of the Colorado (4) Safety and photographs of · John Brunner West High School Denver, Colorado Fred C. Foster Littleton High School Littleton, Colorado F. Morris Johnson Colorado

IDOCUMENT RESUME

ED 022 849VT 002 778

By-Erwin, William R., Jr.INDUSTRIAL ARTS; A GUIDE FOR COLORADO SCHOOLS.

Colorado State Dept. of Education, Denver. Div. of Elementary and Secondary Education.

Pub Date Apr 66Note- 215p.Available from-Office of Instructional Services, Division of Elementary and Secondary Education, Colorado

State Department of Education, Denver 80203 ($2.50).

EDRS Price MF -$1.00 HC -$8.68Desc_r_iptors-*CURRICULUM GUIDES, ELEMENTARY SCHOOLS, HIGH SCHOOLS, *INDUSTRIAL ARTS, *PROGRAM

GUIDES

This program guide is for teacher use in planning and operating a local industrial

arts program. It was developed by a committee of the Colorado Industrial Arts

Association. The guide presents major concepts and information for a comprehensive

program of elementary and secondary industrial arts, and it suggests a variety of

educational activities and methods. Major chapters are (1) The Place of Industrial Arts

in the General Education Programs, (2) Organization and Administration in the Industrial

Arts Classroom, (3) Shop Planning and Maintenance, (4) Safety and Liability, (5)

Fundamentals of Design, (6) Student Evaluation, (7) Historic Background and Current

Trends in Industrial Arts Education, (8) The General Shop, (9) General Crafts, (12)

Mechanical Drafting, (13) General Metals, (14) Power Mechanics, and (15) Woodworking.

Most chapters include information, content outlines, photographs of facilities or

proiects, and an extensive bibliography of references. (EM)

Colorado

State Board of Education

Alva B. Adams, Chairman Pueblo

' (Third Congressional District)

Anna C. Petteys, Vice-Chairman Brush

(Member-at-Large)

Jeanne W. Bender Thornton

(Second Congressional District)

Hugh E. Chastain Durango

(Fourth Congressional District)

Bernice S. Frieder Denver

(First Congressional District)

MM~4V.A

Printed by The Dingerson Press Denver

U.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE

OFFICE Of EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLYAS RECEIVED FROM THE

PERSON OR ORGANIZATIONORIGINATING IT.

POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILYREPRESENT OFFICIAL

OFFICE OF EDUCATION

POSITION OR POLICY.

IN IA 5)

t A Guide for Colorado Schools ,

Prepared and published

with the cooperation of the

Colorado Industrial Arts Association

C1AA General Chairman for the Guide

William R. Erwin, Jr.

Colorado State College, Greeley

"COLORADO STATE DEPARTMENT OF EDUCATION

\ Office of Instructional Services

Leo P. Black, Assistant Commissioner

Division of Elementary and Secondary Education

Raymond A. McGuire, Director

Denver, Colorado

April 1966

Price $2.50No charge for Colorado School Districts

FOREWORD

Experiences which will provide our youth with an understanding of the

highly industrialized society in which we live are a vital part of a comprehensive

school curriculum. While the insights developed through the industrial arts

curriculum may lead to the desire for specialized vocational education on the

part of some children, the broader concepts, skills, work habits, and under-

standings developed are beneficial to all children and should be an integral part

of the general education program.

This guide presents some major concepts in the several areas of a compre-

hensive industrial arts program and suggests a variety of activities and methods

by which these concepts might be taught.

We are indebted to the many groups and inaividuals who helped prepare

this guide. Special commendation should go to the Colorado Industrial Arts

Association and Dr. William R. Erwin, Jr., CIAA General Chairman for the

guide.

Byron W. Hansford

Commissioner of Education

I

TABLE OF CONTENTS

Chapter Page Chapter Page

I. Introduction 3 VII. Student Evaluation 45Purpose of the Guide 3 Bibliography Evaluation 46Definition of Terms 4

VIII. Historic Background and Current Trends inH. The Place of Industrial Arts in the General Industrial Arts Education 47Education Program 8 The Russian Plan of Tool Instruction (1868) 47

Levels of Teaching in Industrial Arts 11 The German Manual Training (1870) 47Bibliography Professional 14 Swedish Sloyd 49

Development of Industrial Arts Education in theIII. Organization and Administration in the United States 49Industrial Arts Classroom 16 Bibliography History 50

Planning the Program 16

Beginning the School Year 16IX. The General Shop 53

Personnel Organization in the Classroom 17 Suggested Floor Plan for General Shops 56

Personnel Organization Chart 20 Bibliography General Shop 57

Records Shop Accounting and Inventory 21 X. General Crafts 60Individual Responsibilities in the Ceramics 60

Collection of Money 21 Lapidary 62Progress Chart (Form) 22 Leather 65Student's Receipt (Form) 22 Metal Jewelry 68

