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Agricultural Science & Technology Facility Guidelines

Catalog No. 9006

COMPLIANCE STATEMENT TITLE VI, CIVIL RIGHTS ACT OF 1964; THE MODIFIED COURT ORDER, CIVIL ACTION 5281, FEDERAL DISTRICT COURT, EASTERN DISTRICT OF TEXAS, TYLER DIVISION Reviews of local education agencies pertaining to compliance with Title VI Civil Rights Act of 1964 and with specific requirements of the Modified Court Order, Civil Action NO. 5281, Federal District Court, Eastern District of Texas, Tyler Division are conducted periodically by staff representatives of the Texas Education Agency. These reviews cover at least the following policies and practices: (1) (2) (3) (4) (5) (6) (7)

acceptance policies on student transfers from other school districts; operation of school bus routes or runs on a non-segregated basis; nondiscrimination in extracurricular activities and the use of school facilities; non discriminatory practices in the hiring, assigning, promoting, paying, demoting reassigning, or dismissing of faculty and staff who work with children; enrollment and assignment of students without discrimination on the basis of race, color, or national origin; nondiscriminatory practices relating to the use of a student's first language; and evidence of published procedures for hearing complaints and grievances.

In addition to conducting reviews, the Texas Education Agency staff representatives check complaints of discrimination made by a citizen or citizens residing in a school district where it is alleged discriminatory practices have occurred or are occurring. Where a violation of Title VI of the Civil Rights Act is found, the findings are reported to the Office for Civil Rights, Department of Health, Education and Welfare. If there is a direct violation of the Court Order in Civil Action No. 5281 that cannot be cleared through negotiation, the sanctions required by the Court Order are applied. TITLE VII, CIVIL RIGHTS ACT OF 1964; EXECUTIVE ORDERS 11246 AND 11375; TITLE IX, 1973 EDUCATION AMENDMENTS; REHABILITATION ACT OF 1973 AS AMENDED; 1974 AMENDMENTS TO THE WAGE-HOUR LAW EXPANDING THE AGE DISCRIMINATION IN EMPLOYMENT ACT OF 1967; AND VIETNAM ERA VETERANS READJUSTMENT ASSISTANCE ACT OF 1972 AS AMENDED IN 1974. It is the policy of the Texas Education Agency to comply fully with the nondiscrimination provisions of all federal and state laws and regulations by assuring that no person shall be excluded from consideration for recruitment, selection, appointment, training, promotion, retention, or any other personnel action, or be denied any benefits or participation in any programs or activities which it operates on the grounds of race, religion, color, national origin, sex, handicap, age, or veteran status (except where age, sex, or handicap constitute a bona fide occupational qualification necessary to proper and efficient administration). The Texas Education Agency makes positive efforts to employ and advance in employment all protected groups.

ACKNOWLEDGEMENTS TEXAS EDUCATION AGENCY Jim Nelson, Commissioner of Education

Terry Phillips, Director Agricultural Science and Natural Resources Education

Arturo Almendarez, Deputy Commissioner Programs and Instruction

Mona Corbett, Program Specialist Agricultural Science and Natural Resources Education Kenny Edgar, Program Specialist Agricultural Science and Natural Resources Education Donna Meyer, Program Specialist Agricultural Science and Natural Resources Education

Robert Muller, Associate Commissioner Continuing Education and School Improvement Alfredo Acevedo, Managing Director Continuing Education Ann Pennington, Division Director Career and Technology Education

AGRICULTURAL SCIENCE AND TECHNOLOGY FACILITY STANDARDS ADVISORY COMMITTEE Special appreciation is given to the following individuals who served in the development of this document. This publication is a reflection of the ideas and experience of these professional in educators and industry. Curry Allen, Tuscola Dr. Jinny Johnson, TAMU-College Station Josh Anderson, Leander Tim Knezek, IMS, College Station Dr. Mike A. Barrera, McAllen Joe Liles, Holland Reece Blinco, San Marcos Kevin Lynch, Splendora Brian Brawner, R&B Aquatics, Boerne John Mack, San Antonio Rene Cantu, Sr., Edinburg Tom Maynard, Austin Glen Conrad, TruGreen Landcare, Bryan Judy McLeod, College Station Joe Costanza, J.A. Costanza & Associates Roy Mills, Nacogdoches Engineering, Inc., Deer Park Chris Morgan, Flower Mound Dr. Joe Dettling, IMS, College Station Dr. Joe Muller, SHSU, Huntsville Dr. John Dillingham, IMS, College Station Mickie Ohlendorff, Pearland Marshall Eaton, Tuscola Lisa Pieper, College Station Kenny Edgar, Austin Pat Real, Converse Kirk Edney, IMS, College Station Ronel Roberts, Victoria Dr. Craig Edwards, IMS, College Station Bobby Rosenbusch, Florence Larry Ermis, IMS, College Station Javier J. Saenz, Weslaco Marsha Goodwin, Dallas Dr. Lon Shell, SWTSU, San Marcos Dr. Davey Griffin, TAMU-College Station Joe Skinner, Garland Gina Hale, Orange Grove Marty Spradlin, Daingerfield Dr. Randy Harp, TAMU-Commerce Michael Tondre, San Antonio Dr. Billy Harrell, SHSU, Huntsville Dwayne Walters, James E. Blakeman & L.W. (Billy) Hartman, Orange Grove Associates, Inc., Navasota Janet Hayes, Deer Park Janelle Watson, Klein Tom Heffernan, Poteet Tim Wyatt, Plano Don Henson, Goldthwaite Bobby Yates, Elgin Mike Horn, Prodigene, Inc. College Station Keith Zamzow, IMS, College Station ii

Table of Contents Forward ....................................................................................................................................... 1 Introduction................................................................................................................................. 3 Summary of Agriscience and Technology Programs in Texas ................................................... 5 General Recommendations for Facilities Common to All Agriscience Programs ..................... 7 Safety and Security ................................................................................................................... 27 Students with Disabilities ......................................................................................................... 33 Recommended Facility Standards............................................................................................. 37 Leadership Development and Technology.................................................................... 39 Mechanized Agriculture................................................................................................ 49 Food and Fiber Agricultural Biotechnology............................................................................... 91 Horticulture ................................................................................................................. 105 Environmental and Natural Resources Aquaculture..................................................................................................... 117 Forestry ........................................................................................................... 137 Value Added and Food Processing System Food Technology – Meats Processing ............................................................ 139 Work-Based Learning – Agribusiness ........................................................................ 149 Project/Research Laboratory....................................................................................... 151 Summary ................................................................................................................................. 161

iii

FORWARD This publication offers ideas, suggestions, and recommendations of industry professionals, school administrators, architects, safety consultants, agricultural science and technology teachers, and curriculum specialists. The purpose of this document is to provide the planning committee with information that might otherwise be overlooked. It cannot account for the local needs of every school district. As a result, planning activities should not be limited to suggestions found in this document. Instead, utilize this publication as a reference to begin the planning phase of the expansion program. There are no state standards for an agricultural science and technology department. There is no law or code that specifically dictates agricultural science and technology facility standards. Publication of this document is not to imply that school districts must comply with information provided. There are state statues or codes that do mandate such areas as classroom size. Where sections discuss mandates, this publication identifies state statues or codes that are law. They are identified within the document and the school district must meet those specified requirements. As a courtesy, this document can be accessed at the Instructional Materials Service (IMS) Web site. The online document contains links to the photographs contained in this document. Access the IMS Web site at http://www-ims.tamu.edu. Further questions or comments regarding this document can be addressed by calling Instructional Materials Service at (979) 845-6601.

INTRODUCTION

The suggestions offered in this guide are the result of an advisory committee comprised of agricultural science and technology teachers, school administrators, and industry representatives. Many facilities were reviewed. The mission of the advisory committee was to offer recommendations for facilities within the entire Agricultural Science and Technology (AST) curriculum.

CURRICULUM DESIGN The choices available to a school district are very diverse. Seven systems comprise the AST program: • • • • • • •

It is the purpose of this publication to offer timely information to planners based on experiences of the members of the committee. Early use of this publication will allow time for planners to consider these recommendations while the district is still in the planning stage of the project.

Leadership Development Agribusiness Marketing and Management Mechanized Agriculture Food and Fiber Horticultural Environmental and Natural Resources Value-added and Food Processing

The AST curriculum is divided into two categories. Students have the option of enrolling in agricultural school-based learning (SBL) or work-based learning (WBL) classes. Schoolbased learning involves each system and is comprised of both agriscience and agricultural industry curricula. Agriscience courses are ½credit semester courses. Agricultural industry curricula offer students the opportunity to enroll in one, two, or three-credit courses. The WBL programs offer junior and senior students an opportunity to enroll in agricultural cooperative training, rotations, shadowing, or internship.

The Agricultural Science and Technology curriculum makes a diverse selection of semester, agricultural industry, and work-based learning courses available to students. These courses are grouped into seven systems, each of which offers the student a field of study in an occupational area. This educational format for the agriscience program promotes interest in the study of agriculture. School districts have reason to evaluate their district’s need for an agriscience program. In existing programs, the district may choose to upgrade facilities chosen. Where agricultural education courses are not offered, the district may choose implementation of an Agricultural Science and Technology program.

Each AST system has special facility and equipment requirements that should be considered before implementation. The local school district has the responsibility of conducting a needs assessment study to determine the type of curriculum suited for their clientele. The findings of the study should give the district the direction needed to begin the planning stage. Regardless of the system or systems selected, this publication is designed to assist the school administration, the agricultural science and technology teachers, the architects, and others involved in the facilities planning.

The curriculum design and facility planning factors are

tems. Planners should consider the following perspectives regarding long-range planning.

• • • • •

• •

Current/future instructional offerings, Number of teachers, Enrollments, Special needs of students, and Safety considerations.

• • • •

Planning should extend beyond the current program status. Long-range planning should account for all areas of instruction within all sys-

Community needs, Expansion of curriculum and system offerings, Potential increases in enrollment, Additions to the agricultural science faculty, Emergence of new technologies, and Student interests.

SUMMARY OF MINIMUM RECOMMENDED SPACE ALLOCATIONS FOR AGRICULTURAL SCIENCE FACILITIES IN TEXAS Teacher Units

AST

AST/WBL Combination

AST/APM Combination

One

Square feet 2400 – laboratory 1000 – c.r. 1200 – s.o.r. 350 – paint

Square feet 2400 – laboratory 1000 – c.r. 1200 – s.o.r

Square feet 2400 – laboratory 1000 – c.r.

Two

3000 – laboratory (2) 750 c.r. 1500 – s.o.r. 350 – paint

3000 – laboratory (2) 750 c.r. 1200 – s.o.r.

4200 – laboratory (2) 750 c.r. 1500 – s.o.r. 350 - paint

Three

3600 – laboratory (2) 750 c.r. (one additional if needed) 1600 – s.o.r. 350 – paint

3600 – laboratory (2) 750 c.r. (one additional if needed) 1600 – s.o.r.

3600 – laboratory (2) 750 c.r. (one additional if needed) 1600 – s.o.r. 350 – paint

Four

4200 – laboratory (3) 750 c.r. (one additional if needed) 1700 – s.o.r. 350 – paint

4200 – laboratory (3) 750 c.r. (one additional if needed) 1700 – s.o.r.

5400 – laboratory(1) (3) 750 c.r. (one additional if needed) 1700 – s.o.r. 350 – paint

Five

4800 – laboratory (4) 750 c.r.* (one additional if needed) 1800 – s.o.r. 350 – paint

4800 – laboratory (4) 750 c.r.* (one additional if needed) 1800 – s.o.r.

6000 – laboratory (4) 750 c.r.* (one additional if needed) 1800 – s.o.r. 350 – paint

AST – Agricultural Science & Technology WBL – Work-based Learning APM – Agricultural Power & Machinery Hort – Horticulture GAM – General Agricultural Mechanics c.r. – classroom s.o.r. – storage, office, restroom, inc. g.h. – greenhouse h.h. – headhouse m.l. – meats lab

AST/Hort Combination

AST/GAM Combination

Square feet 2400 – laboratory 1000 – c.r. 1200 – s.o.r. 1600 – g.h. 600 – h.h. 3000 – laboratory (2) 750 c.r. 1500 – s.o.r. 1600 – g.h. 600 – h.h. 3600 – laboratory (2) 750 c.r. (one additional if needed) 1600 – s.o.r. 1600 – g.h.(2) 600 – h.h. 4200 – laboratory (3) 750 c.r. (one additional if needed) 1700 – s.o.r. 1680 ea.– g.h.(2) 600 – h.h. 3600 – laboratory (4) 750 c.r.* (one additional if needed) 1800 – s.o.r. 1600 – g.h.(2) 600 – h.h.

Square feet 2400 – laboratory 1000 – c.r. 1200 – s.o.r. 350 - paint 3000 – laboratory (2) 750 c.r. 1500 – s.o.r. 350 - paint 3600 – laboratory (2) 750 c.r. (one additional if needed) 1600 – s.o.r. 350 – paint 4200 – laboratory (3) 750 c.r. (one additional if needed) 1700 – s.o.r. 350 – paint 3600 – laboratory (4) 750 c.r.* (one additional if needed) 1800 – s.o.r. 350 – paint

** see page *** see page (1) If more than two sections of Ag Power & machinery are offered, additional stall space will be needed. (2) If more than two sections of Horticulture are offered, an additional 400 sq. ft. of greenhouse space will be needed (3) If more than two sections of Meats Processing are offered, an additional 600 sq. feet of meats laboratory space will be needed

Extra size recommendation due to inclusion of technology requirements, media devices, and related equipment.

SUMMARY OF MINIMUM RECOMMENDED SPACE ALLOCATIONS FOR AGRICUTLURAL SCIENCE FACILITIES IN TEXAS Teacher Units

AST/AP Combination

- Continued AST/Aqua AST/MP Combination Combination

One

2400 – laboratory 1000 – c.r. 1200 – s.o.r.

Two

3000 – laboratory (2) 750 – c.r. 1500 – s.o.r.

3000 – laboratory 750 – c.r. 1500 – s.o.r.

Three

3600 – laboratory (2) 750 – c.r. (one additional if needed) 1600 – s.o.r.

Four

4200 – laboratory (3) 750 – c.r. (one additional if needed) 1700 – s.o.r.

Five

4800 – laboratory (4) 750 – c.r. (one additional if needed) 1800 – s.o.r.

AP – Animal Production Aqua - Aquaculture MP – Meats Processing AR – Agricultural Resources c.r. – classroom s.o.r. – storage, office, restroom, inc. g.h. – greenhouse h.h. – headhouse m.l. – meats laboratory

2400 – laboratory 1000 – c.r. 1200 – s.o.r. 1200 – m.l. ** 3000 – laboratory (2) 750 – c.r. 1500 – s.o.r. 1200 m.l. ** 3600 – laboratory (2) 750 – c.r. (one additional if needed) 1600 – s.o.r. 1200 m.l. ** (3) 4200 – laboratory (3) 750 – c.r. (one additional if needed) 1700 – s.o.r. 1200 m.l. ** (3) 4800 – laboratory (4) 750 – c.r. (one additional if needed) 1800 – s.o.r. 1200 – m.l. ** (3)

AST/AR Combination 2400 – laboratory 1000 – c.r. 1200 – s.o.r. 2400 – laboratory 750 – c.r. 1200 – s.o.r. 2400 – laboratory (2) 750 – c.r. (one additional if needed) 1200 – s.o.r.

2400 – laboratory (3) 750 – c.r. (one additional if needed) 1200 – s.o.r.

2400 – laboratory (4) 750 – c.r. (one additional if needed) 1200 – s.o.r.

** see page *** see page (1) If more than two sections of Ag Power & machinery are offered, additional stall space will be needed. (2) If more than two sections of Horticulture are offered, an additional 400 sq. ft. of greenhouse space is needed. (3) If more than two sections of Meats Processing are offered, an additional 600 sq. ft. of meats laboratory space is needed.

Extra size recommendation due to inclusion of technology requirements, media devices, and related equipment.

GENERAL RECOMMENDATIONS FOR AGRICULTURAL SCIENCE FACILITIES

The curriculum design and facility planning factors are

INTRODUCTION The agricultural science and technology (AST or agriscience) classroom is the center of the program’s facilities. All courses use the classroom for some part of their curriculum. The AST classroom should be part of the main high school building or the career and technology complex. Its design should allow for integration of the various systems of the agriscience curriculum. In addition to serving the needs of high school students, the design should accommodate adult education classes and other community activities.

• • • • •

Current/future instructional offerings, Number of teachers, Enrollments, Special needs of students, and Safety considerations.

Planning should extend beyond the current program status. Long-range planning should account for all areas of instruction within all systems. Long-range planning should consider • •

The design should also consider the needs of the disabled or handicapped. Many occupations within the agriscience curriculum lend themselves to those individuals with physical limitations. In designing educational facilities to comply with the Americans with Disabilities Act, the school district provides the physical surroundings for handicapped students to receive training in the industry of agriculture. Proper identification/signage in the classroom is important for special needs students and will make the facilities accessible to visually handicapped students.

• • • •

Community needs, Expansion of curriculum and system offerings, Potential increases in enrollment, Additions to the agricultural science faculty, Emergence of new technologies, and Student interests.

To ensure the elimination of architectural barriers in all new construction and substantial renovation of public buildings (in excess of $50,000), the law requires that plans be approved by the Architectural Barriers Office of the State Department of Licensing and Regulation in Austin. The website for this agency is found at the end of this section. Layout and design of the total agricultural science facility should meet or exceed minimum standards, where established, by the Texas Education Code. A science lecture/laboratory room requires 50 square feet of free space per student, with a minimum free space of 1,200 square feet. The free space recommendations for agricultural science laboratories are exclusive of machinery and equipment areas.

A major factor in the development of an AST facility is safety. This consideration should be applied to all aspects of the total agriscience curriculum. Safety concerns account for every aspect of the programs from mechanized agricultural work with power equipment to hazardous materials handling in agricultural biotechnology to proper lighting in the technology department. Any attempt to reduce costs when planning a facility should not result in less than safe surroundings for the students or faculty.

the main school building or exists as a separate facility. The following offers advantages to each situation.

EARLY CONSIDERATIONS The design of this facility should accommodate anticipated growth within the department. Additional students, an increase in faculty, and new curricula will require adequate space. Planning for such expansion at this stage will facilitate implementation at a later date.

Advantages of the Agricultural Science department connected to the main high school building: 1. The agricultural science department would be more convenient for administrators, teachers, and students. 2. During inclement weather, it would not be necessary for students to leave the main building to attend classes. 3. It would tend to unite the agricultural science department more closely with the total high school program. 4. Facilities for all programs in the high school would be comparable. 5. It would be more convenient for custodial and maintenance service. 6. The cost of installing heating and cooling systems might be decreased. 7. The cost of utilities might be reduced.

Location It is recommended that the agricultural science facility be connected to or adjacent to the main high school building or career and technology complex and be of similar architectural design and construction. Since the agricultural science program is an integral part of the total educational program of a school, considerable thought and careful study should be given to locating the facility. In addition to the instruction given to in-school students, commodity producers and other related groups in the community will receive organized instruction in the facility. All groups that will receive instruction in the facility should be considered when selecting the site.

Advantages of a Separate Agricultural Science facility.

The site should be easily accessible for school patrons and provide parking spaces. The building should be a single story facility or the AST facility should be located on the first floor of a multi-story building. This will allow for easy movement in to and out of the shop and classroom. Such a design will also reduce ADA design considerations. The area around the facility should be well drained.

1. Possibly noise created in the agricultural science laboratory would cause less disturbance to other classes. 2. Some areas of learning in agricultural science create undesirable odors. For example, animals may be temporarily housed at the agricultural science department for teaching purposes. An agricultural science facility separated from the main building would lessen the likelihood of any odors reaching the main high school building. 3. Agricultural science students often participate in external learning activities. A separate agricultural science building would reduce disturbance to other classes created by movement to and from these activities.

The main entrance should be open to the outside. When incorporated into a career and technology building, the area should be designed so that noise will not disrupt other classes. The building should provide use to both sexes and to students with disabilities. Adjacent vs. Separate Facilities The designing architect or the school district administration may have little option as to whether the agriscience facility is connected to 8

In some, cases, the separation of the classroom and laboratory may be necessary. This situation should be avoided if possible; however, if this situation is necessary, a covered walkway should be provided between the laboratory and classroom to protect students from the weather.

Location Summary Factors that should be considered in locating the agricultural science facility are: 1. Availability of campus space (a) Space should be available for anticipated growth. (b) An area adjacent to the building should be available for conducting demonstrations, parking equipment, and outside storage.

The facility should be designed to prevent student segregation on the basis of race, color, national origin, sex, or handicapping condition. Foundation

2. Accessibility to school patrons. 3. Parking space. 4. Ground level and drainage. (a) The building should be a single story facility or located on the first floor of a multi-story building. (b) Building should be located in a welldrained area (c) No steep inclines or ramps should be located at laboratory entrances. (d) There should be very little slope at the entrance serving large, overhead doors. 5. Building design. (a) The main entrance should be open to the outside. (b) The building should be designed to reduce disturbance to other classes. (c) The building should provide equal access. 6. Facility size.

The foundation should be concrete, with a thickness and reinforcement that provide maximum strength in both beam and nonbeam areas of the slab. The concrete mixture should be strong enough to support heavy machinery and equipment. The laboratory floor surface should be sealed to provide durability, ease of cleaning, and a vapor barrier. In the open space area, some facilities have chosen to incorporate flushfitting machinery tie-downs into the laboratory floor. Tile or carpet is the recommended covering for classroom and office areas. Floor coverings are less stressful for feet and legs, allowing for health considerations. Water Supply and Drainage Water lines should be installed around the perimeter of the laboratory, near overhead doors, and on the outside apron area. In addition, the wash area and restrooms will require a water supply. A water supply calls for drainage throughout the facility. The laboratory floor, restrooms, locker area, and any outdoor facilities all require drainage. Floor drains and their associated systems should meet all Texas Natural Resource Conservation Commission (TNRCC) and the Environmental Protection Agency (EPA) regulations. In the laboratory, they should fit into a level floor to allow for project layout. All outlets should flow into an outside trap before entering the storm sewer or into an approved septic system.

CLASSROOM ENVIRONMENT The classroom should contain at least 1,000 square feet of floor space. A width of 25 feet is considered adequate for a single classroom. The preferred width is 26 to 28 feet. In a twoteacher department, 750 square feet per classroom is adequate. A width of 40 feet is considered adequate for the laboratory with a 1:1½ width-to-length ratio.

The architect should design a climate-controlled environment that provides the maximum ventilation with the minimum amount of humidity. Humidity will damage electronic equipment. Certain molds that grow in humid areas can also be a threat to student and teacher health. If the heating and cooling system does not adequately control air moisture, a dehumidifier should be installed to bring humidity to a safe level.

The total classroom environment should be large enough to meet the needs of the largest group to utilize the facility. Where classrooms are used for adult education programs and FFA meetings, space requirements may need to be increased to accommodate these groups. With multi-teacher departments, a removable soundproof partition can provide access to a larger meeting area. Departments with this classroom arrangement should have 9-foot-high ceilings. In schools with more than two-teacher departments, classrooms should be provided to meet the needs of all classes. All AST classrooms should be part of the total AST facility.

Classroom lighting designed by the architect should consider both computer and audio/visual use and the needs of students with visual disabilities. This may require conditions where a light remains on even though main classroom lights may be turned off. Electrical duplex outlets, 120-volt – 20-amp, should be located no less that 8 feet apart on the walls. Ground fault circuit interrupters (GFCI) and surge protection should be provided to all outlets in the department. Technology equipment located in the classroom may require additional electrical outlets and networking as well as Internet connections.

