will be

important for the planner to bear in mind some of the gen-eral considerations that lead to their development and use.These include a recognition that: 1) providing programand space flexibility does not mean simply alloting themaximum amount of space; 2) efficient and effective spaceuse requires advance planning based on specific require-ments; and 3) laboratories planned for "partial" classes(over or under 20 but especially lower numbers) musttake into account the fact that the total area requirementis made up of student stations plus general support areas,and only the former vary with enrollment.

The first of these criteria reflects a growing recogni-tion that there is both a minimum and a maximum labora-tory size and plan with which a program can, from an edu-cational viewpoint, operate efficiently. The attitude that"we can get by without a space for X, we'll just double upin space Y" no longer holds. Double-duty space makes un-necessary demands on teaching and, in the long run, con-strains the growth of the program.

On the other hand, there is a maximum space that canbe used efficiently. If it is not feasible or convenient to ac-commodate students by rescheduling groups in a shop atthis maximum size, then another shop is needed not sim-ply a larger one.

The minimum and maximum size is dictated by thefact that efficient laboratory instruction relies on a com-prehensive instructional program that may call for morestations than are required for the regulation 20 students.Unless the station requirements reflect the needs of theprogram the provision of too much space only adds costwithout improving flexibility.

It should also be clear that it is important to list allthe services to be provided in the laboratory in order toplan successfully. The space requirements for each labora-tory are presented in terms of functional areas rather thansingle student stations. All stations require the sameamount of space. Laboratories for the same basic programmay differ significantly in the actual equipment and facili-ties required. Efficiency will be directly related to theplanner's care in designing a space for all programs.

Finally, in planning any laboratory the designer mustconsider both the student station and "support" station re-quirements. Each of the facility space tables are concernedprimarily with the instructional stations associated withone or more programs. In most laboratories, however, thereis a basic set of support areas that must be provided regard-

less of the size of the class. The commitment to such serv-ice systems may or may not depend on the size of the lab-oratory. The problem might take the form of an equationsuch as the following:

Total area of laboratory = (area for basic system-I- area per student station) X number of students.

As an example, the woodworking shop for either a carpentryor cabinetry program must have a fixed array of powertools and the size of this area of the shop is relatively un-affected by the number of students in the class. When theclass is large, additional workbenches can be set up in anearby area. Similarly, a machine shop consists of the actu-al lathe presses and other machines on which studentslearn their skills. But this laboratory requires a set of tools,such as power hacksaws, that must be provided whetherthe number of students in the shop is one or twenty.

An additional allowance must be made for generalcirculation as well as for safety. This will be affected by theway equipment is laid out. Special considerations are notedin each space table and must be used in computing the re-quirements of each facility.

In each of the cluster-space tables, three basic spacerequirements are specified: station allowances, station cir-culation burden allowances,. and general laboratory cir-culation allowances. These three types of spaces are shownin Figure 5 and are interpreted as follows:

Station. Allowances: Space for the basic machine,teaching system, or workbench and the immediatespace requirement for the student, plus (whereappropriate) a minimum safety clearance. Wherefront and rear of front-rear-and-side access isneeded the space allowance includes all relatedspace. Usually this comes to about three feet ofclearance for the student. The area defined by thisvalue should be regarded by the architect as abuilding block of fixed size and shape.Station Circulation Burden: A general circulationallowance within that area of the laboratorycontaining the stations referenced. Where safety isan obvious problem, as in the machine shop, thisfigure is based on a 3-ft aisle around all stations intheir most common configuration. This figure is onlyan approximation of the ratio of general to stationspace in many laboratories studied and it should beconsidered in the light of a specific design plan.

General Circulation: A space allowance betweenmajor sub areas of the laboratory and/or anallowance for general support facilities such as ademonstration desk. Comments in the "Remarks"column have been provided where there seems tobe any ambiguity. The use of these tables tocompute total laboratory space requirements isshown in the following simplified example.Manufacturing Process Laboratory: Twenty-studentlaboratory for machining and plastics processing(see Table 7).

Station No. Area*

Machine Shop Lathes 4 600Millers 2 200Grinders 2 200EDM 1 100Boring mach. 1 150Punch press 1 100Drill press 2 150Benches 5 300

Plastics Extruder 1 120Molder 1 120Vacuum former 1

General plastics 500

General Circulation (25%) 640

Examining Room Mounting 50Sample preparation 50Testing 250

Storage ToolStock (metal/plastic)Stock processing ,

200300250

TOTAL

*Including circulation burden.

4330

1 Basic Station

Station Circulation Burden

General Circulation Burden

ilgure 5Pictorial representation of the three major space types definedin Tables 1 through 10.

11

12

Building TradesMajor Skill Families and Laboratory Types:

CarpentryConstructionPiping/ PlumbingPlastering/ MasonryFlooringElectrical WiringPainting and FinishingBuilding Maintenance

The Building Trades cluster represents at once themost flexible and the most restrictive of the occupationaleducation clusters. Because the career programs of thiscluster are all ultimately drawn together in a common oc-cupational setting, this cluster would appear to be a naturalcandidate for development as a broad career ladder pro-gram. Unfortunately, however, the craft unions throughtheir strict controls on the training they will accept towardapprenticeship credit and their failure to provide for paral-lel career development in more than one trade havestraightjacketed the learning process, preventing the de-velopment of an integrated Building Trades laboratory.However, because of commonalities in the physical learn-ing environment there remain many opportunities for spacesaving through shared space.

Each of the Building Trades training programs maybe viewed as a two-step learning process consisting of intro-ductory theory or "bench-scale" study intended to developbasic skills with the tools and materials of the trade, andpractical experience in a simulated real world setting inwhich the student begins to apply his skills. When we con-sider that each of the most common programs (piping/plumbing, house-wiring and construction) almost invari-ably spends a major portion of the laboratory programworking in or constructing frames or building sections, itis obvious that they could be shared. Unfortunately they

Woodworking

ElectricalWiring

Fabrication Area

'Piping &Plumbing

Painting

Finishing

Plaster &Masonry

Figure 6Example of an integrated building trades cluster.

are usually housed in separate laboratories.Unlike most Trades and Industrial programs, in which

student stations are defined by the permanence of benchesand tools, the construction programs are extremely flexibleand lend themselves readily to the sharing of an open loftspace. There is r.-A great gain in this practice.

The sharing of areas by many of these programs,shown schematically in Figure 6, offers two major advan-tages. First, there are opportunities for rotational station-sharing, and, second, students have the opportunity to gainexperience in a greater variety of settings than has beenfeasible in the traditional laboratory.Principal Laboratories and Laboratory Design Features

Woodworking (Carpentry-Cabinetry): In mostschools the woodworking laboratory is planned eitheraround construction carpentry or around cabinetry apractice that exists usually because the instructor involvedhas a bias toward one or the other of these programs.

The woodworking laboratory can be the basis for amajor spin-off model that can begin with carpentry andcabinetry and be expanded to include such, programs asflooring and furniture making and, as a spin-off of furni-ture making, upholstery and related programs in sewing.In the opposite direction, as the program moves towardconstruction millwork, it functions as either a spin-off ormagnet model, beginning to share its construction area withrelated trades such as pip;ng and plumbing, masonry andbuilding wiring.

The comprehensive woodworking laboratory shouldincorporate four primary areas: workbenches at whichboth carpentry and cabinetry students will work on proj-ects and bench-scale construction tasks; a carpentry and/or furniture project area; a building, or building section,construction area; and a general area for power tools. Ad-ditional spaces, represented in Figure 7, may be added asrequired.

[Tool Storage j(----Th

ina)

C.)Ca)

WoodStorage

f0.r;0.0 alctiu_ ctT

Power Tools

(Cabinetry (CarpentryTools) Tools)

Project Area

Spray LaminatingPaint Room Area

Figure 7General relationship of program spaces in a comprehensivewoodworking laboratory.

Workbench stations are used primarily for developingskills in basic hand-tool manipulation, as well as smallprojects in cutting, fastening, and fitting of fabricated woodand plastic parts. This section of the laboratory is usuallyrequired only for cabinetry and furniture programs andhas limited application to construction activities. Thus, asshown in Table 1, bench stations should be planned forevery student in a cabinetry program but may be providedfor a few as one fourth of the students in a construction-oriented carpentry laboratory.

At one side of the bench area, there should be an openfloor area for the assembly and temporary storage of cab-inetry, furniture and similar projects. This area shouldinclude, or be adjacent to, a spray-painting and drying roomin which cabinetry can be finished and allowed to dry ina dustfree atmosphere.3

The power-machinery area will be required only tosupport the work of the student. Thus the size of this area,and the machinery selected, is based on the nature andscope of the program and is largely independent of thenumber of students in the class. For instance, a general ormultipurpose laboratory may include multiple lathes, aband saw, jigsaw, jointer, drill press, thickness planer, panelsaw, swing-arm saw and universal table saw. On the otherhand, a laboratory with a carpentry-or furniture-makingbias may place greater emphasis on lathes, jigsaws, bandsaws and jointers and may include additional specialtyitems such as a tenoner, mortiser and shaper. A construc-tion-oriented laboratory would ignore the lathes and drillpresses in favor of a more "production" oriented laboratoryemphasizing heavy-duty, nonprecision saws and relatedunits. The power-machine area should be contiguous withthe construction, bench and project areas of the laboratory.

Fabrication Area: The fabrication area of the Con-struction Trades complex, while a required area of most3. If a painting and finishing program is planned, the painting room should be

shared by both programs. In a comprehensive laboratory program this spacemay be part of the building area or planned as a separate space.

13

FluidI Power

a)

cC

0.

I Appliance i

Repair, j

HVAC I

1

Benches(Two - section wet & drybenches)I

Mock-upArea

Gen. SupportElectrical

- - ,1Equipment :

EWiring I,

Building FabricationArea

Figure 8General relationship of program spaces in the piping &plumbing laboratory (Note the shared-station relationshipsareas enclosed by dotted lines.)

carpentry programs, should be a multidiscipline indoor area(and outdoor, if feasible) in which the varied activities ofall construction-related trades are integrated in a mockconstruction-site setting.

The area will require only a large open space pref-erably with direct access to the outdoors through largedouble doors that can accommodate a truck, which may berequired to move a prefabricated structural section. Thesize of this area should reflect both the size of the construc-tion element of the woodworking program and the shared-station requirements of all programs using these facilities.A limited outdoor area immediately accessible from thefabrication area may provide for experience in foundationwork, both construction and concrete. This area may alsobe used for large mock or real construction projects. Someform of roof over the area is recommended.

Piping and Plumbing: Student stations in the pipingand plumbing laboratory should be distributed approxi-mately equally for 1) bench stations (at which studentsdevelop basic skills in pipe and tube cutting, threading,soldering or welding, and the repair or use of such thingsas valves and meters ); 2) simulated experiences in plumb-ing basic household fixtures; and 3) advanced practicalexperience either on-site (through work in the fabrica-tion area) or off-site (through cooperative or related workexperience programs) in which students study special-ized problems such as pipe installations for compressed air,steam or flammable gases, drainage and sowage disposaland electrical conduiting.4 (Figure 8)

Basic student stations in this laboratory are two-sec-tion workbenches which should be constructed so that onearea may be used for wet (drained) operations (such aspressure testing) and another for dry activities (such assoldering).4. Plumbers work basically with systems which carry liquids. Pipefitters may

work with electrical conduits, gas lines, or other applications that requireknowledge of a different set of codes. The differences between these programsare reflected in curricular, re *ier than facility requirements.

14

BuildingFabricationArea

Benches

1

Wall TrimMock-up Mock-up

)

SprayBooth

Figure 9General relationship of program spaces in painting andfinishing laboratory.

The "simulated experience" area (if it is not includedin the fabrication area) should have wall and flooringmock-ups of several types (concrete block, wood frame,etc.) at which students will be able to mount and test avariety of (predominantly home) fixtures. Separate mock-ups for bathrooms (sink, toilet, tub, shower) and kitchens(sink with and without disposal unit, dishwasher, etc.)should be planned. Gas-fired waterheaters and furnacesfor hot-water heating systems should also be planned foradvanced study by pipefitters and plumbers. (These sys-tems may, however, be shared with a heating and refriger-ation area if such a program is planned or can be developedas a spin-off.) In addition, one portion of the piping/plumb-ing laboratory must be set aside for machinery such aspower hacksaws, pipethreaders and pipe and conduit bend-ers and should include one station for oxyacetylene weld-ing. Basic welding skills should be taught in the weldinglaboratory. This station is intended only for operationalwelding activities. In an open-space laboratory the conduit-bending equipment should be located so as to be shared bythe house-wiring students in the electrical program.

Painting and Finishing: This laboratory will usuallybe planned as an open-space facility incorporating separateareas for 1) workbench activities (for a general introduc-tion to paint mixing and blending, etc.); 2) a series of wallmock-ups on which students will learn to paint and finisha variety of different surfaces; 3) an area containing win-dow and door frame sections at which students will learnthe skill of trim and finish painting, and 4) a spray paint-ing booth or room.

The mock-up area of this shop will normally be com-posed of a series of free-standing wall sections of about100 sq ft (set vertically) each. These mock-ups should in-clude walls of concrete block, finished wood, unfinishedwood, plaster and plasterboard. Students learn to paint oneach of these surfaces and will then learn how to removefinishes such as old paint and wallpaper with torches.These wall can also be used to Leach wallpaper hanging and

panel installation. The window-frame section of this lab-oratory may ?Is° be used to teach glazing and related glasscutting skills in which case the appropriate benches andtables must be provided. (Figure 9)

There should also be a separate spray-painting room(which may be shared with the cabinetry program of thewoodworking laboratory) if required by the curriculum.

Basic Electricity and Building Wiring Laboratory:This laboratory should be planned to provide training inthe understanding of basic electrical wiring skills and prin-ciples as they apply to both building wiring (for conduits,junction boxes, switches, etc.) and industrial applications(switching gear, transformers, high voltage transmission ).This facility should be a general exploratory laboratoryfor all electrical programs. Advanced skill developmentareas in such programs as industrial electricity, motor/generator repair and electromechanics may then be pro-vided in specialized areas. Thus the location of this labora-tory in the building is determined by its role in the Build-ing Trades cluster and by its role as an integral support forseveral advanced electricity-related career areas. (Facilityrequirements are discussed in the "Electricity and Electro-mechanics Cluster".)

Plastering/Mas,-nry and Related Skills: Programsin masonry require no specific laboratory facilities, but maybe developed in any general-trade laboratory area. Theyare particularly appropriate for inclusion in the BuildingTrades fabrication area. The availability of an adjacentoutdoor area is desirable.

Plastering programs require basic wall and /or ceilingframes on which students learn finishing and repairs. Sincesuch a program requires some new wall sections for eachclass, it should share (on a rotational basis) either thepainting and finishing laboratory wall sections or the Con-struction Trades fabrication area. If such a program is tobe developed in an independent laboratory, it should bebased principally on wall sections similar to those in thepainting and finishing laboratory.

Tab

le 1

Spa

ce R

equi

rem

ents

for

the

Bui

ldin

g T

rade

s C

lust

er

Lab

orat

ory

Woo

dwor

king

Stat

ion

Gen

eral

Ben

bhes

Mac

hine

Are

a

Proj

ect A

rea

Lam

inat

ion

Roo

mSp

ray-

Pain

ting

Roo

m

Bui

ldin

g Fa

bric

atio

n

Gen

'l C

ircu

latio

nSt

orag

e (T

ool s

-W

ood

)

Uni

tA

rea

11 x

11

7 x

9 to

12 x

15

40-6

0

Stat

ions

Allo

catio

n of

per

Cir

cula

tion

Tot

al C

lass

Uni

t Are

aB

urde

nSt

atio

ns

1-4

40-6

0%(N

ote

a)

1

250+

1-4

250-

7-1-

4

1000

(ba

sic)

(20-

30%

of

benc

h ar

ea)

300

4-1'

0 sq

ft/s

tude

nt

(Not

e b)

(Not

e c)

Rem

arks

Stan

dard

fou

r-st

atio

n (e

ach

side

) w

oodw

orki

ng b

ench

es.:

x 7

for

two-

.st

atio

n ge

nera

l wor

kben

ches

)C

hoic

e of

type

and

num

ber

of m

achi

nes

vary

gre

atly

with

the

obje

ctiv

esof

the

prog

ram

. A "

gene

ral"

labo

rato

ry s

houl

d be

app

rox.