Machine Operating Permit (Form) 23 Mosaics 71

Parent's Permit Slip (Form) 23 Plastics 73

Discipline as a Method of Teaching and a Bibliography Crafts 74

Factor in Shop Organization 24 XI. Basic Electricity and Electronics 79Providing Adjustment for Individual Differences 25 Basic Electricity 83Ending the School Year 25 History, Electron Theory 83Bibliography Organization, Administration 26 Magnetism 84

Production of Electricity 84IV. Shop Planning and Maintenance 29Measuring Instruments 85Location and Accessibility 29DC Circuits 86Auxiliary Facilities 29Safety 88Equipping the Laboratory 30Alternating Current 89Equipment Layout 31Inductance and Inductors 89Remodeling Existing Facilities 31Transformers 90Space Per Student 32Capacitance and Capacitors 91Care and Maintenance of Equipment 33AC Circuit Analysis 91Bibliography Planning, Maintenance 33Motors and Generators 92

V. Safety and Liability 36 Electric Wiring and Illumination 93

Safety Check List 36 Basic Electronics 95

Bibliography Safety 39 Introduction to Electronics 95Electron Tubes 96

VI. Fundamentals of Design 41 Semi-Conductors 97Kinds of Design 41 Power Supplies 98Elements of Design 41 Amplifiers 99Principles of Design 42 Oscillators 101Qualities to Consider in Designing 42 Transmitters 102How to Produce Good Design 43 Receivers 103How to Teach Design 43 Application of Electronics 105Summary 43 Industrial Application of Electronics 105Bibliography Design 43 Automation 105

- iv -

Chapter Page Chapter Page

Computors 105 Bibliography Graphic Arts 129

Production of Electrical Energy 106

Industrial Controls 106 XIII. Mechanical Drafting 133

Industrial Processes 107 Basic Mechanical Drafting 134

Applications of Electronics in the Home 108 Advanced Mechanical Drafting 139

Bibliography Electricity and Electronics 109 Bibliography Mechanical Drawing 143

XII. Graphic Arts 114 XIV. General Metals 149

Layout and Design 114 Art Metal 149

Copy Preparation 115 Bench Metal 153

Composition 115 Forging 155

Photographic Tech. 117 Foundry 157

Printing Processes 118 Machine Shop 159

Silk Screen 118 Sheet Metal 162

Rotogravure 119 Welding 165

Lithographic 120 Arc Welding 166

Linoleum Block 121 Bibliography General Metalwork 168

Stereotype 121XV. Power Mechanics 173

Relief Printing 122Power Mechanics 174

Ink Transfer 123Auto Mechanics 179

Direct from Type 123Bibliography Power Mechanics 185

Plates Direct and Indirect 124

Special Processes 125 XVI. Woodworking 191

Binding 125 Bench Woodworking 191

Allied Industries 127 Machine Woodworking 197

Newspaper 127 Upholstery 204

Business of Printing 128 Bibliography Woodworking 206

- v -

General Chairman:William R. Erwin, Jr.

Colorado State CollegeGreeley, Colorado

Editors:Joe Chick

Director of Industrial ArtsPueblo, Colorado

Steve W. MindockSupervisor of Industrial ArtsColorado Springs, Colorado

Crafts:La Verne Adams

Hill Junior High SchoolDenver, Colorado

Lee BarnettSterling High SchoolSterling, Colorado

Bill ForknerColorado State UniversityFort Collins, Colorado

Don Schachter leManual High SchoolDenver, Colorado

Bernard WolfordEast High SchoolPueblo, Colorado

Electricity and Electronics:Harold S. Carroll

Westminster High SchoolWestminster, Colorado

Charles FrederickSouth High SchoolPueblo, Colorado

General Shop:Jack. Barnett

Clear Lake Junior High SchoolWestminster, Colorado

Byron FrantzWindsor High SchoolWindsor, Colorado

Boyd MoultonHorace Mann Junior High SchoolColorado Springs, Colorado

Harry SlaterIdaho Springs High SchoolIdaho Springs, Colorado

Douglas ZernickeHorace Mann Junior High SchoolColorado Springs, Colorado

Graphic Arts:James E. Brown

Wasson High SchoolColorado Springs, Colorado

Joe ChrismanSouth High SchoolPueblo, Colorado

William H. GayKepner Junior High SchoolDenver, Colorado

Mechanical Drawing:Tilman Bishop

Valley High SchoolLa Salle, Colorado

COMMITTEE MEMBERS*

(Experhnental Guide)

- vi -

Joel DavisEast High SchoolPueblo, Colorado

0. M. FriesenAbraham Lincoln High SchoolDenver, Colorado

William B. LandonEnglewood High SchoolEnglewood, Colorado

William J. TimpteAdams City High SchoolAdams City, Colorado

Robert WrightThomas Jefferson High SchoolDenver, Colorado

Metal Working:Rodney Anderson

West High SchoolDenver, Colorado

Roger L. BarnesHorace Mann Junior High SchoolColorado Springs, Colorado

Harlan ClouseSouth High SchoolPueblo, Coloodo

Bob LoganKunsmiller Junior High SchoolDenver, Colorado

Calvin TownsendKepner Junior High SchoolDenver, Colorado

Charles H. WilsonWestminster High SchoolWestminster, Colorado

Power Mechanics and Transportation:Edward C. Hein

Colorado State UniversityFort Collins, Colorado

Richard RyanWestminster High SchoolWestminster, Colorado

Jack StevensonCentennial High SchoolPueblo, Colorado

Harry WolfeLakewood Senior High SchoolLakewood, Colorado

George YoungWestminster High SchoolWestminster, Colorado

Woodworking:George Malsam

Westminster High SchoolWestminster, Colorado

Charles H. OsterfossPalmer High SchoolColorado Springs, Colorado

Jess SchmittHodgkins Junior High SchoolWestminster, Colorado

* Positions listed for committee members are those held at thetime the experimental guide was developed.