In programs having three or more teachers, additional classrooms should be provided when the schedule requires all teachers to meet classes during the same period. Where computer stations are part of the classroom, an additional 15 square feet per unit is needed. A handicapped station should provide a workspace of 20 square feet. This may make it necessary to provide a room wider than the preferred dimensions.

The department should maintain a library/resource area that is accessible to each classroom. In addition, each classroom should have a 4’x 8’ area with shelving and magazine racks for magazines, pamphlets, and reference books. A sink and work counter is desirable in each classroom for diverse curriculum offerings such as floral design and food technology.

Desks or tables for the classroom should be according to the teacher’s preference. Some teachers prefer individual desks for student management. Stools or chairs should also be the teachers preference. Furniture in classroom should accommodate a minimum of 24 students. Furniture to accommodate special needs students should be considered.

The design of the total facility should provide maximum use of window space into the laboratory area for visibility. Windows should be made of safety glass.

The classroom should contain built-in storage cabinets around the edges of the room. Where computers are incorporated into the classroom, counter tops should provide space for at least six computer stations. Raised cabinets should be installed for storage areas. Built-in cabinets with locks will provide secure storage for the television, videocassette recorder, and additional audio-visual equipment. It is recommended that each classroom have a television mounted on ceiling-mounted rack.

Humidity In certain areas, humidity can present a serious problem. In addition to promoting the growth of mold in the air ducts, on clothes and books, it can also cause serious health problems. Air conditioning systems should also dehumidify the air. In especially humid areas, a dehumidi-

Refer to Safety in Welding, Cutting, and Allied Processes, ANSI Z49.1:1999, available from the American Welding Society or the American National Standards Institute, whose web site is found at the end of this section.

fier can be installed if air conditioning units can not significantly reduce humidity levels. Ventilation Ventilation is an important consideration for the entire facility but especially the laboratory. Arc welding and oxyacetylene areas generate large amounts of waste gases that need to be removed from the facility. If noxious gases are present, a special ventilation system may be necessary. It may be necessary to consult the TNRCC to determine if exhaust fumes and gases require specialized systems.

If general mechanical ventilation is provided, a minimum exhaust rate of 1,000 CFM per welder should be provided. When individual exhaust systems are used, the general ventilation requirement of the laboratory can be reduced. An individual ventilation system should provide at least 100 CFM per arc welding station and 200 CFM per oxyacetylene welding/cutting station (Table 1). Placing exhaust ports for the noxious gases at the work level and not above the operator’s head will prevent exhaust fumes from moving past the welder’s face. Portable ventilation units are available from various vendors. Table 1 will aid in planning local exhaust systems.

The Council on Educational Facility Planning, International (CEFPI) prefers that facility planners follow the latest American Society of Heating, Refrigerating, and Air-conditioning Engineers (ASHRAE) recommendations on Heating, Ventilation, Air Conditioning & Refrigeration (HVAC&R). ASHRAE Standard 62 (1999) is entitled “Ventilation for Acceptable Indoor Air Quality,” and these standards should be applied. ASHRAE Standards handbooks are updated on a four-year cycle. ASHRAE and CEFPI Web sites are found at the end of this section.

Table 1: Exhaust System Planning Distance from arc or torch

Minimum air Duct diameflow ter (CFM)* (inches)** 4” – 6” 150 3 6” – 8” 275 3½ 8” – 10” 425 4½ 10” – 12” 600 5½ * Increase by 20% for hoods without flanges ** To nearest ½ inch based on velocity of 4000 fpm in duct

Texas Administrative Code, Title 25, Part I, Chapter 297 describes the Voluntary Indoor Air Quality Guidelines. These guidelines present a set of three voluntary recommendations, which are as follows: • Develop guidelines for initial program development, a management plan, and school board review for program status and future needs of public schools; • Develop a written preventive maintenance plan for a healthy learning environment for students; and, • Recommend considerations for students with allergies or chemical intolerance, for food handling, garbage storage and disposal, smoking, and reporting of conditions that are not conducive to air quality.

For further information regarding ventilation in welding applications, refer to ANSI/AWS Standard F3.1-89, Guide for Welding Fume Control. This document is also available from Global Engineering Documents.

Engine exhaust ventilation situations can effectively use local forced ventilation systems involving flexible hoses. These hoses attach to engine exhaust and are required for tractor maintenance stations. Table 2 provides information for use in planning an engine exhaust system.

Power Outlets Table 2: Engine Exhaust System Parameters

Engine

CFM per exhaust pipe

Up to 200 hp Over 200 hp Diesel

100 200 400

Grounded duplex outlets, 120V – 20A, should be provided about midpoint in each wall, 12 inches from the floor, on both sides, at the front center and at the rear center in the classroom. Additional outlets should be provided for computer workstations. GFCI protection should be provided at the circuit breaker.

Minimum diameter of flexible duct (inches) 3 4 4½

Chalkboard – Dry-Erase Board – White Board – Projection Board

Bookcases, Magazine Racks, and Bulletin Storage

A 4-foot by 16-foot magnetic board of high quality should be located at the front of the classroom. A magnetic dry erase board should also be located in the laboratory. A dry erase board serves as an excellent projection surface. Each classroom should have at least one dry eraser board, 3’x 12’ mounted 36 inches from the floor. Dry erase boards are preferred instead of chalkboards. Chalkboards discouraged. Dust created by the chalk creates health concerns and is harmful to computers and electronic equipment.

Sectional bookcases with glass front panels or open shelves are satisfactory for storing books. Usually, four 3-foot-long sections will be adequate. Multi-teacher departments may require additional units. A magazine rack built with adjustable shelves 12 to 18 inches wide and at a slight angle is necessary to properly display magazines. The rack should have approximately 20 linear feet of space either in tiers or continuous form. Sufficient space should be provided for storing and filing teaching materials. Agricultural science teachers use many methods, and a specific filing method is not recommended. However, if “pigeon-hole” cases are used for filing, it is recommended that sliding or folding doors be provided for covering the “pigeon-holes.”

Bulletin Board At least one 4’x 4’ bulletin board area should be provided. The bulletin boards should be of adequate size and available in the classrooms and laboratory. Bulletin boards, while permitting normal instructional usage, should be placed so that they attract the attention of persons entering or leaving the rooms.

MultiMedia Equipment A wall mounted projection screen with both reflective (video projection) and nonreflective (overhead) surfaces should be installed in each classroom. Blackout screen or blinds should be provided for windows.

Communication Systems Each agriscience facility, classroom, and laboratory should be equipped with a communication system to receive messages via the school intercom. This should include a paging system. The facility should include multiple telephone line outlets in both the office and the laboratory. A supplemental ringer to the laboratory should be equipped with an on/off switch. A cordless telephone, dedicated FAX line, and Internet access would increase communication access in the laboratory.

Sink and Work Counter A sink and work counter should be placed in the classroom. The work counter should have electrical outlets with GFCI protection in the immediate vicinity.

the office as well. A restroom adjacent to the office is also desirable.

Office Space The agriscience teacher needs sufficient office space to conveniently store official records and correspondence, develop and store instructional materials, hold private conferences with administrators, teachers, parents, and students, and meet with small groups of adults.

STORAGE Storage is an important consideration when planning a facility. Agriscience teachers use many teaching aids in their instructional delivery. These include overhead and video projectors, slide projectors, charts, items for demonstration, and numerous specimens. In a singleteacher department, a minimum of 150 square feet should be provided for storage. In multipleteacher departments, at least 200 square feet is desirable.

Each department should provide office space to the faculty. A single-teacher department should have 120 square feet of space. Add 80 square feet for each additional teacher. Add still another 15 square feet for each computer station in the office.

A storage area adjoining, but separate from, classroom and office areas and equipped with metal shelving units is needed for storing FFA equipment and supplies. It should be near office and accessible to classroom(s). Its design should accommodate textbooks, curriculum materials, and audio/visual equipment. A small, counter-top refrigerator should be available for storage of medicines, or for laboratory activity, or any supplies requiring cool storage.

Office design should limit personnel access. The office should not be a hallway from the classroom to the laboratory or any other area in the facility. Certain security considerations also apply. However, the office should have easy access to both the classroom and the laboratory. Safety glass paneling should be located in the walls of the teacher’s office to permit observation of the classroom and laboratory from the office. Visibility is very important for safety and student management.

RESTROOM FACILITIES The office should contain a desk and chair, storage, file cabinets, and at least two visitor chairs. Electrical duplex outlets, 120-volt – 20-amp, should be located no less that 6 feet apart on all of the walls. Ground fault circuit interrupters (GFCI) and surge protection should be provided to all outlets. The lighting for the office should be similar to that in the classroom. The office should have current communications technology (i.e., a telephone with both local and long distance service) and be equipped with voice mail or answer machine capabilities.

Restroom facilities should be available and easily accessible for male and for female students. An agricscience facility may be part of a larger career and technology center. Where this is the case, restroom facilities may be shared by all programs. Where the agriscience facility is independent of other departments, separate restroom facilities should be available. Size and accommodations will depend on the number of students that have access to the facility. In a restroom for males, two urinals and one toilet should be sufficient. In a restroom for females, two toilets should be adequate. It is recommended that requirements of the ADA be followed when designing these facilities.

The agricultural science teacher’s office should carry the same status as any other professional’s office. It should contain locking files, a secure computer, telephone, and related equipment. Doors should be equipped with locks. Office ventilation should be considered when planning the facility. Central air and heat is desirable in

Where departmental restroom facilities are provided, a shower and locker area is optional. A 13

locker area is not necessary since most students do not change clothes for laboratory activities. While these features are not a necessary item in the facility, some school districts, especially those with school-based learning laboratory courses, do make them available to the students. If lockers are included, they should of the expanded metal type. Lockers should be secured with locks. If a changing area is provided, benches should be permanently installed. Students will need a storage area for their materials, supplies, and personal items. Laboratory tables are available with storage compartments underneath. This storage should provide easy access for students and maximize space.

contain counter top tables of an inert material common to science laboratories. These tables can also be used in the standard classroom. Tables and chairs are recommended for the classroom rather than individual desks or armchairs. Table should not be attached to the floor so that they can be rearranged for various classroom activities and individual learning styles. An industrial quality table 30 inches wide, 60 inches long, and 30 inches high should be provided with matching chairs for each two student in the largest class. The teacher should be provided with a lecture stand of convenient height to permit reference to notes and other teaching materials from a standing position.

Students should have access to an area where they can clean up after laboratory activities are complete. An easy-access wash area in the laboratory should be available.

FLOOR PLANS Attached to this section are example floor plans currently in use by Agricultural Science Departments. These represent examples only and are not included to suggest that these are model classrooms. Departmental configurations are given for one-teacher, two-teacher, and multiteacher departments. You may contact Instructional Materials Service, 2588 TAMUS, College Station, Texas 77843-2588 if your planning committee is interested in any of the configurations. We will assist you in contacting the school that provided the plans for this publication.

FURNISHINGS When considering furnishings, several options are available. Recommendations for furnishings have been discussed earlier in this document. The teacher should decide what type of furniture will be available for the students in a standard classroom setting. However, if a laboratory is incorporated into a classroom setting, it may be necessary to make special arrangements. For example, a biotechnology laboratory should

Figure 1. Sample floor plan of a Single Teacher Agricultural Science and Technology Department.

Figure 2. Agricultural Science and Technology Department, Economedes High School, Edinburg, Texas.

Figure 3. Agricultural Science and Technology Department, Jim Ned High School, Tuscola, Texas.

Figure 4. Agricultural Science and Technology Department, Nikki Rowe High School, McAllen, Texas.

Figure 5. Agricultural Science and Technology, Dumas High School, Dumas, Texas.

Agricultural Science and Technology Facility Photographs

9006C1: Covered, secure site adjacent to main building increases work and storage area.

9006C2: Lockers can provide a secure area for students to storeitems often used in laboratory or classroom activities.

9006C3: A wet sink, counter, and cabinet will serve classroom laboratory activities.

9006C4: Shelves and periodicals rack can provide students access to a variety of reference materials.

9006C5: An accordion panel between classrooms is an inexpensive way to provide a meeting room for group activities. There is a noise factor to consider since some panels do not provide sufficient sound-proofing.

SAFETY AND SECURITY section is a reminder to include security as part of overall program management.

INTRODUCTION Security Aspects A security system is essential to the entire facility. Safety and security concerns are vital considerations in the development of a new program or addition to an existing one. The system should include building/intruder considerations, external motion detectors, and timed security lighting. The agricultural science laboratory is an instructional area. In districts that do permit random entry by maintenance personnel, a special lock with one-key access is recommended.

FACILITY SECURITY Maintaining a secure facility begins in the planning stages and carries into set up and operation. Security includes issues of intruders, building lock down, inventory, and fire and smoke alert systems. Early planning for the facility will address • • •

Where as this section does not go into explicit detail, it does identify issues for consideration by the planners. All phases of instructional programs should consider safety of the participants as well as safety of the facilities. Key elements to a sound safety program should include • • • • • • •

• • • • •

Safe design of the facility, Emergency escape or protective shelter, Safe work procedures (Student and Instructor), Procedures for emergency response, Equipment for emergency response, first aid, and protection from hazards, Safety training for school personnel, students, and visitors, and Proactive evaluation of facilities and procedures to identify and correct deficiencies.

Intruder alarm, Procedures to handle unauthorized intruders, Building security lock down procedures and key control, Control facility access, Property engraving, Inventory control, Security cameras/taping system, and Fire/smoke alarms (audible and visual).

PERSONNEL SECURITY Security of all personnel in the department should be a major consideration to early planners. From notification systems to student/teacher ratios, personnel security measures will work to enhance an overall secure environment. These measures include • • • • •

SECURITY Security is another form of safety, which more specifically refers to the threat of criminal or civil violators. The elements to consider for protection will include school personnel, students, facilities, information, and physical assets. Schools should have an emergency action plan, which includes security. This

Supervision/student-teacher ratio, Student and personnel identification, Controlling facility access, Communications, and Emergency lighting.

INFORMATION SECURITY Information security includes storage of information, procedures to control and authorize access to that information, and a reliable back up system for information. Considerations for in-

formation control range from passwords on personal computers to locks on files.

standards is recommended to further enhance a safe environment and instructional procedures.

SPECIFICATIONS AND RECOMMENDATIONS

School personnel are subject to the Texas Hazard Communications Act of 1985 and the Texas Health and Safety Code (also see the HAZCOM section within this publication).

Safety considerations are the responsibility of all participating parties. Basic facility safety should primarily rest with the designing architect. The architect’s design should include specifications and recommendations from all federal, state, and local agencies. These include, but are not limited to, the following: •

National Building Code (NBC)

•

National Electric Code (NEC)

•

National Fire Protection Association (NFPA)

•

Texas Department of Health (TDH)

•

Texas National Resources Conservation Commission (TNRCC)

•

Environmental Protection Agency (EPA)

One general guide to safety regulations and procedures is the “Texas Safety Standards-K through 12,” available from the Texas Education Agency. Along with a general overview, the publication contains numerous requirements. EMERGENCY RESPONSE AND EVACUATION Safety programs should include procedures for emergency situations as well as all necessary equipment. Planners should develop procedures that include but are not limited to • • • • • • • • •

Meeting the minimum requirements of the associated agencies should only be the beginning of safety measures. Additional recommendations by professionals and examples that set precedents should be considered to further enhance the facility and operations. This publication has begun such an enhancement process by consulting with the following groups and publications: • • • • •

Experienced teaching professionals Professional safety consultants Manufacture’s representatives Code of Federal Regulations Occupational Safety and Health Act (OSHA)

Emergency medical care, Minor first aid, Fire, Notifying authorities, Weapons, Violence, Bomb threat, Drugs and alcohol, and Natural disaster and weather.

Evacuation procedures should include • • •

APPLICABLE SAFETY LAW

How to leave the premises, Where to assemble, and Where and how to take shelter when dangerous situations arise (e.g., tornado).

The developers of these procedures should also consider all pertinent locations where instruction may occur. These include, but are not limited to, the main facility, greenhouses, farms, ranches, lakes, and field trip locations.

At the time of this publication, OSHA governs neither the school personnel nor students. Still, the associated safety standards are considered reasonable. Therefore, compliance of these 28

HAZARDOUS COMMUNICATIONS (HAZCOM)

SAFETY AND HAZARD MANAGEMENT The management of safety and potential hazards is an ongoing process. Once procedures are established they will need to be continually revised and taught. Anytime a new machine or task is introduced, there should be an analysis conducted to evaluate the potential risks and appropriate safeguards. In addition, routine safety inspections should occur to confirm compliance and identify potential hazards. Such inspections may be performed with the help of checklists, which are available in the “Texas Safety Standards” publication or may be obtained from the National Safety Council (NSC) and OSHA.

The contents of this section refers to the Texas Administrative Code, Title 25, Part 1, Chapter 502, Hazardous Communications Act. The requirements of HAZCOM are designed to inform both school personnel and students about the conditions associated with chemicals and other products which may be hazardous if used or misused. This law is directed toward school personnel, yet item one (1) below is also required for students. It is recommended the first three sections be extended to students. The four main sections are as follows:

Hazards will occur within the school and especially the agricultural science department. Once a hazard is identified the follow strategies should be incorporated. First, eliminate the hazard if possible. If the hazard cannot be eliminated, an attempt should be made to reduce the exposure using engineering controls. Where engineering cannot fully reduce the hazard, it will be necessary to use procedural controls. If the previous options are not viable, personal protective equipment (PPE) may be used as a last resort (See below). This is only if such equipment provides adequate protection from the hazard. If the PPE does not provide adequate protection, the task should not be attempted.

1. Material Safety Data Sheets (MSDS) for each hazardous product must be current and readily available within the facility. This applies to any hazardous product with which students or personnel may have contact. 2. All containers must have a label that clearly and accurately identifies the content and hazard. 3. An education and training program along with a written program must be established and conducted. 4. Employers must post and maintain notices informing the employee of their rights under the Hazardous Communications Act.

PERSONAL PROTECTIVE EQUIPMENT (PPE)

ILLUSTRATIONS

PPE describes numerous devices which, when worn, protect against hazards. These products include but are not limited to • • • • • • •

Following this section on the website are photographs that represent selected safety concerns that are part of the agricultural science and technology department. Each illustration contains a caption that further explains the photograph.

Gloves, Hardhats, Hearing protection, Respirators, Clothing, Shoes, and Eye and face protection. 29

Safety and Security Photographs

9006D1: Exits doors can be equipped to provide one-way traffic out of the building in case of an emergency.

9006D2: Security cameras in sensitive areas or project laboratory provide an extra degree of protection.

9006D3: Fire alarms and emergency power shutoff switches decrease the opportunity of injury to both students and instructor. A first aid kit, although recommended, should not avoid the use of a school district medical professional from attending to injuries.

9006D4: A transparent, ultra-violet safe curtain allows for a safe arc welding work while keeping the student visible to the instructor.

9006D5: A flame proof storage facility provides safe storage for combustible materials.

STUDENTS WITH DISABILITIES

INTRODUCTION Students are entitled to nondiscriminatory education on the basis of disability. Definitions of “disability” and a “qualifying individual” are in the Americans with Disabilities Act (ADA) Handbook (EEOC-BK-19). The definition “qualified individual with a disability” is in section 201(2) of the act. Under the protection of the ADA, any qualified individual with a disability shall be allowed to participate in the benefits or services of any private entity. Public schools by definition are a public entity. As such, they are mandated to provide handicapped students with access to any program or curriculum the school district provides to all students.

(UFAS) or with the Americans with Disabilities Act Accessibility Guidelines (ADAAG) for Buildings and Facilities. Additionally, Section 204(b) of the ADA states that title II regulations must be consistent with section 504 regulations of the Rehabilitation Act and with the ADA. The Department of Justice has determined that a public entity should be entitled to choose to comply with either ADAAG or UFAS. There are eight Federal agencies listed in Section 35.190(b)(1)-(8). Two have particular concern to the Agricultural Science and Technology program. The Department of Agriculture [35.190(b)(1)] has the responsibility for the implementation of subpart F of this section. It addresses all programs, services, and regulatory activities relating agricultural production, including extension services.

The ADA should be a major resource in the planning, design, and implementation of facilities needed to serve special needs in each agriscience course of study. It will be less expensive to construct facilities with the necessary accommodations than to redesign or refit existing facilities. Granted, it is not possible to predict every need that may arise. Still, with careful planning, many of the design and construction considerations may be addressed prior to letting of bids.

The Department of Education [35.190(b)(2)] has the same responsibility to all programs, services, and regulatory activities relating to the operation of elementary and secondary education systems. If any discrepancy arises between any two agencies, section 35.190(c) provides that the Assistant Attorney General shall determine which one of the agencies shall be the designated agency for purposes of that complaint.

It is not the purpose of this section to provide an in-depth analysis of the Americans with Disabilities Act. Instead, this section is to bring attention to selected parts of the ADA and challenge the designer to consider ADA requirements during the planning stage.

Public Law 105–17 is the Individuals with Disabilities Education Act. Title I, Section 101 are amendments to this act. Part A of this title is General Provisions. It includes Section 6129(a)(5), Least Restrictive Environment. In this section, the law in general states that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled. The law stipulates that special education classes, separate schooling, or other removal of children with disabilities from the regular educational envi-

DESIGN AND CONSTRUCTION First, it is mandated that any new construction or altered facility after January 26, 1992 must comply with Section 35.151 of the ADA. This section establishes two standards for accessible new construction and alteration. The school district may choose conformance with the Uniform Federal Accessibility Standards 33

ronment can only occur when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Compliance with this law specifically stipulates that disabled students with the ability to function in a classroom or laboratory setting must be provided with the environment that allows them the ability to participate in routine activities.

clearance issues regarding doorway width and depth, pathways, and forward and side reach are addressed. Not all of the standards are included in this document. Additional standards are in the Americans with Disabilities Act Handbook. ILLUSTRATIONS Following this section on the website are photographs that represent selected ADA concerns that are part of the Agricultural Science and Technology department. Each illustration contains a caption that further explains the photograph.

ACCESSIBLE ROUTES Included in this section are space factors to consider when planning a facility. Wheelchair

Students with Disabilities Facility Photographs

9006E1: Ramps allow for access to buildings for individuals that cannot use steps.

9006E2: Doors can be equipped with automatic openers.

9006E3: Braille signs provide readable information by the sighted and the visually impaired.

9006E4: This type of desktop is designed to facilitate wheelchair access.

RECOMMENDED FACILITY STANDARDS

The scope of the Agricultural Science and Technology curriculum provides students a variety of career opportunities within its seven systems. Classroom facilities may be similar for the different systems, but laboratory and instructional equipment requirements can vary. General facility recommendations discussed earlier in this document are generic in nature. The recommendations that follow are specific to each system or instructional area within a system.

special laboratory facilities. The mechanized agriculture laboratory can be utilized by most of the other systems. However, fumes from welding equipment are lethal to aquatic species when aquaculture facilities are in the same area. A meat science laboratory requires facilities that can be easily cleansed with hot water. A regular mechanized agriculture laboratory environment cannot accommodate these needs. The horticulture system should have a greenhouse to fully meet the needs of the curriculum. Still, a laboratory is necessary apart from the greenhouse. This area can be used for floral design activities or demonstration work. A study of the recommendations for specific laboratory requirements should provide planners and designers with information needed to maximize use of space.