120

0 sq

ft.

Are

a re

quir

emen

ts d

epen

d on

pro

gram

. Sto

rage

spa

ce s

houl

d be

app

rox.

25-3

5% o

f pr

ojec

t are

a.R

elat

es p

rim

arily

to c

abin

etry

and

fur

nitu

re-m

akin

g ar

eas.

Shou

ld b

e sh

ared

with

Pai

ntin

g an

d Fi

nish

ing

area

. Allo

wan

ce m

ust b

em

ade

for

proj

ect d

: ing

in a

"cl

ean"

atm

osph

ere.

Plus

20-

30 s

q ft

per

stu

dent

"as

sign

ed"

to th

is a

rea;

16-

20 f

t. ce

iling

isre

com

men

ded.

Sepa

rate

sto

rage

are

a fo

r lu

mbe

r an

d ti.

45is

,

Pipi

ng/ P

lum

bing

Plum

bing

Ben

ches

Gen

'l Fi

xtur

e A

rea

Bui

ldin

g M

ock-

upG

en'l

Cir

cula

tion,

Stor

age/

Too

ls

6 x

61

500

+5-

1050

0 +

(25-

50%

of

tota

l)

150

+ 5

sq

ft/ s

tude

nt

Wir

ing

50%

75-1

J0%

25%

25%

"Wet

" be

nche

s.

Shou

ld b

e pr

ovid

ed in

Blii

-ajo

g T

rade

s Fa

bric

atio

n A

rea

if p

ossi

ble.

Shou

ld in

clud

e an

allo

v:an

c,, f

or a

pow

er h

acks

aw, p

ower

pip

e th

read

er,

wel

ding

sta

ti,m

(s),

con

ducf

. ber

.:),,r

, etc

.R

ack

stor

age

for

pipe

and

bin

sto

rage

for

fix

ture

s. A

sep

arat

e st

orag

ero

om f

or to

ols

and

gene

ral s

uppl

ies.

(See

"G

ener

al E

lect

rici

ty a

nd W

irin

g" in

the

Ele

ctri

city

and

Ele

ctro

mec

hani

cs C

lust

er.)

Pain

ting/

Fin

ishi

ngG

en'l

Ben

ches

Wal

l Moc

k-up

sT

rim

Moc

k-up

sSp

ray

Pain

ting

Rm

.Sp

ray

Boo

ths

Gen

'l C

ircu

latio

nSt

orag

e

6 x

61-

250

%10

x 1

22-

440

%6

x 6

150

%30

0 +

1-4

4 x

7 to

1-4

15 x

15

(20%

of

tota

l exc

ept s

pray

pai

nt r

m.)

(10%

of

tota

l)-

50%

50%

50%

Stan

dard

two-

stat

ion

(sid

e by

sid

e) w

orkb

ench

es.

Shou

ld b

e sh

ared

with

cab

inet

ry p

roje

ct a

rea

of w

oodw

orki

ng p

rogr

am.

May

be

used

in li

eu o

f se

para

te r

oom

.

Mas

onry

, etc

.G

en'l

Mas

onry

Wal

l Moc

k-up

sSt

orag

e

125-

150

1

7 x

71-

230

0 +

100%

Gen

eral

ope

n-sp

ace

labo

rato

ry u

ndef

ined

by

spec

ific

sta

tions

but

pro

vid-

ing

for

cem

ent m

ixer

s, b

ench

es f

or b

rick

cut

ters

(ad

jace

nt o

utci

obr

area

des

irab

le).

50%

(Inc

lude

d ab

ove)

RE

LA

TE

D A

FEA

S

Uph

olst

ery

(rel

ates

to f

urni

ture

mak

-in

g)

Gen

'l B

ench

esU

phol

ster

ing

Mac

hine

sSt

orag

eG

enii

Mac

hine

Are

a

7 x

91-

24

x 6

to1

6 x

820

0 +

2-5

sqf

t/ st

uden

t40

0

50%

50%

Stan

dard

two-

stat

ion

(opp

osite

sid

es)

wor

kben

ch.

100%

75%

Lab

orat

ory

shou

ld in

clud

e at

leas

t: Fi

ber

pick

ers,

cus

hion

fill

ers,

but

ton

mac

hine

s, a

nd s

ewin

g m

achi

nes.

-25

%D

rill

pres

sF7,

scr

oll s

aws,

etc

.; sh

o'ul

d be

sha

red

with

woo

dwor

king

labo

rato

ry.

Not

es: a

- 1

00%

in c

abin

etry

labo

rato

ry: 7

5% in

gen

eral

labo

rato

ry; 2

5-40

% in

con

stru

ctio

n la

bora

tory

.b

- Pr

ovid

e fo

r 40

% o

f st

uden

ts in

cab

inet

ry p

rogr

am; 2

0% in

gen

eral

con

stru

ctio

n la

bora

tory

.c

- 25

% in

gen

eral

labo

rato

ry: 7

5% in

con

stru

ctio

n la

bora

tory

.

16

Business, Office Occupations,Merchandising Cluster

Major Skill Families and Laboratory Types:Stenography (including shorthand and court/

conference stenography)TypingAccountingBusiness MachinesMerchandisingData ProcessingSwitchboard OperatingMail Room-Mail Cic:-krickertape/ Teletype OperatingBankingRetail SalesStock/ Bond Transfer

The world of business extends far beyond the type-writer and file cabinet, and the career ladder in business-related subjects offers more options to the qualifying stu-dent than any other program. Yet we continue to think ofsecondary-school business education only in terms of sec-retarial training and distributive education. Even post-secondary programs at the community-and junior-collegelevels fail to meet these career needs because they empha-size the "desk jobs" (real estate and insurance sales andthe like) and ignore many basic career areas.

The planning of facilities and courses in business andoffice skills (accounting, stenography, typing) should bebased on the fact that these are major elements of programsin the trade and industrial education programs, as well asbeing worthwhile programs in their own right. The plan-ning of facilities for business education should reflect notonly the typing, stenographic and accounting needs of thebusiness students but also the demand placed on thesefacilities by other business-related programs ( count andconference stenography, medical secretarial training, etc.),and the need for students from programs as diverse asbrickmasonry and textile manufacturing to learn typingand bookkeeping as part of a broad concept of career prep-aration.

Business education is now undergoing major changeswith respect to the nature and scope of the curriculum.While, for the most part, business education laboratoriesdo not lend themselves to the kind of space and station-sharing discussed previously, facilities for typing, stenogra-phy, and accounting provide the training for careers goingfar beyond the basic ones of clerk and typist. Not only arespecial laboratories such as medical records libraries and

mock courtrooms becoming increasingly common, but theneed for simulated experiences in office management isbeing met by using the school itself as the laboratory. Stu-dents handle secretarial, clerical, accounting and otherschool business needs in the "offices practices laboratory."Telephone and mail communications for the school offerstill more opportunities for educational experiences at sev-eral levels, and many of these offer ideal training programsfor the handicapped.

Still anotly,r d;rp,-t.;cri being taken in business educa-tion is the development of advanced specialty programssuch as stock and bond transaction management (builtaround the "back room" of a brokerage house) and bank-ing, complete with tellers' windows and safe-deposit boxes.

Bookstores have been expanded and these student-operated stores are open all day and function as sales out-lets for goods produced by students in the culinary artsand textile-production programs.

In short, the business world is now incorporated inthe school in the form of laboratories.Principal Laboratories and Laboratory Design Features

Typing/ Stenographic Laboratory. With the exceptionof electrical outlets and, ideally, a closed-loop broadcastsystem for shorthand and transcription, this laboratorymakes no unusual demands and may be developu4 ;n anyclassroom. Each student should have a decl- space fora typewriter, a dictaphone-transcriber or audio- source sys-tem and enough space for shorthand notes and otherprinted material.

Accounting (Bookkeeping) Laboratory. Like the typ-ing/stenographic laboratory, the only special features re-quired are electrical outlets for accounting machines. Manyschools now provide accounting machines for students tous.e independently in doing problems assigned during aregular class. This approach saves space in the laboratorysince there need no longer be room for lecture note-takingand machine practice in each room.

Office-Procedures Laboratory. This laboratory is in-tended primarily for the refinement of business skills. Thearea. should be equipped like any modern office. Desksshould have room for electric typewriters, dictation ma-chines and private telephones. Advanced dictating andtranscription systems as well as "memory" typewriters (forexample, IBM's MT/ST system ) should be available.There should be a large file area, an operating switchboardand a simulated mailroom.

SpecializedFiles &

RecordsArea

AccountingMachine

Area

eOffice

MachineArea )

Office Procedures(desks)

I Switchboard

_Eco og0

cc

Figure 10Suggested functional layout of a business office foradvanced training.

Business-Machines Laboratory. A program in busi-ness-machine operating is rarely offered as a program inits own right. It is usually subordinate to the office prac-tices laboratory. The following types of equipment may beconsidered for this area: copying machines (both dry copyand stencil), addressograph machines, franking machinesand collating-and spiral-binding machines.

Business-Records Laboratory. This will be similar tothe office-practices laboratory except that approximatelyhalf of the space must be devoted to files and other datastorage and retrieval devices (including a computer term-inal). Since some business-records libraries, particularlythose of hospitals, require special types of files and otherequipment, a separate place for such programs should beconsidered only if warranted by enrollment. It is often agood idea to plan an office suite somewhat similar to theone shown in Figure 10 as a comprehensive office proce-dures-accounting-office machine-business records cluster.

Data Processing. Since data processing became a rec-ognized career in the early 1960s, the field of computerscience has undergone tremendous change. Where key-punch operators and single-language programmers wereonce the main occupations, now only skilled computer op-erators and multilanguage programmers are in demand.This shift has meant less need for keypunch and relatedsystems (card sorting, etc.) training and correspondinglygreater emphasis on training for computer systems whichinclude multiple tape and disc drives, cathode-ray tubeoutput devices and remote terminals. Since many of therequirements (such as graphic display and remote data-processing capabilities) are common to other programs,the computer system should never be planned on the basisof data-processing career requirements alone.

The center should be developed as a cluster of relatedlaboratory spaces for the computer, keypunches, program-ming, a tape-disc-and program library, possibly a remoteterminal room, and any other office and storage spacenecessary. For the most part, the choice of computing sys-tems determines the size of the computer room. Specific

17

space requirements should fit each school's program andshould, because computer systems are changing so rapidly,be planned with the assistance of a computer-systemsspecialist.

Stock Transfer Operations Laboratory. This labora-tory should be equipped for mock office and "back room"operations. The office area should have standard officedesks with telephone and intercom. A tickertape and, po-tentially, a "tote" board both of which should be "live"systems can be included. The "back room" needs tables,desks, extensive files and room for a lot of movementamong the students.

Banking. This laboratory uses "teller" windows, in-cluding drive-in windows, a customer-service counter andwork surface for each student, and an area with a bankcash register and telephone to train tellers. A countershould be maintained for the storage of records and ma-chinery. A mock safe and safe-deposit box can be set up.(In some communities a local bank may be willing to estab-lish a branch office in the school.)

Court/Conference Stenography. A court/conferencestenography laboratory is a specialized version of the typ-ing/stenography laboratory with the addition of recordingdevices used in court stenography. There is no need for amock courtroom setting, although such an area may beconsidered.

Merchandising. In most schools "merchandising" islimited to the operation of a school bookstore. But salesoutlets for stationery (associated with the graphics pro-gram), flowers (horticulture) and a boutique (fashion andsewing) all make for appropriate merchandising experi-ences and can be combined with training in the PublicServices cluster.

Basic merchandising training, such as designing win-dow and counter displays and creating advertising, shouldshare a laboratory with programs in commercial art anddesign.

Tab

le 2

Spa

ce R

equi

rem

ents

for

the

Bus

ines

s C

lust

er

Lab

orat

ory

Stat

ion

Uni

tA

rea

Stat

ions

per

Uni

t Are

aC

ircu

latio

nB

urde

n

Allo

catio

n of

Tot

al C

lass

Stat

ions

Rzn

iarx

sT

ypin

g/St

enog

raph

yT

ypin

g/St

eno

3 x

51

100%

100%

Not

es a

and

b.

Acc

ount

ing

Cal

cula

tors

3 x

51

100%

100%

Not

es a

and

b.

EA

M, e

tc.

7 x

101

100%

(1)

Not

es a

and

b.

Bus

ines

s M

achi

nes

Cop

iers

, Dup

licat

ors,

etc.

4 x

5 to

7 x

91

100%

100%

Not

es a

and

b.

Off

ice

Proc

edur

esD

esk

6 x

7 to

7 x

101

100-

150%

100%

Stat

ion

size

s de

pend

on

the

choi

ce o

f de

sks

and

imm

edia

tely

adj

acen

tpe

riph

ery

equi

pmen

t.(N

ote

a)Sw

itchb

oard

4 x

51

50%

(1)

Mai

l Roo

m10

0-20

03-

7(1

)

Dat

a Pr

oces

sing

Prog

ram

min

g4

x 5

170

%N

ote

cSt

anda

rd c

lass

room

.K

eypu

nch

and

Rel

ated

5 x

51

50%

Not

e c

Com

pute

r-

--

Not

e c

Spac

e re

quir

emen

ts s

houl

d be

bas

ed o

n th

e sp

ecif

ic s

yste

m s

elec

ted.

1200

to 1

800

sq f

t is

usua

lly a

dequ

ate.

(Add

ition

al s

pace

mus

t be

prov

ided

for

an

offi

ce, t

ape

libra

ry a

nd s

tora

ge a

s re

quir

ed.)

Stoc

k T

rans

fer

Off

ice

6 x

71

75%

60%

Ope

ratio

ns"B

ack

Roo

m"

6 x

71

150%

60%

Ban

king

Tel

ler

Are

a4

x 7

115

0%75

%C

ircu

latio

n bu

rden

app

lies

to g

ener

al "

telle

r" a

nd c

usto

mer

are

a.O

ffic

e A

rea

6 x

71

100%

30%

Cir

cula

tion

burd

en in

clud

es a

n al

low

ance

for

the

safe

and

saf

e de

posi

tbo

x ar

ea, e

tc.

Mer

chan

disi

ngB

ooks

tore

, etc

.V

arie

s5-

10N

ote

cSt

atio

n an

d sp

ace

requ

irem

ents

sho

uld

refl

ect a

n an

alys

is o

f sp

ecif

icpr

ogra

m o

bjec

tives

; how

ever

, eac

h st

ore

shou

ld a

llow

ext

ensi

vefl

exib

ility

in f

loor

pla

n.60

0-80

0 sq

ft s

houl

d be

con

side

red

am

inim

um f

or a

maj

or m

erch

andi

sing

labo

rato

ry..

Not

es: a

- C

ircu

latio

n bu

rden

is to

be

dist

ribu

ted

to th

e la

bora

tory

as

a w

hole

.b

- T

ypin

g/st

enog

raph

y, a

ccou

ntin

g an

d bu

sine

ss m

achi

nes

labo

rato

ries

may

eas

ily b

e pl

anne

d fo

r as

man

y as

40

to 5

0 st

uden

ts.

For

larg

e en

rollm

ents

the

circ

ulat

ion

burd

en m

ay b

e re

duce

d to

as

little

as

80%

of

the

tota

l allo

catio

n.c

- D

epen

ds o

n pr

ogra

m.