General Chairman:William R. Erwin, Jr.

Colorado State CollegeGreeley, Colorado

Editors:William B. Landon

Englewood High SchoolEnglewood, Colorado

Stephen W. MindockSupervisor of Industrial ArtsColorado Springs, Colorado

Sherwin D. PowellPalmer High SchoolColorado Springs, Colorado

Crafts:William R. Forkner

Colorado State UniversityFort Collins, Colorado

Kenneth HendersonAurora High SchoolAurora, Colorado

Richard ShottEnglewood High SchoolEnglewood, Colorado

Electricity and Electronics:Robert Card

Audio Visual EducationColorado Springs, Colorado

Leslie L. GibbonsColorado State UniversityFort Collins, Colorado

David L. JeldenColorado State CollegeGreeley, Colorado

Thomas 0. ManionAbraham Lincoln High SchoolDenver, Colorado

General Shop:Stephen W. Mindock

Supervisor of Industrial ArtsColorado Springs, Colorado

James A. NewsomeWest Junior High SchoolColorado Springs, Colorado

Francis PickettSouth Junior High SchoolColorado Springs, Colorado

Harry D. SlaterIdaho Springs High SchoolIdaho Springs, Colorado

Graphic Arts:James E. Brown

Wasson High SchoolColorado Springs, Colorado

William H. GayKepner Junior High SchoolDenver, Colorado

Douglas D. GraffHorace Mann Junior High SchoolColorado Springs, Colorado

E. Wesley KetchumPalmer High SchoolColorado Springs, Colorado

COMMITFEE MEMBERS

(Final Copy)

vii

Mechanical Drafting:Joel Davis

East High SchoolPueblo, Colorado

Orlando M. FriesenAbraham Lincoln High SchoolDenver, Colorado

William B. LandonEnglewood High SchoolEnglewood, Colorado

Sherwin D. PowellPalmer High SchoolColorado Springs, Colorado

William J. TimpteAdams City High SchoolAdams City, Colorado

Metal Working:Rodney Anderson

West High SchoolDenver, Colorado

John BrunnerWest High SchoolDenver, Colorado

Fred C. FosterLittleton High SchoolLittleton, Colorado

F. Morris JohnsonColorado State CollegeGreeley Colorado

Harry W. KissellEnglewood High SchoolEnglewood, Colorado

Timothy ScherrHodgkins Junior High SchoolWestminster, Colorado

Calvin A. TownsendKepner Junior frligh SchoolDenver, Colorado

Power Mechanics and Transportation:Roger L. Barnes

Horace Mann Junior High SchoolColorado Springs, Colorado

EdwarG C. HeinColovado State UniversityFort Collins, Colorado

George WickstromEast Junior High SchoolColorado Springs, Colorado

Woodworking:James R. Graff

Aurora Central High SchoolAurora, Colorado

Del PetersonWest High SchoolDenver, Colorado

Jess SchmittHodgkins Junior High SchoolWestminster, Colorado

Marvin WalterKepner Junior High SchoolDenver, Colorado

ACKNOWLEDGEMENTS

In 1958, the Executive Committee of the Colorado Industrial Arts Associa-tion, composed of A. N. Shaw, President, Grand Junction, William R. Erwin, Jr.,Vice President, Greeley, and Jess Schmitt, Secretary-Treasurer, Westminster, pro-posed the production of a guide in Industrial Arts. An Outline was preparedand submitted to Industrial Arts teachers for criticism and suggestions.

Mr. Shaw requested assistance from the State Department of Education. Dr.Clifford Bebe II, Director of the Division of Elementary and Secondary Educa-tion, and William L. Miller, Head of the Section on Secondary Education, repre-sented the Department in the development of the Guide. One of Mr. Shaw'slast official acts as President of the Colorado Industrial Arts Association was theappointment of the various production committees.

Mr. Sherwin D. Powell of Colorado Springs, the incoming President, con-tinued emphasis on the project. The appointed committees worked diligently forcompletion of the Guide. The dedication of these people, who gave freely of theirtime and travel at their own expense, is evidence of the highest quality of pro-fessional responsibility.

Following the development of the first draft, editorial responsibility wasassigned to William R. Erwin, Jr., of Colorado State College. He reviewed thework on production committees and brought the Guide to a state of unity andformat for experimental distribution.