Regardless of the systems of instruction, a school district should plan for some type of learning laboratory. This can serve the mechanized agriculture curriculum specifically or it can be designed to serve multiple system laboratory needs.

ILLUSTRATIONS The importance of stressing safety and ADA considerations to the architect in the early planning stages of the total AST facility cannot be overemphasized.

Following this section are photographs that represent selected facility concerns that are part of the agricultural science and technology department. Each illustration contains a caption that further explains the photograph.

SCHOOL BASED LEARNING LABORATORIES The state Agricultural Science and Technology curriculum offers fields of study that require

LEADERSHIP DEVELOPMENT AND TECHNOLOGY SYSTEMS Recommended Class Size: Preferred:

24 students 20 students

DEPARTMENTAL EDUCATIONAL TECHNOLOGY EQUIPMENT

INTRODUCTION These two systems are grouped together because they use much of the same equipment. Classroom needs are similar and technology equipment can easily be utilized in both systems.

A teacher presentation station should be part of the technology laboratory. If a separate classroom is available, this may be a designated station. Where a technology laboratory is part of the classroom or classrooms in an agriscience department, a portable unit can be shared.

Technology is rapidly becoming an important tool for teachers in agriscience classrooms and a major course of study for students. The implementation of technology in agriscience includes both computer and audio/visual curriculum. This section will focus only on the computer and video projection aspects of classroom and laboratory instruction. This section will also address the technology needs of the classroom setting.

The teacher presentation station should have the following technological equipment. • •

Computer Video projection equipment 1. Data projector capable of accepting audio and video from other sources (such as VCR or DVD) with a quality projection screen. 2. LCD panel and high quality overhead projector with quality projection screen. 3. Video scan converter and large screen television(s). The technology laboratory should have computer stations. Each station should have Local Area Network (LAN) and Internet access with the following: • Unique user ID and password for each user. • Virus protection software at all stations. • Read/execute only on program files. • Metering software to ensure software license compliance. • Safeguards against adding additional software without approval.

Technology is changing at such a rapid pace that it is difficult to make specific statements about the technologies that are available for implementation into the classroom. Because of this, recommendations for technology education in agriscience will be generalized. The implementation of technology into the agriscience curriculum can take one of two directions. First, the school district may choose to incorporate the computer laboratory into the regular agriscience classroom setting. Second, the school district may choose to develop a technology center or laboratory separate from the regular classroom. Both options are discussed in this technology section. The school district should provide the hardware and software necessary to equip the agriscience department. In addition, considerations for Internet use are discussed in this section.

All classroom computers should be networked with access to printers. The technology laboratory should have • A high-speed, monochrome printer, • A digital camera, • A color scanner, • A portable computer and printer for on site presentation use, • A portable data projection unit and screen for off-site presentations, and •

gram allows the user to develop Web sites for display on the Internet. There are a variety of software programs available for the Agricultural Science and Technology program from Instructional Materials Service, Texas A&M University. Of these programs, the Supervised Agricultural Experience (SAE) record-keeping software will provide a means for students to maintain records for class credit. The National FFA also provides access to a variety of software programs.

A video cassette recorder. INFRASTRUCTURE

SOFTWARE

The infrastructure is a total package of the ambient needs in the technology laboratory. The infrastructure includes • Electrical fixtures, • Networking, • Lighting, • Climate control, • Furniture, and • Media.

Software applications vary with the instructor’s confidence and skill level with each program. Still, certain types of programs should be available. A graphical user interface based operating system, such as Windows™ or the MacIntosh™ Operating System, should be available on each computer. This provides easy access to programs on the computer. Virus protection is essential to provide a margin of safety for the computer and the network. A Web browser should be installed to allow quick and easy access to the Internet.

Electrical Fixtures Design of the technology laboratory should include 120-volt outlets along the walls. These should be at desk height. Surge protection should be provided. This can be applied to each computer station or to each circuit in the laboratory. Where a technology laboratory is incorporated into a regular classroom, additional outlets may be necessary. As with any electrical fixture construction, all wiring must meet state and local codes for the structure where they are installed.

Several application suites are available. Each program should readily accept data from other programs in the suite. This package should contain the following • Word processing program, • Spreadsheet program, • Database program, and • Presentation graphics program. A graphics editor allows the user to manipulate, enhance, or create illustrations or photos for use in presentations or publications. The programs vary in price and capability. A computer aided design (CAD) program should be available for drawing plans for student constructed projects. This type of software varies greatly in application use from the very basic to the most comprehensive. An HTML editor is still another program useful to a technology class. This pro-

Networking Networking allows all computers to send and receive files. Files can be transferred to other computers, to the printer, or to a projection device. Networking is accomplished by using category 5 unshielded twisted pair cabling. Conduit and raceway is the preferred method of installation. It is also possible to establish a 40

wireless networking system. Each system, wireless or cable, has its advantages and disadvantages.

requires a climate-controlled environment 24hours a day, 365 days a year. Without a constant environment, technology equipment can be adversely affected.

Network servers, hubs, switches, and other communications equipment should be isolated in a climate-controlled, restricted area where possible.

Furniture The furniture used in a technology laboratory must meet ergonomic standards. This includes desks with an adjustable-height keyboards and adjustable chairs. Each computer workstation should be a minimum of 30 inches deep and 42 inches wide, allowing room for the monitor, keyboard, texts, notebooks, and additional materials. Texas Safety Standards recommends 15 square feet per computer station, 12 square feet per monitor/VCR/video disc player, and 20 square feet per physically impaired student station.

Lighting Lighting in a technology laboratory is a major consideration. Fixtures should be recessed to reduce glare. The lights should be equipped with an adjustable intensity switch. Zone control is also necessary. This will allow the instructor to produce variable light intensity throughout the room as needed. A room without windows is preferred. If windows are part of the design, light from the outside should be blocked.

For students requiring special space, width, and height requirements, workstations should be planned with flexibility. Some systems, such as those used to edit video, may require a double monitor system. This would require a larger work area. Additional tables should be available as work areas. These areas should be free of all technology equipment.

Climate Control Technology equipment and software is sensitive to heat and humidity. Also, computers and other hardware will generate additional heat. Thus, the technology laboratory should be equipped with climate controls. Independent temperature controls should be installed for each room containing computers and other heatgenerating equipment. If the air conditioning system does not reduce humidity levels adequately, a de-humidifier may be necessary to provide the proper environment.

Media A variety of media equipment should be available, including but are not limited to • A computer, • A television, • A VCR player/recorder, • A DVD player, • A data projector, • Digital cameras (still and motion), • A projection screen (seamless construction and 1.3 x height for most applications), and • Marker boards (dry erase with nonglare matte finish).

Special considerations apply where the technology laboratory is incorporated into the regular classroom setting. In most of these situations, the classroom setting is adjacent to or nearby the mechanized agricultural laboratory. This type of laboratory will generate fumes, smoke, and dust. These products are harmful to technology equipment. The air supply serving the mechanized agricultural laboratory should be segregated from the room containing the technology equipment and software.

Each piece of equipment should be cataloged and the serial number should berrecorded.

Still another consideration is climate control during holidays and summer. This equipment 41

It is not intended to suggest that this is an idea classroom layout.

TECHNOLOGY LABORATORY A technology laboratory should allow 36 square feet per student at the secondary level, which will equal 900 square feet for a maximum class enrollment of 24 students. All construction should be in accordance with local and state building codes and meet all ADA requirements.

The photographs at the end of this section represent facilities currently in use by the school districts identified in the caption of each picture. If any of these scenes interest the planning committee or architect, please contact the school for details. If you cannot locate the school, contact Instructional Materials Service and we will be glad to provide assistance.

INCORPORATED TECHNOLOGY LABORATORY An incorporated technology laboratory is one that is included in a regular classroom setting. In this setting, an estimated 15 square feet per computer station, 12 square feet per monitor/VCR/video disc player, and 20 square feet per physically impaired student station should be added to the classroom space requirements. When adding a technology laboratory to an existing classroom, the total space requirements of that classroom should not be reduced.

REFERENCES Several publications are available for additional information to use in the preplanning stage. In addition to these hardcopy references, resource personnel with existing technology labs and computer specialists are valuable resources. ILLUSTRATIONS Following this section are photographs that represent selected technology laboratory concerns that are part of the agricultural science and technology department. Each illustration contains a caption that further explains the photograph.

FLOOR DIAGRAM AND ILLUSTRATIONS Attached to this section is a floor diagram of a technology laboratory. It is provided only as an example of how a laboratory may be configured.

References Texas Safety Standards: Kindergarten through Grade 12. Austin, TX: Charles A. Dana Center, Texas Education Agency, 2000. Hubbard, George U., Larry W. Lucas, Kathleen M. Holmes, and Paul Hons. Designing the Technology Infrastructure for Schools. 2nd ed. The Texas Center for Educational Technology. n.d. CIT Services, Cornell University. (2001). [Online]. Available: http://www.cit.cornell.edu/computer/instruct/classtech/ [2001, June 6] Remis, Peggy and Carl Hoagland. Telecommunications Applications Handbook for Teachers Grades K12. St. Louis, MO. 1997. Frech, Marshall. The Basics of Telecommunications Networks for Schools: A Guide for the Nontechnical Reader. St. Louis, MO. 1997. Technology Advisory Committee Tim Knezek, Curriculum Specialist, Instructional Materials Service, College Station, TX Ronel Roberts, Career and Technology Specialist, Region III Service Center, Victoria, TX Tom Heffernan, Retired Agriscience Teacher, Poteet, TX Lisa Pieper, AST Teacher, A&M Consolidated HS, College Station, TX Tom Maynard, Executive Director, Texas FFA Association, Austin, TX 42

Figure 6. Sample technology classroom floor plan.

Figure 7. Agricultural Science and Technology Department, Orange Grove High School, Orange Grove, Texas.

Leadership and Technology Photographs

9006G1: Technology classroom that incorporates both computer stations and work tables.

9006G2: Technology classroom that utilizes only computer stations.

9006G3: Technology classroom utilizing only computer stations in a varying pattern.

9006G4: Printer station should be set up and accessible to all students.

MECHANIZED AGRICULTURE Recommended Class Size: Preferred:

25 students 15 students

•

INTRODUCTION

National Electric Code (NEC) Specifications, and • Occupational Safety and Health Act (OSHA) requirements. Planners should also reference such authorities as the Southern Building Code (SBC) or other locally adopted building codes. It should be noted that these building codes outline minimum, not optimum, standards. Minimum standards should never be interpreted to represent optimum standards.

The mechanized agriculture system is composed of five major focus areas: construction and maintenance, power and machinery, electrification, structures, and soil and water management. The recommendations presented in this document represent the needs for the total instructional program as well as technical semester courses and school-directed laboratory courses. The maximum number of students enrolled in a mechanized agriculture course should not exceed the number of students that can be offered safe and effective instruction. The advisory committee suggests a recommended maximum class size of 25 students, with a preferred enrollment of 15 students for any mechanized agriculture course. Texas Administrative Code 61.103 defines the maximum number of students that can be offered safe and effective instruction in a high school classroom as 25.

The recommended starting point is to design the mechanized agriculture laboratories to meet the instructional requirements for Agricultural Science 221 – Introduction to Agricultural Mechanics and build from there based on a variety of additional considerations. These considerations include but are not limited • • • • • • •

Long-range growth needs of the mechanized agricultural technology program should be considered when planning facilities. In addition, other departmental systems may require space for particular program needs. It becomes the responsibility of the agricultural science teacher to be aware of program needs and convey that information to the responsible party.

Curriculum design (pathways offered), Flexibility, Basic Floor Plan, Safety Components, Future Expansion, Complementary Skills, and Total Instructional Components.

FLEXIBILITY

Facilities must comply with all minimum state, county, local, and municipal codes. All architectural drawings and construction practices must meet or exceed all applicable building codes. These codes and compliance requirements may include • Americans with Disabilities Act (ADA) requirements, • National Fire Protection Association (NFPA) Codes,

The design of the entire agricultural science facility should respond to change. Without change, the program can become unresponsive to the students and they will lose interest. These changes require the facility to be adaptable and flexible. Flexibility of design allows for changes in curriculum design to be introduced without loss of instructional space. BASIC FLOOR PLAN This section includes a table of recommendations for minimum space allocation in mecha49

nized agriculture laboratories based on the number of teachers in the agricultural science program and course offerings in the agricultural science curriculum. A laboratory should meet certain minimum space standards for group instructional areas or project assembly areas. This does not include the operating space requirements for equipment or space for other parts of the facility such as restroom, office, and storage areas.

more details. Table 4 provides recommendations for special features included in a laboratory facility. The amount of space needed for each piece of power equipment in the agricultural science facility is provided in Table 5. Since the shape and interior arrangement of a building affects building utilization patterns and available space, the school official responsible for facilities planning should become familiar with the space needs for each area and piece of equipment. The facilities planner should consider several building shapes and interior arrangements before selecting a plan. Many experienced agricultural science teachers report that supervising students and arranging equipment is much easier in a rectangular laboratory. A width of 40 feet or more, and a width-to-length ratio of 1:1½ is recommended for the agricultural science facility.

SPACE ALLOCATIONS The information in the following tables is given to show the space allocation for specific areas within the agriscience facility. Table 3 provides recommendations for space needs for storage, office, restroom, and other areas. These are recommendations for a one-teacher department. Additional space will be needed for multiple teacher departments. See pages 4 and 5 for

Table 3. Summary of Required Storage, Office, Restroom, and Support Areas. Classroom Storage Space

150 square feet

Office

Single teacher 120 square feet Each additional teacher 80 square feet

Tool Room for Laboratory

200 square feet

Lab Supplies and Shop Materials Storage

300 square feet*

Restroom, Boys and Girls (each) Shower Room

100 square feet** 20 square feet**

Locker/Dressing Area

175 square feet** (exposed area for ease in monitoring)

Lumber/Metal Storage Racks

100 square feet

Approved Paint Facility

350 square feet

TOTAL

1,695 square feet

* **

It is recommended that each facility have externally vented, approved cabinets or store rooms for the storage of combustible materials These may be combined.

Table 4. Special Features Recommended for Inclusion in the Laboratory Facility. Emergency eyewash and drench shower (minimum)

16 square feet

Student wash-up area (in laboratory)

50 square feet

Hazardous materials/waste storage

50 square feet

Facilities shall meet the requirements of Individuals with Disabilities Education Act. For physically impaired students, 20 square feet per student station should be allocated.

8. Mark safety zones in the shop. The machines and equipment should be located in a manner that will require a person to cross a yellow line to get to a machine. A person should be able to enter and exit the laboratory at any door without crossing a yellow line. There should be aisles between separate safety zones for foot traffic and movement of materials. Refer to IMS Catalog #4624, Safety Color Coding for the Shop for information regarding safety zones and color coding.

DETERMINING THE SIZE AND LAYOUT OF THE LABORATORY State and local program needs and objectives should be used to determine the size of the laboratory and the machines to be placed in the facility. Planning should also allow for future additions of machines and equipment. The following are suggested steps for planning the equipment layout in the shop. 1. Determine specific laboratory areas (this includes wood, metal fabrication, small engines, electricity, plumbing, construction and assembly). 2. Choose equipment based on safety, convenience, flow pattern for materials, and access to assembly areas. 3. Determine free area (safety zone) needed for each piece of equipment. 4. Determine which machines to be located along the walls (these include radial arm saw, cut-off saw, drill presses, grinders, and arc welders). 5. Locate machines along walls and provide safety zones. 6. Locate machines in open areas, and use power islands to provide the most efficient use of available floor space. 7. Provide assembly areas for project layout and construction and for placement of woodand metal-working tables as needed (assembly areas inside shop should be 750 to 1500 square feet).

In determining the safe floor space requirements or safety zones needed for machines and equipment, a designer should consider • • • •

Use of the machine, The dimensions of materials that will be handled, The flow of material through the machine, and The safety space needed for the operator.

COMPLIMENTARY SKILLS Facilities planned for use in one instructional system can be easily incorporated into other systems. Facility requirements for various systems can complement each other. For example, a school may plan to include course offerings in the horticulture system in its curriculum. A horticulture program does not require a mechanized agriculture laboratory as part of the prerequisite facilities. However, horticulture does require some knowledge of skills that include electricity, plumbing, and small engine mainte51

nance and repair. Access to a mechanized agriculture laboratory will be useful in the horticulture program. The facilities planning process should take into account complementary skills found in the various systems. A mechanized agriculture laboratory should be adaptable and accessible to a range of courses in other systems of the agricultural science curriculum.

The table saw is used to rip lumber up to 16 feet long, and to cut 4’x 8’ sheets of plywood. Free areas of 16 feet before and behind the saw, 8 feet to the left of the blade, and 4 feet to the right of the blade indicate that a safety zone of 420 square feet is necessary (12’x 35’ = 420 square feet). The radial-arm saw is used primarily to crosscut lumber up to 16 feet long and may be used to rip lumber. Free areas of 16 feet on the right side of the blade, 10 feet on the left side of the blade, and 4 feet in front of the saw for the operator indicates that a safety zone of 182 square feet is necessary (7’x 26’ = 182 square feet).

METHOD OF DETERMINING SAFE FLOOR SPACE FOR MACHINES AND EQUIPMENT In addition to student space, each piece of equipment also has a safe floor space designated area based on the dimensions of the equipment and it’s typical use.

Table 5: Recommended Safe Floor Space Needs for Selected Equipment Free Space Dimensions in feet 7’x 32’

Free Space Area in square feet 224

Air compressor

5’x 5’

Arc welder

5’x 7’

Band saw, metal cutting

10’x 34’

340

Band saw, vertical

8’x 12’

Computer station

3’x 5’

13’x 22’

286

8’x 9’

11’x 16’

176

Monitor/VCR/videodisc player

3’x 4’

Oxyacetylene rig & cutting table

8’x 24’

192

Pipe bender

15’x 25’

370

7’x 6’

182

Sander, combination

10’x 12’

120

Table saw

12’x 35’

420

Woodworking table

12’x 13’

156

Equipment Abrasive/cold cut-off saw

Drill press Grinder, pedestal or bench Metalworking table

Radial arm saw

This list may be modified or adapted, based on various pieces of equipment. For example, a district will need to plan for safe floor space needs when purchasing an ironworker, bender, or other large piece of equipment.

When planning floor layout for large power tools, allow for dead floor space behind tools (i.e., drill press, radial arm saw, and grinders). To optimize safe floor space, it is often wise to position these types of equipment against walls or columns.

SAFETY PRECAUTIONS FOR THE AGRICULTURAL SCIENCE LABORATORY

Safety concerns must be considered to fully plan for a facility that does not jeopardize the safety of students, teachers, or visitors. The safety of students in the laboratory is not just a matter of supervision. The facility must provide the features necessary to provide a safe learning environment and allow for action to be taken when problems arise. Specific safety issues will receive more detailed discussion later in this section.

The Texas Department of Health, Austin, TX, has developed safety standards for most occupations. Questions pertaining to laboratory safety should be directed to this department (the TDH web site is listed at the end of this section). Agricultural science facilities should be designed and managed with safety as a principal consideration. Several recommendations for improving safety in agricultural science facility are discussed in this section.

The student/teacher ratio is a major concern that affects facility size. It is important to remember that larger class enrollments require more space in the laboratory. However, larger classes tend to reduce the opportunity for the instructor to provide safe and effective instruction and supervision to all students. The inability to properly supervise students threatens the safe and effective learning environment by increasing the possibility of student injury. Programs with special-needs students and substandard facilities should work to further decrease student ratios. Mechanized agriculture professionals in industry, secondary education, and higher education agree that the preferred student/teacher ratio does not exceed 15:1. Realizing, however, the conflicts that can occur in scheduling, some schools will opt for a higher ratio. The maximum student/teacher ratio recommended by the group is 25:1. This number is contingent on

SAFETY CONSIDERATIONS Texas Education Code, Title 19, Chapter 247. The Code of Ethics and Standard Practices for Texas Educators. Among other things, this legislation requires teachers to •

•

Comply with all written local board policies, state regulations, and applicable state and federal laws; and, Make all reasonable efforts to protect students from conditions that are detrimental to learning, physical health, mental health, or safety.

adequate space, available equipment, special needs of students enrolled, and the course of instruction. Schools can face serious liability issues when exceeding this recommendation.

This legislation states that teachers may remove a student from the classroom or laboratory setting and send that student to the principal’s office for disruptive behavior in order to maintain effective discipline and a safe learning environment.

The mechanized agriculture curriculum is designed to provide instruction to the students regarding safe practices in the laboratory and with equipment and supplies. The laboratory should contain equipment and supplies that will allow students to learn safely. There should be emergency response lighting and alarms in the classroom and laboratory areas. The facility should be equipped with manually operated pull-type activators that will generate an immediate emergency warning. These devices may be used for any panic situations (i.e., fire, police, and violence). These signal devices should contain both lights and audible warnings. Evacuation route signs should be posted in each interior room with routes marked and clearly visible when the emergency lighting is active. “Panic hardware” should be on all personnel doors. These activators should be clearly marked and have unrestricted access. All exterior doors should be mounted to swing to the outside. This allows for ease of evacuation in case of emergency.

Personal Protective Equipment (PPE) PPE describes numerous devices, which may be worn as a last resort to protect against hazards. These products include gloves, hardhats, hearing protection, respirators, clothing, shoes, and eye/face protection. Each task within the learning environment should be analyzed to determine the possible hazards. In each instance, the hazard should be eliminated. PPE should be used only as a last resort and only if it can provide adequate protection. Every laboratory should maintain an array of personal protective equipment (PPE) for each student. Texas Education Code, Title 19, Chapter 38, Section 38.005 states each teacher and student must wear industrial-quality eye protective devices (safety glasses or goggles) in appropriate situations as determined by school district policy. Local districts must adopt rules defining when eye protection should be worn and the type required for specific conditions.

Beyond these considerations, safety factors that must be a part of every laboratory include • Easily accessible first aid kit, • Safety signs & posters prominently displayed, • Easily accessible eye wash area, emergency shower, and suitable floor drain, • Easily accessible fire extinguishers/ suppressant systems, • Easily accessible shunt-type emergency disconnect and, • Smoke, heat, and carbon monoxide detectors, installed and operational.

Texas Administrative Code, Title 25, Part I, Chapter 295, SUBCHAPTER F. Standards for Face and Eye Protection in Public Schools. The provisions of this chapter “apply to all teachers and students in Texas public schools that participate in certain vocational, industrial arts, and chemical-physical courses or laboratories where potentially hazardous operations exist.” Legislation stipulates: • Local school boards and administrators furnish eye protection suitable for the type of activity; • Eye protection be worn when there is a reasonable probability of bodily injury; • Eye protection be kept clean and in good repair; and,

Texas Education Code, Title 19, Chapter 37. Discipline: Law and Order

•

Design considerations should locate equipment based on potential noise levels. Good planning will place “noisy and/or dirty” laboratory areas away from the classroom(s). For example, stationary abrasive saws and air compressors should be located away from the classroom. The noise associated with such equipment can detract from classroom instruction. Planning should also include the placement of welding areas. Chipping and grinding activities and associated noise levels can also detract students in adjoining classrooms.

Teachers and students who wear corrective lenses must be provided goggles that can be worn over corrective spectacles without disturbing the adjustment of the spectacles.

Special eye and face protection should be provided when machines or operations present potential eye or face injury, such as flying material, splashed chemicals, and hot products. Eye and face protective equipment should meet the requirements of the American National Standards Institute (ANSI) Practice for Occupational and Educational Eye and Face Protection, Z87.1. One source for this document is Global Engineering Documents. The GED web site is listed at the end of this section. Safety glasses and goggles must be stored in germicidal cabinets or disinfected regularly.