Electricity and ElectromechanicsMajor Sk+11 Families and Laboratory Types:

Basic Electrical WiringMotor/ Generator WorkIndustrial ElectricityAppliance RepairVending-Machine RepairCareer programs in electricity and electromechanics

have tended to be grouped in a single, generalized labora-tory course. Today, however, the great expansion of careeropportunities in both construction and industrial electricityspecialties, and the .growing need for mechanics in themany service industries related to motors and servomech-anisms, has meant that most schools are forced to considercomprehensive programs in both areas.

'While there exist many subunits into which electricityand electromechanics can be broken down, the problem ofthe planner is perhaps made easier if the following three-group division is adopted:

Group 1. Electrical Wiring (primarily buildingwiring)

Group 2. Industrial Electricity (power transmissionand distribution, metering, etc.)

Group 3. Electromechanics (motor/ generator;servomechanisms, etc.)

For the most part, there exists no clear dividing linebetween these programs an ' they may be viewed as acontinuum of skills and spec.alization. Thus, from a basiclaboratory in construction win ng (switches, fixtui es, con-duiting, junction boxes, and "house" meters and transform-ers) it is a small jump to the use of industrial transformers,metering panels, power supplies and switching gear. A pro-gram in basic electromechanics may begin with small-scaleinstruction in basic motor/generator theory and build toproblems in the wiring of high voltage, multiphase indus-trial motor and generator installations. Basic instructionin motor theory provides the fundamental building blockfor education in many careers requiring knowledge ofwiring and motors. This includes appliance repair (washer,dryer, vacuum cleaner, sewing machine) and advancedcareers requiring these basic skills, such as office-machinemaintenance. Airconditioning and refrigeration repair andfurnace and ventilation system repair (all of which havemotor driven fans or pumps) also demand the basic train-ing provided in this area.

Because most of the programs that build on electro-mechanics are themselves "clean" laboratories, it is oftenreasonable to consider a shared-space laboratory in whichthe basic area supports a variety of related programs. De-pending on program enrollment, the laboratory can be anopen shop capitalizing on the shared use of specific systems(as in Figure 11), or a smaller program may be designedaround the alternate use of a shared laboratory facility andstorage areas (as in Figure 12). Figure 11 represents onemodel for an integrated electricity and electromechanicscluster. The design criteria for the subareas of this clusterare presented below.

BuildingMock-up,-

IndustrialElectricity

BuildingFabrication

Area

Workbenches,,for Basic

Wiring ApplianceI ' Repair

Electro-mechanics

1

19

ElectromechanicalBenches

Figure 11Example of laboratory space relationships in an integratedelectricity-eiectromechanics cluster.

GeneralWorkbenches[Open (shared)Specialty Area

Storage for Mobile Systemsand Trainers

Figure 12Facility layout for a multiprogram "rotational" laboratory inelectricity and electromechanics.

Principal Laboratories and Laboratory Design FeaturesGeneral Electricity and Wiring Laboratory. Three

types of activity must be provided: 1) workbenches (atwhich students learn basic skills in soldering, wire splicing,switch and fixture wiring, basic circuit wiring, and smallelectric-motor wiring); 2) an industrial electricity area (inwhich students study advanced high voltage and multphasesystems and industrial power transformers and switchinggear); and 3) a mock-up building area for the developmentof advanced skills in building wiring. It is important torecognize in the planning of this facility that the standardshop workbenches required for heavy-duty work are notthe same as those appropriate for use as electrical-powersupply benches used in the classroom for this area. If thislaboratory is to share services with the electromechanicsprogram, both types of benches will probably be necessary,and in most instances must be grouped separately in thelaboratory. ( Figure 13 )

20

Building Fabrication;(see Building Trades) ,

BuildingFrame

Mock-ups I

Etc.

BenchArea

(both workbenches and

generalelectricalbenches)

IndustrialElectricity

( Tool & Supply Storage )

Figure 13General relationship of program spaces in a generalelectricity laboratory.

The industrial electricity area is usually a flexible-useopen space to accommodate a variety of large power-paneltrainers (225 amp and 400 amp 3-phase), industrial meter-ing panels and test stands for transformers. Flexibility de-pends on the design of the power supply and a power gridfor the whole laboratory is usually necessary. Workbenchesshould be accessible to most stations in the laboratory.

The simulated construction-wiring area of this lab-oratory, if it is not to share its space and station require-ments with the Building Trades fabrication area, will needa large open area containing a variety of wall, ceiling andhouse-section mock-ups that will be used for the installa-tion of such components as meters, transformers, switches,fixtures, junction boxes and conduiting electrical heatingunits. Though not essential, it is desirable that these sec-tions be made of a variety of materials, such as wood. con-crete block and masonry. The "support" areas for this lab-oratory should include conduit-bending machinery and re-lated tools. These may be shared with the piping laboratoryin an open-space building laboratory.Electromechanics Laboratory. The comprehensive electro-mechanics laboratory is usually planned to incorporateseparate areas for benches (for the introduction of basictheory and for a variety of spin-off programs such as elec-tromechanics assembly); a simulation area which includesa variety of "packaged" motor/generator systems (onwhich students are given advanced instruction in theoryand begin to develop basic repair skills); and a practicalarea including heavy-duty workbenches and a variety ofstand-mounted motors or motor /generators for studentsto work on. A supporting work area should provide forgeneral machinery such as a tool grinder, drill press andarmature lathe. (Figure 14 )

Electromechanics(Theory) Benches

( IndustrialA_Th(Is a) Electricitya) 06 c

Work c as

7benches 0 t,.. a.)

---. CI- 'E. \e..--e, 2 , Appliance

Repair

Tool & Supply Storage

Figure 14General relationship of spaces in motor/generator or generalelectromechanics laboratory.

Piping

L

Plumbing

r GasAppliances

1

Workbenches

Motor & "Wet"Appliances

IAircond. &

Refrigeration ;

(1 Motor

Trainers,etc.

t

- - - - -Electromechanics

LaboratoryElectromechanics

Benches

I

Figure 15General relationship of spaces in an appliance and vendingmachine repair laboratory. Supportive teaching can beavailable in the piping/ plumbing, electromechanics andairconditioning/ refrigeration laboratories.

Appliance and Vending Machine Repair. This is essentiallya large open area for washing machines, dryers, refrigera-tors, or vending machines. Students working in this areawill also be doing motor / generator and piping and plumb-ing work, and these can be brought together through theopen-space laboratory plan.5 (Figure 15)

5. Small-appliance repair, including such items as sewing machines, and smallelectromechanical systems repair programs, such as office machines, shoulduse the benches provided in the electromechanics laboratory.

Tab

le 3

Spa

ce R

equi

rem

ents

for

the

Ele

ctric

ity a

nd E

lect

rom

echa

nics

Clu

ster

Lab

orat

ory

Stat

ion

Stat

ions

Uni

tpe

rA

rea

Uni

t Are

aC

ircu

latio

nB

urde

n

Allo

catio

n of

Tot

al C

lass

Stat

ions

Rem

arks

Ele

ctri

cal W

irin

gC

lass

Ben

ches

Wor

kben

ches

:W

all B

ench

esFl

oor

Ben

ches

Wir

ing

"Car

rels

"H

ouse

Fra

me

Sect

ion

Gen

'l C

ircu

latio

nSt

orag

e

9 x

94

6 x

61-

28

x 10

2-4

6 x

iJ1-

412

7r

255-

10

(75-

100%

of

benc

h ar

ea)

(10-

15%

of

tota

l)

25%

50%

50%

100%

50%

40%

40%

Four

-sta

tion

wir

ed e

lect

rici

ty/e

lect

rom

echa

nics

ben

ches

.

Stan

d .r

d sh

op b

ench

es.

Mul

tiple

car

rels

of

diff

eren

t mat

eria

ls.

Incl

udes

sup

port

are

as s

uch

as c

ondu

it be

nder

s (s

hara

ble

with

pip

ing,

etc

. ).

Indu

stri

alE

lect

rici

tyW

orkb

ench

esG

en'l

Indu

stri

al E

lec.

Syst

ems

Indu

stri

al E

lec.

Tes

tB

ench

esG

en'l

Cir

cula

tion

(See

Ele

ctri

cal W

irin

g)

6+x

6+1-

2

6 x

61-

2

(50%

of

tota

l)

50%

25%

25%

75%

40%

Lab

orat

ory

wor

kben

ches

do

not r

epre

sent

"as

sign

ed"

stud

ent s

tatio

ns.

Incl

udes

hig

h vo

ltage

tran

sfor

mer

s, m

eter

ing

pane

ls, s

witc

hing

gea

r, e

tc.

Ele

ctro

mec

hani

csC

lass

Ben

ches

Wor

kben

ches

Tra

iner

s, e

tc.

Gen

'l C

ircu

latio

nSt

orag

e

7 x

101-

45

x6

1-2

6 x

61-

2(2

5-50

% o

f to

tal)

(10-

15%

of

tota

l)

25%

50%

50%

100%

60%

60%

Four

-sta

tion

wir

ed e

lect

rici

ty/e

lect

rom

echa

nics

ben

ches

.

Incl

udes

allo

wan

ce f

or g

ener

al s

uppo

rt m

achi

nery

.

App

lianc

e an

d V

end-

ing

Mac

hine

Rep

air

App

lianc

es

App

lianc

e T

est

Con

sole

sG

en'l

Cir

cula

tion

Stor

age

5 x

6 to

1-2

8 x

10

4 x

51

(100

-125

% o

f to

tal)

(5-1

0% o

f to

tal)

50%

100%

(1)

Thi

s la

bora

tory

sho

uld

rela

te to

pip

ing/

plum

bing

as

wel

l as

to e

lect

ro-

mec

hani

cs.

Add

ed to

app

lianc

e ar

ea.

Incl

udes

an

allo

wan

ce f

or s

hare

d w

orkb

ench

es (

3 x

5) in

a r

atio

of

abou

ton

e fo

r tw

o st

atio

ns.

22.

Graphics and Communication ArtsMajor Skill Families and Laboratory Types:

PrintingLithographyPhotographyBookmakingFashion DesignCommercial ArtIllustratingDrafting

For the most part the programs listed above do notbelong to a common family of industries or jobs. But froman educational standpoint shared laboratories provide anefficient teaching situation.

For instance, the availability of a commercial artprogram offers the printing student extensive opportuni-ties to enlarge his experience by :,t,irlying design and com-position. Similarly, the darkroom of the printing labora-tory combined with the studio facilities of the commercialart laboratory are useful to photography students. Thecommercial art laboratory may be used on a flexible sched-ule or with shared space for fashion design, merchandisingdisplays, and interior decorating, as well as traditionalstudies in illustration and design. But multiple use requirescareful selection of equipment and well-planned arrange-ment of related laboratory spaces. In general, separateareas for each program are most convenient. ( Figure 16)Principal Laboratories and Laboratory Design Features

Graphics (Printing) Laboratory. At present, there issubstantial controversy over what a printing laboratoryshould have. Since the future of letter-press and offsetprinting is uncertain, it is debatable whether a laboratoryshould be designed for only one kind of printing. Mostgraphics laboratories now compromise and attempt to offertraining in each.

Regardless of the decision on this question, however,the laboratory should be able to offer the total spectrum oflearning experiences from typesetting to bookbinding. Thefixed sequence of the actual printing process should beconsidered in planning the laboratory layout. Separateareas must be provided for 1) typesetting, 2) composition(layout and design), 3) offset camera and platemaking,4) press and 5) binding operations.

Typesetting Area. While most commerical print shopsnow use either phototypesetting or automated typesettingsystems, many of the fundamental skills of printing are bestlearned by the process of setting type by hand. Areas forhand and automated typesetting, flexowriters (machinesfor making tapes for the linotype and phototypesettingmachines) and hot-type linotype are desirable.

Layout and Design Area. This area is where studentslay out copy prior to initial photography (step one in mak-ing offset plate negatives) and strip and compose for offsetplates. Light tables for stripping and regular tables forproofreading copy and composing and laying it out forphotography are necessary.

Offset Camera and Platemaking Area. The most com-mon type of photo-offset camera extends into a workroomthrough the darkroom wall. The front end of this cameradoes not require a light-controlled environment as this iswhere students set up material to be photographed. Thedarkroom should be big enough for up to four students tolearn film loading 21%1 the use of the camera.

Offset platemaking is basically a four-step process ofphotographing and developing the negative of the originalcopy to be printed, laying out and framing (on a vacuumframe) the plate to be made, processing the plate throughthe plate-coating machine and final rub-up table, and final-ly developing the printing plate. Usually a single room pro-vides for all these activities, plus the offset camera, butsince the copy photography step is separate from the plate-making process, the camera darkroom need not necessarilybe integral to th'. area.

1 ' >,/ Art, ; a, t I

Designesign I E t& Illustration ' .i-- ,Z5 I

(incl. phG ,graphy) a- as- II ___j

I,

Hot &ColdType-

setting

OffsetType-

setting

Layout

Camera- - - -

Darkroom

LetterpressArea

OffsetPresses

OffsetPlatemaking

Stripping

Bindery

Figure 16General relationship of spaces in a comprehensive printinglaboratory (Arrows indicate flow of material in a productionoperation and should be reflected in the design).

Printing Press Area. The press area of the graphicslaboratory is defined by individual presses and relatedsupply tables and benches. The exact size of this area de-pends on the size and uses of the presses chosen. Consider-ation must also be given to whether color processes are tobe employed since this may affect the need for specializeddarkroom facilities or a color stripping camera. Additionalspace for a power paper-cutter and general paper storageshould be adjacent to both the press area and the bindery.

Bindery. The basic bindery has areas for folding,stitching, gluing, and trimming. As in the platemaking proc-ess, these operations are performed in a fixed sequenceand should be so laid out. Advanced specialty book-makingcareers, such as those involved in leather binding andmarbling, must be set up separately.

Commercial Art. In a MacLuhanesque world, com-mercial art is a growing area of career opportunities. Activ-ities for which the commercial art laboratory may be theprincipal learning environment range from advertising de-sign and layout, and designing window displays for market-ing and merchandising to fashion design and interior dec-orating. The area can also double as a photography studioand a place to learn techniques of special lighting effects.

Activities in the commercial arts laboratory may belogically divided into four areas: benchwork, such as modelconstruction; easel work, such as drawing and painting;tabletop work, for large design layouts and models, andan undefined open area to be used as the photography stu-dio, interior design area, or general work area. Whetherthis facility is used as a common learning environment fortextile and fashion design, interior de:orating, distributiveeducation display design or for other related programs de-fines the emphasis placed on individual areas and the otherareas of the building to which Figure 17 should be related.

Technical Drawing. As drafting and graphics are fun-damental aspects of all technical fields, students in all tech-nically oriented programs are now expected to develop a

23

I' m r) r Marketing/" Fashion Designo (I) -5 Merchandising4c-i) 0-s8 u) I

;

I cc) 1 1CommonStorage &SupportServices

InteriorDecorating

I

Figure 17Hypothetical comprehensive commercial art area subdividedinto specialty laboratory areas.

basic competence in many phases of drafting so that theymay create their own ideas and communicate them toothers. The amount and kind of technical drawing requiredby each student is, by and large, a matter of each student'sinterest, aptitude, immediate program and long-range goals.A few of the many topics covered in the drafting and graph-ics programs and appealing to students in diverse curriculainclude: pictorial drawing (commercial art and design);dimensioning, threads, weld and fasteners (tool and die,machine shop); piping drawing and electrical/electronicdrawing, structural drawing, architectural drawing (con-struction); topographic and engineering maps (civil tech-nology); and graphs and charts (business). The technicalfacilities should therefore be planned to serve as both anintroductory laboratory for all students to develop a basicunderstanding of drawing techniques in their specialtiesas well as a place where students can develop advancedcompetence as specialized draftsmen. Where the draftingprogram is linked to other programs (such as building con-struction technology) additional spaces for such activitiesas model construction may be desired.