The guide was published in mimeographed form for trial use in Coloradoschools. Suggestions, reactions, and criticisms were asked for. A second com-mittee was formed to evaluate the suggestions and criticisms and to make the

final revision of the guide for publication in final printed form.

Acknowledgment and appreciation on behalf of the Colorado Industrial Arts

Association and the State Guide Committee is expressed to Max Hoover, anindustrial arts student at Colorado State College, for the development of theillustrations used in the guide.

The names of those who cooperated in revision of the guide are listed on the

preceding pages.

- viii

CHAPTER IINTRODUCTION

Purpose of the Guide

The purpose of this guide is to assist the industrial arts education teacher to do a more effective job ofteaching. It is especially prepared for the new teacher as an aid in selecting areas of work and developingcourses of study. It should also prove useful to the experienced teacher as a guide for evaluation of thosecourses they are currently teaching, and to assist the administrator in evaluating his industrial arts program.

Surrounded as we are with mechanical devices dominating our entire lives, and recognizing that the de-velopment of hand and power tools has been responsible for our highly industralized economy with thehighest standard of living in the world, provisions should be made for industrial arts education experiencesfor all youth. Through these experiences, youth develop an understanding of the place of industry in ourmodern society.

Under our democratic educational philosophy of equal opportunity for every individual, each studentshould be given the chance to work to his or her full potential. Industrial arts education has a vital role toplay in providing this opportunity for efficiency in our society. Every possible effort must be made tooffer such a variety of areas of endeavor that each individual's own interests, needs, and abilities may be fullydeveloped. Industrial arts education, as a part of general education, does provide this necessary opportunityfor a great many of our youth to adjust successfully to our complex modern environment.

While the contents of this guide are comprehensive, it should be understood that improvements maybe necessary and beneficial as time goes on. After completing a review of this guide, it is hoped that eachteacher will be motivated to strive for the best and most complete program possible in industrial artseducation. It is realized that many plant facilities cannot accommodate an extensive or comprehensive pro-gram. Yet the teacher should strive for as complete and up-to-date a program as is practical and possible.It should be recognized that an industrial arts program offering only one area is inadequate.

The industrial arts education teacher or any other classroom teacher is encouraged to make adaptationsof the guide to fit his or her needs. The wealth of information in this guide will provide the resourcefulteacher with a great many new or forgotten ideas which sho, Id enable him to improve his industrial artseducation program. The following points may be kept in mind as this guide is studied and used:

1. Use any material that will fit. Adapt that which is not directly ap

2. The several course outlines should be studied to give the teacherarts education.

3. For the purpose of revision, new ideas should be jotted down andto work on revisions.

4. This is only a suggested guide so changes sh ould be made to fit local needs.

plicable.

a broader concept of industrial

submitted to persons designated

4 / Introduction

Definition of Terms

The definitions of terms are for the purpose of clarification and to prevent misinterpretation of theseterms as used in this guide.

General Education

Industrial Arts

Although general education cannot be defined in a single brief statement, for thepurpose of this guide, general education is regarded as that part of knowledge,skills, and attitudes needed by each individual to be effective as a person, a mem-ber of a family, a worker, and a citizen.

Industrial arts is the study of industrial tools, materials, processes, products, andoccupations pursued for general education purposes in shops, laboratories, anddrafting rooms.

Industrial ArtsEducation Industrial arts education is a synonymous term for industrial arts.

Industrial Industrial education is a generic term used to designate various types of educa-Education tion of an industrial nature, vocational industrial education, industrial arts,

technical education, and apprenticeship training in both public and private schools.

Comprehensive (Composite)

General Shop The comprehensive general shop may be defined as a type of organization whichprovides equipment and facilities for activities in two or more industrial areas.Actually, the number of areas represented may vary from two to as many as tenor more. For example, a comprehensive general shop might include experiencesin woodworking, drawing, metalwork, and electricity. A more extensive develop-ment might include such additional areas as graphic arts, ceramics, textiles,leatherwork, and transportation. The limiting factors are the equipment andspace available, and the interests and abilities Of the teacher.

This type of shop organization has been developed to meet the exploratory needsof pupils, especially in the one teacher situation. It has also been nsed extensivelyas a beginning experience to be followed by more intensive courses in limitedgeneral or unit shops. That the comprehensive general shop is meeting a real needand is growing in favor is indicated by the fact that more pupils are enrolledin this type of organization than in any other single industrial arts activity.'

Limhed General (Major Area)

Shop The limited general shop has many of the features of the comprehensive type, butthe activities and facilities are limited to work with a single basic material such asmetal, wood, or to a closely related group or family of industries such as theelectrical industries. An example is the general wood shop, which might includesuch activities as cabinet making, carpentry, woodfinishing, upholstery, wood carv-ing, wood turning, model making, and pattern making.

This type of organization is becoming increasingly common in larger cities whereit is desired to give pupils the benefit of a truly exploratory experience, but wherethe duplication of many comprehensive general shops is impractical. Pupils arefrequently rotated through several different limited general shops.2

IA Guide to Improving Instruction in Industrial Arts, American Vocational Association, Washington, D. C., 1953. p. 30.