Flammable and Combustible Liquids Mechanized agriculture laboratories use a variety of chemicals that include oil, solvents, paint, pesticides, and fuels. Many of these materials are flammable and require the use of a fireproof storage facility. Where possible, this facility should be separate from any source of fire or flame. It should also be ventilated, or in a wellventilated area.

Students may be expected to provide their own protective, natural-fiber clothing such as overalls, coveralls, and denim jeans and shirts. Schools may choose to provide shop coats and aprons.

Only approved containers and portable tanks should be used for storage and handling of flammable and combustible liquids. Flammable liquids should be transported and dispensed using a metal container with a self-closing lid, or “safety can”. Flammable liquids should always be kept in closed containers when not actually in use.

Comfort When considering safety issues, comfort should also figure into the facilities planning process. Students in uncomfortable learning situations tend to get careless, which can lead to injury. Improving the ergonomic aspects of the laboratory area can effectively reduce stress and decrease the opportunity for injury. In providing a safe, comfortable learning laboratory environment for students, some considerations include: • Restrooms and locker/dressing areas; • Community wash areas; • OSHA compliant guarding on all equipment; • Noise/sound reduction control; • Commercial/industrial quality tools and equipment, and • Commercial/industrial quality building and building paraphernalia.

A maximum of 25 gallons of flammable or combustible liquids should be stored in a room that does not meet National Fire Protection Association (NFPA) specifications for an approved storage cabinet. No more than 60 gallons of flammable or 120 gallons of combustible liquids should be stored in any one NFPA approved storage cabinet. No more than three NFPA approved storage cabinets may be located in a single storage area.

2. All containers must be clearly and accurately labeled with regards to the contents and hazard. 3. An education and training program must be established along a written program. 4. Employers must post written notices informing the employee of their rights under the Hazard Communications Act.

Inside storage rooms should be constructed to meet the required fire-resistive rating for their use. Where an automatic extinguishing system is provided, it should be designed and installed in an approved manner. Materials that react with water and create a fire hazard should not be stored in the same room with flammable or combustible liquids. Electrical wiring and equipment located in inside storage rooms should be NFPA-approved for Class 1, Hazardous Locations. Every inside storage room should be provided with either a gravity or a mechanical exhausting system. In every inside room, one clear aisle at least three feet wide should be maintained.

In addition to “plain language” labeling, the NFPA has established the following labeling system for communicating hazards.

Conspicuous and legible signs prohibiting smoking should be posted in service and refueling areas. Further safety information regarding flammable and combustible materials may be found in OSHA regulations, subpart §1926.155. The web site for the Occupational Safety and Health Administration is found at the end of this section. Hazard Communication (HAZCOM) This paragraph references the Texas Administrative Code, Title 25, Part I, Chapter 502, Hazard Communication Act.

Copyright © 1996, National Fire Protection Association, Quincy, MA 02269. This warning is intended to be interpreted and applied only by the properly trained individuals to identify fire, health, and reactivity hazards of chemicals. The user is referred to certain limited number of chemicals with recommended classifications in NFPA 49 and NFPA 325 that would be used as a guideline only. Whether the chemicals are classified by NFPA or not, anyone using the 704 system to classify chemicals does so at their own risk.

The requirements of HAZCOM are designed to inform both school personnel and students about the hazards associated with chemicals and other products that may be hazardous if misused. This law is directed toward school personnel, yet item one (1) below is also required for students. It is recommended that the first three (3) sections be extended to students. The four (4) main sections are:

Gases, Vapors, Fumes, Dusts, and Mists

1. Material Safety Data Sheets (MSDS) must be current and readily available within the facility, for each hazardous product to which the individual may be exposed.

Exposure to toxic gases, vapors, fumes, dusts, and mists at a concentration above those specified in the “Threshold Limit Values of Airborne Contaminants” of the American Council of 60

Government Industrial Hygienists (ACGIH), should be avoided.

Illumination Construction areas, ramps, runways, corridors, offices, laboratories, and storage areas should be lighted adequately (Table 6).

Administrative or engineering controls must be implemented whenever feasible to comply with Threshold Limit Values (TLV).

Table 6: Recommended levels of illumination Foot-candles Area or Operation 30 Storage and restroom 70–100 Classroom and office 50–75 General laboratory 100 Bench work

When engineering and administrative controls are not feasible to achieve full compliance, protective equipment or other protective measures should be used to keep the exposure of persons to air contaminants within the limits prescribed. Any equipment and technical measures used for this purpose must first be approved for each particular use by a competent industrial hygienist or other technically qualified person.

Facility planners may refer to either ANSI/IES standard #RP7-91 (industrial lighting) or ANSI/IES standard #RP3-88 (educational facilities lighting) for further information. These standards may be purchased from Global Engineering Documents.

Fire Protection Information regarding fire protection may be found in OSHA standards, subpart §1926.155. NFPA regulations also apply.

Medical Services and First Aid The school should ensure the availability of medical personnel for advice and consultation on matters of occupational health.

Portable fire extinguishers suitable to the conditions and hazards involved should be provided and maintained in an effective operating condition. (1999 Standard Fire Prevention Code, 608.3.4, Standard Fire Prevention Code 2904.2.7)

First aid supplies should be readily available and appropriate for the most likely injuries. The basic inventory of first aid supplies, as recommended by ANSI Standard Z308.1 Minimum Requirements for Workplace First Aid Kits, consist of

Portable fire extinguishers should be given maintenance service at least once a year with a durable tag securely attached to show the maintenance or recharge date.

• • • • • • • •

In storage areas, clearance between sprinkler system detectors and the top of storage areas varies with the type of storage. For combustible materials stored over 15 feet but not more than 21 feet high in solid piles, or over 12 feet but not more than 21 feet high in piles that contain horizontal channels, the minimum clearance should be 36 inches. The minimum clearance for smaller piles or for noncombustible materials should be 18 inches between the sprinkler system and the top of the stored materials.

Absorbent compress - 1 Adhesive bandage - 16 Adhesive tape - 1” & 2” Antiseptic swab - 10 Burn treatment - 6 Gloves, pair - 2 Sterile pads - 4 Triangular bandage - 1

Additional contents may include: • • • • 61

Antiseptic towelettes - 4 Bandage compresses 2 - 4 Bandage compresses 3 - 2 Bandage compresses 4 - 1

• • • • • •

erators should use appropriate personal protective equipment (PPE).

Cold pack - 2 Eye covering - 1 Eye wash - 2 Eye wash & covering - 2 Roller bandage, 4” - 1 Roller bandage, 2” - 2

Abrasive Grinding All abrasive wheel bench and pedestal grinders should be provided with safety guards that cover the spindle ends, nut and flange. The safety guards should be strong enough to withstand the effects of a bursting wheel.

To insure that appropriate quantities adequate items are selected a physician should be consulted.

An adjustable work rest plate of rigid construction should be used on pedestal and bench grinders and with fixed base, offhand grinding machines. The work rest plate should be kept adjusted to a maximum clearance of 1/8 inch between rest and wheel.

A safety eye wash and deluge shower should be part of the first aid/safety area. The eye protection germicidal cabinet can also be located here, as well as other types of personal protective equipment.

All abrasive wheels should be closely inspected before and during mounting to ensure they are free from defects. Performing a “ring test” after installation will ensure that they are free from defects. See “ring test” under 29 Code of Federal Regulations (CFR) 1910.215.

The laboratory should maintain a Right to Know center. This is a Hazard Communications area that should include a file of material safety data sheets (MSDS) for all chemicals in the classroom, laboratory, or office. This safety center should have a supply of container labels that meet NFPA guidelines. Where toxic fumes may occur, facility planners should follow OSHA, TNRCC, and EPA regulations for the management of these fumes.

Cylinders and Compressed Gases Used in the Mechanized Agricultural laboratory The mechanized agriculture laboratory commonly used a variety of compressed gasses during the course of instruction. Gasses most likely to be present in a laboratory facility are: • Oxygen; • Acetylene; • Propane (LPG); • Argon; • Carbon dioxide • Nitrogen; and, • Branded fuel gasses.

Use of Compressed Air The air compressor and associated piping for the facility should be sized to provide maximum anticipated compressed-air demand. Each outlet for compressed air service should be provided with pressure regulators and a condensation removal device. Condensation removal can be accomplished by placing cutoff valves above and below each compressed air outlet. Outlets designed for use with pneumatic tools (i.e., air drills, air grinders) should be equipped with automatic oilers.

Most of these gasses are flammable, and all are under high pressure. Requirements for the safe storage of these gasses can be found in the latest editions of the “Standard Fire Prevention Code” and “National Fire Protection Association” publications. Another useful reference is the latest edition of the Standard Building Code. The American Welding Society offers a publication

Compressed air used for cleaning should not exceed 30-lb. psi at point of use. Applications for use of compressed air should be equipped with effective chip guarding measures, and op62

Wrenches should not be used when the jaws are sprung to the point that slippage occurs. Impact tools should be kept free of mushroomed heads. The wooden handles of tools should be kept free of splinters or cracks and should be kept tight on the tool.

entitled “Safety in Welding, Cutting, and Allied Processes” that should be referenced in planning a mechanized agriculture laboratory. Contact information for these organizations is found at the end of this section. Compressed gas cylinders should be kept away from excessive heat, should not be stored where they might be damaged or knocked over by passing or falling objects, and should be stored at least 20 feet away from highly combustible materials. Cylinders should be properly secured with a nonflammable device (e.g., chain) when in use and secured with a nonflammable device when in storage.

Liquefied Petroleum Gas Each system should have containers, valves, connectors, manifold valve assemblies, and regulators of an approved type. All cylinders should meet DOT specifications. Every container and vaporizer should be provided with one or more approved safety relief valves or devices. Portable heaters should be equipped with an approved automatic shut-off device to stop the flow of gas in the event of flame failure. Storage locations should have at least one 20pound A:B:C rated fire extinguisher within 10 feet of the fuel gas storage area.

Cylinders designed to accept a valve protection cap should have the cap properly attached except when the cylinder is in use or is connected for use. Some cylinders use a shielded valve area for protection.

When installed outside, containers should be upright upon firm foundations or otherwise firmly secured. Operational requirements sometimes make portable use of containers necessary. If location outside of buildings or structures is impractical, then use of containers and equipment inside of buildings or structures should be permitted. This should be in accordance with the “Safety and Health Standards.” Storage of LP gas within buildings is prohibited.

Acetylene cylinders should only be stored and used in a vertical valve-end-up position. These cylinders contain a liquid, which can escape into the regulator and hose if the valve is opened while the tank is lying flat or at an angle. Oxygen cylinders in storage should be separated from fuel-gas cylinders or combustible materials (especially oil or grease) by a minimum distance of 20 feet or by a noncombustible barrier at least five feet high having a fire-resistance rating of at least ½ hour.

WELDING General Considerations

Drill Press

The school should thoroughly instruct students in the safe uses of fuel gas in welding and cutting operations. It is recommended that used drums, fuel tanks, or other contaminated containers not be cut or welded. Closed containers that have held combustible or toxic materials should not be welded or cut until they have been properly cleaned and marked as safe.

The V-belt drive of all machines and equipment, including the usual front and rear pulleys, should be guarded to protect the operator from contact. Hand Tools Schools should not issue or permit the use of unsafe hand tools. Electric power tools should either be approved double insulated or be properly grounded with a GCFI device.

Schools should instruct students in the safe means of arc welding and cutting operations. Proper precautions (i.e., isolating welding and 63

cutting operations, removing fire hazards from the vicinity, and providing a fire watch) for fire prevention should be taken in areas where welding or other “hot work” is being done. Refer to OSHA Standard 1926.353, Ventilation and Protection in Welding , Cutting, and Heating.

Facilities designed with four or more oxy-fuel welding/cutting stations should consider a manifold system. Manifold systems are safer and more economical in this type of situation. Fewer cylinders are leased for these systems and cylinders are secured in one location. For specific regulations regarding manifold systems, refer to ANSI/NFPA 51. This document may be secured from Global Engineering Documents (Web site located at the end of this section).

No welding, cutting, or heating should be done where the application of flammable paints or the presence of other flammable compounds or heavy dust concentrations creates a fire hazard.

General welding, cutting, and heating operations (not involving conditions and materials described in Safety and Health Standards) may normally be done without mechanical ventilation or respiratory protective equipment. Where an unsafe accumulation of contaminants exists, suitable mechanical ventilation or respiratory protective equipment shall be provided. Unsafe conditions result from unusual physical or atmospheric conditions. Air movement of at least 1,000 CFM at the point of operation is recommended.

Electric Arc Welding Considerations Noncombustible or flameproof shields should shield all arc welding and cutting operations. This will protect all persons from direct ultraviolet rays from the arc welder. Electrode holders left unattended should have the electrodes removed. The electrode holder should be placed or protected to prevent the opportunity of electrical contact with a person or conductive object. All arc welder cables should be completely insulated and free from repair or splices. Defective cables should be replaced. The cable should also be insulated at the point of attachment to the welding machine.

For further information regarding ventilation in welding applications, refer to ANSI/AWS Standard F3.1-89, Guide for Welding Fume Control. This document is available from Global Engineering Documents.

Fuel Gas Welding

Students often perform various types of welding, cutting, or heating activities in the laboratory. They should be protected by suitable eye protective equipment. The Safety and Health Standards provide the requirements for this type of protection.

The fuel gas hose and oxygen hose should be easily distinguishable from each other. The contrast may be made by different colors or by surface characteristics readily distinguishable by sense of touch. Fuel gas hoses should be colored red for acetylene or propane. The oxygen hose should be colored green. Acetylene hoses have “Type R” printed on the hose and propane fuel gas hoses should read “Type T”. Acetylene hose fittings have left hand threads and grooves on the shoulders of the fittings. Oxygen hose fittings have right-hand threads and the fittings have smooth shoulders. Oxygen and fuel gas hoses should not be interchangeable.

Oxy-fuel heating and cutting equipment must be supplied with flashback protection, as per the following requirement: “An approved, listed flame arrester check valve shall be installed in every fuel gas hose not more than 6 inches (152 mm) downstream from the point of connection to a cylinder or other fuel supply, preferably at the regulator. Any such flame arrester shall be approved for the specific fuel gas used.” (1999 Standard Fire Protection Code 2903.3.8)

base plate or shoe. The upper guard should cover the saw to the depth of the teeth, except for the minimum arc required to permit the base to be tilted for bevel cuts. The lower guard should cover the saw to the depth of the teeth, except for the minimum arc required to allow proper retraction and contact with the work. When the tool is withdrawn from the work, the lower guard should automatically and instantly return to the covering position.

HAND TOOLS Schools should not issue or permit the use of unsafe hand tools. Wrenches should not be used when the jaws are sprung to the point that slippage occurs. Impact tools should be kept free of mushroomed heads. The wooden handles of tools should be kept free of splinters or cracks and should be kept tight in the tool.

Woodworking Machinery

Electric power tools should either be approved double insulated or be properly grounded with a ground fault circuit interrupter (GFCI) device.

All woodworking machinery such as table saws, swing saws, radial saws, band saws, jointers, tenoning machines, boring and mortising machinery, shapers, planers, lathes, sanders, veneer cutters, and miscellaneous woodworking machinery should be effectively guarded to protect the operator and other persons from hazards inherent to their operation.

WOODWORKING EQUIPMENT Saw, Radial Radial saws should be constructed so that the upper hood completely encloses the upper portion of the blade down to a point that will include the end of the saw arbor. The upper hood should be constructed in such a manner and of such materials that it will protect the operator from flying debris (i.e., splinters and broken saw teeth) and will deflect sawdust away from the operator.

A power control device should be provided on each machine to make it possible for the operator to cut off the power from each machine, without leaving his or her position, and the point of operation. “Start-Stop” controls and operation control should be easily accessible to the operator, making it unnecessary to reach over the cutter to operate the equipment. This does not apply to constant pressure controls used only for setup purposes.

The sides of the lower exposed portion of the blade should be guarded. This should cover the full diameter of the blade. A device that will automatically adjust itself to the full thickness of the stock and remain in contact with stock being cut will give the maximum protection possible for the operations being performed.

Each operating treadle should be protected against unexpected or accidental tripping. Nonskid surfaces around power equipment should be provided for the operator. All materials stored in tiers should be secured to prevent sliding, falling, or collapse.

Radial saws used for ripping should have nonkickback fingers or dogs. Stock should always be fed into the saw against blade rotation. Radial saws should be installed so that the cutting head will return to the starting position when released by the operator. All guarding should be manufacturer approved and should remain in place during operation.

Aisles and passageways should be kept clear and in good repair. Aisles for foot traffic should be at least 36 inches wide. Weeds and grass in outside storage area should be kept under control. Storage of material should not obstruct exits or protrude into normal traffic areas. Materials

Saw, Portable Circular All portable, power-driven circular saws should be equipped with guards above and below the 65

Commission (TNRCC) regarding exhaust emissions. The Environmental Protection Agency also has regulations regarding the installation of paint rooms. The regulations that affect the construction and operation of this type of facility are subject to public review and revision periodically, causing printed materials to become outdated quickly.

should be stored with due regard to their fire characteristics. RAILINGS/TOE-BOARDS Guarding/handrails are recommended anytime there are two adjacent levels that differ by more than 10 inches, especially at elevated wall openings and elevated storage areas [29 CFR 1926.501 (b)(15)].

All spray finishing should be conducted in spray booths or spray rooms. Spray booths should be substantially constructed of steel not thinner than No. 18 U.S. gauge, securely and rigidly supported, or of concrete or masonry, except that aluminum or other substantial noncombustible material may be used for intermittent or low volume spraying. Spray booths should be designed to sweep air currents toward the exhaust outlet.

A standard railing consists of a top rail, an intermediate rail, and posts and should have a vertical height of 42 inches from the upper surface of the top rail to the floor, platform, or similar surface. Railings should be of such construction that the complete structure would be capable of withstanding a load of at least 200 pounds in any direction on any point on the top rail.

There should be no open flame or sparkproducing equipment in any spraying areas or within 20 feet thereof, unless separated by a full-closure partition.

Railings protecting floor openings, platforms, scaffolds, and similar areas should be equipped with toe-boards when possible for a person to pass beneath the open side or if there is equipment or moving machinery from which falling material could cause a hazard.

Electrical wiring, motors, and equipment not subject to deposits of combustible residues but located in a spraying area should be explosionproof type, UL-approved for Class I, group D locations or Class I, Division I, Hazardous locations. Electrical wiring, motors, and other equipment outside of but within 20 feet of any spraying area and not separated therefrom by partitions should not produce sparks under normal operating conditions and should otherwise conform to the provisions for Class I, Division 2, Hazardous Locations. Refer to NEC Article 500 or NFPA Publication 497M for electric motor applications.

A standard toe-board should be at least four inches in height and may be of any substantial material, either solid or open, with openings not to exceed one inch in greatest dimension. A useful reference is ANSI Standard A 1264.1 “Safety Requirements for Workplace Floor and Wall Openings, Stairs, and Railing Systems,” available from Global Engineering Documents (Web site at the end of this section). SPRAY FINISHING OPERATIONS

All spraying areas should be provided with mechanical ventilation adequate to remove flammable vapors, mists, or powders to a safe location and to confine and control combustible residues so that life is not endangered.

The laboratory may include an approved paint facility/booth/room. While a paint room is not discouraged, this document includes recommendations but does not include specifications. Planners should contact the appropriate state and federal regulatory agencies for specific guidelines. In Texas, planners should contact the Texas Natural Resource Conservation

Electric motors driving exhaust fans should not be placed inside flammable materials spray 66

booths or ducts. Belts or pulleys within the booth or duct should be thoroughly enclosed.

erly made. Repairs should meet or exceed the insulating and conductivity specifications at the time of manufacture. Worn or frayed cords should not be used.

The quality of flammable or combustible liquid kept in the vicinity of spraying operations should be the minimum required for operations and should ordinarily not exceed a supply for one day. Conspicuous “NO SMOKING” signs should be posted at all flammable materials spraying areas and storage rooms.

The lighting array in the laboratory should produce a higher level of light than in a standard classroom. Exposed bulbs on temporary lights should be guarded to prevent accidental contact, except where bulbs are deeply recessed in the reflector. Power cords should not be used to suspend temporary lights unless designed for this purpose.

Flammable material spraying areas must meet all applicable state and federal requirements.

The laboratory should also be equipped with an emergency energy control, a shunt-type emergency disconnect switch often called a “panic button”. This emergency tool and machinery shutdown switch is designed to immediately disconnect electrical power to predetermined sites. This master disconnect should cut off the power to all tool and machinery circuits and all utility circuits. This will give the teacher easy access to quickly shut down the equipment when there is a need to stop power tool operation. Other lower-order “panic buttons” may be strategically located throughout the laboratory. Each emergency shutoff should be clearly labeled. Labeling identifies which motors, appliances, service feeders, or branch circuits the emergency shutoff affects.

ELECTRICAL The electrical concerns of an agricultural science laboratory must first address all local building codes. All electrical works should be in compliance with the current National Electrical Code (NEC). The next concern is the location of electrical panels, which should be accessible and in an area that is not easily blocked. GFCIs at the circuit breaker should be used as required by the National Electrical Code. In general, GFCIs should be used on any circuit which supplies current to areas where water or moisture may occur or where an extension cord may supply a similar environment (i.e., water fountains, restrooms, wash bays, greenhouses, outdoor outlets).

HOUSEKEEPING During project construction, alteration, or repairs, form and scrap lumber with protruding nails and all other debris should be kept cleared from work areas, passageways, and stairs in and around buildings or other structures.

The nonconductive metal parts of plugconnected or portable equipment should be grounded. Fixed equipment should be grounded, and portable tools and appliances should be protected by an approved system of double insulation or its equivalent.

Combustible scrap and debris should be removed at frequent intervals. Metal containers with metal self-closing lids should be used for temporary storage of flammable waste materials (i.e., soiled rags with flammable residue).

Extension cords used with portable electric tools and appliances should be the three-wire type and double-insulated. This type of extension is usually round, not the flat, 3-conductor type. Flexible cord should be used only in continuous lengths without splices, except suitable molded or vulcanized splices may be used where prop-

Containers should be provided for collection and separation of all refuse. Appropriate covers should be provided on containers used for 67

flammable or hazardous substances. Some hazardous chemicals may be found in the laboratory as waste substances. Waste storage facilities should be separate from storage facilities for new or unused materials. Storage facilities for hazardous waste materials should comply with applicable regulating agencies.

SAFETY COLOR CODE FOR LABORATORY MACHINERY AND EQUIPMENT Color speaks a universal language when properly used as a visual aid to safety. Standard colors for specific purposes help identify safety equipment and accident hazards. Color, however, is not intended as a substitute for proper guarding, for elimination of hazardous conditions, or for safe practices.

Waste should be disposed of at frequent intervals. Frequent disposal of hazardous material wastes should be conducted according to state and federal regulations.

See Also

The Monitor from McAllen, Texas

Too many color identifications constantly in the field of vision of a worker are both confusing and fatiguing. Each location should, therefore, be carefully studied in order to keep the number of markings at a minimum, thereby providing even greater emphasis for the marking used. Refer to Table 7 below for Safety Color Applications. This chart is based on the AAVIM publication “Safety Color Coding for the Shop”(IMS #4624).

Drip pans should be provided to eliminate oil spills. Safety charts should be permanently displayed as a constant reminder to all concerned.