Photography. The facilities of the photography clustershould serve both the graphic arts program (through pro-vision of facilities for the photo-offset camera ) and thegeneral photography and photo-developing needs of train-ing programs ranging from metallurgy and materials test-ing to police science. The area should have separate placesfor developing and printing black and white and color film,a separate photo print-washing and mounting area and ageneral photography studio

Darkroom. Three kinds of darkroom facilities willusually be required in the photography studio: one for thephoto-offset camera; separate areas for film developingand color printing; and a general darkroom for black andwhite film printing and enlarging. All three may be in-cluded in a single darkroom or provided in separate, closelyconnected facilities. In either event, some provision mustbe made for the fact that film processing and film loading,

24

nsa)

c <(.) as co

cm=a) as as"0 -a

u)0

J

Individual Cubicals forFilm Developing and

Color Print Processing

General Darkroom forBlack/White Photo

Printing & Enlarging

Figure 18General relationship of spaces in a photo-processing area.

as well as color-film printing, must be done in completedarkness, while black and white film may be printed witha safelight.

Photo Washing, Drying and Mounting. Print washing,drying, and mounting should have an all-purpose roomimmediately adjacent to the darkroom.

Studio. A studio for the photography program may beeither within a large photography complex or as an areawithin a related laboratory such as the commercial artslaboratory. If this ig part of an extensive photography ca-reer program a specialized facility including high ceilingsand flexible ceiling lighting is required.

Tab

le 4

Spa

ce R

equi

rem

ents

for

the

Gra

phic

s an

d C

omm

unic

atio

ns C

lust

er

Lab

orat

ory

Stat

ion

Stat

ions

Uni

tpe

rA

rea

Uni

t Are

aC

ircu

latio

nB

urde

n

Allo

catio

n of

Tot

al -

Cla

ssSt

atio

nsR

emar

ksPr

intin

gH

dird

Typ

eset

ting

4 x

51

25%

10%

+T

ypez

z:ct

ing

Pape

r T

ape

Mac

hine

5 x

61

25%

5%Ph

oto

Typ

eset

ting

75-2

002-

425

%(1

)Se

para

te te

mpe

ratu

re a

nd h

umid

ity c

ontr

olle

d ro

om m

ay b

e re

quir

ed.

Com

pute

r T

ypes

ettin

g5

x 6

125

%10

%L

inot

ype

7 x

1010

%5%

Hea

dlin

er4

x 5

150

%(1

)G

en'l

Cir

cula

tion

(30-

40%

of

tota

l are

a)In

clud

es s

pace

allo

wan

ce f

or u

nass

igne

d st

atio

ns s

uch

as a

n ad

man

tabl

e,im

posi

ng ta

ble,

pro

of p

ress

, etc

.-

Lay

out a

ndL

ayou

t Tab

les

5 x

101-

250

%10

%St

anda

rd tw

o-st

atio

n (o

ppos

ite s

ide)

wor

k ta

bles

.D

esig

nSt

ripp

ing

Tab

le5

x 6

150

%10

%O

ffse

t Cam

era

Off

ser

Cam

era

250-

450

2-4

(1)

One

thir

d to

one

hal

f of

this

are

a sh

ould

be

prov

ided

in th

e da

rkro

om.

and

Plat

e-m

akin

gD

arkr

oom

150

+2

15%

Dev

elop

ing

faci

litie

s sh

ould

be

prov

ided

in a

dar

kroo

m o

r ot

her

suita

bly

light

con

trol

led

envi

ronm

ent.

Col

or S

trip

ping

Cam

era

14 x

18

2(1

)Se

para

te, e

nvir

onm

enta

lly c

ontr

olle

d ro

om d

esir

ed.

Plat

emak

ing-

Vac

uum

Fram

e4

x 7

1-2

50%

(1)

One

sta

tion

of e

ach

type

is n

eces

sary

and

gen

eral

lyL

ayou

t Tab

le4

x 7

1-2

50%

(1)

suff

icie

nt f

or e

ven

a la

rge

prin

ting

prog

ram

.Pl

ate-

coat

. mac

n.4

x 7

1-2

50%

(1)

Thi

s ar

ea s

houl

d sh

are

a lig

ht c

ontr

olle

d en

viro

n-R

ub-u

p T

able

4 x

71-

250

%(1

)m

ent w

ith th

e se

t-up

are

a of

the

offs

etD

evel

op. S

ink

4 x

71-

250

%(1

)ca

mer

a(s)

.G

en'l

Cir

cula

t':,,

(40-

50%

of

tota

l are

a)-

Pres

ses

Pres

ses

-Off

set

Let

terp

ress

Gen

'l C

ircu

latio

n

6 x

8 to

1-2

12 x

14

6 x

8 to

1-2

12 x

. 18

(50%

of

tota

l are

a)

50-1

00%

50-1

30%

50%

incl

udes

allo

wan

ce f

or m

ajor

sup

port

spa

ces

such

as

larg

e po

wer

pap

ercu

tter,

mak

e-re

ady

tabl

e,w

ork

tabl

es, e

tc.

- B

inde

ryB

inde

ryFo

ldin

g9

x 12

25%

(1)

Stitc

hing

6 x

71

50%

(1)

Glu

ing

7 x

81

50%

(1)

Tri

mm

ing

8 x

81

50%

(1)

Gat

here

rs7

x 9

150

%(I

)G

en'l

Cir

cula

tion

(40-

60%

of

tota

l are

a)G

en'l

Stor

age

(tot

alpr

intin

g)(5

-10

% o

f to

tal)

Com

mer

cial

Art

Ben

ches

6 x

625

%N

o-te

aE

asel

4 x

625

%N

ote

aT

able

6 x

625

%N

ote

a"O

pen"

400-

700

Not

e a

May

be

used

as

phot

o "s

tudi

o", m

erch

andi

sing

dis

play

are

a, in

teri

orde

cora

ting

area

, etc

.St

orag

eSt

orag

e re

quir

emen

ts s

houl

d re

flec

t spe

cifi

c la

bora

tory

use

and

may

ran

gefr

om 5

-10%

for

a s

impl

e ar

t lab

orat

ory

to 5

0% f

or a

rot

atio

nal u

se la

b-G

en'l

Cir

cula

tion

(50%

of

tota

l exc

lusi

ve o

f "o

pen"

)or

ator

y sh

ared

bet

wee

n m

erch

andi

sing

, int

erio

r de

cora

ting

and

fash

ion

desi

gn.

Dra

ftin

gB

asic

5 Ix

61

100%

100%

50%

o c

ircu

latio

n bu

rden

allo

cate

d to

dra

ftin

g ar

ea a

s ai

sle

spac

e; r

e-m

aind

er to

gen

eral

labo

rato

ry.

Adv

ance

d6

x 8

110

0%10

0%(A

s ab

ove)

Com

pute

r G

raph

ics

5 x

8,

1-

(1)

Cop

ying

Roo

m15

0 +

sq

ft-

(1)

Spac

e al

low

ance

sho

uld

prov

ide

for

two

type

s of

cop

ying

mac

hine

s pl

usst

orag

e an

d ci

rcul

atio

n.Ph

otog

raph

yIn

divi

dual

Cub

icle

10 x

10

1-2

40%

Incl

udes

sin

k,w

ork

coun

ter,

etc

.A

llow

ance

sho

uld

be m

ade

for

som

eau

tom

atic

col

or p

roce

ssor

s an

d, p

oten

tially

, fpr

a m

otio

n pi

ctur

efi

lm p

roce

ssor

in o

ne r

oom

.L

ight

lock

doo

rs a

re r

equi

red.

Prin

ting/

Enl

argi

ng4

x 6

70%

Are

a al

low

ance

incl

udes

pro

rate

d al

low

ance

for

roo

m c

ircu

latio

n, s

ink

and

coun

ter,

etc

. bas

ed o

n a

faci

lity

for

ten

or m

ore

stat

ions

.W

ashi

ng, D

ryin

g, e

tc.

250-

400

(1)

Thi

s is

not

usu

ally

an

inst

ruct

iona

l are

a an

d is

, the

refo

re, d

efin

ed b

yeq

uipm

ent a

nd n

ot s

tude

nt s

tatio

ns.

Che

mic

al S

tora

gean

d Pr

ep15

0-30

0(1

)Sp

ace

requ

irem

ent v

arie

s w

ith th

e si

ze o

f th

e to

tal p

rogr

am.

Not

es: a

Var

ies

with

pro

gram

.

26

Heating, Ventilation,Airconditioning and Refrigeration

Major Skill Families and Laboratory Types:Furnace Installation and MaintenanceRefrigeration MechanicAirconditioner Repair and MaintenanceCareer programs in heating, ventilation, aircondition-

ing and refrigeration, that have historically been offeredprincipally by commercial training schools, are relativenewcomers to public education programs. They lend them-selves to two forms of shared-space programs. Where theprograms are large enough a multipurpose laboratory, asin Figure 19 is logical. Where this is not necessary, the pro-gram may be more limited, sharing existing laboratories inpiping/plumbing and electromechanics.Major Laboratory Design Considerations

Heating, Refrigeration, Airconditioning LaboratoryThe heating, refrigeration and airconditioning labor-

atory should be integrated so that installation, assemblyand maintenance of building heating and airconditioningsystems (for both homes and businesses) and the repairof large and small refrigeration systems are in one place.There are usually three general areas: 1) bench stationsin an introductory lecture/demonstration area; 2) basicheating, cooling and refrigeration systems and trainers;and 3 ) operating refrigeration systems and heating plants.

While large-scale refrigeration systems and the fur-nace area are semi-permanent installations, the mobilityof the furnace and refrigeration trainer systems makesthem appropriate for space sharing with related programsor for planning rotational use, perhaps on a semester basis,as a heating and cooling system training area.

Instructional benches should be the same as those usedin the electromechanics theory laboratory. While these sta-tions are not the same as those used as workbenches in thelaboratory they are usually integrated with it to be con-venient for regular use by students needing to test compo-i.ents. As shown in Figure 19, both these stations and theadvank 'NJ areas of the total laboratory lend themselves tosharing with a variety of programs such as electrome-chanics (compressor and fan repair), piping and plumbing(water-cooled industrial compressors, hot-water heatingsystems, etc.), and sheet metal (ducting construction, etc.).

Electromechanics(Theory) Benches

HeatingTrainers

AC/Refrig.

Trainers

Workbenches

HeatingSystems

Piping

AC/Refrig.Systems

_Plumbing

Figure 19General relationship of spaces in an HVAC laboratory showingspace and program relationships with majorassociated programs.

Tab

le 5

--

Spa

ce R

equi

rem

ents

for

the

Hea

ting,

Ven

tilat

ing

and

Airc

ondi

tioni

ng C

lust

er.

Lab

orat

ory

Stat

ion

Stat

ions

Uni

tpe

rC

ircu

latio

nA

rea

Uni

t Are

aB

urde

n

Allo

catio

n of

Tot

al C

lass

Stat

ions

Rem

arks

Air

cotr

iditi

onin

gan

d R

efri

gera

tion

Ele

ctro

mec

hani

csB

ench

esta

/

Wor

kben

ches

:W

all B

ench

esFl

oor

Ben

ches

Sim

ulat

ors

and

Tra

iner

sA

pplia

nce

Are

aC

old

Stor

age

Loc

kers

Indu

stri

al R

efri

gera

tion

and

Air

cond

ition

ing

Gen

'l C

ircu

latio

nT

ool&

Sup

plie

s St

orag

e

9 x

91-

425

-50%

6 x

61-

28

x 10

1-4

6 x

8 to

1-2

50-1

00%

8 x

10-

15 x

15

1-4

12 x

12

1-4

up

(25-

40%

of

tota

l lab

orat

ory)

(5 s

q ft

/stu

dent

)

50%

50%

50%

100%

100%

Not

e b

Not

e b

50-7

5%

10-1

5%

25-4

0%

Ben

ches

in th

e le

ctur

e-de

mon

stra

tion

area

sho

uld

be "

wir

ed"

benc

hes

ofth

e ty

pe u

sed

in e

lect

rom

echa

nics

.C

ircu

latio

n bu

rden

incl

udes

allo

wan

ce f

or a

ref

rige

ratio

n sy

stem

dem

onst

rato

r an

d re

late

d eq

uipm

ent.

Prov

ides

for

a v

arie

ty o

f st

atio

ns r

angi

ng f

rom

sim

ple

refr

iger

atio

n cy

cle

syst

ems

to a

dvan

ced

refr

iger

atio

n m

ock-

ups.

See

appl

ianc

e re

pair

in E

lect

rici

ty a

nd E

lect

rom

echa

nics

Clu

ster

.

Lar

ge r

esid

entia

l or

indu

stri

al b

uild

ing

cool

ing

syst

em. M

ay b

e fo

rced

air

or c

hille

d w

ater

sys

tem

.B

oth

elec

tric

and

gas

sys

tem

s sh

ould

be

repr

esen

ted.

Hea

ting

Ele

ctro

mec

hani

csB

ench

es (

a)W

orkb

ench

es:

Wal

l Ben

ches

Floo

r B

ench

esH

ome

Furn

aces

Indu

stri

al H

eatin

gPl

ant

Clim

ate

Con

trol

Tra

iner

sW

ater

Hea

ter

Ele

ctri

c B

aseb

oard

Hea

tG

en'l

Cir

cula

tion

Too

l & S

uppl

ies

Stor

age

9 x

91-

4

6 x

61-

28

x 10

1-4

6 x

2 to

1-2

8 x

12

200-

300

sq f

t4-

6

5 x

7 to

2-6

10 x

15

6 x

71-

2

(25-

40%

of

labo

rato

ry to

tal)

(5 s

q ft

/stu

dent

)

25-5

0%

50%

50%

50%

50%

50%

100%

100%

Not

e b

Not

e b

25-5

0%

(1)

50%

10%

Ben

ches

in th

e le

ctur

e-de

mon

stra

tion

area

sho

uld

be "

wir

ed"

benc

hes

ofth

e ty

pe u

sed

in e

lect

rom

echa

nics

.C

ircu

latio

n bu

rden

incl

udes

allo

wan

ce f

or a

hea

ting

syst

em d

emon

stra

tor

and

rela

ted

equi

pmen

t.

Rot

h ga

s- a

nd o

il-fi

red

furn

aces

in c

ombi

natio

n w

ith h

ot w

ater

and

forc

ed a

ir h

eatin

g sy

stem

s sh

ould

be

repr

esen

ted.

See

Ele

ctri

city

and

Ele

ctro

mec

hani

cs C

lust

er

Not

es: a

Not

incl

uded

in la

bora

tory

tota

l for

pur

pose

s of

cir

cula

tion

com

puta

tion.

b -

Lab

orat

ory

wor

kben

ches

do

not r

epre

sent

"as

sign

ed"

stud

ent s

tatio

ns.

28

Medical DentalMajor Skill Families and Laboratory Types:

Medical Lab TechnicianNursing (LPN, RN, etc.)Medical Office AssistantOperating Room AssistantX-Ray TechnologyDental AssistantDental HygienistDental Lab TechnicianIn most career education programs, instruction at the

secondary and at the post-secondary levels provides es-sentially the same laboratory program augmented by dif-ferent levels of theoretical and academic work. The majorexception to this rule is in medical, dental and other health-related occupations. Although health professions certifica-tion and occupational preparation requirements are rapidlychanging (particularly with respect to lowered age require-ments for some programs and restructuring the distributionof hours of instruction in the classroom and in the labora-tory and clinical setting), the fixed certification require-ments which now exist in most states usually restrict theopportunities to develop broad-based instructional pro-grams at the secondary level. The following topics will con-sider separately the requirements of secondary and post-secondary programs.Secondary Health CareersEven without the opportunity for hospital or other clinicalexperience, there exist many kinds of worthwhile occupa-tional education in health-related professions at the sec-ondary-school level. Careers as hospital or home healthaides, medical or dental office assistants, orderlies, andmedical and dental laboratory assistants are (in moststates) unlicensed careers open to the trained high schoolgraduate. Further, the facilities required are simple andschool laboratories for such programs do not usually rep-resent a major investment.

"Ward"Area

ExaminingRoom

Lecture Area

Figure 20Typical multipurpose medical lecture-laboratory in asecondary schoo! program.