2Ibid, pp. 30-31.

Introduction/ 5

Unit Shop The unit shop is usually limited to activities in a single industrial occupation.

Examples are machine shop practice, welding, cabinet making, letterpress print-

ing, and sheet metal work. Such organization is now found largely at the senior

high school level where it appears to be needed for extensive specialization,

or in large city systems where by rotation through many different unit shops

pupils may approach the exploratory outcomes of the comprehensive or limited

general shop.3

Vocational A program of education organized to prepare the learner for entrance into a panic-

Education ular chosen vocation or to upgrade employed workers; includes such divisions as

trade and industrial education, technical education, agricultural education, distribu-

tive education, and home economics education.4

References:

1. A Guide to Improving Instruction in Industrial Arts, American Vocational Association, Washington, D.

C., 1953

2. Good, Carter V. (ed.) Dictionary of Education, McGraw-Hill Book Company, Inc., New York, 1959

3Ibid, p. 32.

4Good, Carter V. (ed.),. Dictionary of Education, McGraw-Hill Book Company, Inc., New York, 1959. p. 603.

i

.....x.:::::::-:-:-.:...-1:::.

ilili:Iii::-..... --

CHAPTER IITHE PLACE OF INDUSTRIAL ARTS IN THE

GENERAL EDUCATION PROGRAM

The Relation of Industrial Arts to General Education

Industrial arts education is a subject area definedas dealing with the understanding and interpretationof industrial activity. As an important part of generaleducation, industrial arts education is concerned withmaterials, processes and proaucts of industry. Thestudent not only seeks knowledge of the industrial so-ciety in which he lives, but also learns how to usetools, work with materials, and perform basic pro-cesses. He defines problems, postulates solutions bydesign and written description, develops solutions, andtests products or manufacturing principles for validity.

Industrial arts education is not taught as a sepa-rate subject only to master a skill, but it is concernedwith those phases of the subject which are related tolife in general and the fulfillment of the purposes ofgeneral education.

The pictorial illustration on page 6 portrays thecontributions of the field of industrial arts educationto the general education of the individual pupil. Sketch-ing and design become an essential medium for think-ing and communication, and at the proper level ofspecialization is taught as an important separate area.The actual project developed experimentally tests theidea, therefore, developing skills, science, planning,creative expression, appreciation of materials and in-dustry, and other phases of education necessary forbalanced adjustment of the student.

Changes in industrial techniques also meanchanges in other aspects of our economic life. Newoccupational structures resulting from new industries,inventions, or materials often mean changes in jobopportunities, required skills, hours of work, financialreturn, leisure pursuits, retirement, and other related

services. Methods of investing, methods of selling,distribution of goods, handling management-labor rela-tions, and a myraid of other related aspects are in-fluenced by new innovations. Industrial arts educationcan and does have a proud part in helping youngsterssolve their problems resulting from such changes byaiding them to perceive these changes and to plan ac-cordingly. Opportunities for correlation with mathe-matics, social studies, science, business, and the lan-guage arts are very extensive, and should be empha-sized and used fully.

Children, adolescents, and adults of both sexescan find rewarding and satisfying experiences in ma-nipulative and investigative activities of a technicalnature. The need for activity is paramount at all levelsof maturation and growth.

Children of the elementary school level are con-stantly developing motor skills in all experiences towhich they are exposed. Adolescents of the earlysecondary levels are learning to extend and refine theirabilities in activities of close manipulative nature. Suc-cess helps youngsters develop confidence and providesa basis for further motivation. The varied opportunitiesin industrial arts education offer a measure of successfor everyone. Other personal-social needs can also besatisfied in a laboratory setting.

The general nature of the industrial arts educa-tion program provides opportunities for varied abilitiesand interests. The work can be challenging to the ex-ceptional pupil and also to the youth of lower intel-lectual ability. Interest in technical work can raise theneed for greater skill in the fundamentals.

Students ct,en find it necessary to increase com-municative skills to solve problems in the laboratory

General Education / 9

through reading and investigation. Problem situationsin industrial arts accompany knowledges and commu-nicative skills studied in the classroom. Thus, the highlevel of integration and correlation which can beachieved through coordinated effort is made clear tostudents and teachers.

As the pupil begins and advances with his in-dustrial arts education training in the laboratory, heencounters specific training both directly and indirectlythat is deemed necessary for achievement of the ob-jectives of general education as interpreted by cur-rently formulated objectives of industrial arts educa-tion.

As the pupil progresses further, he or she proceedsto assemble and retain within individual capacities andabilities, his education and training. Industry, teacher,school and community exert definite influences uponcourse content and policies regarding instructionalmethods and desired outcomes. There is a recognizedindividual contribution with respect to these authori-ties; however, considerable attention and effort are de-voted to their close correlation in order to achieve abalanced overall educational plan.