Table 7: Safety Color Applications Color Purpose Safety Red Danger and emergency

Stop controls Safety Orange

Safety Yellow

Warning – machine parts which may cut, crush, shock, or injure. Used to emphasize such hazards when enclosure doors are open or when gears, belt or other guards around moving equipment are open or removed, exposing unguarded hazards Caution – critical parts of machines

Examples of Use Signs – white letters on red background Fire alarms – exit signs Fire emergency equipment Emergency stop bars Panic buttons Machinery on/off switches Guards on machinery Locate hazardous parts of machine Inside covers of shields and switch boxes Locate electrical boxes that contain start-stop buttons and switch levers Adjusting wheels, levers, and knobs which the operator uses and controls that should be checked before turning on power

Table 7: Safety Color Applications - Continued Color Purpose Safety Red with Flammable liquids Safety Yellow band around container middle at least ¼ its height with contents identified thereon Safety Yellow or Flammable waste materials Yellow band around container middle at least ¼ its height with contents identified thereon Safety Yellow with Caution conspicuous, highvisibility lettering – “Flammable-Keep Fire Away” Safety Yellow with Caution for striking against, stumBlack Stripes or bling, falling, tripping over Checkers Safety Yellow Outline work areas Stripes Safety Blue

Safety Green

Examples of Use Safety cans or other containers of flammable liquids or combustible materials

Safety cans for flammable combustible materials Waste container for flammable materials

Storage cabinets of flammable materials labeled “Flammable – Keep Fire Away”

Obstacles such as low beams and extensions that protrude

Work areas around stationary machines Traffic lanes Information about and caution against Signs on machines, “Out-of-Order” machines or equipment that are out of order or under repair Safety and location of first aid and Location of medical equipment, first safety equipment aid kits, eye wash fountains, deluge showers Radiation hazard Radiation from X-ray radiation types, such as alpha, beta, gamma, neutron, proton, deuteron, and meson Traffic control areas or markings for Barricades directional arrows, work information purposes areas

Safety Black and Safety Yellow stripes Safety Black and Safety White or a combination of alternating black and white stripes Safety Gray or Vista To reduce eye strain – both are Green pleasing colors Ivory To improve visibility

Body of machines, tables, work benches, floors Vertical edges of machines, tables and workbenches

Table 7: Safety Color Applications - Continued Color Purpose Aluminum with Or- Waste container for flammable mateange Band ¼ the rials height of container identifying contents Aluminum with Waste container for nonflammable Black Band ¼ the materials height of container identifying contents Yellow Band with Pipe identification red lettering (Check this one out) Blue Band with Pipe identification white lettering Black Band with Pipe identification white lettering Gray Band with Pipe identification white lettering Green Band with Pipe identification black lettering Red Band with Pipe identification black lettering •

UTILITIES Planning should provide for standard utilities to the agricultural science facility. These include water, gas, sewer, electricity, and communications.

Examples of Use Waste containers

Waste containers

Natural gas and steam Compressed air Vent lines Water Oxygen Acetylene

The compressor is difficult to service, maintain, or replace when in these types of locations.

LABORATORY INSTALLATION Location

Specific needs of machinery and equipment will play a part in designing some utility aspects of the facility. When deciding on the placement of air compressors, consider starting/operating noise, drainage requirements, and access to an adequate supply of fresh air. In many older facilities, air compressors were placed above the classroom or office. This is not an optimum location for several reasons: • • •

The planning and design of the mechanized agriculture laboratory should place the facility adjacent to the agriscience office and classroom. The agriscience facility should be a part of the total school structure. It should not be separate from the school. It should have the type of accessibility that will allow for delivery/shipping of materials and supplies, animals, and equipment.

Accumulated moisture must drain onto the roof of the classroom or office. Starting/operating noise detracts from the classroom learning environment. Intake air supply is sometimes inadequate.

Space Needs The layout should be designed in accordance with a modern concept of agricultural science. The replacement of labor with machinery, equipment, and technology has caused a rapid increase in the use, as well as the size of, agri70

cultural machinery and equipment and a corresponding increase in the demand for people with technical mechanical skills.

proved by an engineer, stamped with the engineer’s seal, and the facility must be erected under the supervision of a licensed engineer.

A laboratory is a necessity if students are to be trained in technical mechanical skills, and the increased size of agricultural machinery necessitates more laboratory space than was formerly needed. A minimum laboratory facility for mechanized agriculture should contain 2,400 square feet, with approximately 1,000 feet of free floor space for project assembly, demonstrations, etc.

Since the type of construction affects insurance rates, school authorities should check with their insurance agent or the State Department of Insurance, Fire Marshal’s Office, Austin, TX, before accepting the blueprints and specifications. The web site for the State Department of Insurance is http://www.tdi.state.tx.us/. Walls, Ceilings, Roofs Access to the laboratory is critical. The laboratory should have at least one overhead door, 14’0”x 14’0” minimum with 16’0”x 16’0” preferred, and a minimum 14’0” working height. The factors of door height and width impact the utilization of the laboratory and also serve to determine present and future needs.

Some factors to consider in planning and determining laboratory space requirements are safety, flow of materials and personnel, equipment to be included, need for an area to assemble projects, and number of students enrolled. A list of recommended laboratory equipment and the space needs for each piece of equipment is given on pages 38-42 of this document.

In order that the overhead service door may be at least 14’0” feet high, the laboratory walls and ceiling must be at least 18 feet high. If a 16’x16’ door is utilized, the eave height must be from 20 to 22 feet to accommodate an overhead crane or hoist. The hoist or crane should be near the overhead door.

One feature that will enhance laboratory free space is the use of portable welding booths. Permanent booths reduce the amount of usable space in a laboratory when nonwelding related activities are taking place. Permanent booths also limit floor arrangement options. The Mechanized Agriculture program at Sam Houston State University can provide plans for portable welding booths.

The laboratory should contain acoustic materials to suppress loud noises or maintain acceptable sound levels. An acoustical ceiling is desirable. If the roof structure is exposed, the roof decking should be acoustical foam board. If a lift is used over the open work area of the laboratory, the roof should be designed to carry a 6,000-lb. hoist load.

Shape The laboratory should not be less than 40 feet wide. Buildings 40 feet or wider usually provide more efficient use of floor and wall space. If there is a possibility of expansion in the future, the ends of the building should not be blocked by another building or property line.

Supporting columns for the roof are undesirable. Metal buildings should have the inside area of the roof insulated to prevent moisture condensation in the laboratory area. The insulation used should be fire resistant. Walls should be flameproof. Asbestos or other toxic materials may not be used.

Type of Construction The agricultural science installation should conform to the existing architecture of the overall school plan and be of similar design and construction. All applicable building codes and State health Department requirements should be met. Blueprints and specifications must be ap-

Utility and structural components should be installed above light height. This allows for 71

greater freedom of movement in the laboratory area, and greater ease in moving materials.

maximizing tool storage space when working on small engines or tractors. A well-maintained tool and equipment storage area facilitates maintenance of tools and equipment.

Windows All windowsills should be at least 72 inches from the floor to prevent student distraction from outside the laboratory and to provide ample wall space for equipment arrangement. Windows located at this height will provide adequate natural lighting and ventilation.

An effective laboratory instructional program requires many tools that must be conveniently and safely stored when not in use. Space is also needed for the storage of supplies and materials used in the agricultural science laboratory. Without storage space, the laboratory quickly becomes untidy in appearance, inefficient in operation, and possibly dangerous to the learners.

The windowsill should slope downward at a 30o to 45o angle to help prevent dust and debris from accumulating and to prevent students from leaving tools on the sill.

The tool storage room should contain a minimum of 200 square feet of floor space. It may be necessary to provide cabinets, either wall or bench mounted, in the laboratory area. Portable cabinets may also be used to supplement wall cabinets and to conveniently move special tools from the tool storage room. A minimum of 100 sq. ft. should be provided for storing lumber and metal in the laboratory. Ground-level storage is most desirable, but this may be provided by overhead or balcony-type storage is acceptable.

If windows are not needed for light and ventilation, they should not be included in the facility design. This will limit unwanted access and also addresses additional security concerns such as vandalism or breaking and entering. In place of windows, it is recommended to install translucent Lucite™ panels in either 3-foot or 4-foot lengths at the tops of the sidewalls. These panels will effectively increase interior lighting levels.

Welding-gas cylinders stored inside a building, except those in actual use or attached ready for use, shall be limited to a total capacity of 3,000 cu. ft. Compressed gas storage exceeding this amount shall be in a separate room provided for by 1999 Standard Fire Prevention Code 2903.5, or cylinders shall be kept outside or in a separate building. Buildings, rooms or compartments designed for cylinder storage must be well lighted and be without open flame heating or lighting devices. (1999 Standard Fire Prevention Code 2903.1)

Internal Storage Facilities Storage requirements vary within each department. Still, there are considerations that should be consistent throughout any facility. In the classroom, shelving, cabinets, and magazine racks provide storage areas for student supplies, textbooks, references, and periodicals. These areas must be functional in size and easily accessible. Tool storage is a major concern in any laboratory area. Locating the storage area/tool room centrally provides the accessibility needed for daily lab activities. A wire mesh front wall provides an open front and maximum visibility.

Overhead or balcony-type storage may be constructed over the tool room, office, restrooms, and project storage area. This will utilize space that may not be used otherwise and makes an ideal storage area for materials and items such as demonstration boards, which are used only occasionally. If this type of storage is used, it should be accessible from the laboratory; stairs with hand railings should be provided.

All tools, including special application tools, should have a designated storage space. The instructor should develop and maintain a tool checkout procedure. Rollouts are convenient for 72

Power control for the laboratory should be centralized on a master control that can be locked. This allows the instructor to have full control over the use of power tools at all times. It is desirable that this control be equipped with a pilot light. Individual auxiliary switches capable of being locked should be provided on all major power tools. “Emergency disconnect” or “panic buttons” should be strategically located throughout the laboratory, including one by the office. The master disconnect should disconnect the power to all tool and machinery circuits and all convenience circuits. This will allow the instructor immediate access to quickly shut down power to all equipment when there imminent need to stop power tool operation. If properly installed, this type of master disconnect will allow the lighting and emergency circuits to remain operational. Other lower-order “panic buttons” may be strategically located throughout the laboratory. This type of safety feature is expensive, and two “panic buttons” may prove satisfactory in most situations. Each disconnecting means for motors, appliances, and each service feeder or branch circuit at the point where it originates should be legibly marked to indicate its purpose unless located and arranged so the purpose is evident.

Overhead storage areas and storage higher than six feet above the ground requires fall protection. A movable step unit or platform provides controlled access to these areas and minimizes loss of space. All overhead storage areas should be enclosed with approved toe-boards and railings. Special considerations should be made for the safe storage of paints, fuels, and solvents. Specifications for an approved fire-resistant cabinet may be found in OSHA regulations, subchapter §1926.152. In storage areas, clearance between sprinkler system detectors and top of storage areas varies with the type of storage. For combustible materials stored over 15 feet but not more than 21 feet high in solid piles, or over 12 feet but not more than 21 feet high in piles that contain horizontal channels, the minimum clearance should be 36 inches. The minimum clearance for smaller piles or for noncombustible materials should be 18 inches between the sprinkler system and the top of the stored materials. Electrical Power Requirements The service entrance should be adequate for present and future needs. The layout of the laboratory and proposed equipment will determine the number and size of circuits and outlets.

Control lever switches painted with highvisibility colors will improve laboratory safety. The standard colors are black for “on” or “starting” and red for “off” or “stopping”.

If the laboratory is to be served with singlephase and three-phase power, the three-phase voltage supplied should be 240 volts. Singlephase power should be available at 120/240 volts or 240/440 volts. Single-phase services of 120/240 volts is not recommended for the agricultural science laboratory. If 120/208-voltage service is supplied, equipment rated at 208 volts must be used for satisfactory operation.

Power Outlets Grounded duplex outlets with GFCI protection at the circuit breaker, rated at 120 volts/20 amps, should be provided every 10 feet along the walls, approximately 42 inches above the floor. It is desirable that power for portable tools be available at all workbenches and open work areas. Reel-type drop outlets are recommended on open work areas. No more than four grounded duplex outlets should be placed on one circuit. More than 4 outlets per circuit may cause circuit breakers to trip when using extension cords and power tools.

Single-phase motors of ½-horsepower or larger should be operated on 240 volts. Where threephase service is readily available, three-phase equipment is recommended because of the lower initial investment.

Circuits of 240 volts and 50/60 amps will be necessary for shielded metal arc welders (SMAW). These outlets should be 4 – 5 feet apart depending upon the type of welding booths used. A spacing of five feet is recommended for screen-type booths, whereas spacing of four feet is recommended for bench-type welding booths. Five to ten arc welders are recommended.

cilities lighting for further information. These standards may be purchased from Global Engineering Documents. Doors At least three entrances must be provided to the laboratory. One entrance should be a large service door at least 14’0”x 14’0”. This door should be located at least 10 feet from the corner of the building. In an area where large equipment will be brought into the laboratory, a 16’0’x 16’0” service door is needed. Next to the service door should be a personnel entrance door. The third entrance may be from the classroom. If the office joins the laboratory, there should be an entrance from the office to the laboratory.

One 240-volt/50-amp and one 120-volt/20-amp grounded type power outlet should be provided near the service door and apron to allow for the use of power tools and an electric welder outside. The receptacles for these outlets should be weatherproof. Lighting Ease of maintenance should be considered when planning the lighting system. Pilot light switches should be located at each entrance. Table 8 contains recommendations for light intensity based on location.

Heating and Cooling The heating and cooling of the agricultural science classroom and laboratory should be individually controlled. Ventilation

Table 8:Recommendations for light intensity Illumination Location Level Storage & restrooms 30 ft-candles Classroom & office 70100 ft-candles Laboratory 5075 ft candles Bench areas 100 ft candles

Artificial ventilation is needed in the laboratory to remove welding fumes, exhaust gases, wood dust, and other vapors. An overhead exhaust system should be provided for the welding area. See ventilation recommendations on page XX. Refer to Safety in Welding, Cutting, and Allied Processes, ANSI Z49.1:1999, available from the American Welding Society or the American National Standards Institute, whose web site is found at the end of this section.

Interior lighting fixtures should be mounted at the 7 to 10 foot levels. To provide the levels of light intensity recommended in the table, lamp spacing should be equal to mounting height.

Strategically placed incandescent lighting can be useful for security and safety applications. Supplemental rapid-start fixtures may be placed on fluorescent lighting for efficiency. Heavy-duty fixtures with mercury vapor or metal halide lamps are recommended for use in the laboratory.

An individual ventilation system should provide at least 1,000 CFM per arc welding booth and 200 CFM per oxy-fuel welding station. To prevent the exhaust fumes from moving past the welder’s face, it is recommended the inlets for

Facility planners may refer to either ANSI/IES standard #RP7-91 – industrial lighting or ANSI/IES standard #RP3-88 – educational fa74

the exhaust gases be placed at the work level and not above the operator’s head. Portable ventilation units are available from various vendors. Table 9 should provide helpful information when planning local exhaust systems.

Visibility Visibility in the entire facility should be maximized to decrease student opportunities to loiter and to assist the instructor in keeping students on task. Safe visibility should apply to the tool storage areas, wash areas, dressing/locker areas, classroom, office, personnel access, and other storage areas.

Engine Exhaust Ventilation When dealing with engine exhaust ventilation situations, local forced ventilation systems, involving flexible hoses that can be attached to engine exhausts, are required for tractor maintenance stations. Table 10 will be helpful in planning the engine exhaust system

Washing Facilities An industrial-type wash basin or sink equipped with both hot and cold water should be provided in the laboratory area, adjacent to the lockers and restrooms.

Table 9: Exhaust System Planning Water Fountain

Distance from arc or torch

A drinking fountain should be provided. It may be placed near the wash basin, and the same cold water line and drain used for the wash basin may be used. The water fountain must be accessible to handicapped individuals. Drains A floor drain is necessary in the restroom. If a paint spray room is provided, it should have a drain as well. It is also advantageous to have a drain in the laboratory assembly area.

Interior Finish Table 10: Engine Exhaust System Parameters

Type

CFM per exhaust pipe

Up to 200 hp Over 200 hp Diesel

100 200 400

The ceilings and upper portion of the walls should be painted a light color for improved light reflection. The lower portions of the walls should be painted a color that will not readily show dirt. The exposed structural steel or “red iron” of all pre-engineered steel buildings should be painted white.

Minimum diameter of flexible duct (inches) 3 4 4½

Lockers

Surface Apron

A locker room or locker/dressing area of at least 175 square feet should be provided. The locker facilities should be located in an area adjacent to the laboratory. The projected number of students enrolled in the largest class will determine the number of lockers. Two-tiered or threetiered lockers are desirable.

A paved apron near the service entrance to the laboratory will provide an additional instructional area for demonstrating various skills dealing with livestock, machinery, and equipment. The areas will be more serviceable if it is covered with a roof. It is desirable to provide a steam cleaning or pressure washing area on the 75

apron. The apron should be equipped with a dirt and grease trap. The grease trap must meet all TNRCC, EPA, and local requirements.

Locks and Keys The number of keys required for the facility should be kept to a minimum to insure security and student safety. The tool room and laboratory should be separately keyed for the protection of the teacher who is responsible for inventory and maintenance of tools and equipment. It is not advisable for the laboratory to be used except under the supervision of the appropriate teacher.

Outside Storage Outside storage areas are important to the laboratory. Access to an outside storage area makes it possible to move materials, machinery, and equipment not used on a regular basis out of the instructional area. It should be noted that inside floor space is designed for instructional use, not for the storage of portable equipment.

Water and Compressed Air Outlets A minimum of three water outlets should be provided: one at the wash basin or water fountain, one inside the laboratory near the service entrance door, and one in the spray room, if applicable. Water may be delivered through pulldown hose reels.

A fenced or protected covered concrete apron should be provided for outside storage of materials. The storage area should be enclosed with a chain link or other type of security fence. To enhance the appearance of the outside storage area, the fence should be opaque (i.e., plastic strips in fence, brick).

Compressed air for the laboratory requires a system designed for uses ranging from tool operation to spray painting. The compressor for the system should be located in a secured overhead or external area, where the noise will not interfere with instruction. A manifold system will deliver the compressed air to drop outlets located around the perimeter of the laboratory. Outlets should be located at 30-foot intervals. If there is an agricultural power and machinery course offered through a school-based laboratory curriculum, a compressed air outlet should be located at each work station.

The area should be complete with GFCI electrical service, compressed air, water, and drainage. This can also provide an increased teaching area just outside the service entrance and adjacent to the laboratory. The outside storage area can also be used to store surplus or used materials. These types of materials should not be stored in the laboratory. They detract from the safety, housekeeping, and the overall image of the laboratory. There should be storage racks and bins for both wood and metal.

Each outlet should have a shut-off valve above and below each connector. The lower shut-off valve will allow the systems to be drained at each outlet drop. The use of 45° couplers at each outlet is another safety recommendation. An industrial quality overhead hose reel will provide safe access to compressed air near the center of the laboratory. Hose reels for compressed air are also a recommended option near the service entrance doors. Each hose reel should be equipped with a regulator. When designing the manifold system, facility planners should refer to AWS or NFPA standards.

New and recycled wood and metal should be stored separately from materials that lack salvage value. A school’s refuse bins or dumpsters should not be located specifically behind the agricultural science building. School refuse bins should be located at a designated site in a common service area. Workbenches and/or Work tables Metal working and woodworking tables are recommended. Tables will free wall space for location of equipment and may be moved to provide free area for assembly of large projects. 76

sition cost of at least $5,000, a useful life of one year or more, and is placed on the district inventory is generally regarded as capital outlay. These items can be purchased partially or completely with federal (Carl Perkins) funds for career and technology education, but generally require prior approval.

MECHANIZED AGRICULTURE LABORATORY EQUIPMENT To teach the skills needed by students seeking careers in the broad industry of agriculture, sufficient tools and equipment must be available to the teacher. The student must actually use the tool in order to learn and develop a skill. Frequently, a teacher is expected to teach a skill with only enough equipment for demonstration. Skills that involve both manipulative and mental skills cannot be taught by demonstration alone. If this were possible, the instructor could simply demonstrate the use of a personal computer to a class of students and they would acquire the necessary skills in computer applications.

Items costing less than $5,000, or having a useful life of less than one year, or not generally placed on district inventory, can be regarded as standard equipment. Items such as drill bits, saw blades, abrasive discs, and inexpensive power and hand tools are generally regarded as consumables. These items generally have short life expectancies or are subject to loss due to size or other factors.

A decision must be made as to the number of each kind of tool or piece of equipment to purchase. If each student has a hacksaw, it is much easier to teach its use, and the skill could be taught to the entire class at one time. To reduce the ratio of hacksaws to the number of students would have the same implications as reducing the number of personal computers to the number of students. When all students do not have the use of a tool at one time, the teacher must use a rotation system. This requires more time, is less effective, and reduces the number of skills that can be taught.

Equipment purchased with state career and technology funds must be used in accordance with the guidelines established in SAS309 – Guide for Funding (TEA document). Equipment purchased completely or partially with federal funds must be recorded, inventoried, and properly maintained. Out-of-date or damaged equipment may be disposed of according to guidelines listed in the SAS309 (TEA document). Tool storage and inventory procedures are important considerations when completing the facility plan. Expensive tools and equipment will not be available for instruction if they are not properly stored and secured, or if inventory procedures are not implemented to prevent loss. Hinges on tool room and storage room doors should be mounted on the inside to prevent removal by unauthorized individuals.

It is essential that commercial or industrial rated high quality standard equipment be purchased. The essential knowledge and skills for the mechanized agriculture system include instruction in the subject matter areas such as basic hand and power tools, metal fabrication, structures, electrical power, mechanical power, soil and water management, and electronics. Four points justify the purchase of quality tools: • Greater life expectancy, • Improved quality of workmanship, • Lower frequency of repair, and • Ease of service.

The method of tool display selected should lend itself to ease of inventory monitoring. Contactpaper silhouettes on plywood walls are an economical method of tool display. Tools should be placed in a manner that allows easy access to frequently used tools. Tools used less often should be stored out of the way of main traffic. It is recommended that precision measuring tools be stored in a lighted, locking case. The lighted case will help prevent moisture build-up

For budgeting and funding purposes, equipment can be divided in to two categories based on cost. Controllable equipment that has an acqui77

dents. This is the recommended number of tools that a school should purchase for each course in the mechanized agriculture system.

on these expensive tools and extend the useful life of this equipment. A checkout system should be developed to track tool use. This procedure should monitor what tools are in use, who checked out the tools, and the time the tool was removed from the storage area. The tool storage area should have limited access.

ILLUSTRATIONS Following this section are photographs that represent selected mechanized agricultural laboratory concerns that are part of the agricultural science and technology department. Each illustration contains a caption that further explains the photograph.