Medical. Most medical programs at the secondarylevel are based on simulating either a ward room or a med-ical office examining room. Since both of these should beset up, and since neither requires unusual facilities, it iscommon for both to share a common facility with a generallecture area (as shown in Figure 20). The level of instruc-tion at the secondary-school level does not (except in verylarge schools) justify separate teaching stations.

Multipurpose "Ward" Laboratory. A multipurposemedical demonstration ward should be used for lecturesand practice of bedside treatment. Here nursing and nurs-ing aide, geriatric and psychiatric aide, home health assist-ant and orderly training programs and patient handlingtechniques, including the use of wheelchairs and stretchers,are taught.

The "ward" only needs hospital beds as furniture, atleast one of which should be fully equipped for demonstra-tion of traction. Each bed should be furnished authenticallyand must allow sufficient space for the movement ofstretchers or wheelchairs. A single "ward" does not norm-ally need more than six beds for a class of twenty students.

Medical Office-Examining Room. The "examiningroom" area of a secondary-level program is usually a lim-ited-use specialized facility in which students work in smallgroups to learn medical assisting and examination-roomprocedures. Each room should include one adjustable ex-amination table with all auxiliary equipment and adequatespace around it for students and instrument carts. For largeclasses more than one room, rather than an enlarged singlearea, is recommended.

Dental. Secondary-level dental programs are alsobased on a combination of lecture and practice, and againone space can serve both functions (as in Figure 21).Where medical and dental program enrollments are small(suggesting, perhaps, half-day programs) Figures 20 and21 can be combined. The facility should be kept flexible,however, by allowing for subdivision of the general lecturespace as shown in Figure 22.

Darkroom

Dental DentalOperatory Operatory

Lecture Area

Figure 21Typical dental office assisting laboratory.

Dental, Assisting. The dental-assistant and dental-hygienist programs are usually combined in a multipur-pose dental office laboratory in which students learn thebasics of dental record keeping and efficient methods ofdental assistance.

Laboratories designed for dental assistance should beplanned around a fully operational dental set-up. In a facil-ity combining lecture-demonstration and laboratory workone of the operatories should be a demonstration station.(A closed-circuit television system should be consideredfor this purpose.) One of the dental chairs should also beequipped for dental X-rays.5

Medical and Dental Technology Laboratories. Thedental technology laboratory should provide a standardscience laboratory. Each lab station should have combusti-ble gas, compressed air, water and electricity.

Separate countertop work areas around the outside ofthe dental lab must be provided for plaster molding, cast-ing, grinding and polishing. These stations are not "as-signed." The size of this area depends on the scope of theprogram and not on the number of students in the lab-oratory.

Medical Technology Laboratory. The medical tech-nology laboratory is usually intended to prepare studentsto perform a broad range of medical analysis tests andexaminations (such as blood and urine analyses, serologiesand smear examinations) and to become familiar with theoperation of medical instruments and automatic diagnosticsystems.

Similar to the dental lab, the medical tethnology labmust also be equipped with special apparatus. Additionalspace is needed for refrigerators, centrifuges, incubatorsand animal cages. These should be grouped on a countersurface convenient to the general laboratory work stations.At least one fumehooded work station should be provided.5. This may require lead-lined walls and a lead-glass observation window. Con-

sult state safety requirements. This room should have easy access to a dark-room in the medical sciences cluster. Each area should be a separate cubicleto create a feeling of privacy.

DentalOperatories

Shared(Divisible)

Lecture Area

Figure 22Multipurpose medical-dental set-up forsecondary-school program.

"Ward"Area

Exam.Area

29

Post-Secondary Health CareersUnlike secondary-level programs, post-secondary pro-

grams should offer a full curriculum in all of the programs.However, it is often overlooked in planning that up to halfthe students' time is spent in off-site clinical experience(required by law in most states). The result is that manyfacilities stand empty a significant amount of the time. Thisproblem can be overcome by extending Figure 22 into atotal medical cluster, such as that shown in Figure 23,which provides specialized laboratories around a sharedclass area.

Nurs..4. Facility requirements are similar to wardand examining rooms in the secondary programs.

Operating Room. An operating room is a limited-usefacility in which students work in small groups (of operat-ing room technicians, inhalation therapists, and nurses, forexample) to learn general operating-room procedures.

This laboratory should include one operating tablewith all auxiliary equipment (i.e., surgical lights, inhalationgas system, etc.) and room for tools, tool trays, spongeracks and other necessary equipment. There is no need forsterile control, ventilation, or other hospital operating roomcontrols since the set-up is merely to teach students aboutthe general environment. A "scrub area" should be equip-ped with a surgical scrub sink and glove dispenser.

Occupational and Physical Therapy. Normally thiscombines the requirements of both programs in a singleshared-space laboratory. The physical therapy part of thislaboratory must be planned on the basis of the specificcurriculum requirements. It should be equipped with suchitems as wall pulleys, mechanical lifts, step and ramp areasand parallel bars. Low exercise tables may also be required.A central open space should be available for the use ofwalkers and wheelchairs.

The occupational therapy area should be equippedwith workbenches and tables at which students learn tohelp patients redevelop manual skills and to use artificiallimbs in various occupations.

30

Darkroom

X-RayRoom

Shared(Divisible)

Lecture Area

1

Occupational &Physical Therapy

"Ward"

Figure 23Flexible multipurpose medical layout for a post-secondaryschool program.

Whirlpool or other aquatic therapy training facilitiesare usually not provided at the school as this is availablein clinical work.

X-Ray Laboratory. An X-Ray laboratory should in-clude a standard radiographic fluoroscope, a horizontalX-ray table, and several X-ray viewing screens. Thereshould be space on both sides of the unit for students towatch patient set-up procedures. The lead-shielded controlpanel must be sufficient for both students and instructor.Lead shielding of walls may be required to comply withstate medical safety standards.

Dental Assistant Program. The facilities are similarto the secondary-school program.

Dental Hygiene. The materials and layout need notduplicate the dental office setting but may, instead, simplyinclude a dental chair and circulation space around thechair. Note, however, th- v this is a practice laboratory, notsimply a demonstration station as in the dental-assistanceprogram. There must be at least one chair for every twostudents.

Tab

le 6

Spa

ce R

equi

rem

ents

for

the

Med

ical

-Den

tal C

lust

er

Lab

orat

ory

Stat

ion

Uni

tA

rea

Med

ical

War

d B

edsa

Exa

min

ing

Roo

ma

Ope

ratin

g R

oom

a

X-r

ay R

oom

a

Dar

kroo

ma

Occ

upat

iona

l and

Phys

ical

The

rapy

aM

ed. T

ech.

Lab

a,b

Med

. Rec

ords

Lib

rary

Cla

ssro

om

8 x

1015

x 1

5

15 x

15

15 x

15

10 x

10

4 x

5

Stat

ions

per

Uni

t Are

a

2-4

4-6 10 10 4-6 1

Cir

cula

tion

Bur

den

Allo

catio

n of

Tot

al C

lass

Stat

ions

Rem

arks

60%

150%

+

(See

Bus

ines

s R

ecor

ds L

abor

ator

y)

(App

roxi

mat

ely

25-3

0 sq

ft p

er s

tatio

n10

0%R

equi

red

as a

sup

port

are

a fo

r w

ard,

exa

min

ing,

ope

ratin

g an

d X

-ray

incl

usiv

e)ar

eas.

Not

e c

(1)

(1)

(1)

(1)

Not

e c

100%

Max

imum

of

six

to e

ight

bed

s.U

sual

ly p

lann

ed a

s an

alc

ove

off,

or

sub-

area

of,

the

clas

sroo

m.

Prin

cipa

lly a

Dem

onst

ratio

n Fa

cilit

y -

usua

lly p

lann

ed a

s an

alc

ove

off,

or s

ub-a

rea

of, c

lass

room

.Pr

inci

pally

a D

emon

stra

tion

Faci

lity

- us

ually

pla

nned

as

an a

lcov

e of

f,or

sub

-are

a of

, cla

ssro

om.

Shou

ld p

rovi

de e

quip

men

t for

bot

h au

tom

atic

and

man

ual X

-ray

pro

cess

ing.

Spac

e re

quir

emen

ts d

efin

ed b

y sc

ope

of p

rogr

am; a

ppro

x. 1

00-1

40 s

q ft

/st

uden

t.

Den

tal

Den

tal O

pera

tinga

Hyg

ieni

cs C

hair

a

Den

tal T

ech.

Lab

a,b

Cla

ssro

om.

Dem

onst

ratio

n C

hair

12 x

12

7x7

4 x

5

1-2

1-2 1

150%

150%

+

(App

roxi

mat

ely

25-3

0 sq

ft p

er s

tatio

nin

clus

ive)

9 x

9

Not

e c

Uni

t are

a re

pres

ents

an

alco

ve o

r si

mila

r sp

ace

incl

udin

g al

low

ance

for

all r

elat

ed c

ount

er s

pace

, etc

.50

%G

ener

al c

ircu

latio

n al

low

ance

rep

rese

nts

room

bur

den

incl

udin

g co

mm

onco

unte

r sp

ace,

sup

port

sto

rage

, etc

.10

0%C

ircu

latio

n bu

rden

incl

udes

allo

wan

ce f

or g

ener

al c

ount

er s

uppo

rt s

ys-

tem

s us

ing

a 30

" co

unte

r ar

ound

the

room

.10

0%R

equi

reda

s a

supp

ort a

rea

for

dent

al o

pera

tori

es a

nd h

ygie

nics

are

as.

(1)

Dem

onst

ratio

n ch

air

assu

med

to b

e in

cla

ssro

om; n

o sp

ecia

l cir

cula

tion

allo

wan

ce is

req

uire

d.

Not

es; a

- L

iber

al c

abin

et s

tora

ge a

llow

ance

sho

uld

be m

ade

in e

ach

labo

rato

ry.

b -

Stor

age

room

s sh

ould

be

plan

ned

at 1

0-20

% o

f th

e la

bora

tory

tota

l.c

- D

epen

ds o

n re

quir

emen

ts o

f pr

ogra

m.

32

Metals and MaterialsFabrication Processes

Major Skill Families and Laboratory Types:WeldingMachine ToolSheet MetalPlasticsMaterials Testing (Quality Control)Manufacturing ProcessesHeat TreatingFoundryEducational programs in metals and materials fabrica-

tion processes have undergone a number of major changesand these have brought about a significant restructuring ofprograms. Part of this change is due to the growth of plas-tics and related processing technologies as a major form ofmanufacturing. Another change stems from increasedmechanization in manufacturing processes and the associ-ated decline in the number of jol )s. Still another factor isthe growing importance of careers in materials technologyand quality control. The result of these changes has beena trend toward consolidation of programs through restruc-turing of curricula, facilities, or both. Consolidation hasbeen possible by collapsing programs and it has been en-couraged by the drastically reduced opportunities in manymetal-related trades that have forced schools either to con-solidate or discontinue many programs. Common ap-proaches to consolidation are exemplified in the followingprograms:

Manufacturing Process: This laboratory usuallyreflects a program which responds to the needs of abroad-based machine-oriented industry and generallycombines experiences in machine tool processes(lathes, millers) with plastic manufacturingprocesses (blow molding, extrusion). The toolprogram is usually augmented by broad experienceopportunities in materials testing and quality control

ComprehensiveMaterials Testing and

Quality ControlLaboratory

Machine Shop [Plastics-ProcessingLaboratory

1

Figure 24Basic spaces in a general manufacturing laboratory.

practices. In an automated society the student mustknow how to operate a variety of machines (ratherthan developing a high level of craftsmanship on onemachine type) in order to have increased careermobility. The emphasis of the facility and equip-ment plan is therefore on automated systems, andinstruction is concerned primarily with machineset-up and operation rather than on developingskill in manual operations. (Figure 24)Metals and Machine Trades: This is a consolidatedmetals program, usually combining facilities toteach skills in welding, machine-tool operation andsheet metal. While such a program may includeadvanced specialization in any of the three metalprocessing skills, the combined planning of facilitiesfor meta;-processing programs offers many advan-tages in terms of individual program flexibilii v andopportunities for space sharing that would not befound in traditionally defined separate programsand facilities. Such a combined facility also reflectsthe relation of metals-processing skills to otherprograms and may be used to support them ratherthan as a self-contained program. (Figure 25)Metals Processing: This is a somewhat broaderinterpretation of the "metals and machine trades"program in that it includes activities such asmetallurgy, heat treating, sample preparation,materials testing (precision measurement, qualitycontrol) and potentially even foundry operationsunder the general umbrella of metals processing. Insome cases, these programs may even be offe.c.,-1 inthe absence of the more "product-oriented"experiences such as welding and machine shop work.

While superficially very similar, these programs aredifferent in the materials they require. For instance, the.type of lathes required in a general manufacturing labora-tory (where the objective may be to teach only basic skills

Basic MaterialsTesting

Laboratory

Sheet Metal& WeldingFabrication

Area

Welding j

Common Tool andMat'l Storage andStock Processing

r-1

Machine Shop

Figure 25General program space requirements in a metals andmachine trades cluster.

of lathe operation) may be significantly different fromthose in a full machine shop where it is important to teachthe principles of lathe operation all the way from hand op-erations through numerical control systems. These differ-ences are reflected in both the numbers and size of the sys-tems, and in the physical relationships of the systems to oneanother.

Combination laboratories also offer an opportunityfor significant space reductions by providing for the sharingof stock storage and preprocessing machine (e.g., powerhacksaws) areas. While separate single program labora-tories may be warranted in some schools, the general trendis toward a clustering of programs according to either the"manufacturing processes' or "metals and machine trades"models.Principal Laboratories and Laboratory Design FeaturesMachine Shop. The general machine shop should be equip-ped with lathes (in multiple sizes and accounting for ap-proximately forty percent of the laboratory stations ),presses, grinders, an-2. milling machines (in roughly equalnum hers) and at least one boring and one electronic dis-charge machine. Very advanced laboratories will soon be-gin including ultrasonic avid pulsed laser machinery forwhich provisions should be made in initial planning. Atleast one of each of the major systems should be numerical-ly controlled. Benches are not assigned but should be pro-vided in sufficient numbers to be convenient to most ma-chines. The number of benches is thus dependent on thelaboratory layout. The machinery area of this laboratoryshould be easily accessible to the materials testing room.

A general support area should be provided to preparelarge stock for machinery operations. The stock-processingarea should include power hacksaws, oxyacetylene cuttingtorches for sheet steel and pipes, drill presses, and largepower saws for cutting sheet metal, rod and bar stock. Thisarea is not intended to be part of the classroom area.

Welding. The welding laboratory has separate areasfor each type of welding and a common materials prepare-

Precision-Cutting

Torch andCutting Table

Gas-Welding Stations

General Fabrication Area

Arc-Welding Booths

Figure 26General relationship of program spaces in a typicalwelding laboratory.

33

StockStorage

andProcessing

tion and fabrication area (usually shared with the sheet-metal area in the shared-space laboratory). Gas-weldingstations and arc-welding booths, usually provided in equalnumbers, are or should be planned around a common fab-rication area. This area either abuts on or includes a specialarea for a cutting table and precision-cutting torch assem-bly. (Note: For safety reasons the layout of this laboratoryshould allow the instructor to see the work surface in frontof all students from any point in the laboratory.

Stock storage and stock preprocessing equipmentshould be adjacent. (Figure 26)

Plastics. The plastics laboratory should be plannedas a three-part laboratory incorporating large plastics-pro-duction machinery (molders, extruders, formers ) bench-top systems (laminating machines and small vacuum form-ers, for example ) and a general bench area in which to de-velop a variety of plastic pour-molding operations.

Blow molders, injection molders, and extruders rep-resent standard equipment in the plastics laboratory, al-though vacuum formers and poured plastics operationsare gaining in importance. Tables or benches are not re-quired except, as in the machine shop, for other activities.