After sufficient knowledge and manipulative train-ing has been effected, the individual usually followsone or more separate pursuits in the application ofhis acquired industrial arts education learning as as-sociated with education for living. A student may de-velop and expand his training with the eventual goalbeing a specific vocation; he or she may choose tofollow an avocational approach, utilizing his develop-ment for worthwhile use of leisure time in personalrecreation and hobby development; or, he or she mayconsciously or unconsciously use many of the acquiredcitizenship values and concornitant-learnings.

The Industrial Arts Program Its Aims and Objectives

The development of industrial arts education toits present stage was simple and logical. Since woodwas used widely in home and industry, was relativelyinexpensive, easy to work, and necessitated' only com-mon hand tools, it became one of the early key ma-terials for teaching industrial arts. Since paper andcommon drawing instruments also qualified for thesame reasons, mechanical drawing also became a basicsubject.

With increasing availability and use of metal, de-velopment of the automobile for transportation, growthof the graphic arts industry for the dissemination ofknowledge, electricity for power and communication,a gradual introduction of these activities began in in-dustrial arts education. In more recent years, new ma-terials and processes, such as plastics, modern metalalloys, the semi-conductors, photo-offset lithography,photography, and light portable tools challenge theteacher and the planner of industrial arts education fa-cilities.

The present emphasis in industrial arts educationis toward the following basic industries:

1. Craftsa. Ceramicsb. Jewelryc. Leatherd. Plasticse. Textiles

2. Electricity and electronics3. Graphic arts4. Mechanical drafting

5. Metals6. Power and transportation7. Wood

The laboratory setting should be organized forclose correlation with aizd enrichment of such socialstudies areas of industry as the following:

1. General organization2. Names and location of current plants in major

industries3. Distribution and sales of products4. Typcial processes and operations5. Labor-management relations6. General financial structure and stock market se-

curities

7. Securing of raw or semi-manufactured materials8. Product analysis9. Subsidiary contracts

10. Types of industrial research11. Patent procedures, and the like

In order to teach and learn of the current in-dustries it is necessary to have resources such as maps,charts, graphs, films, models, mock-ups, raw materials,and products. The laboratory setting should be con-ducive to work beyond the purely manipulative aspectsof industry.

As we set out to develop a curriculum certainbasic assumptions are made to serve as a basic philoso-phy for the evolving program in industrial arts educa.tion.

FIRST, we recognize certain important basic factsiegarding our society:

1. That ours is a highly mechanized society.2. That all occupations are becoming more and more

dependent upon machines and automation.3. That practically everything we use is a product

of industry and mass production.4. That industry is subject to rapid changecon-

stantly producing new products with new materialsand consequent new procedures.

5. That of necessity, workers from the unskilled tothe professional designers are relearning their jobs

10 / General Education

every five to seven years.6. That at best we can predict only the general fields

of industry and aptitude of our school youth inselecting a vocation.

7. That, even then, the force of chance and circum-stance further complicates vocational predictions.

SECOND, within the formative years, in addi-tion to the well recognized moral values and basicskills, we must develop in our students the following:

1. Versatilitythe inner capacity to adjust whenchange implies the necessity.

2. Understandingthe desire to seek the basic andfundamental "why" in all instruction.

3. Work attitudesthe value of responsibility, hon-esty, loyalty, cooperativeness, patience, persist-ence, initiative, and confidence in maintaining ourdemocratic way of life.

4. Job backgroundjob vocabulary, job classifica-tions, purpose behind the various skills. traditions,and romance of the various occupations.

5. Tool knowledgeenough language, sciences,mathematics, arts, manipulative skills, and busi-ness techniques to achieve full personal stature.

6. Learning habitsa realization that learning andre-learning will go on continuously and that a fewmental gymnastics mastered early will be of tre-mendous value throughout their productive years.THIRD, we recognize that industrial arts educa-

tion, which is concerned with industry and its organi-zation, materials, tools, processes, occupations, pro-ducts, and problems, is a significant part of the lifepreparation of all youth. Through selective and in-tegrated activities, we can serve students destined forall occupational areas the sciences, business, arts,industry, homemaking, and the professions in their ef-fort to do the following things:

1. Work effectively with others as a leader or as amember of the group.

2. Read and understand drawings, graphs, and

charts.3. Convert ideas to plans and workable procedures

to construct or understand the construction of thetypical products of industry.

4. Understand American industry, including suchphases as organization, location, raw materials,products, labor-management relations and distri-bution and sales.

5. Understand and give expression to the mechanicalaspects of all subject matter and daily experiences.

6. Apply the principles of science and mathematicsto the basic processes of industry.

7. Acquire basic skills used by industry.8. Recognize quality and design in their own pro-

ducts and those of industry.9. Maintain and use these products in a safe and

efficient manner.

10. Explore the typical occupational areas of industryand lay a foundation for, and advance in, a chosen

area.11. Develop an interest in the crafts as a medium for

creative expression in leisure time.