TOOLS AND EQUIPMENT The following hand tool and equipment list (Table 11) specifies the recommended quantities of each tool needed to teach a class of twenty stu-

Table 11: Mechanized Agriculture Equipment List by Course Equipment List Course

Item Air compressor Anvil Arc welding machines

Axes Awls Battery

Bearing packer Benches Bender Bevels Booster cables Brushes

Description 5 hp, stationary Portable 100 lb., hardy & cutter With accessories, AC/DC Portable GMA, with accessories GTA, with accessories

7&8 121

Mech Lab 422

1 1

1 1 2 5 1 1 1 2 8 1 1

1 1

1 5 1

5 2 2 10

Intro 221

1 2 10 1 1 1 2

4" scratch Charger, heavy-duty Lifter Terminal brush Tool set

Woodworking or shop Metalworking Sheet metal Tubing, hydraulic Sliding T, 8"10" HD, set Desk or bench dusting Parts cleaning Rotary steel wire Paint Steel

Power Lab 421

Applied 102

1 1

5 5

Table 11: Mechanized Agriculture Equipment List by Course - Continued 121 102 221 Item Description Bit set Twist drill 1 1 Spade or electrician's Countersink Bushing drivers Set Cabinet Flammable materials 1 1 Cabinet - safety goggle U-V sanitized 1 1 CAD equipment Hardware and software 5 Calipers Set, inside and outside 1 Chain tape 100 foot 1 Chalk line Chisels Cape 2 2 1/2" cold Wood, set 1 1 Clamps Wood - 10" 8 8 Bar or pipe 4 "C" 6 Concrete mixer Portable 1 Conduit bender 1/2" and 3/4" 2 Connectors Crimp-type, set Containers Cutting oil 1 Drip pan Oil 6 Solvent 1 Gasoline 1 Safety 1 Cutters Bolt 1 Glass 6 Pipe Tubing, with flaring set 1 PVC 4 Deglazer Cylinder Dressers Any type 2 Drill motor 1/2" 1 3/8" 1 1/4" 3 Drill press Heavy duty 2 Dynamometer Edgers Concrete 4

421

422

1 1 4 1 1 1 5 1

1 1 1 1

1 5

1 10 1 4 4 6 1 2 2

1 1 6 2 2 4

4 6

1 1 1 1 2 1 1 1 1 1

2 1 1 1 1 4

Table 11: Mechanized Agriculture Equipment List by Course - Continued 121 102 221 Item Description Electric test devices Ohm-meter 1 1 Armature growler Dwell meter Test lamp 1 Timing light 1 Coil & condenser 1 Digital multimeter Engraving tool Electric 1 Extension cords 50', with grounded cap 2 2 25', with grounded cap 2 2 Face shields Clear visor 5 5 Files Assorted, with handles 20 Fire extinguishers Dry chemical - 20 lb. 4 4 4 First aid kit Industrial quality 1 1 Floats Concrete 6 6 Flywheel holder Small engine Funnels Assorted 3 Gauge Marking 1 Screw pitch or thread 1 Compression, with adapters Sheet metal Drill 1 1 Vacuum, set Gloves Welding - pair 20 Grinder Bench, 1/2 hp 2 Bench, 2 hp Portable electric 2 Groovers Concrete 2 2 Gun Caulking 1 Paint spray 1 Soldering - 350 watts 1 1 Stapler 1 1 Grease, cartridge-type 1 Hammer Brick 1 Dead-blow Wooden mallets Nail, curved claw, 13 oz 10 Nail, semi-rip, 16 oz 7 Plastic-tipped Sledge, 68 lb. Tack, magnetized 1 Ball pein 3 3

421

1 1 2 1 4

422

2 1 2 1 1

10 4 1

20 4 1 4

1 1 1 1 1 20 2 1 1

1 1 1 1 1 20 2 1 1 2 1 1 1 1 1

1 2

Table 11: Mechanized Agriculture Equipment List by Course - Continued 121 102 221 Item Description Hatchet Roofer's 1 1 Broad 1 Hoe Mortar 1 1 Hoist Portable, 2,000# minimum 1 A-frame 1 Ceiling 1 "Come-along" Hone Cylinder Hoses Water, 50' 2 Air, 50' 1 Hydraulics tester Universal kit Hydrometer Battery 1 Radiator Injector tester Diesel Iron worker Fabrication tool 1 Jack stands Assorted pairs 2 Jacks Hydraulic, 8 ton 2 Floor, portable hydraulic Jointer 6" or 8" 1 Knives Linoleum, pruning, putty 3 Lab tables Science-type 2 Ladder Step, 8' 1 Extension - 24' 1 Level sets Surveyors or laser 1 Levels Carpenter's aluminum 2 Masons wood, 48" 2 2 Torpedo Magnetic pick-up Flex-head Media/AV equipment Video player & monitor 1 Nonreflective screen 1 1 35 mm slide projector 1 35 mm/digital camera 1 Video camera 1 Pentium III computer 1 Color printer 1 T-1 line/Internet access 1 Nail set Assorted 4 4 Nibbler Metal cutting Nut drivers Set Oil stones Combination 3 Oxyacetylene rigs WITH accessories 3 Pick Railroad, 6 lb. 3 Parts washer 40 gallon recirculating 81

421

422

1 1 2 1

1 1

1 1 2 2

1 1 1

1 1 1 1 4 2 1

6 2 1

2 2

2 2 2 2

1 4

3 1

3 3 1

Table 11: Mechanized Agriculture Equipment List by Course - Continued 121 102 221 Item Description Pipe bender Hydraulic Plasma arc torch Pliers Combination, slip-joint 14 Diagonal, 6" End nipper 1 Blacksmith's tongs 2 Hose clamp Ignition Lineman's 8" Locking-type Lock-ring Long-nose Needle-nose Water pump Piston ring compressors Piston ring expanders Post hole diggers 1 Press Pressure washer Propane torch Pry bar

Hydraulic, 20 ton 1 Rolling head, 17" 1/2" X 16"

1 2

Dividers Hole gauge Inside micrometer Micrometers, set Telescoping gauge Vernier caliper Gear Fuse Assorted set Pressure cap Wood Pipe de-burring, with flutes Valve guide bushing Disposable cartridge type "Pop-rivet gun" Portable

421

1 2

2 1 2 5 4 8 2 10 10

422

1 1 10 2 2 2 1 8 10 5 8 8 2 10 10 1

1 1 1 1 2

1 1 1 2 2 2

2 2 1 10 1

2 2 1

Precision tools

Pullers Punches Radiator tester Rasp Reamer Respirators Riveter Router

1 1 1 1 1 1 2 1

10 1

2 2

1 2

2 1

2 2 1 2

Table 11: Mechanized Agriculture Equipment List by Course - Continued 121 102 221 Item Description Rulers Blacksmith steel - 36" 2 2 Metal - 12" 6 6 Wooden 6 6 Push-pull tape 5 5 100' steel tape 2 2 Safety goggles 1 per student 20 Sander Belt 1 Orbital Saws Assorted hand 6 Abrasive cut-off Back, 14 pt 2 Compass, 12" Coping Keyhole 1 Draw-cut, metal Metal bandsaw 1 Vertical band, wood Contractor's portable 2 Hacksaw 4 Hand crosscut, 810 pt Hand rip Radial arm 1 Saws - Continued Sabre 1 "SawzAll" type Table, tilting arbor Screen Aggregate Screwdrivers Assorted sets 6 6 6 Screw extractor Set 1 Shear Metal, fabricator Shop vacuum Wet/dry, HD 1 Shovels Assorted 6 Small engine Blade balancer Small engine 1/25 hp Snips Set - RH, LH, aviation 1 Spark plug tap Set Square Carpenter 5 5 Combination 5 5 Miter 5 5 Speed Try - 6" 5 5 Stencil set 1", 2", 3", 4" 1 Tachometer Hand held Tap & die set NC & NF 1 83

421

422

3 3

3 3 10 10 2

10 2

10 1 1

5 1 2

1 1 1

2 4 4 4 1 1 1 1 2 4 10 2 2 1 1 1 10 1 1 1 6 1 10 4 2 5 5 5 5 1 1 2

Table 11: Mechanized Agriculture Equipment List by Course - Continued 121 102 221 Item Description Template Pipe cutting Thread repair kit 1/2" maximum Threader Pipe, 1/2", 3/4", 1" Tool cabinets Wall mount 2 2 Tow chain Trowels Brick, 5" X 10" 4 4 Concrete finishing 4 Plastering, 5" X 12" 4 4 Valve face grinder Valve lapping tool Valve seat narrower Valve spring compressors Vises Assorted 10 10 Weld tester Guided-bend Wheelbarrow Contractor's 2 Wrenches Adjustable, set 1 Combination, 12 pt 1 Combination, 1/8" 2" Set of pipe 1 Socket, 1/2" drive, 6 pt 1 Socket, 1/2" drive, 12 pt 1 Deep socket, 3/8 " 12 pt 1 Socket, 1/4" drive, 6 pt 1 Wrenches - Continued Tappet, set Torque Allen, set 5 Ignition, set 1 Oil filter Basin 1 Impact Wrecking bar 24" gooseneck 2 30" gooseneck 2

421

422

1 1

4 2

1 1 1 10

1 5 1 5 5 5 2 5 1 2 5 1 2 1

4 2 4 4 4 1 1 10 1 1 1 3 1 5 2 2 2 2 2 2 2 2 2 2 1 2 2

Table 12: Electrical Components, with GFCI Item Switch box Breaker box Junction box Outlet box

Receptacles Receptacles Relay Switch

Motor

Description 100 amp Light 240 v 120 v Welder/range Duplex 120 v GFCI Lamp Keyless 120 v/2 pole 240 v/2 pole Reversing Magnetic starter Single-pole 3-way 4-way Capacitor, 1/2 hp Split phase Universal 3-phase

121 5 1 3 1 2 1 2 2 1 1 1 1 1 1 2 2 2 1 1 1 1

102

Table 13: Welding Accessories Item Helmets Cape sleeves Cutting goggles Leather gloves, pair Slag hammers Spark lighters Welding helmets

121 10 10 10 10 10 3 10

102

221

421

422

221 5

421

422 5

Additional References and Web Sites Agricultural Wiring Handbook. 12th ed. Columbia, MO: National Food and Energy Council. nd. Guide for Planning Educational Facilities Phoenix, AZ: Council of Educational Facility Planners, International, 1991. Guide for School Facility Appraisal. Phoenix, AZ: CEFPI, 1995 Texas Safety Standards, Kindergarten through Grade 12. 2nd ed. Austin, TX: Charles A. Dana Center, 2000. Shell, Lon, Ph.D., “Writing Educational Specifications.” San Marcos, TX: Southwest Texas State University, Agriculture Department. nd. Useful Web Sites American Council of Government Industrial Hygienists American National Standards Institute American Society of Heating, Refrigerating, and Air-Conditioning Engineers American Welding Society Council on Educational Facility Planning Environmental Protection Agency Global Engineering Documents National Fire Protection Association Occupational Safety & Health Administration Standard Fire Prevention Association Texas Department of Health Texas Department of Licensing & Regulation Texas Natural Resource Conservation Commission Underwriter’s Laboratories, Inc.

http://www.acgih.org http://www.ansi.org http://www.ashrae.org http://www.aws.org http://www.cefpi.org http://www.epa.gov http://global.his.com http://www.nfpa.org http://www.osha.gov http://www.sbcci.org http://www.tdh.state.tx.us http://www.tdi.state.tx.us http://www.tnrcc.state.tx.us http://www.ul.com

Mechanized Agriculture Advisory Committee Dr. Billy Harrell, Sam Houston State University, Huntsville, TX Dr. Joe Muller, Sam Houston State University, Huntsville, TX Dr. Lon Shell, Southwest Texas University, San Marcos, TX Dwayne Walters, Safety Consultant, College Station, TX Michael Tondre, Sandra Day O’Connor High School, Northside ISD, San Antonio, TX Don Henson, Goldthwaite High School, Goldthwaite, TX Kirk Edney, Instructional Materials Service, College Station, TX

Figure 20. Basic mechanized agriculture floor plan. 87

Mechanized Agriculture Photographs

9006H1: A ventilation system with tentacles that allow for station venting or random ventilation of welding areas.

9006H2: Oxygen and acetylene cylinders should be stored upright, secured, and separated by a walled petition outside of the mechanized agriculture laboratory facility.

9006H3: A portable stairway will allow access to overhead storage areas without creating a permanent barrier.

9006H4: Tool rooms should provide for easy inspection, with no blind corners or hard-to-see areas.

9006H5: Electricity, water, and compressed air service should be conveniently located near overhead doors.

FOOD AND FIBER Agricultural Biotechnology Recommended Class Size: Preferred:

25 students 15 students

INTRODUCTION The biotechnology curriculum offers each student the opportunity to explore a variety of occupational areas through practical, hands-on laboratory activities. These activities require a higher degree of safety than does the ordinary classroom setting. It is the safety concern surrounding class activities that makes the classsize recommendation necessary.

A minimum of two deep stainless steel sinks should be provided, each in a separate area of the lab. A fume hood and counter is a laboratory option that is strongly recommended. A central gas, air, or vacuum is necessary for the laboratory. All floor areas should be tile construction.

CLASSROOM/LABORATORY FACILITIES

A storage area should be available for equipment and supplies. A room adjacent to the laboratory/classroom will provide easy access. Additional glass cabinetry above the bench space above the peripheral benches is also recommended.

STORAGE

The minimum total square footage in the classroom/laboratory should be a minimum of 1,500 square feet. This student work area does not include the storage room or a separate “clean room.” The “clean room” should be no less than a 15’ x 15’ room. The classroom should consist of built-in work benches or tables. The counter tops should be of an inert material common to science laboratories. Classroom configuration should include four student stations clusters in the center of the room. Each station cluster should accommodate four students.

CHECKLIST FOR AGRICULTURAL BIOTECHNOLOGY The agricultural science and technology facilities in every school should receive an annual evaluation to ensure a safe learning environment for the instructor and the students, as well as others visiting the facility. Use the attached a copy of an Agricultural Science and Technology Safety Checklist or one designed by the school district. The building principal, the Career and Technology Director, or a designated representative other than the instructor should complete the checklist. This, along with notification in writing, should allow for appropriate action to be taken to correct any problem. By including this checklist in a planning guide, a school district may eliminate potential problems or concerns early. See Table 14 of the Agricultural Biotechnology Safety Checklist.

WORK AREA The minimum peripheral bench space use should be 40 linear feet for equipment. The recommendation is that the bench type and quality should be Sergent-Welsh, equal or better. The counter top for the bench space should be the same as that used for the student stations.

TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST Communications

√

Grades 6-8 9-12

Communication System •

Intercom system available

•

Telephone accessible and nearby

•

General fire-alarm system functioning for entire building

•

Fire-drill instructions posted in each room

•

Emergency lights available in rooms without exterior windows

Personal Protection Emergency Showers

9-12

•

Shower (ADA compliant) present in biotech laboratory rooms

•

Shower unobstructed

•

Valve handle functional

•

Floor drain present

Eye/Face Wash Stations • Available in all laboratory rooms (5% ADA compliant) •

Stations marked with a sign

•

Provides simultaneous tepid (60o-90oF) water treatment to both eyes

•

Stations flushed for five minutes each week

6-8

Protective Clothing • Laboratory aprons or coats available for each student •

9-12

Gloves (acid resistant and heat resistant) if available

Safety Goggles • Approved ANSI safety goggles available for each student and teacher •

Materials available for disinfecting goggles after each use

•

Face shields available when appropriate

6-8

9-12

TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST - Continued √ 6-8

Personal Protection – Continued First Aid • Kits available in each laboratory •

Kits clearly marked and visible

•

Kits checked on a regular basis and supplies replenished

•

Located near sink

√ 9-12

Chemical Storage Combination BC Fire Extinguisher (flammable liquids & electrical) •

Extinguisher located in room where chemicals are stored

•

Fire extinguisher properly charged; checked quarterly; safety seal intact

•

Located near exit, clearly visible, and marked with sign

Class D Fire Extinguisher (flammable solids)

9-12

•

Extinguisher properly charged

•

Extinguisher in rooms using metals (sodium, potassium)

Fire Blankets

9-12

•

Standard fireproof blanket in each chemical storage room

•

Blankets located at eye level, clearly visible, and marked with a sign

Fire or Emergency Exits

9-12

•

Two emergency exits; visible signs marking exits

•

Emergency exits unobstructed and unlocked to traffic moving out of the room

Other Fire Protection

9-12

•

Exit signs clearly visible

•

Emergency lights available in rooms without exterior windows

•

General fire-alarm system functioning for building

•

Fire-drill procedures posted in storage rooms

•

4- to 9-liter container of dry sand or absorbent clay (cat litter)

•

Utility carts available to transport chemicals

TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST - Continued √

Chemical Storage – Continued Ventilation •

9-12

Six air changes per hour

Preparation and Equipment Storage General Storage Requirements •

Combination BC extinguisher in preparation rooms

•

Work surface of nonporous chemical-resistant materials

•

Large sink with hot water available

•

Emergency shower accessible

•

Material Safety Data Sheets (MSDS) available

•

Room well lighted and clutter free

•

Space to store chemicals

•

Chemical-waste container and broken-glass container available

•

Two emergency exits with locks on doors

•

Smoke detectors present

•

Refrigerator marked “For Chemical Storage Only – No Food Allowed”

•

Adequate storage space (15 square feet per student)

•

Ventilation (six air exchanges per hour)

√

6-8

9-12

6-8

9-12

Laboratory Facilities Laboratory Work Stations •

Number of students does not exceed number of work stations

•

Work surfaces nonporous and chemical resistant

•

At least one work station that is ADA compliant

Master Utility Controls •

Natural gas shut-off valve present, labeled with room identification

•

Electrical shut-off valve present, labeled with room identification

•

Water shut-off valve present, labeled with room identification

TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST - Continued Laboratory Facilities - Continued Fume Hood •

Located in rooms where hazardous chemicals are used (ADA compliant)

•

Not used for storage

•

Correct air movement provided at hood face

•

Vented to outside above roof level away from vents

•

Located away from doors and windows

Spill Control Kits •

Chemical spill kits available

•

4- to 9-liter container of dry sand or absorbent clay (cat litter)

Sinks •

One available for every 4 students (15” x 15” minimum size)

•

One equipped with hot water

•

5% of sinks ADA compliant

Ventilation •

Forced floor to ceiling

•

Six air changes per hour

•

Emergency exhaust fan available

General Safety Requirements •

45 square feet of space per student

•

Safety rules posted and visible

•

Space available for chemical storage

•

Material Safety Data Sheets (MSDS) readily accessible

•

Broken-glass container present

•

Two emergency exits in laboratory rooms larger than 1000 square feet

•

Safety and exit signs posted and visible

•

Room not cluttered; movement in work area unobstructed

√

6-8

9-12

6-8

9-12

6-8

9-12

6-8

9-12

6-8

9-12

TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST - Continued √

√

6-8

9-12

Electrical Safety

√

Electrical System

6-8

9-12

Laboratory Facilities - Continued Fire Protection •

Type ABC (dry chemical) fire extinguisher located by exit

•

Class D (flammable solids) available in rooms using metals

•

Extinguishers properly charged, checked quarterly, and marked with a sign

•

Fireproof blanket available, located at eye level, and marked with a sign

•

Electrical outlets equipped with ground fault circuit interrupters (GFCI)

•

Sufficient electrical outlets to eliminate extension cords

•

Electrical outlets located away from water source (faucets, sinks)

•

Electrical system equipped with accessible circuit breaker box

•

Circuit breakers identified by area or item controlled

Table 17 (Assorted Household Items) provides additional materials a listing of common items that should be readily available in the biotech laboratory. Table 18 (Chemicals) provides a list of chemical supplies that will be needed to conduct biotechnology laboratory exercises.

EQUIPMENT, SUPPLIES, AND MATERIALS Included with this section is a listing of equipment, supplies, and materials that will be needed to adequately conduct this course (Table 15). A review of the equipment and supplies by the architect should provide sufficient information to make determinations regarding space and design.

ILLUSTRATIONS Following this section are photographs that represent selected biotechnology laboratory concerns that are part of the agricultural science and technology department. Each illustration contains a caption that further explains the photograph.

An approximate cost for each item is also provided in these sections. These estimates should give some idea of the value of the equipment and supplies needed for this course (Table 16). Because quality varies, these values should help identify the quality of items when bids are released.

Table 15: Major Equipment List Item Tabletop autoclave Microcentrifuge Tabletop clinical centrifuge Spectrophotometer Bench-top laminar flow hood Incubator Microwave Hot plate stirrers Water bath Refrigerator Freezer (upright/chest type) Orbital shaker Balance Power supply for gel electrophoresis Micropipettes: 20 ml Micropipettes: 200 ml pH meter Vortexers

Preferred 1 2 1 1 1 1 1 6 1 1 1 1 1 3 6 6 1 6

OPTIONAL Student microscopes

Table 16: Biotechnology Supply List (Based on 12 Students in Class) Item Item *UV Goggles Petri dishes *Assorted size beakers (100 ml x 15 ml - disposable) 50 ml, 500 ml, 1,000 ml Disposable cuvettes Assorted size Erelemeyer flasks (for spectrophotometer) 5 ml, 500 ml, 1,000 ml Stir bars (assorted sizes) *Culture Tubes: 15 ml Weighing paper *Tube racks Assorted sizes of glass bottles with lids *Microtubes: 1.5 ml disposable Spray bottle (6) Assorted size funnels Latex gloves *Assorted size cylinders Assorted batteries 10 ml, 100 ml, 500 ml Support stands and rings Scalpels Aprons or lab coats for students Forceps and instructor (Optional) o o Thermometers - C & F Glass stir rods Micropippet tip (disposable) *Essential Items Table 17: Assorted Household Items (on hand at all times) Aluminum foil Antibacterial hand soap Assorted plastic containers Bleach Boric acid Cotton Dish soap Distilled water Food coloring Plastic wrap Salt (noniodized) Table sugar (sucrose) Table 18: Chemicals Agar Agarose DNA (purified) E. coli bacteria Ethyl alcohol - denatured, 95% HCl Isoproponal acetone - 70% LB broth Methelene blue stain NaOH Restriction enzymes TBE buffer (prepackaged) 98

Reference Materials: • “DNA Science” Carolina • Videos • Additional Reference Materials Biotechnology Advisory Committee Jinny Johnson - [emailprotected], Department of Biochemistry and Biophysics, Texas A&M University, College Station, TX Mike Horn - [emailprotected], ProdiGene, College Station, TX Bob Yates - [emailprotected], AST Teacher, Elgin High School, Elgin, TX

100

Figure 21. Diagram of basic biotechnology floor plan.

101

102

Biotechnology Photographs

9006I1: Emergency eyewash and shower provide the students and instructor with a fast method of removing harmful materials from the eyes or body.

9006I2: A hood vent provides an area to keep noxious fumes away from the student while conducting certain laboratory assignments.

9006I3: A monitor linked to a microscope allows the teacher to share viewing with the class .

9006I4: Workstations should be equipped with durable surface materials such as in chemistry laboratories.

9006I5: The biotechnology laboratory should be designed to provide access to a variety of research equipment and still allow for student activity.

103

104

HORTICULTURE Recommended Class Size: Preferred:

25 students 15 students

INTRODUCTION Quonset or even span. The frame should be galvanized steel or aluminum. Wood is not recommended. The recommended covering material is corrugated polycarbonate. These smooth surface, clear panels are durable and do not lose the ability to transmit light with age.

The horticulture system is a multifaceted curriculum that encompasses plant production, landscaping, and floral design. To adequately prepare students for careers in the horticulture industry, a laboratory should include equipment and supplies to address their total needs. In addition to a regular classroom setting, the horticultural system should provide a greenhouse and a laboratory facility.

If possible, a shade house of the same dimensions (35’x 48’) should adjoin the greenhouse structure (Figure 14). It can share a common wall with the greenhouse. The structural frame should be either galvanized steel or aluminum. If it adjoins the greenhouse, it will have the same orientation (north to south). If it is separate from the greenhouse, it should still have the same north to south orientation. It should provide 50 percent minimal shade. A woven polypropylene shade fabric is an effective cover material.