Sheet Metal: The sheet-metal part of this laboratoryshould be planned to incorporate functionally separateareas for bench operations, fabrication projects and generalsheet-metal processing machinery. Layout and fabricationbenches for each .of the students should be provided. Four-station benches (two to a side on a rectangle rather thanone to a side on a square) are usually preferred as thisshape is best for most small and medium-sized assemblyactivities.

The fabrication area should be planned as a generalconstruction space where students can construct large proj-ects such as prefabricated duct systems. This area shouldbe convenient to the general machine area and the fabrica-tion bench area. Where a heating and ventilation programis planned the sheet-metal laboratory should be nearby.

34

MachineShop ;

I I

PlasticsI I

I HeatI Treating,I Foundry

NondestructiveTesting

I I

l1

1

I Tech. 1

i1[ tDestructive Testing 1 i

(Sample Prep. Area

MaterialsExamination

Figure 27General program space requirements of a comprehensivematerials-testing laboratory. Dotted lines indicate laboratoriescommonly requiring direct-access to the area indicated.

The planning of this area must take into account thefact that sheet-metal handling is difficult and hazardous,so careful attention must be given to the position of ma-chines to allow for safe movement of large stock betweenthe machines, benches and fabrication area.

Heat Treating (and Metallurgy) Laboratory. Throughthe proper choice of equipment, the heat-treating labora-tory may be a subsidiary of the machine shop or an inde-pendent program in heat treating, metallurgy, or ceramicstechnology. Since most advanced furnaces and quencheswould be appropriate for any of these programs, the plan-ning problem is primarily one of determining the range dfequipment. At a minimum, the comprehensive heat treat-ing/metallurgy/ceramics laboratory should include a gas-fired crucible furnace, an induction furnace and an electric-arc furnace, plus several oil quenches and salt baths.

If this laboratory is to be used for al metallurgy pro-gram, some consideration should also be given to the selec-tion of ovens, furnaces and other forming machines suitablefor processing ceramics and for developing courses in pow-ered-metal processing.

Workbench space is not needed in this laboratory, butseveral tables or desks for holding in-process componentswill be required. These should be near the processing areas,but should be placed so as not to interfere with work aroundeach station.

Foundry: A foundry laboratory should be composedof separate areas for sand testing and mold making and asubdivided area for melting, molding and pouring. Thesand-testing and mold-making area should have stationsfor each of the basic mold making functions, including acore maker, core oven, core blower, shake-out box, greensandbox and molding bench. The melting area should in-clude gas, electric-arc and induction furnaces of at least20 to 50 pounds capacity. Benches and work tables in thislaboratory are required only for othei. functions.

Materials Testing: This laboratory can be a subsidi-ary to the study of metallurgy, plastics, machine shop, andinstrumentation or be a training facility in its own right.The services provided should lie in four functional areas:1) destructive testing (compression, tensile, bend testing);2) nondestructive testing (ranging from magna-fluxing andhardness testing to industrial X-ray equipment); 3) asample preparation area (cutting, mounting, polishing);and 4) an area sample examination and microscopic analy-sis of grain structure. Where warranted by other programsoffered in the school or by local need, this laboratory maybe combined with the civil technology and/or metals(specifically machine shop) programs or developed as aquality-control laboratory representing a spin-off from itsmore common parent program

Tab

le 7

Spa

ce R

equi

rem

ents

for

the

Met

als

Clu

ster

,L

abor

ator

yW

eldi

ngSt

atio

nG

asA

rc (

Boo

th)

Tor

ch C

uttin

g T

able

Gen

'i C

ircu

latio

nan

d Su

ppor

t

Stor

age

Uni

tA

rea

4 x

65

x 5

Stat

ions

per

Cir

cula

tion

Uni

t Are

aB

urde

n

Allo

catio

n of

Tot

al C

lass

Stat

ions

Rem

arks

10 x

10

1-3

(100

-250

% o

f to

tal)

(5-1

0% o

f to

tal)

50-1

00%

60%

App

roxi

mat

ely

four

fee

t of

benc

h pe

r st

atio

n.50

%60

%In

divi

dual

wel

ding

boo

ths;

cir

cula

tion

burd

en in

clud

es a

rea

requ

irem

ent

for

tran

sfor

mer

.,

25-5

0%(1

)

Incl

udes

allo

wan

ce f

or p

ower

hac

ksaw

, cut

ting

torc

h(es

), f

abri

catio

nar

ea, e

tc.,

and

rela

ted

equi

pmen

t.

Shee

t Met

al

Mac

hine

Sho

p

Plas

tics

Bra

kes,

She

ars,

Rol

ls, e

tc.

Shee

t Met

al B

ench

esFa

bric

atio

n A

rea

Gen

'l C

ircu

latio

r.

Stor

age

Lat

hes,

Pre

sses

,M

iller

s, S

crew

Mac

hine

, Gri

nd-

ers

Ben

ches

Gen

'l C

ircu

latio

n

Stor

age

Ext

rude

rM

olde

rV

acuu

m F

orm

erR

otar

y M

olde

rG

en'l

Plas

tics

Gen

'l C

ircu

latio

n

Stor

age

6 x

8 to

14 x

14

12 x

12

2-4

100%

1000

sq

ft b

asic

are

a pl

us 1

5-20

sq

ftpe

r st

uden

t ove

r 20

.(2

0-40

% o

f st

atio

n to

tal)

(5-1

0% o

f to

tal)

8 x

8 to

9 x

11

75-1

00%

1

5 x

6(4

0-6G

% o

f st

atio

n to

tal)

(5-1

0% o

f to

tal)

40-7

0%

100%

Hea

t Tre

atin

g(M

etal

lurg

y)

Foun

dry

Ove

ns a

nd F

urna

ces

Que

nche

sC

ruci

bles

8x]

2-4

8 x

102-

44

x 6

2-4

4 x

61

750-

1000

10 +

(150

-250

% o

f to

tal -

(10%

of

tota

l)5

x 7.

to8

x 8

4 x

6

Not

e a

Bas

ic s

heet

met

al m

achi

nery

are

a w

ill b

e 10

00.1

500

sq f

t.

Incl

oes

allo

wan

ce f

or u

nass

igne

d su

ppor

t sta

tions

suc

h as

ped

esta

lgr

inde

rs, b

uffe

rs, d

rill

pres

ses,

wel

ding

boo

th (

if n

ot s

hare

d w

ithw

eldi

nro

ram

), e

tc.

The

cir

cula

tion

burd

en in

clud

es g

ener

al s

afet

y ci

rcul

atio

n re

quir

emen

ts.

Not

e: A

dd 5

0-75

% t'

stat

ion

allo

wan

ce f

or N

/C s

yste

ms.

25-5

0%U

nass

igne

d st

atii.

ns s

houl

d be

con

veni

ent f

or u

se b

y m

ost m

ajor

mac

hine

s.In

clud

es a

llow

an e

for

una

ssig

ned

supp

ort s

tatio

ns s

uch

as p

edes

tal

grin

ders

, buf

fers

, dri

ll pr

esse

s, w

eldi

ng b

ooth

(if

not

sha

red

with

wel

d-in

g pr

ogra

m),

etc

.In

clud

es a

llow

ance

for

wor

kben

ch a

s re

quir

ed.

Incl

udes

allo

wan

ce f

or w

orkb

ench

as

requ

ired

.In

clud

es a

llow

ance

for

wor

kben

ch a

s re

quir

ed.

40-0

%(1

-2)

40-o

ti%(1

-2)

40-6

0%(1

-2)

50%

(1)

25-5

0%ex

clud

ing

Gen

'l Pl

astic

s)Fl

exib

le o

pen

area

; may

incl

ude

wor

kben

ches

.In

clud

es a

llow

ance

for

a d

icer

, mill

, and

Mix

er; n

ot u

sual

ly id

entif

ied

asa

stud

ent s

tatio

n.

100-

150%

Mol

ding

Ben

chSa

nd B

oxG

reen

San

d B

oxSa

ndm

oldi

ngG

en'l

Cir

cula

tion

Mat

eria

ls-T

estin

gSa

mpl

e Pr

epar

atio

nN

on-d

estr

uctiv

eT

estin

gD

estr

uctiv

e T

estin

gM

icro

scop

ic E

xam

.

5 x

7 to

9 x

94

x 5

1

100

100

4 x

81-

2(1

50-2

00%

of

tota

l)

100%

100%

50%

See

Rem

arks

Hea

t-tr

eatin

g la

bora

tori

es a

re n

ot d

efin

ed b

y st

atio

ns p

er s

e as

a d

esig

ncr

iteri

a.R

athe

r, a

bas

ic s

ervi

ce c

apab

ility

rep

rese

ntin

g at

leas

t one

gas,

ele

ctri

c, a

nd in

duct

ion

furn

ace

and

at le

ast o

ne o

il an

d sa

lt ba

thre

pres

ent a

min

imum

fac

ility

to s

erve

10

to 2

0 st

uden

ts.

(Not

e: T

hese

sta

ndar

ds a

pply

onl

y to

"pr

oduc

tion"

sys

tem

s an

d no

t to

benc

h-m

ount

ed s

yste

ms

whi

ch r

equi

re o

nly

a si

ngle

ben

ch s

tatio

n.)

(2-4

)50

%

3 x

53

x 6

to8

x 10

7 x

104

x 5

100'

;10

0c;

100%

Not

e b

Not

e b

Not

e b

Not

e b

Incl

udes

dem

onst

ratio

n ar

ea a

nd u

nspe

cifi

ed s

tora

ge (

sand

, cas

tings

, etc

.)ar

ea a

nd n

on-i

nstr

uctio

nal s

tatio

ns s

uch

as c

ore

oven

, cor

e bl

ower

,sh

ake-

out b

ox, s

and

blas

ter,

etc

.

Har

dnes

s te

stin

g, m

agna

flux

equ

ipm

ent,

met

allu

rgic

al X

-ray

mac

hine

s, e

tc.

Ten

sile

/ com

pres

sion

test

ing

mac

hine

s, e

tc.

Ben

ch o

r ta

ble

stat

ions

.

Not

es: a

Lat

hes,

40%

; Mill

ers,

20%

; Gri

nder

s, 2

0%; E

lect

roni

c D

isch

arge

Mac

hine

, (1)

; Bor

ers,

10%

; Scr

ew M

achi

nes,

(1)

;D

rill

Pres

ses,

10-

15%

; Pun

ch P

ress

es, 5

-10%

.b

Var

ies

with

req

uire

men

ts o

f pr

ogra

m.

36

Public ServicesMajor Skills or Occupational Specialties

Culinary Arts and Food Service ManagementCosmetologyBarberingCommercial SewingChild CareLaundry' .Dry CleaningHotel! Motel-Management-HousekeepiiCommercial Sewing and TailoringUnlike the trade and industry programs laboratories

in the public services must generally be designed aroundthe specific needs of only one program and there is littlepossibility of space sharing. This is not, however, to implythat there are few variables to be considered in the facilitydesign.

Since many of the public service careers lend them-selves to planning as both functioning "public invited" lab-oratories in the school and as off-site cooperative educa-tional experience, the planner has the opportunity to de-sign anything from a bare minimum facility (which willmerely prepare the student to enter the real world setting)to a real commercial operation in the school. While suchfactors as state and local labor laws, local work opportuni-ties, and the availability (and cost) of space in the schoolmust all be considered in the planning of such programs,the end product is usually a combination of both on-sitefacilities and cooperative programs. However, it is usuallyappropriate to design the facility as though it were to becomplete at the school site.

As schools attempt to become more a part of thecommunity they serve and to provide a service that will

A

draw the community to the school, these services becomecommercially oriented arid are often clustered into a "Com-mercial Mall." In some cases the mall, is limited to thefacilities in Figure 28, but in other cases, the school offersother services such as stenography (business cluster),printing (graphic cluster) and the like, which may be avail-able elsewhere in the school.Principal Laboratories and Laboratory Design Features

Barbering and Cosmetology. Until recently, barberingwas rarely offered as a career program in the public schools.However, the growing number of salons for men has createda sudden need for expanded programs in hair styling andcosmetology for men.

Cosmetology, and barbering when it is combined withcosmetology, is usually planned as a two-phase programincluding 1) a general introductory and basic skill devel-opment program offered in a "Laboratory" setting and 2)an advanced course and a customer relations laboratory ina working beauty salon or barber shop. The laboratory iscommonly planned as a complex with separate areas forbasic and advanced laboratories.

Since salons for men and women are customarily oper-ated inthipendently, laboratories for both the principles ofcosmetology and the business of operating a beauty salonare usually required. Since the effective practice at ad-vanced levels requires the participation of real customersboth the public and other studentsthey should be in theCommercial Mall or other suitably central location. Themajor subdivisions of the cosmetology program includethe following:

Office /Waiting Area. An attractively decorated lobby,office and waiting area is needed if this facility is to be usedby the public.

Dispensary]

LAUNDRY &DRY CLEANING

(](Ironing &

Pressing

Laundry

COSMETOLOGY& BARBERING

I Basic' Cosmetology

& Barbering

Adv. Cosmetology& Barbering Salon

I

aI

Eco

....

c Bagging & aWrapping

a)

0 vvca

8 I1 %. (-) I

CHILD CARE

((QuietI Play

rLavl

Office

1

Active I

Play :

t

1

I...

OE. ems MIN MD

.Commercial I

Sewing &General Mall or Commons Area

I Tailoring I

I I

I II I

Immo .114 mum 14 le 4... 411.11 4111. 41.1111 4.1.11 IMO

ITea Room 1

t

I1

I

I

I

I

1

II

[ MerchandisingArea

II

1

1

r \IServing Prep

Area

r lOffice Storage

1

I

I1

1

i

I

t 1

Kitchen

Bookstore

_d.Food Service &Culinary Arts

Figure 28A hypothetical "commercial mall" showing major laboratoriesand ihe program space requirements and relationships of each.

-

37

38

U)aa)a-U)

0

.1

Shampooingr

Barbering-.0

Cutting & Styling

Facials

0E2

Figure 29Basic program space requirements and suggested spacerelationships in a cosmetology laboratory.

Hair. and Facial Treatment Laboratory. The mainlaboratory will need four different areas, for facials, sham-pooing, hair drying and hair styling, as shown in Figure 29.This area of the laboratory is the core of most cosmetologyprograms and should therefore be given careful planningconsideration. State laws vary in their requirements forshampooing, drying, cutting and styling. This can have animportant effect on the cost of the total facility (i.e., fullyequipped individual stations increase the total laboratorycost fifteen to twenty-five percent).

Shampoo Preparation and Dispensary Area. A storageaud support area, it is usually used as a student stationwhere students learn to prepare solutions used throughoutthe cosmetology program.

Model Beauty Salon. The model beauty salon is usedfor advanced students to perfect their skills in hair andfacial treatment and to learn the skills of operating andmanaging a salon. It should be fully equipped for"commer-cial" salon operation and management, with space built-indresserettes, shampoo bowls, and a sanitary cabinet fortowels and other supplies. This facility should be function-ally integrated with the main "Hair and Facial Laboratory" but should be a physically independent area conven-ient for public access.

Child Care and Development. Students majoring inthis program follow a sequence of classes and laboratoryexperiences designed to increase their understanding of thedevelopment of young children, and their care and educa-tion. Child care majors usually get specialized training inthe field through working with children in an operating on-site day care center. Since the day care center will be the"laboratory," this program may be considered principallyan on-the-job training experience. Other areas of study in-clude human relations, nutrition, management practices ofa nursery school, health safety and care of children, use ofmaterials, speech, music and art all of which can be

taught in related school laboratories.Nursery Area. The central nursery area is a single

large room that allows play areas for several groups ofchildren of different ages. This space should be acousticallydivisible into separate areas for active and quiet play (ornap). Two connected classrooms are usually adequate forthis purpose.

The nursery should be located near a playgroundwhich does not have direct access from parking lots or traf-fic areas.

Outdoor Play Area. The playground, part of whichshould be sheltered, should have swings, slides, a junglegym, a sandbox and sufficient unobstructed running roomfor games.