FOURTH, it is recognized that the curriculum inindustrial arts be sufficiently flexible and appropriatein content and approach that it can serve the needs ofall groups of students, namely:

1. The mechanical-minded student who needs a strongbackground in industrial arts for business enter-prises in the fields related to mechanics, ap-prenticeship in the mechanical trades, or addedtechnical courses after high school to prepare for

vocations in the manufacturing, construction,transportation, graphic arts, communications, orpower industries.

2. The college-preparatory student who needs at leastthe basics in drawing, electricity, and tool andmachine processes as a practical foundation forengineering and the other scientific professions.

3. Students with only a casual mechanical interest inhow things are made and how they work. Mostlya craft interest in mechanics as applied to hobbyand general maintenance activities at the con-summer level.

Grade Placement of Industrial Arts

in Education Programs

This study guide is primarily intended for theindustrial arts instructors in the junior and senior highschools of Colorado. However, it should be recognizedthat some phases of industrial arts are desirable at all

levels of instruction.

It is believed that industrial arts has unlimitedopportunities for teaching appreciation of environ-ment and raw materials of industry. Therefore, activ-ities within this area are appropriate and of high edu-cational value whether taught as a separate subjectarea, or correlated closely with other subject areas, orintegrated completely with the total program to theextent that they are not identified.

To accomplish the aims and purposes of in-dustrial arts education, the program should be organ-ized on five levels (see chart on the following page).

Level I Kindergarten and Grades 1 through 3

In the lower elementary grades (K through 3) theemphasis in the learning activities and the interest ofthe students is centered around their immediate en-vironment which consists of the home, the school,and the neighborhood. Many aspects of this environ-ment are closely related to industrial arts and arc fa-miliar to the students. It is possible to relate new itemsof knowledge to those areas in which children have anatural interest and about which they desire to learnmore.

ADVANCED

COLLEGE

TECHNICAL

VOCATIONAL

EDUCATION

APPRENTICE

AVOCATIONAL

TERMINAL

11-12(Elective)

Level IV

AdvancedIndustrial Arts

Unit Shop Work in two areas(18 to 36 weeks each)

/10-11

(Elective)

Level III

General Industrial ArtsLimited General Shop ExperiencesContinued experiences in four areas

based en interest and ability (18 weeks each)

7-9(Required)

Level II

ExplorationComprehensive (composite) General Shop

Broad and basic experiences in each of the

seven areas offered (first 36 weeks, min. four areas)

mmo vow. mow gol

7

Arts and Crafts


Elementary 1-6(Integrated)

Level I

Wood Metal Graphic Electricity Power Crafts Drawing

Arts Electronics. Trans.

Planning and drafting (a foundation for all areas)

LEVELS OF TEACHiNG IN INDUSTRIAL ARTS


Industrial arts is not to be taught as a separatesubject but it should be integrated with other funda-mental subjects and the industrial arts experiencesshould be utilized to deepen, enrich, and extend theleamings of the other areas of work. Industrial arts inthis sense would become a way or method of teaching.Activities are stimulating enrichment for other areas.

As the child matures and progresses in school,the neighborhood for him will include the communitywith some of its functions, and activities, in which heand his family are concerned and participate. Holidayactivities, seasons of the year, and activities in theneighborhood draw repeatedly upon construction, uti-lizing readily available and easily worked materials.

These interests will lead to a wider knowledge ofthe community activities. The students will be inter-ested in the activities of the city, the farm, airports,space ships, space travel, firemen, policemen, trains,trucks, houses, foods, clothing, and many activities inwhich industrial arts can easily vitalize the program.

Their interest will then broaden much more andthe topics for study and discussion will be centeredaround how food, shelter and clothing are obtained;how we travel and communicate with each other; oursources of water, electricity, fuel, and other necessaryservices; the characteristics of a good community; re-sponsibilities of good citizens; and will also include acomparison of how people in different communitiesand countries live.

The teacher should provide an opportunity forcreative activity in acquainting the child in the use ofpaper, wood, textiles, clay and many other simplematerials to show how they are involved in the prob-lems of food, clothing and shelter. Teachers shouldfind the self contained classroom the most satisfactorysetting to yield an acceptable degree of correlationof the learning activities. Tools and materials appropri-ate to the work are brought into the classroom.

kik

a

+r,

i

In situations where a therapeutic need is to bemet, more permanent and extensive facilities are re-quired. In these cases, work areas and storage fortools and materials should be designed as a permanentarea of the self-contained classroom.

..-

Level I Upper Elementary Grades 4 through 6

In grades 4-6 the industrial arts activities are ofa more realistic nature utilizing individual and groupundertakings to enrich the science, and social studiesactivities. At this level industrial arts may be inte-grated to any degree desirable or it may be identified,but taught in close correlation with other subjects.Emphasis should be placed on the broad areas oftransportation, manufacturing and construction. Theindustrial arts activities will also serve to enrich andinterpret the content of other subjects.

Most of the activities may be planned and directedin the self-contained classroom under the direction ofthe classroom teacher. Some, however, may require ad-ditional space and equipment, and a special activityroom is desirable. This room needs only simple equip-ment (hand tools) and can serve several groups. Theservices of a special teacher in this area are desirableto assist the regular classroom teacher with some ofthe specialized activities. These services can best beutilized with a portable tool panel and work benchthat may be easily moved from room to room asneeded.