Classroom specifications discussed earlier outlined those needs. Where the classroom can double for a working laboratory, student access to a separate work facility is recommended. A well-planned laboratory can meet the needs for plant production, floral design, and landscaping activities. The greenhouse should be separate from the classroom or the lab areas. A production lab can be incorporated into the greenhouse but cannot fully serve the floral design or landscaping needs of the class. This document will provide the detailed information to develop a greenhouse and a lab for the horticultural system.

Horticultural employment opportunities serve persons with handicaps very well. The design of this facility should meet the requirements of the American with Disabilities Act. This includes a four-foot entrance door and five-foot walkways. There should be two doors in the facility for accessibility and as a fire safety precaution. A door should not be located on the same wall as the cooling pads.

GREENHOUSE STRUCTURE The recommended size structure for a greenhouse ranges from 1,600 to 1,800 square feet. A structure with a 35-foot width and a 48-foot length would yield a 1,680 square foot facility. It is also recommended that the width of the structure not exceed 35 feet. Width is the most important factor in designing a greenhouse. Length can always be adjusted. Where possible, the structure should face from north to south. This will prevent shading by greenhouse structural members. Greenhouse style can be either

The greenhouse should have a concrete floor that slopes slightly toward drains. There should be one drain for each 20 feet of length of the greenhouse. The concrete flooring provides for weed and insect control within the greenhouse as well as for the mobility needs of handicapped students in wheelchairs.

105

Figure 22: Sample Floor Plan of Greenhouse with Attached Shade House

along the entire greenhouse wall to prevent dry air spaces within the greenhouse structure. Summertime may also require the use of shade cloth over the structure.

INTRODUCTION A two-foot wide, two-foot deep area of washed gravel should encircle the outside perimeter of the greenhouse. This will provide an area for drainage off the greenhouse slab and a barrier to prevent pests from entering the greenhouse. Enclose the entire facility with a 6-foot chain link fence. Leave enough space around the greenhouse to provide for easy maintenance.

Gas-fired, force-draft unit heaters with stainless steel burners and heat exchangers are the recommended source of greenhouse heating in the winter. Solar heat will provide considerable warmth during the daylight hours but extremely cold weather and nights will require supplemental heat.

COOLING, HEATING, & VENTILATION The pad and fan is the preferred cooling system for greenhouses. Where possible, the cooling exhaust fans should be located on the north wall and the cooling pads should be on the side of the prevailing winds, usually the south side. The cooling pad system must be a continuous section

The use of a perforated convection tube attached to a fan-jet system will distribute the heat evenly throughout the greenhouse. It will also aid in maintaining proper greenhouse humidity levels. 106

An aluminum ventilation fan will outlast either galvanized or stainless steel.

WATER REQUIREMENTS Water quality should be a concern when planning a greenhouse facility. Either municipal water or groundwater can serve the needs of the greenhouse. Regardless which source serves the greenhouse, five water quality concerns could seriously jeopardize the success of the program. Table 20 identifies each of the categories and identifies the tolerances for each. They are:

The use of a thermostat will provide the control for both the heating and cooling systems in the greenhouse. Locate the thermostat sensor about one-third the distance from the fan end of the greenhouse. Place it near the center of width of the greenhouse, approximately 12 inches above the height of the crop. Automatic climate controls should be a part of all temperature regulating devices and humidistat controls for the cooling pads and ventilation systems.

• • • • •

ELECTRICAL REQUIREMENTS Most climate-control equipment for greenhouses operates most efficiently on 240-volt service. Each bench should have at least one 120-volt ground fault circuit interrupter (GFCI) outlet. Each receptacle should be housed in a weather proofed receptacle box. All wiring should be in electrical conduit and wired to local electrical codes. Locate each receptacle along the wall and above the growing level of the plants.

Conductivity Salts Sodium Content Boron PH

Municipal water is often the preferred source of water even though there are water quality factors that require consideration. Either groundwater or surface water may be the source for the municipal water in a given area. Even though treated before available for public use, municipal water may carry contaminants and pollutants that could harm plants. Groundwater as a source of municipal water is generally the safest. Although contaminants and pollutants can get into groundwater, deep wells generally provide quality water.

Table 20: Categories of Irrigation Water Quality as Determined by Chemical Properties. Quality Category Excellent Good Permissible Doubtful Unsuitable

Conductivity millimho/cm

Salts ppm

Sodium Content

>2,100

z x

Percent as Na SAR

Boron ppm

>8.4

>1.25

Taken from: L.V. Wilcox. The quality of water for irrigation use. USDA Technical Bulleting 962; and D. Reed. 1992. A water quality primer. Grower Talks. November 1992: pp. 47+.

SAR, sodium absorption ration is a ratio calculated from the content of sodium, calcium, and magnesium in the water.

Optimum pH is hard to define because the alkalinity (bicarbonate/carbonate content) of the water must be considered. Generally, a slightly acid pH is considered desirable.

107

A 1½- to 2-inch main water line with a minimum of 40-psi water pressure should supply the greenhouse. This is the minimum pressure to operate automatic watering systems and misting systems. The waterline can be reduced to a ¾inch line wherever necessary. With water conditions less than permissible, a filter will increase the quality. The type of filter will depend on the nature of the water quality problem. A filter will also help prolong the life of misting nozzles and other equipment where the water supply has a high mineral content.

WORK AND STORAGE AREAS The greenhouse growing area should never double as classroom space. Even the work (preparation) room and storage space should be separate from the greenhouse growing area. Store supplies and equipment in a building that is separate from the greenhouse. This facility must be large enough to store wheelbarrows, lawnmowers, tillers, edgers, cord trimmers, plus production supplies. The storage area can be part of the main shop/laboratory facility if the greenhouse is located within a reasonable distance from the main agriscience facilities.

GREENHOUSE BENCHES

The location of the greenhouse may not be adjacent to the main agriscience facility. Under these conditions, a laboratory separate from the greenhouse is necessary. This building will serve as a work area and contain restroom facilities, a sink with hot and cold water, work tables, tool equipment storage, and supply storage areas. Worktables should provide 15 square feet of surface area per student. The tables should be mounted on lockable casters. It is important that the preparation room be separate from the greenhouse.

Approximately 6070 percent of the total greenhouse area should be usable growing space. Peninsular bench arrangement allows for the greatest growing efficiency. If these benches are fixed, or at least not easily movable, valuable space is lost. Rolling benches allow for the maximum efficiency of growing space. Galvanized steel tubing and expanded metal are the most durable materials for these benches. Locking casters prevent the table from moving once it is in place. The expanded metal tops on the benches allow for proper drainage and air circulation around the plants.

LAND REQUIREMENTS Bench length depends on the width of the greenhouse. A 35-foot wide greenhouse with a five-foot walkway, and a 2-foot allowance for walls would equal 28 feet. Divide that by two and the result is two 14-foot-long benches to fit across the width. This will vary with the width of the greenhouse. Bench width should not be more than 6-feet wide. Its height should not exceed 30 inches.

Although a chain link fence should enclose the greenhouse, space or land accessible to the horticulture program. This land would provide an area for fruit and vegetable production as well as nursery stock plant production. Nursery stock plants will provide the horticulture classes with the foundation stock from which students can take cuttings. These plants may be part of the school landscape or grown in a designated production area.

Once a rolling bench is filled with plants, it can be rolled to end of the greenhouse. Each additional full bench can be rolled within 6 inches of the previous bench. This provides for maximum production space. Regarding the American with Disabilities Act, it should be noted that front benches must be wheelchair accessible. Space between all the benches does not have to maintain the same accessibility for handicapped students.

TOOLS AND EQUIPMENT The horticulture department requires a variety of equipment, tools, and supplies for production, floral design, and landscaping activities (Tables 2126). The following is a listing of these items and the recommended number needed to serve the program needs. 108

ILLUSTRATIONS Following this section are photographs that represent selected horticultural facility concerns that are part of the agricultural science and technology department. Each illustration contains a caption that further explains the photograph. EQUIPMENT, TOOLS, AND SUPPLIES (Recommended for training a maximum of 20 students per class.)

Table 21: Greenhouse Equipment AREA COOLING

RECOMMENDED QUANTITY

DESCRIPTION

Woven polypropylene shade fabric (maximum 50 percent shade)* (sufficient to cover the greenhouse) Fan-jet ventilation with perforated convection tube 1 Exhaust fans with automatic shutters 2 Pipe distribution system and return for cooling pad system 1 (including pad frames, pump, cooling pads, motorized shutters and relays) sump tank for water circulating in cooling pad system 1 (Size based on length of cooling pads) 1

Pump, suction, complete /3 – /2 hp centrifugal or submergible 1 Automatic climate controller 1 HEATING

FERTILIZATION PROPAGATION

WATERING

Gas-fired heaters, forced-draft heaters with stainless steel Burners and heat exchangers and automatic controls (Size determined by local conditions)

Maximum-minimum thermometer

1:100 fertilizer injector

1:16 brass siphon fertilizer mixer

Mist system (including nozzles, automatic controls, and programmable electric timers.)

Propagation mat, 22” x 60” electric

Commercial heavy-grade water hose, ¾” x 50’

Water breaker heads and wands

Plastic watering can

Drip tubes (quantity determined by number of plants on system) *

109

Table 22: Workroom Equipment ITEM

RECOMMENDED QUANTITY

DESCRIPTION

BROOM

Commercial grade push type

BRUSH

Utility, hand-held counter brush

CABINETS

Tool and chemicals (lockable)

CARTS

2 shelf, 30”x60” with flat, expanded metal shelves

1 shelf, 30”x60” with flat, expanded metal shelves

5-gallon, nonbreakable for gasoline

CONTAINERS

2½-gallon mixed gas COOLER

1 o

Walk-in, 8’x8’x7’, temperature range 34 70 F

(to include rolling racks) EXTENSION CORD

Heavy duty (14 gauge), 50 foot

GLASSES/GOGGLES

Safety, one per student plus extra for visitors

GRINDER

Bench type, ½ hp electric motor with two 7-inch wheels

KITS

First Aid

LADDERS

4-foot step

8-foot step

MAGNIFIER

Pocket, 1020X

MASKS

Gas mask, full-view face

MEASURING DEVICES

Spoons, /8 teaspoon to 1 tablespoon set

Cups, ¼ cup to 1 gallon set

Graduated cylinders for liquids

2 21*

(8-ounce capacity with /8-ounce increments) METERS

Light, to determine lumination levels

MICROSCOPE

Dissection,

NURSERY BINS

Mobile, for storing growing media components

SCALES

Tabletop, ½ ounce increments, 5 pound maximum

Utility, 40 pound, ¼-pound increments

SOIL MIXER

½ yard capacity with 1½ hp electric motor

SPRAYERS

1-quart hand held

Hose end, adjustable

2-gallon capacity, pump sprayer

Broadcast, single axle, adjustments on handle

SPREADERS STAPLING TACKER

TREE DOLLY

Heavy duty

VISE

Mechanic’s, solid base with 3½” jaws

110

Table 22: Workroom Equipment - Continued ITEM

DESCRIPTION

RECOMMENDED QUANTITY

WHEELBARROW

Commercial grade, 5 cubic foot capacity, pneumatic tire

WORK TABLES

Movable, with castors, 15 square feet/student

Table 23: Hand Tools and Equipment ITEM CHISELS

DESCRIPTION

RECOMMENDED QUANTITY

Cold set, ¼”, ½”, ¾”, center punch

Wood set, ¼”, ½”, ¾”

COME-A-LONG

EDGER

Gasoline powered, 8-inch blade

FILES

Flat, 10-inch and 12-inch

Half-round, 10 inch and 12 inch

Mill, 10 inch

Rattail, 10 inch

Seed

Spading (clay)

GLUE PAN

Low temperature glue-melting unit

GRINDER

Portable, electric, 4-inch right angle

HAMMERS

Ball peen, 8 ounce

Curve claw, 16 ounce

Sledge, 3 pound and 6 pound

FORKS

HOES

Garden

Mattock

KNIVES

Horticultural multipurpose (2¼” blade with 4” handle)

LAWN MOWER

Rotary type, mulching, 22 inch, 6 hp

Reel type, 18 inch

LEVEL

Carpenter’s 24 or 36 inch

LINE TRIMMER

Straight Shaft, 2-cycle engine, 17-inch cut

PLIERS

Slip joint, 6 inch

Diagonal, 6 inch

Lineman’s, 8 inch

Adjustable locking grip

Fencing

111

Table 23: Hand Tools and Equipment - Continued ITEM

DESCRIPTION

RECOMMENDED QUANTITY

POST HOLE DIGGER

Heavy duty, high carbon steel blades, 6½-inch spread

RAKES

Lawn

Bow

RASPS

Wood, 10 inch half round

RULERS

100-foot tape

25-foot tape

Measuring wheel

Bow, 24 inch

Pruning, heavy duty

Hacksaw, 12 inch

Pole pruning/saw

SCISSORS

Utility, 8 inch

SCREWDRIVERS

Assorted lengths of Phillips and flat head

SHARPENING STONES

Oil, combination

SHEARS

Pruning, hand

Pruning, hedge

Pruning, lopping

D-grip, round point

Round point

Square point

Sharp shooter

Scoop, grain

Carpenter’s framing

Combination

TILLER

Rotary, 18-inch width, 12-inch tines

TREE CALIPER

Aluminum alloy, 9½ inch

TROWELS

Commercial grade, assorted

WRECKING BAR

Landscape chopper/scrapper (rock bar)

Gooseneck

Open-end adjustable set, 6-inch, 9-inch, & 10-inch

SAWS

SHOVELS

SQUARES

WRENCHES

12 6

Standard, combination open-end/boxed end set, 1

/4 ” – 7 /8 ”

Metric, combination open-end/boxed end set, 6mm15mm

2 112

Table 23: Hand Tools and Equipment - Continued ITEM WRENCHES – Continued

RECOMMENDED QUANTITY

DESCRIPTION Pipe wrenches

Socket set, /8” drive, /8” – /8” sockets Allen wrenches, short arm set Allen wrenches, long arm set

1 1 1

Table 24: Floral Tools and Equipment ITEM FLORIST KNIVES

DESCRIPTION Floral fixed straight blade, 7 inch

HOT GLUE GUNS

RECOMMENDED QUANTITY 20 5

ROSE STRIPPER

Metal

SHEARS

Florist clippers, 8 inch

Ribbon scissors, 8 inch

Hand pruning STAPLER

Hand held

STEEL PICKING MACHINE

UNDERWATER STEM CUTTER

Heavy gauge

WIRE CUTTERS

6 inch

1 20

Table 25: Floral Supplies ITEM

DESCRIPTION

RECOMMENDED QUANTITY

ANCHOR TAPE

Roll

DESIGN BOWLS

Standard/utility bowls, box

FLORAL ADHESIVE

For fresh flowers, bottles

FLORAL FOAM

For fresh flowers, box

For preserved & silk flowers, box

FLORAL TAPE

Moss-colored, 12 rolls per box

RIBBON

#1.5 assorted colors, bolts

#3 assorted colors, bolts

#9 assorted colors, bolts

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Table 25: Floral Supplies - Continued ITEM RIBBON - Continued

DESCRIPTION

RECOMMENDED QUANTITY

#16 assorted colors, bolts

#100 assorted colors, bolts

Paint, regular assorted colors, cans

Paint, translucent, cans

Paint, glitter (gold, silver, opaque), cans

“Crowning Glory,” concentrated bottle

Surface sealer, can

Leaf shining agent, can

WATER BOTTLES

with Spray nozzles

WATER TUBES

Bag (100/bag)

WAXED TISSUE PAPER

Bag (400 sheets/bag)

WIRE

#28 gauge (box)

#26 gauge (box)

#22 gauge (box)

#20 gauge (box)

#16 gauge (box)

SPRAYS

Table 26: Drafting Equipment (1 set per student) ITEM

DESCRIPTION

RECOMMENDED QUANTITY

COMPASS

CIRCLE TEMPLATE

DRAFTING BOARD

SCALE

Architect

Engineer’s o

1 o

TRIANGLES

30 60 , 45 90

T-SQUARE

24-inch

Horticulture Advisory Committee Keith Zamzow, Staff Specialist, IMS, TAMU Joe Skinner, Naaman Forest, Garland Chris Morgan, Marcus, Flower Mound Glen Conrad, TruGreen Landcare, Bryan Marsha Goodwin, Skyline, Dallas 114

Horticulture Photographs

9006J1: Greenhouse with corrugated polycarbonate sheeting over a galvanized frame.

9006J2: Cooling pads with automatic louvers regulate inside temperature of the greenhouse.

9006J3: Galvanized tables are recommended in the greenhouse. Casters on the legs would allow for more tables and maximize space.

9006J4: Storage shed allows for storage of equipment and supplies outside of the greenhouse.

9006J5: A cooler provides space for storing cut flowers and arrangements for floral design classes.

115

116

ENVIRONMENTAL AND NATURAL RESOURCES Natural Resources: Aquaculture Recommended Class Size:

25 students

INTRODUCTION Aquaculture is an emerging part of the Agricultural Science and Technology curriculum throughout the nation. It can be taught as an agriscience semester course or offered as a yearlong agricultural industry course.

space should be allowed for students to move freely and easily around each system. It is also necessary to provide storage space and a work area involving chemicals, supplies, feeds, and equipment.

Students benefit from this set of curricula by receiving instruction not only in the care and production of aquatic species but in testing water quality. This training provides the individual with the skills necessary to enter the aquaculture industry as a semiskilled technician. The training also provides the student with marketable skills in water-quality testing and maintenance. These skills are beneficial to industries and municipalities where maintaining water quality is a primary concern.

WATER SUPPLY Whether indoors or outdoors, the laboratory should be equipped with the necessary pumping equipment to move the water as efficiently as possible. The heart of the aquaculture program is the water. Water quality is important to production and the environment. The facility should have access to a water source capable of producing quality water for aquaculture. When groundwater is not available, then a surface water source would be acceptable. In the absence of both surface and ground water, municipal water could be used. However, water in an aquaculture system must be chlorine free.

CLASSROOM AND LABORATORY The classroom for an aquaculture class should be consistent with that of other agricscience courses, with a separate but adjoining laboratory. If possible the area should be climate controlled. An area lacking the ability to control ambient temperatures will encounter considerably more production problems. An outdoor pond may be part of the local aquaculture program. Production requires planning to culture species that can tolerate climatic variances.

Chlorine-free water is available from either groundwater or surface water. It may be possible to obtain surface water by access to supplies, such as ponds, lakes, bays, or rivers. Water from this source will contain plant and animal organisms. These organisms can be harmful to the aquacrop. A filter screen attached to the inlet pipe will collect these organisms.

An indoor laboratory facility should be a minimum of 30’0”x 50’0”. This will allow for a variety of recirculating systems and raceways. A 500-gallon production tank with a settling chamber and bio-filter recirculating system can fit into a 3’0”x10’0” space. This does not allow for room to move around the system. Adequate

Groundwater is only available from water wells. Regardless of whether the source is surface or groundwater, it may necessary to obtain a permit from the Texas Natural Resource Conservation Commission (TNRCC) or other local governing agencies.

117

the limiting resources are suitable water, land, and/or facilities.

Municipal water is still another source for indoor systems. This source has two disadvantages. First, municipal water contains chlorine. Most chlorinated water can be chemically treated to remove the chlorine. All chlorinated water can be filtered with a carbon filter. The second disadvantage is the cost of municipal water. This source is expensive for use in a pond facility.

Aquaria Aquaria can be used as an independent system or part of the total program. An aquarium can function independently or as a part of an array. As an independent unit, water quality parameters are specific to the unit. A student or group of students may be assigned the responsibility of maintaining water quality and the overall production of the unit. As part of an array, the entire system can share a common bio-filter. This will allow for students to conduct research regarding such variables as production gain or feed quality. Either an aquaria array or individual tanks can serve as an entry-level program for students with an interest in aquaculture.

Water considerations should include planning for a water reserve. This water should be immediately available and capable of replacing no less than 25 percent of the total volume of water in all laboratory units. A partial change out is essential when nitrogen problems affect water quality. The water reserve also provides a source of water for replacing water lost to evaporation and leakage.

Recirculating Systems

Planning for the water source must also include plans for discharge of used water. Disposing of wastewater in recirculating systems or ponds is a concern that is part of the planning phase. In most educational situations, the volume of discharge is usually not sufficient to require a permit. Floors with a gentle slope and simple floor drains will handle most systems. Pond drainage should include a drainage ditch or drain pipe that diverts water into a settling basin, such as a developed wetland area or a cultured aquatic plant system, before allowing it to discharge.. An aquatic plant area will work to reduce settleable solids and nitrogen wastes created by the fish. In either situation, contact with the TNRCC will ensure that the school facility is in compliance with existing regulations.

Recirculating systems vary in size and type. The common element in each is that water leaves the production chamber moves through a bio-filter and returns to the production chamber. There is zero discharge unless nitrogen problems call for a partial water exchange. Water is also lost due to evaporation and leakage. Design of a recirculating system will include a production chamber, a settling chamber, and the bio-filter. PVC pipes carry the water from one section to the next. Water can be moved using pumps or an airlift. In an airlift system, a regenerative air pump delivers a high volume of air at low pressure. An air compressor that produces low volume at high pressure does not meet the needs of any aquaculture system. The air pump should be mounted away from the classroom and laboratory in a sound box, mechanical room, or outside. This will effectively reduce the noise level created by the pump.

AQUACULTURE PRODUCTION SYSTEMS There are a variety of production systems that can be useful in incorporating the Texas Essential Knowledge and Skills into the aquaculture curricula. Each can be used as an independent system or as a part of a multifacetted production program. A school can plan a production program designed to meet the needs of the students and budget of the school district. In most cases,

Setup of the system puts the water in each chamber at the same level. Air injected in the inlet pipes bubble water into the chamber. The 118

same pump supplies air used to aerate the biofilter and production chamber.

vided. This also works well for fish species requiring softwater.

LABORATORY CONSTRUCTION CONCERNS

The laboratory facility should be equipped with rollup or double access doors. There should be windows between the laboratory and the classroom or office. External windows make environmental control more difficult. If windows are incorporated into the facility, they should be mounted high on the wall.

The laboratory floor should be below grade relative to the floors in adjoining rooms. If this is not possible, the room should have a 4’0” concrete water curb on all four walls. This is to contain any water that might spill. The laboratory floor should be equipped with doublescreened drains with floors sloped toward the drains at a 1” to 10’0” slope. The laboratory walls should be waterproofed with a marinegrade sealer or with textured fiberglass wall panels. The laboratory facility should be climate controlled with central heating and air conditioning. The system should be independent from other classrooms or facilities.

OUTDOOR LABORATORY/POND

The lighting should be double the recommended amount for regular classroom facilities. Two duplex outlets spaced every eight feet along the wall and every four feet at the lab counter/tables. Each pair of duplex outlets should carry its own 20-amp circuit. Every outlet must be a ground fault circuit interrupter (GFCI). New concrete floors should be broomed or brushed before curing to prevent a slick finish. Existing floors should be resurfaced with a nonskid coating. The nonskid surface should be continually maintained. The aquaculture laboratory should be equipped with store room or storage cabinet. Storage facilities provide a place for aquatic chemicals, spare parts, and feeds. A refrigerator or chesttype freezer should be provided to maintain quality of feeds containing products with a high fishmeal content.