Commercial Sewing and Tailoring. A program in com-mercial sewing and tailoring can be an independent pro-gram or a hybrid program building on (and contributingto) such programs as fashion design, upholstery and laun-dry and dry cleaning. Space requirements in this labora-tory are based on a mix (in roughly equal proportion)of cutting tables, sewing machines and ironing tables (orsteam presses if this facility is to contain the laundry anddry cleaning program as well). Rather than defining sep-arate areas for each of these functions, the laboratory lay-out should reflect the fact that there is regular studentmovement among all stations.

Laundry and Dry Cleaning. The laboratory for laun-dry and dry cleaning has fixed requirements that provideonly minimum flexibility in the number of physical rela-tionships. At best, the facility is subdivided for washing anddry cleaning; pressing (separate equipment stations forpants, coats, silks, and general pressing); packaging; sew-ing and tailoring; and counter operations. Introductorystudy in the theory and use of solvents should 1.)e program-med into the school's general science facilities.

39

Check-in/out DeskJ

Toilet I

ModelGuest Room

I

HousekeepingOffice

LinenStorage

Figure 30Program space requirements in the hotel/ motel career area.

Culinary Arts and Food Service. Increasingly, the tra-ditional cooking class has been broadened to include ca-reers in such specialties as baking and bakery management,gourmet cooking, and programs for waiters and waitressesand short-order cooks. In some states these programs maybe provided through a quasi-cooperative education or on-the-job program, using the school's own kitchen and cafe-teria. Other schools have culinary arts complexes rangingfrom complete commercial kitchens to on-site restaurantand banquet facilities and snack bars for short-order serv-ice. The more modest programs, however, are content witha kitchen and small "tearoom" designed basically to servethe school's students and faculty. The size of both the tea-room and kitchen are effected by such major variables as1) whether the staff, the public and students all be served,and whether separate banquet rooms are desired; and 2)should the kitchen give special emphasis to meat cutting

Jsupermarket), baking, package or fast-frozen food prep-aration, etc. The requirements for support facilities, suchas frozen-food lockers, will also depend on both the numberof meals to be served and legal concerns (where federallysubsidized food programs are in effect) regarding the ru-ing of "culinary arts" foods and institutional food.

Hotel/Motel Occupations. Career programs in hotel/motel maintenance and administration may be plannedeither as separate careers and laboratories or combined asa comprehensive laboratory with separate learning stations.

Hotel/Motel Housekeeping. The hotel/motel house-keeping laboratory should be a modern hotel room bath-room, sound system, thermostat and should provide forall services that must be performed in cleaning and pre-paring a guestroom. There should be a "housekeeping of-fice" including a linen and cleaning supplies stoi<Tre areaand records area.

Hotel/ Motel "Management". This is a check-in/check-out counter. There shoe id be a registration area,cashier station, mail and key repository and general officearea.

Tab

le 8

Spa

ce R

equi

rem

ents

for

the

Pub

lic S

ervi

ces

Clu

ster

Lab

orat

ory

Stat

ion

Stat

ions

Uni

tpe

rA

rea

Uni

t Are

aC

ircu

latio

nB

urde

n

Allo

catio

n of

Tot

al C

lass

Stat

ions

Rem

arks

Cos

met

olog

ySh

ampo

oing

Dry

ing

Faci

alSt

ylin

g

5 x

71

4 x

5

5 x

71

4 x

51

25%

25%

25%

See

Cir

c.

25%

Una

ssig

ned

20%

100%

Dry

ing

stat

ions

may

be

non-

inst

ruct

iona

l sup

port

sta

tions

pro

vide

d in

1:1

ratio

with

sha

mpo

o st

atio

ns.

Man

icur

ing

5 x

51

(1)

Dis

pens

ary

250-

400

1-4

(1)

Gen

'l C

ircu

latio

n(4

0-60

% o

f to

tal)

Off

ice/

wai

ting

200-

300

1-2

1(1

)

Bar

beri

ngB

arbe

r C

hair

7 x

101

20-4

0%10

0%St

orag

e10

0 +

Chi

ld C

are

Act

ive

Play

70%

Spac

e re

quir

emen

ts v

ary

wid

ely

with

the

scop

e of

the

prog

ram

and

mus

tQ

uiet

Pla

y/N

apO

utdo

orO

ffic

e15

0

50%

refl

ect b

oth

curr

icul

um g

oals

and

the

inte

nded

rol

e of

the

faci

lity

as a

neig

hbor

hood

chi

ld c

are

or d

ay c

are

cent

er.

1000

sq

ft o

f bo

th in

door

and

outd

oor

spac

e re

pres

ents

min

imum

s fo

r a

basi

c, c

ompr

ehen

sive

pro

gram

.

Com

mer

cial

Patte

rn T

able

s11

x 1

11-

425

%35

%Se

win

g/T

ailo

ring

Sew

ing

Mac

hine

4 x

51

40%

70%

Iron

ing

Boa

rd5

x 6

125

%15

%M

anni

kins

6 x

61-

225

%St

orag

e25

0 +

Lau

ndry

& D

ryW

ashe

r25

-40

25%

+(2

-3)

Una

ssig

ned

stat

ion.

Cle

anin

gD

ry C

lean

er30

-50

-25

% -

4(2

-3)

Una

ssig

ned

stat

ion.

Dry

er30

-50

-25

%(2

-3)

Una

ssig

ned

stat

ion.

Iron

ing

12 x

18

1-2

20%

Incl

udes

sta

ndar

d ir

onin

g ta

ble

and

shee

t man

gle.

Pant

s Pr

ess

15 x

15

1-3

30%

Incl

udes

legg

ing

pres

s, to

ppin

g pr

ess

and

utili

ty p

ress

.C

oat/D

ress

Pre

ss12

x 1

21-

220

%In

clud

es s

team

/air

for

m a

nd u

tility

pre

ss.

Silk

Uni

t15

x 1

51-

330

%In

clud

es s

teev

er, p

uff

iron

s, h

ot h

ead

offs

et p

ress

.Sp

ottin

g T

able

7 x

61

25%

10%

Bag

ging

/Wra

ppin

g12

x 1

61-

420

%In

clud

es b

asic

slic

k ra

il st

orag

e.Se

rvic

e C

ount

er30

0-60

02-

4In

clud

es m

arki

ng b

ir. g

ener

al s

tora

ge a

rea,

cou

nter

, etc

.G

en'l

Cir

cula

tion

(40-

60%

of

tota

l)

Cul

inar

y A

rts

Kitc

hen

- M

eat

200-

400

2-4(

a)20

%Pr

epar

atio

n ar

ea o

nly.

Veg

etab

le20

0-40

02-

4(a)

-20

%Pr

epar

atio

n ar

ea o

nly.

Des

sert

200-

400

2 -4

(a)

20%

Prep

arat

ion

area

onl

y.Sa

lad

150-

300

2-4`

"'20

%Pr

epar

atio

n ar

ea o

nly.

Bak

ery

300-

600

3-6(

c)40

%Pr

epar

atio

n ar

ea o

nly.

Gen

'l C

ooki

ng50

0-80

0Fo

od S

tora

ge(1

0-30

% o

f ki

tche

n -

divi

ded

betw

een

cold

sto

rage

(30

%),

fro

zen

stor

age

(30%

), d

ry f

ood

(40%

)..

Tea

Roo

m(1

1-16

sq

ft p

er p

lann

ed s

eat)

As

Req

uire

dSh

ort O

rder

(100

sq

ft p

er s

tatio

n, tw

o-st

atio

n m

in.)

As

Req

uire

dH

otel

-Mot

elG

uest

Roo

m15

x 2

53-

625

%50

%T

wo-

room

moc

k-up

s sh

ould

occ

upy

one

labo

rato

ry.

Bat

hroo

m8

x 10

1-2

Lin

en R

oom

15 x

20

3-6

25%

Incl

udes

"ho

usek

eepi

ng o

ffic

e,"

linen

and

cle

aner

sto

rage

, etc

.D

esk

10 x

15

3-5

50-7

5%50

%

Not

es;

(a, b

, c)

The

se f

igur

es d

o no

t nec

essa

rily

impl

y "p

er s

tatio

n" e

quiv

alen

ts o

f a)

100

sq

ft, b

) 75

sq

ft, o

r c)

100

sq

ft..

Science and Technology

Major Skills or Occupational ProgramsCivil TechnologyElectronicsInstrumentationHorticulture/ ForestryChemical Lab TechnologyMedical Lab TechnologyProduction Process TechnologyCrime Lab TechnologyThe rapid expansion of all phases of science and tech-

nology has meant that more and more of our populationwill be earning a living in a career requiring an understand-ing of, and a minimal ability to deal with, systems whosefunction is based on or controlled by a machine or scientificapparatus. Occupational education programs, particularlythose whose express purpose is to serve specific local in-dustrial needs, are increasingly being called upon to de-velop advanced "technology"-based programs.

As a general class, the technology programs tend tobe more consumer-oriented than industry-oriented. That islocal industry often has specific demands and programs aretailored to produce graduates for a specific employer whoseneeds may differ drastically from a "standard" curriculum.Thus, for instance, the foods processing program in BattleCreek, Mic'aigan, would be cereal-oriented, while a pro-gram of the same title in Florida might be concerned onlywith frozen-juice processing. For the most part, there is nosuch thing as a "general" laboratory in programs in this:lass.

There are, however, many technology programs whichhave a broad enough scope to justify consideration of a"general" laboratory format within which local require-ments or unusual characteristics can be accommodated.Wh: le not intended to be an exhaustive list, the laboratoriespresented here have the virtues of broad generalized em-ployment opportunities plus major features for convenientdevelopment as "spin-offs" of commonly existing programs.Major Laboratory Design Considerations

Civil Technology Laboratory. The civil technologyprogram is usually based on separate classes of laboratoryexperience in 1) surveying and field study (which is sup-ported on-site by the school's drafting facilities) and 2 )soils and construction-materials testing (which are usuallydeveloped as an extension of the materials-testing labora-tory). The only major additions that must be made to offera basic program in civil technology are mixing and curing

41

facilities for concrete, a test facility for asphalt, and a soils-testing area.

Electronics. Most schools make an unnecessary dis-tinction between the facilities and programs for basic andadvanced electronics and in doing so artificially limit lab-oratory and program flexibility. In fact, most basic andadvanced study in electronics requires only standard elec-tronics benches, and the only difference between the twois in the specialized equipment, such as television-repairtrainers and computer logic systems, for advanced work.However, since most electronics programs now use "pack-aged" benches that have a variety of power sources andmost basic meters built into the requirements of the over-allprogram should be considered in bench selection particu-larly with respect to the usable work surface. Benches to beused for television repair require up to fifty percent morearea per station than a standard bench.

Many electronics programs are also beginning to em-phasize the production aspects of the electronics industryby incorporating educational programs in electronics as-sembly and printed-circuit production. Printed-circuit fa-cilities are essentially darkrooms incorporating acid-etch-ing tanks and a variety of similar specialized processingequipment. While the importance of this production willundoubtedly grow, it is unlikely that it will become an in-dependent program.

Production Process Technology. (Note: Since, as indi-cated earlier, production process technologies tend to havea strong local flavor, the following comments are intends:.;to be generally applicable to all production process technol-ogies, whether chemical, plastics, sanitation, food or paper.)For the most part, laboratories in process technology aredefined exclusively by the hardware requirements of theintended curriculum. In most instances, this means the pro-gram will use "real" machinery and equipment mostlybecause the relatively limited demands for such programshave not spurred development of mock-ups and similarteaching systems such as are available in other programs.However, .nce the equipment in these facilities oftenmakes unusual utility requirements (water, steam, elec-tricity, compressed air, and special ventilation for fire pro-tection), it is important to be clear about the objectives ofthe program, and the equipment required, early in theplanning process.

Chemical Laboratory Technology and Medical Lab-oratory Technology. Chemical and medical laboratorytechnology programs may be regarded as a generic classifi-cation for a broad range of technical careers ranging from

42

bacteriology to chemical-process quality control. The basicfacilities of these laboratories are usually the same as thosefor the general science laboratories and differ only in thespecialized equipment required. As a result, such labora-tories may readily be fitted into existing science facilities.

Crime Laboratory. The crime laboratory should in-clude instruments and technology for the study of ballis-tics, fingerprinting, and police chemical laboratory analy-sis. Space in this laboratory should be allowed for pistoland rifle ballistics test stands, a fingerprinting area, andseveral chemical and blood technology analyses and re-lated areas. Most chemical analysis study can be construedwith the regular chemical and medical labs. Lecture/dem-onstration stations for this laboratory should be providedas tables that can double as work stations for plaster cast-ing and fingerprint analysis, for example.

Instrumentation Technology. This is a broad title in-tended, generally, to reflect the common requirements ofprocess measurement and control systems as they relate toany production process. Since such skills are independentof the product being made, this laboratory usually containsa roughly equal distribution of single-station process orcontrol simulators and one or more mult'process simula-tors incorporating pneumatic and electronic pressure, tem-perature, and flow measuring and recording devices as wellas multiple servomechanism controllers.

Analog computers (either pneumatic or electronic) maybe incorporated for advanced study. Specialized study ofinstrument circuitry and mechanical measuring systemsmay be gained in the electronics-and materials-testinglaboratory.

Horticulture/ Forestry. Under this general classifica-tion there exists a broad range of career opportunities rang-ing from nursery management to landscaping and from golfcourse to forest management. These programs, all of whichare growing rapidly, can make use of a single greenhouseand the school's grounds.

The greenhouse, if it is to be used by students in a widerange of programs, should be appropriate for growing any-thing from azaleas to pine seedlings. There should be atleast two (more if many programs are planned) sectionsto allow for different thermal and humidity environmentsfor different types of plants. As this room will also be usedin the study of botany, it should be planned to be conven-ient to the science laboratory.

Tab

le 9

Spa

ce R

equi

rem

ents

for

the

Sci

ence

and

Tec

hnol

ogy

Clu

ster

Lab

orat

ory

Stat

ion

Stat

ions

.U

nit

per

Cir

cula

tion

Are

aU

nit A

rea

Bur

den

Allo

catio

n of

Tot

al C

lass

Stat

ions

Rem

arks

Gen

'l Sc

i. L

abor

ator

yL

abor

ator

y B

ench

4 x

51

100-

150%

100%

Cir

cula

tion

allo

wan

ce a

lloca

ted

thro

ugho

ut la

bora

tory

.

Tec

hnol

ogie

s (t

hem

-L

abor

ator

y B

ench

4 x

51

100-

150%

100%

Thr

ee f

eet o

f ge

nera

l ser

vice

cou

nter

(tw

o fe

et o

r de

eper

) pe

r st

atio

n.ic

al, m

edic

al la

bC

ount

erV

arie

s w

ith p

rogr

am r

equi

rem

ents

; com

mon

sto

rage

fac

ilitie

s sh

ould

tech

nolo

gies

. etc

. )St

orag

e(2

0-35

% o

f la

bora

tory

)se

rve

mul

tiple

labo

rato

ries

.

Civ

il T

echn

olog

yFl

exib

le O

pen

Spac

e(8

0-15

0 sq

ft p

er s

tatio

n)10

0%Fl

exib

le o

pen

spac

e pr

efer

red.

Req

uire

men

ts v

ary

prin

cipa

lly w

ith th

ede

gree

to w

hich

maj

or te

stin

g eq

uipm

ent m

ay b

e sh

ared

.Se

e"M

ater

ials

Tes

ting"

in T

able

7.

Ele

ctro

nics

and

Ele

ctro

nics

4 x

51

50-6

0%N

ote

aR

elat

edR

adio

-T

V4

x 5

150

-60%

Not

e a

Prin

ted

Cir

cuitr

y20

0-40

03-

6N

ote

aL

ight

con

trol

led

room

.E

lec.

Ass

embl

y3

x 5

150

-60%

Not

e a

Supp

ort A

rea

Gen

'l C

ircu

latio

n(0

-40%

of

labo

rato

ry)

(40-

60)

Prov

isio

n fo

r la

rge

syst

ems

such

as

tran

smitt

ers,

com

pute

r co

mpo

nent

s,et

c.St

orag

e(1

0-15

% o

f ea

ch la

bora

tory

)

Cri

me

Lab

Bal

listic

s St

and

6 x

151-

225

%(1

)T

echn

olog

yG

en'l

Ben

ch4

x 5.

150

%10

0%Fo

r ac

tiviti

es r

angi

ng f

rom

fin

gerp

rint

ing

to p

last

er c

astin

g, m

icro

-sc

opic

bal

listic

s st

udy

and

chem

ical

ana

lysi

s.

Prod

uctio

n Pr

o-V

arie

s w

ith p

rogr

am a

nd lo

cal n

eeds

.L

abor

ator

y sh

ould

cess

Tec

h. (

food

spr

oces

sing

, che

m-

ical

pro

duct

ion,

etc

.)

refl

ect a

spe

cifi

c pr

ogra

m r

athe

r th

an a

gen

eral

one

.

Inst

rum

enta

tion

Tra

iner

s4

x 5

to1-

2 to

50%

4-10

0%T

rain

er/s

imul

ator

s m

ay b

e be

nch-

top

trai

ners

for

sin

gle

mon

itori

ng(f

luid

ics,

pne

u-m

atic

s, e

tc.)

Wor

kben

ches

20 x

20

8-12

C x

10

2-4

50%

and/

or c

ontr

olle

r sy

stem

s to

larg

e pr

oces

s si

mul

ator

s in

corp

or-

atin

g m

ultip

le f

low

and

ene

rgy

tran

sfer

pro

cess

es a

nd c

ontr

ol s

yste

ms.

Hor

ticul

ture

Gre

enho

use

20 x

30

1010

0%M

ultip

le 2

0 x

30 a

reas

sho

uld

be p

lann

ed to

pro

vide

dif

fere

nt c

ontr

olle

dgr

owin

g en

viro

nmen

ts.

Flor

ist S

hop

20 x

30

4-6

20%

Incl

udes

gen

eral

dis

play

are

a, r

efri

gera

tors

, etc

.

Not

es: a

Dep

ends

on

prog

ran:

.

44

Vehicle MaintenanceMajor Skill Families and Laboratory Types:

Auto MechanicsSmall Engine RepairDiesel MechanicsAuto BodyAir FrameAviation MechanicsUnquestionably, careers in vehicle maintenance will

continue to be a major element in most occupational pro-grams. Teaching of engine mechanics has, more than anyother program, capitalized on recent trends towards thedevelopment of career ladder curricula and developmentof sequential learning experiences based on the use of in-creasingly more complex studies and materials.

The use of electronic ignition systems and computer-ized engine diagnostic systems has meant that many ele-ments of the curriculum (and the facilities associated withit) will soon require major revision. Similarly, the potentialfor the electric or steam-driven vehicle has meant that elec-tricians and plumbers may become the auto mechanics ofthe future and such changes must be planned for in a,building that -mill certainly still exist when such systemsbecome realities.

All these influences have contributed to a trend awayfrom programs and facilities designed around the use ofcars as the sole educational system and have led to theplanning o: more flexible-use spaces for freestanding en-gines, transmission, chassis assemblies and hydraulic sys-tems whether they are for automobiles, airplanes, orsnowmobiles. Similarly, carrels for audiovisual programs orsmall-system mock-ups have become common for teachingoperation theory and repair principles of carburetors, fuelpumps, electrical systems, and the like. In fact, the car canrealistically be relegated to a minor status, potentially oc-cupying only twenty to thirty percent of total teaching timeand facility space.

But this reflects more than a simple redistribution ofinstructional time in the automotive program. More andmore, other kinds of engine mechanics, such as lawnmow-ers, outboard motors, motorcycles, diesel mechanics andaircraft engine repair have made inroads into the tradi-tional auto mechanics shop. The trend has had significantconsequences in the architectural requirements for vehiclemaintenance programs. Particularly where the use of a caron a lift has been required less, much of the architecturalburden of the high-ceiling facility has been removed. Sim-ilary, the use of simulators and freestanding systems suchas transmissions and chassis assemblies, have drasticallyaltered the need for costly walls that meet the fire code.This shift has led to an increase in space use efficiency (asreflected in a major reduction in the "area per station" re-quirements, in Table 10) and program flexibility. Theplanning of a mechanics laboratory on this basis also pro-vides greater flexiblity in the kinds of specialties that canbe developed. (Figure 31)Principal Laboratories and Laboratory Design Features

Mechanics Simulator, Trainer & Mock-up Areas. Innew mechanics programs the mechanics simulator, trainer,and mock-up areas of the laboratory should represent asmuch as seventy percent of the student stations and areintended to provide experience in all the basic principlesand skills required to tune-up and repair automobile anddiesel engines, those for trains and reciprocating aircraftengines.

Initial comprehension of these mechanical skills doesnot require experience on the actual vehicle and is, in fact,better learned in a classroom situation. Separate spaces inthe shop area may be provided for engine tune-up andoverhaul, transmission repair, chassis-suspension-brake sys-tem repair, and automotive electrical and accessory sys-tems. (Note: None of the spaces for .-lese activities re-quires a garage facility (high ceiling, etc ) and it may there-fore be a single-story area opening oft the auto-bay area.The extra space above the laboratory areas can be used for

SmallEngine

I ab.

Auto Bays

-1 (ServiceStation

( Tool & Supply Storage

Specialty Areas forTransmission, Chassis,Engine Overhaul, etc.

Figure 31Program space requirements in the auto and enginemechanics cluster.

storage, or for such equipment as driver-training simula-tors.)

An engine tune-up and test laboratory is provided toto teach students the basic skills of engine timing and tune-up, carburetor and fuel-system repair, and other minormechanical repair operations. Operating mock-ups of free-standing six-and eight-cylinder gasoline and diesel enginesshould be supplied. If provision is to be made for an auto-motive technology program, this area of the laboratoryshould also provide for one or more fully instrumented en-gine)transmission dynamometers. This laboratory can bea multiprogram area with alternate use and storage of auto-motive, diesel and aircraft engines.

The engine overhaul work stations should consist ofheavy-duty metal benches and an adjoining area where en-gines may be mounted while in use. Engine stands shouldbe movable to allow for the location of a different engineat each station during alternate laboratory periods. Over-haul and repair require some specialized equipment (suchas presses and grinders) and there should be access to amilling machine and cylinder-boring machine this ac-counts for the large circulation burden provided in Table10. (An area for temporary storage should be provided offto the side.)

The transmission area should be designed to lead stu-dents to develop the ability to repair automatic transmis-sions, fluid couplings, torque converters and hydromatics;to develop an understanding of gear ratios and planetarysystems, clutches, control mechanisms, electrical and vac-uum mechanisms; and to learn about fluids, seals, bearingsand hydraulic valves. This area should consist of severalautomatic and _-nanual transmissions mounted on stands,plus one or more complete chassis and drive -train ( engine,transmission, differential, rear axle) systems. If a fullyequipped chassis section is needed it can be shared with theadjoining chassis-steering-suspension area. Each studentstation in this shop will need a heavy-duty metal transmis-sion workbench furnished with compressed air and an elec-trical outlet.

45

S

The chassis-steering-suspension area is used to teach theprinciples of, and repair skills for, manual -tricl powersteer-ing mechanisms, brake-and suspension-system adjustmentand wheel alignment, caster and camber adjustment. Thereshould be one or more full chassis front-end assemblies. Aworkbench near each chassis is needed for tools and partsand an audiovisual teaching system. In addition, carrels orother suitably structured individual system mock-ups ofwheel-brake-spring-shock absorber assemblies for the ini-tial study of these systems may be useful.

Small Engine Repair. As an option under the enginemechanics and automotive service program, the small-en-gine mechanics program is a specialty leading to careers inthe maintenance of outboard motors, motorcycles, lawnmowers, snowmobiles, etc.

The small-engine repair shop requires only heavy-duty benches arranged to allow for a cart-mounted gaso-line generator, motorcycle, outboard motor or whatevernext to it.

Vehicle Garage. The garage "bay" should be a studyarea planned only for training in those special skills, suchas muffler replacement or tire changing, that require theuse of a car. Here students can apply the skills developedon simulators and mock-ups to real problems of automotivetune-up and repair. Each bay should provide for up to fourstudents. A comprehensive auto mechanics program shouldinclude at least one single, double, and split-post lift andone front-end alignment unit. In advanced programs a one-chassis dynamometer is also desirable. If a service stationis included, the auto bays should be adjacent to them.

Service Station. When a service station is to be oper-ated by a school it should offer training in customer rela-tions as well as in mechanics: The service station and officeshould reproduce their commercial equivalents and theservice station should be visible from, and convenient to,entry drives to the school.

46

Body and Frame. Like auto mechanics, auto-body re-pair programs have undergone major restructuring in re-cent years as specialties have developed. Among these arethe "glass" men and the seat-cover repairmen. Auto-bodyrepair training also does not require a car. As pointed outearlier, development of basic skill in sheet metal poundingand shaping and in the use of plastics fall into this group.The removal of the car again reduces costs of fire pro-tection.

The auto-body repair shop provides the facilities forstudents to acquire all the mechanical skill for repair andrefinishing and to develop an understanding of the variouspaints and solvents used in Metal finishing. They shouldalso be able to estimate the cost of an auto-body job.

Work in this department ranges from straightening a' twisted or bent frame to the final waxing of a repainted

f ender. Students learn to weld structural members aridsheet metal (basic instruction takes place in the relatedspecialty shops), knock dents out of sheet-metal areas, fillripples and minor dents, sand the surface smooth with ma-chines and by hand, undercoat, spray on a new finish,touch up small areas, sand and rub down a painted finish,repair and repaint fiberglass body sections, and adjustdoors and hoods.

In most cases, full bays are needed. They can be usedin rotation so that they are flexible enough for use in manypreliminary experiences leading up to more complicatedwork. The extensive use of a space-sharing program placesunusual demands on the laboratory's storage requirements.However, bench space is scarcely ever needed, except forwork on repainting or straightening a small part.

Tab

le 1

0S

pace

Req

uire

men

ts fo

r th

e V

ehic

le M

aint

enan

ce C

lust

er

Stat

ions

Allo

catio

n of

Uni

tpe

rC

ircu

latio

nT

otal

Cla

ssL

abor

ator

ySt

atio

nA

rea

Uni

t Are

aB

urde

nSt

atio

nsR

emar

ksE

ngin

e M

echa

nics

Aut

o B

ays

14 x

25

1-4

25%

or

50%

Uni

t are

a in

clud

es a

llow

ance

for

sta

ndar

d w

orkb

ench

(5

x 5

ft. s

tatio

n).

700

sq f

tC

ircu

latio

n bu

rden

incl

udes

a g

ener

al a

uto

shop

allo

wan

ce f

or s

up-

(lar

ger)

port

equ

ipm

ent s

uch

as e

ngin

e an

alyz

er, s

park

plu

g cl

eane

r, p

arts

clea

ner,

etc

.(N

ote:

The

se s

pace

allo

wan

ces

are

base

d on

indi

vidu

alen

try

to e

ach

bay.

See

Not

e a.

)Se

rvic

e St

atio

n20

0 sq

ft

2-4

-10

%Pl

us 1

/4 a

cre

of a

djac

ent o

utsi

de s

pace

.E

ngin

e T

une-

up6

x 8

to1-

225

%25

%St

atio

n al

low

ance

doe

s no

t pro

vide

for

adj

acen

t wor

kben

ch.

9 x

10D

ynam

omet

er10

x 1

22-

425

-80%

(1)

Eng

ine

Ove

rhau

l8

x 10

1-2

-25

%St

atio

n al

low

ance

incl

udes

wor

kben

ch.

Cir

cula

tion

allo

nar.

ee v

arie

s w

ithsu

ppor

t mac

hine

ry.

Tra

nsm

issi

on5

x 6

140

%25

%C

hass

is14

x 2

01-

425

%25

%H

alf

chas

sis

(i. e

., fr

ont-

end

or r

ear-

end)

req

uire

s ha

lt' to

two

thir

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Reports from EFLThe following publications are available from EFL,477 Madison Avenue, New York, N.Y. 10022.

DESIGN FOR ETV PLANNING FOR SCHOOLSWITH TELEVISION.A report on facilities present and future, needed toaccommodate instructional television and other neweducational programs. Prepared for EFL by DaveChapman, Inc., Industrial Design. (1960)(Revised 1968) $2.00

THE EARLY LEARNING CENTER.A Stamford,Conn., school built with a modularconstruction system provides an ideal environment forearly childhood education. (1970) $0.50

EDUCATIONAL CHANGE AND ARCHITECTURALCONSEQUENCES.A report on school design that reviews the wide choice ofoptions available to those concerned with planning newfacilities or updating old ines. (1968) $2.00

ENVIRONMENTAL EDUCATION/FACILITYRESOURCES.Illustrates where and how students learn about theenvironment of communities and regions using existingand designed facilities. (1972) $2.00

FOUND SPACES AND EQUIPMENT FORCHILDREN'S CENTERS.Illustrations of premises and low-budget materialsingeniously converted for early education facilities.Booklet lists general code requirements and informationsources. (1972) $2.00

THE GREENING OF THE HIGH SCHOOL.Reports on a conference on how to make secondaryschools healthy. Includes the life-styles of adolescentsand .ways to accommodate them, open curriculums andalternative education programs. (1973) $2.00

GUIDE TO ALTERNATIVES FOR FINANCINGSCHOOL BUILDINGS.Chart and book explore conventional and unconventionalroutes for financing schOol construction. Includes casehistories. (1971) $2.00

HIGH SCHOOL: THE PROCESS AND THE PLACE.A "how to feel about it" as well as a "how to do it" bookabout planning, design, environmental management, andthe behavioral and social influences of school space.(1972) $3.00

THE IMPACT OF TECHNOLOGY ON THELIBRARY BUILDING.A position paper reporting on EFL conference on thissubject. (1967) $0.50

JOINT OCCUPANCY.How schools can save money by sharing sites or buildingswith housing or commerce. (1970) $1.00

PATTERNS FOR DESIGNING CHILDREN'SCENTERS.A book for people planning to operate children's centers.It summarizes and illustrates all the design issuesinvolved in a project. (1971) $2.00

PLACES AND THINGS FOR EXPERIMENTALSCHOOLS.Reviews every technique known to EFL for improvingthe quality of school buildings ar d equipment: Foundspace, furniture, community use, reach out schools, etc.Lists hundreds of sources. (1972) $2.00

PLACES FOR ENVIRONMENTAL EDUCATION.Identifies types of facilities needed to improveenvironmental education. (1971) Single copies free,multiple copies $0.25

PHYSICAL RECREATION FACILITIES.Illustrated survey of places providing good facilities forphysical recreation in schools and colleges. Air shelters,roofing existing stadiums, shared facilities and conversions.(1973) $3.00

THE SCHOOL LIBRARY: FACILITIES FORINDEPENDENT STUDY IN THE SECONDARYSCHOOL.A report on facilities for independent study, withstandards for the size of collections, seating capacity, andthe nature of materials to be incorporated. (1963) $1.25

SCHOOLS FOR EARLY CHILDHOOD.Ten examples of new and remodeled facilities for earlychildhood education. (1970) $2.00

SCHOOLS: MORE SPACE/LESS MONEY.Surveys the alternatives for providing school spaces inthe most economical manner. Includes extending schoolyear, converting spaces, sharing facilities, opencampus, etc. (1971) $2.00

SCHOOLS WITHOUT WALLS open space andhow it works. (1965) $0.50

STUDENT HOUSING.A guide to economical ways to provide better housing forstudents. Illustrates techniques for improvement throughadministrative changes, remodeling old dorms, newmanagement methods, co-ops and government financing.(1972) $2.00

SYSTEMS: AN APPROACH TO SCHOOLCONSTRUCTION.Toronto, Montreal, and Florida projects and how theydeveloped from the SCSD program. (1971) $2.00

FILMED FROM BEST AVAI