A pond system would add a dynamic dimension to any agriscience program implementing aquaculture into the curriculum. Either a singlepond or multiple-pond system would provide students with near-industry production experience. Soil testing should identify a clay content that would allow the pond to hold water. Soil should also be tested for residue from chemicals that may have been dumped or spilled on the soil. Oil, herbicide residue, pesticide residue, or other toxic substances will render a site unusable. The recommended pond size in an educational setting should range between 1/3 acre (75’0” wide and 200’0” long) to ½ acre (110’0” wide and 200’0” long). The pond should have a 3:1 or 4:1 slope on all banks. The levee surrounding the pond should be at least 12’0” wide and level to allow for vehicular traffic. The bottom of the pond should have a 6” slope per 100 feet. The deep end of the pond should be no less than six feet from the top of the levee. This will allow for a one-foot freeboard and a maximum pond depth of five feet. The deep end of the pond should be equipped with a drainage system, either a Kansas Kettle type system or a turn-down pipe. The pond design should allow for a drainage ditch to carry the water to a settling pond. The settling pond can provide the opportunity for additional aquaculture studies. The settling pond should have access to a discharge area such as a drainage ditch, bayou, gully, creek, stream, or river.

The laboratory should be equipped with a large, deep-well stainless-steel sink and counter. Formica type material can be used for the counter although stainless steel is the preferred surface. For programs incorporating marine or saltwater systems, a reverse osmosis unit should be pro119

The pond could be equipped with a pier or walkway that extends a minimum of 10 feet into the water. Preferably, the pier would be located at the deep end of the pond. This will allow for access to a proper site to conduct water quality tests. A pier may interfere with seining or harvesting activities conducted in the pond. The instructor and students should have access to

both chemical and metered water quality testing equipment. An oxygen meter is the most critical for pond water quality. Table 27 provides a list of equipment and supplies that are useful when operating a pond facility. It includes a sales counter that will allow the students to market their produce.

Table 27: Pond Equipment and Supplies ITEM

RECOMMENDED QUANTITY

DESCRIPTION

AERATOR

Paddlewheel, infuser, air jet, or similar type

ELECTRICAL

Power source at the pond to provide electricity to the aerator 1

SALES COUNTER*

Fresh retail counter with scale and printer

CUFFS

Boning, 6” wide

FIRST AID KIT

WITH cold packs to treat snake bite

METER

Oxygen meter and replacement parts

SEINE

120 feet x 5 feet

WADDERS

Chest type

10 ft. 17

with bio-material. The final major component is a ½ hp regenerative air blower. This air-supply system is designed to provide low air pressure at a high volume. A variety of plumbing supplies will be needed to join the components into a functional unit. This will provide a 750 to 800gallon total capacity system.

RECIRCULATING SYSTEMS A basic recirculating system has four major components. First is the production or culture tank. Although many types of materials can work for this tank, a round fiberglass tank is the most efficient and versatile. A tank with a sixfoot diameter and 34-inch depth will hold approximately 575 gallons of water. It is recommended that the tank have a viewing window. It should also be equipped with two 2-inch couplings: one in the center on the bottom and one high on the side.

A production system may be set up in a variety of ways using more than one type of bio-filter. Photographs at the end of this will show additional systems to consider when planning an aquaculture program. Each has its advantages and disadvantages. Other systems that can be a part of the aquaculture programs are also identified.

The second part of this system is a settling chamber. A 140-gallon round fiberglass (42inch diameter x 2 feet deep) should be equipped with three 2-inch couplings: one at bottom center, one high on the side, and the other high on the opposite side. The third component is the vertical screen biological filter (24”x 36”x 26”)

Table 28 provides a list of most of the materials that will be needed in the laboratory. Again, the 120

production system can vary in type, size, and number.

AQUAPONICS Aquaponics uses aquaculture wastewater with hydroponic production. This approach brings a new dimension to aquaculture. Space is usually the limiting factor of the size and scope of an aquaponics laboratory. Aquaponics can add a new dimension to an existing horticulture program or be part of the aquaculture curriculum.

AQUATIC PLANT PRODUCTION An aquaculture program does not have to limit itself to production of animal species. Aquatic plants are a viable commodity in the aquaculture industry. Production can incorporate aquaponics (discussed later in this section) or operate separately from other production systems.

Nitrogen-rich water from the production chamber is directed to a settling chamber. From there it will pass over the root system of the plants. The plants cannot remove all of nitrogen wastes from the water. Thus circulation of the water through a bio-filter is necessary before returning it to the production chamber.

A pond production facility should range from 12 to 24 inches in depth. It can be an earthen pond or a structure using a pond liner and beam supports. Available space would limit the size of the production pond. Production facilities could also be setup in a greenhouse for environmental control or inside a building under grow lights.

Production facilities can include grow lights over production trays made from PVC pipe or rain-gutter material. Facilities can also consist of a greenhouse that houses both the recirculating system and plant production site.

Table 28: Recirculating Equipment and Supplies ITEM

DESCRIPTION

RECOMMENDED QUANTITY

PRODUCTION SYSTEM

Complete with production chamber, settling chamber, bio-filter and media, plumbing, valves, air supply system *Quantity sufficient to meet the needs of the program.

DRAIN HOSE

2” reinforced drain hose with quick connect couplings

HEATER

Bayonet style immersion heater (3 watts per gallon of water in the system (i.e., 2,400 watts for a 800 gallons of water)

NET

Food fish

BIO-FILTER MEDIA

Type can range from commercial products to custom * fabricated. *Quantity sufficient to supply the production needs

NET

Fingerling

NET

Sampling

OUTLETS

GFCI (ground fault circuit interrupters)

TEST KIT

Nine-parameter water quality test kit

TEST KIT

Individual dissolved oxygen kit

TEST KIT

Individual nitrate nitrogen kit

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Table 28: Recirculating Equipment and Supplies - Continued ITEM

RECOMMENDED QUANTITY

DESCRIPTION

TEST KIT

Individual nitrite nitrogen kit

TEST KIT

Individual chloride/salinity kit

TEST KIT

Individual pH kit

TEST KIT

Individual carbon dioxide kit

TEST KIT

Individual alkalinity kit

TEST KIT

Individual hardness kit

THERMOMETER

Fahrenheit and Celsius scale with aluminum case

THERMOMETER

Fahrenheit and Celsius scale with plastic case and fittings

REFERENCES

Assorted texts, periodicals, CDs, videos, and slide sets *As determined by the needs of the program.

SUPPLIES AND MATERIALS

MARICULTURE PRODUCTION

The safe and effective instruction of aquaculture requires a variety of accessory supplies and materials. Table 31 provides a list of the most common items used in an aquaculture laboratory. Depending on the system selected and size of the program, additional supplies and materials may be necessary. Local policy and program direction will dictate the need. A variety of aquaculture supply catalogs provide both description and uses of supplies and materials.

Another facet of the aquaculture program is mariculture. Implementation of the marine science aspect is not limited to coastal areas. The same type of equipment used for freshwater systems can also be incorporated into mariculture production. Although certain species (i.e., red drum and hybrid stripped bass) can grow in fresh water, they need saltwater to reproduce. Other species (i.e., shrimp) need saltwater to grow. Sea salt mixes can be added to fresh water to produce the desired level needed for the species in cultivation. Table 29 is a list of items that are unique to mariculture production.

FACILITY GROWTH Facility development should allow for the aquaculture program to expand. Another recirculating system of equal or larger size should be implemented, necessitating additional equipment to maintain and monitor all of the systems. Table 30 contains a list of items that should be considered as the program grows.

There are a number of items that is necessary to maintain both fresh and saltwater systems. Following is a list of the more common items that are used daily or recommended to be kept on hand. The listing of materials and supplies (Table 29) are needed to adequately and safely train students and prepare them for occupations within the aquaculture industry.

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Table 29: Saltwater Production ITEM

RECOMMENDED QUANTITY

DESCRIPTION

KIT

Marine sampling kit

METER

Refractometer

SKIMMER

Protein skimmer (per system)

TEST KITS

Individual sodium chloride kit

Aquaculture Center (SRAC) has the largest selection of publications. SRAC Administrative Office is located at the Delta Research and Extension, Stoneville, Mississippi. Mississippi State University serves as the host institution. In addition, most states support a state aquaculture association. This can be a valuable resource for locating resource personnel, potential jobs for graduates, and specialists that can help when problems arise.

CURRICULUM MATERIALS AND REFERENCES There are a variety of resources that provide instructional materials for the aquaculture program. Instructional Materials Service, 2588 TAMUS, College Station, Texas 77843-2588 has student materials, curriculum guides, test bank, keys, videos, and miscellaneous other references. Five regional aquaculture centers produce bulletins on various aquaculture topics. The five centers are the North Central, North Eastern, Southern, Western, and the Tropical and Subtropical. Of the five, the Southern Regional

The Internet is an emerging educational resource tool for all instructional areas. The concern with this resource is the line between valid information and opinion. The researcher should always question the credibility of the source.

Table 30: Expansion Accessories ITEM

DESCRIPTION

RECOMMENDED QUANTITY

ALARM

Telephone alarm/monitoring 8 system

CHILLERS

For use with cold water species (i.e., trout)

FEEDERS

Automatic scatter feeder - per pond

FEEDERS

Vibrator feeder for fry production

FEEDERS

Automatic belt feeder for recirculating systems - per system

GENERATOR

Gasoline or diesel auto start electric generator

or oxygen backup system KIT

Dissecting kit complete with trays

METER

DO meter

METER

Salinity, conductivity, temperature meter

METER

pH/mV/ C meter

MICROSCOPES

Basic 3 power laboratory microscope

123

Table 30: Expansion Accessories - Continued ITEM

RECOMMENDED QUANTITY

DESCRIPTION

SCALES

Triple beam

SCALES

Hanging scale, 25-pound capacity

SCALES

Floor type, 50250-pound capacity

STERILIZER

Ultra-violet sterilizing unit

Table 31: Supplies and Materials ITEM

RECOMMENDED QUANTITY

DESCRIPTION

AIR STONES

Assorted sizes from .1 to 1.0 CFM

BASKET

Polyethylene with heavy duty handles

BROOMS

Fiber, 12” pushbroom, heavy duty

BROOMS

Whiskbroom, heavy duty

BRUSHES

Clean-up brushes, 8” with nylon filling

BRUSHES

Test tube, bottle, and scrub brushes, assorted

CLIPBOARDS

Plastic

FEED

Meet the requirements of species in production

FILTER

Sand filter system

KNIFE

Air knife for skinning

NET

Plankton net

NET

Cast net, 6’ radius,

SECCHI DISK

To test turbidity in ponds, with line and weight

SQUEEGEE

Heavy duty

TAGGING

Tag gun and tags

TOWELS

Cloth or paper generator to operate both systems. Each system has its own settling chamber and biofilter.

RECIRCULATING SYSTEM DIAGRAMS Included in this section is a diagram of a recirculating system. The first shows a single tank production system complete with settling chamber, biofilter, piping, and air supply.

POND SYSTEM DIAGRAMS There are three diagrams presented in this section. The first is a single-pond system. The second is a multiple-pond system that uses a crawfish production area as the first settling chamber before water is released into a wetland

The second diagram illustrates the same type of recirculating system except with two production chambers. It is capable of using the same air 124

area. The wetland area is also used for the production of aquatic plants. The final pond system is located on the coast. The saltwater resource allows the school the opportunity to work with marine production. A freshwater well also provides the opportunity to work with freshwater species. ILLUSTRATIONS Following this section are photographs that represent selected aquaculture facility concerns that are part of the agricultural science and technology department. Each illustration contains a caption that further explains the photograph. Aquaculture Advisory Committee Reece Blincoe, Career and Technology Director, San Marcos ISD, San Marcos, TX Brian Brawner, R&B Aquatic Distribution, Inc., Boerne, TX Janet Hayes, Career and Technology Director, Deer Park ISD, Deer Park, TX Tim Wyatt, Vines High School, Plano, TX

125

126

Figure 23. Diagram of ponds at Deer Park High School, Deer Park, Texas.

127

128

Figure 25. Aquaculture system of the Palacios I. S. D. Agriscience Department.

129

130

Figure 24. Aquaculture recirculating system laboratory floor plan.

131

132

Figure 26. Typical recirculating system design for high school aquaculture programs.

133

134

Aquaculture Photographs

9006K1: Ponds provide a dimension to the aquaculture curriculum that closely parallels industry.

9006K2: Recirculating systems provide an economical, yet realistic approach to aquaculture education.

9006K3: Recirculating systems can be equipped with chillers (seen here) or heaters to allow for culture of certain species.

9006K4: Aquatic plant production can occur in lined ponds and take up relatively little space.

9006K5: Aquaria systems allow still another dimension of production within the aquaculture curriculum.

135

136

ENVIRONMENTAL AND NATURAL RESOURCES Natural Resources: Forestry Recommended Class Size:

10 students

INTRODUCTION

TRANSPORTATION

Forestry is one of the established curriculums in Agricultural Science and Technology. An agriscience course, forestry is TEA approved for ½credit. As such, the classroom standards for this course of study are the same for those of the systems. However, to be truly effective with this curriculum, the class should have easy access to a forest and preferably a logging and/or milling operation.

Unless the school is located adjacent to a stand of timber and industry, transportation should be available for use by the instructor. If the instructor does not have the necessary certification to transport students, a certified driver should be provided on the days field trips are scheduled. The vehicle should equipped to carry the tools and equipment the class will need on various trips. It can be a school bus, van, or any type of safe, reliable means of transporting students to and from their destination.

LABORATORY FACILITY In addition to classroom, office, restrooms, storage, and library facilities, there should be a school-based laboratory available for this course. The need for a laboratory can easily be incorporated into a mechanized agriculture facility designed to meet the needs of an additional agribusiness course.

SAFETY Safety is always an issue with every phase of education. Student and teachers should have approved safety measures to work with tools and equipment. Much of the laboratory work will involve the outdoors exposing everyone involved to everything from insect stings and bites to attack from animals, such as snakes. A first aid kit should be available and equipped to handle such emergencies. In addition, the instructor should have access to a cell phone. This will allow for prompt notice and calls for assistance, should the need arise.

TOOLS AND EQUIPMENT A list of tools and equipment (Tables 32 and 33) follow this discussion. The recommended quantity is based on the recommended enrollment of 10 students. Additional tools and equipment will be needed as more students enroll in the course.

137

Table 32: Power Equipment ITEM SAW

DESCRIPTION Gas-powered chain, minimum size 4.0 cu.in. for direct drive or 2.3-cu.in for gear driven)

RECOMMENDED QUANTITY 2

Table 33: Hand Tools and Equipment ITEM

DESCRIPTION

RECOMMENDED QUANTITY

Double bit

BORERS

Increment, 8”

COMPASSES

Cruising, professional quality GPS/GIS instrumentation

3 2

COOLER

Water, 10 gallon

FILES

Flat, assorted

GOGGLES

Safety

GUN

Tree marking

HANDLES

File tang

HATS

Hard, safety

INJECTOR

Tree

FIRST AID KIT

Industrial quality

LEVEL

Laser Topographic abney

1 1

MACHETTE

with leather sheath

PADS

Tally, for timber cruising

STICKS

Scale

SQUARES

Timber cruising prism, 10 factor

TAPES

Engineer’s, 100 ft Diameter Logger

1 5 1

WEDGES

Metal

1 per person 1 1 per file 1 per person

138

VALUE ADDED AND FOOD PROCESSING Food Technology - Meats Processing Recommended Class Size: Preferred:

15 students 12 students

each class above the recommended two classes, there should be an

INTRODUCTION The meats processing curriculum provides both technical and hands on instruction to students with career goals in the food technology industry. Knowledge and skills gained through this area of study will prepare students for immediate employment.

additional 600 square feet of floor space for the processing area. APPROVAL OF PLANS AND SPECIFICATIONS

Working with animal carcasses, sharp knives, and possibly around live animals presents hazards not common to the typical classroom setting. As a result, class size is an extremely important consideration when planning to implement this curriculum. The key factor for class size recommendation is safety concerns.

The Division of Veterinary Public Health, Texas State Department of Health, must review and approve plans and specifications for the proposed school-directed meats processing laboratory. This process should be completed before releasing bid information. Either the school district office or the architect should contact the Division of Veterinary Public Health, Texas State Department of Health, 1100 West 49th Street, Austin, Texas 78756. Written final approval should be secured before the plans and specifications are let out for bid.

CLASSROOM REQUIREMENTS The facility standards in this subject area are the same as those suggested for the food and fiber system. Common facility standards include classroom space, classroom equipment, study and library area, storage space, and office space.

GENERAL CONSTRUCTION CONSIDERATIONS

MEATS PROCESSING AGRICULTURAL INDUSTRY FACILITIES

Wall construction consisting of a steel stud frame is recommended. Wall covering should be glassboard (FRP).

These recommendations for a school-directed laboratory meats processing program represent requirements for two classes with a maximum of 15 students in each. As mentioned, exceeding this capacity seriously jeopardizes the safety of the students and instructor. These recommendations also address those needs other than classroom and space requirements.

WIRING The walls should be equipped with ground fault circuit interrupter (GFCI) duplex outlets. They should be spaced no greater than 10 feet apart around the walls of the laboratory. Each should be 120-volt service on a 20-amp circuit. Outlets should also be available for power equipment requiring 240-volt power. Placement of these outlets will depend on layout pattern of the equipment.

A meats processing laboratory should have a floor space of 1,200-square feet. An additional 800-square foot facility, adjoining the processing area is required for a slaughter laboratory. A school system may choose to make more than two classes available during the class day. For

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cultural industry. The quantity recommendations are based on a class size of 15

GAS There should be a minimum of one (1) natural gas (or equivalent) outlet provided in the work area. TOOL AND EQUIPMENT PURCHASES The purchase of any tools and equipment for the meats processing facility should conform with design and construction requirements to meet all local, state, and federal guidelines for safety. The tools and equipment should also be consistent with industry standards.

students and a maximum of two classes. As more classes are added, additional tools and equipment should be made available. Any item marked with an “*” refers to optional equipment that is recommended when funds become available. ILLUSTRATIONS Following this section are photographs that represent selected food processing – meats laboratory concerns that are part of the agricultural science and technology department. Each illustration contains a caption that further explains the photograph.

Tables 34 through 37 include a listing of all tools and equipment that should be considered for a meat-processing laboratory. The tools and equipment presented are needed to adequately and safely train students and prepare them for occupations within the meats processing agriTable 34: Fabrication Room AREA APRONS BASKETS BOOT DIP MAT CLIPPING SYSTEM COUNTER* CUFFS CURE PUMP CUTTERS DOLLY DOLLY DOLLY DISPENSER DUST REMOVERS FIRST AID KIT FROCK GLOVES HOOKS HOIST

DESCRIPTION Boning, white neoprene coated, 14” x 18” Freezer, 5” x 17” x 28” Disinfectant boot dip mat One bag clipping system Fresh retail counter with scale and printer Boning, 6” wide Complete with all accessories Paper, hold 9” diameter rolls and widths of 15”, 18”, & 24” Double lug, 15¾” x 28¼” x 33” Four lug, 15¾” x 28¼” x 33” Single tote Tape, adjustable to measure desired length For removal of bone Designed to attend to major injuries For freezer use Metal mesh, thumb and two fingers - pair Boning hooks ½-ton capacity for loading dock 140

RECOMMENDED QUANTITY 15 56

17 2 2 4 2 6 6 1 2 16 5 1

Table 34: Fabrication Room - Continued AREA

DESCRIPTION

RECOMMENDED QUANTITY

HOSE

Commercial grade rubber 50’ water hose, high pressure 3 designed to withstand high temperatures, with nozzles

HOSE

Mixing hot and cold water station

KNIVES

2-knife set, complete with plastic handles 6” flexible blade for boning 8” blade for breaking

3 16

4-knife set, with plastic handles, breaking knives: 8”, 10”, 12”, and 14” blades for laboratory use

Steak, with plastic handle and 12” blade 8” blade for breaking

Wizard* LAVATORY

Stainless steel base sink with backsplash, foot/knee operation

LOCKERS

Clothes lockers, male and female facilities (20 lockers each)

LUGS

Curing bin, 500-pound capacity Tote, 13” x 12½ x 30” inside measurement

MOLD

Hamburger patty press, hand operated

PACKAGING

Vacuum packaging system

PLATTERS

Aluminum, ¾” x 12½ x 30”

1 40 3 20 2 36

Utility, stainless steel, 24-quart capacity

PLATTER DOLLY

12 platter

RACKS

Dunnage racks, aluminum, 27” x 60” x 70” or 12” x 20” x 36”/48”/60”

SAUSAGE STUFFER

Manual or Electric,

SAUSAGE LINKER*

Fresh sausage

SAWS

Meat, stainless steel frame with plastic handle, 3 /8” x 25”, 12 tooth

SCABBARDS

Plastic or aluminum with removable froth, 4½” x 13”; chain belts with two swivel hooks

SCALES

Beam type, heavy duty, 550-pound capacity upper beam, and 50-pound capacity lower beam

Electronic with retail labeling operations

Electronic with digital portion control

141

1 4 16

Table 34: Fabrication Room - Continued AREA SCALES - Continued

DESCRIPTION

RECOMMENDED QUANTITY

Platform with 1,000-pound capacity

2-pound capacity

SHARPENER

Sharpening stone, multi-oilstone, set

SHARPENER

Electric for knives

SINK

Double sink/drain board combination, stainless steel, each sink unit 24” x 24” each with a 24” x 36” drain board

STAMPS

Complete hand set, single line, for meat cuts

STEELS

12” blade

STERILIZING BOX

Sterilizing box for knives, 6” x 12” x 12”, electric, 120V 1

TABLES

Cover, Durasan plastic, ¾” x 30” x 6’0”

TABLES

Trimming and boning table, stainless steel frame, 6 30” x 34” x 72”, equipped with Durasan tops (above)

TABLES

Utility and wrapping table, stainless steel top, 32”x36”x96”

THERMOMETERS

Digital

TREES

Meat type, stainless steel, in-line hooks, 12 hooks with 8” between hooks, 48” long

TROLLEYS

Overhead rail, beef short, standard for hindquarter 15 Galvanized wheel with stainless steel hook, ½” x 6¼”

TROLLEYS

Overhead rail, beef long, standard for forequarter 15 Galvanized wheel with stainless steel hook, ½” x 24”

TROLLEYS

Overhead rail, long hog, standard Galvanized wheel with galvanized hook

TRUCKS

Freezer, tray supports, intervals for baskets

Drinking fountain

VACUUM TUMBLER WATER COOLER*

142

Table 35: Power Tools and Equipment ITEM

DESCRIPTION

RECOMMENDED QUANTITY

BOWL CUTTER* COOLER

EXTRUDER* FLAKER/CHOPPER*

Frozen meat flaker/chopper

MIXER/GRINDER

Power operated, stainless steel, complete

SLICER

Power operated

SLICER*

Power operated, bacon slicer with stacker & shingle

TENDERIZER

Power operated with safety switch, rigid stripper transparent hopper with stainless steel case

PATTY MACHINE*

Power operated

BANDSAW

Meat quality, sliding table, 3 hp

SMOKER

Complete with accessories

SMOKE HOUSE*

Computer operated

Table 36: Suggested List of Meat Processing Supplies ITEM DESCRIPTION Aprons

Plastic or cloth

Brooms

Fiber, 12” push broom, heavy duty

Brooms

Whiskbroom, heavy duty

Brushes

Clean-up brushes, 8” with nylon filling

Brushes

Scrub brush for cleaning equipment

Clipboards

Plastic

Earplugs

Disposable

Hairnets

Disposable

Oil

Packers white oil, five gallons

Pencils Squeegees

Floor and table

[PDF] Agricultural Science & Technology Facility Guidelines - Free Download PDF (2024)

References