The preparation of the elementary classroomteacher becomes the key to the program's success.Through lack of experience, many teachers hesitateto incorporate such work into their programs. Actually,


industrial arts techniques at this level are natural and

easy. Pre-service courses, in-service extension courses,

and assistance from secondary school industrial arts

teachers are available to elementary teachers who need

assistance.

Level ll Exploratory Industrial Arts Education,

Grades 7-9

Since the exploratory courses are a part of the

general education program, they should not be elective.

There is a strong feeling among authorities in the in-

dustrial arts field that a program of exploratory arts

and crafts should be required of all youth, both boys

and girls, in grade seven. It is hoped that these ex-periences will include some work in drawing, sketch-

ing, planning, leather, textiles, art metal, and wood

carving.

It is also desirable that exploratory courses in

grades eight and nine should be required of all boys

as well as an elective course for girls. The keynote

of the program is exploration of the likes and dislikes,

discovery of aptitudes, an investigation of tools, ma-

terials, and basic processes of our contemporary in-

dustrial society. The courses provide help with educa-

tional, avocational, and vocational guidance of the stu-

dent.

The work should be an activity program with re-

lated information to provide an understanding of the

processes of American industry. The information units

at this level should be general in character and devoid

of too much detail. Also, the research and experi-

mentation approach to teaching in the industrial artslaboratory opens new avenues of learning.

The experiences should be as broad as possiblewith introductory work taken in all areas. These shouldinclude: planning and drawing, wood, metal, electric-ity, graphic arts, crafts, and power transmission.

This area of instruction lends itself to the com-prehensive (composite) general shop which is closelyrelated to the function of the junior high school.Throughout the history of the junior high school move-ment, major emphasis has been on exploration andguidance, and provision for individual differences. Theactivities general shop fulfills these concepts by stress-ing exploratory activities in a diversified program Thegeneral shop enriches the junior high school curriculumwith its varied program and assists the student in asmooth transition between the elementary grades andthe high school.

It is suggested that the comprehensive generalshop in this guide be a four area shop. The thirty-six weeks of instruction in the eighth grade should in-clude drawing and planning, wood, metal, and thefourth unit chosen by the instructor to fit the physicalplant and the needs and interests of the pupils. The

suggested units of instruction as shown in this guide

were intended to meet the needs of all areas of in-

struction. The junior high teacher should choose the

processes applicable for the areas offered in the school

shop.

The ninth grade students should choose from the

areas of drawing, electronics, graphic arts, power me-chanics, crafts, etc., and perhaps limited general shop

experiences in other areas.

Level III Orientation (limited generd shop)

Grades 10 and 11

The work taken in grades ten and eleven should

be elective course.. The function here is to continue

the exploration but at the same time give greater depth

to the subject. Basic learnings give way to individual

initiative in selection of problems. The plan of the pro-

gram aims at fulfilling the objectives through individual

work, group projects, planned visitations, visual aids,

related lessons, and other means at the disposal of the

teacher.

ri.

The scope of the work at this level should con-tinue on a broad base for those majoring in industrialarts education type work with experiences in a mini-

mum of four areas of the seven that are shown in thepictorial illustration (page 11). For the student inthe college preparatory curriculum with engineeringor a similar scientific goal, courses in drafting, metals,

wood, power and electricity-electronics would be mosthelpful. To the other college preparatory students, andthose in general cutriculum, the courses should stressleisure time activities and a general knowledge pro-gram.

Level IV Advanced Industrial Arts Education

Grades 11 and 12

Work at this level should be elective. The classes

on this level should provide considerable depth forthose following an industrial arts education curricu.lum. The work should be concerned with an under-


standing of the "why behind the how." It is difficultto teach a specific skill for vocational purpose becauseof the rapidly changing employment picture. On thislevel skills within an occupational family should bedeveloped so the student call adjust to the technologicalchanges.

The work on this level should be for the full'year in two areas for those majoring in industrial artseducation. This type of instruction should be carriedon in a unit shop with a pre-vocational emphasis.

For the college preparatory and general curricu-lum students, additional courses on level III could beselected.

Special CoursesSpecial courses can be organ-ized within the existing framework of the industrialarts facilities. Courses such as this serve both boys andgirls on any level for the general handyman activitiesrequired in today's home.

Adult Level Post High School

Shop and industrial laboratory programs for adultswill vary with the interests and needs of the localcommunity. They may be concerned with consumer,hobby and other forms of avocational interests. Inabnormal times they may also meet limited vocationalneeds through special courses for retraining to relievetechnical unemployment, on-the-job advancement orthe special needs of a community during a major crisis.

College Level

Industrial arts education on the college level istwo parts: (1) college or university leading to a bac-calaureate degree, and (2) junior college, generallythought of as terminal, and leading to an associate ofarts degree. In the senior college and university levelindustrial arts education has three purposes: (1) pro-fe8sional teacher training, (2) general industrial artseducation, and (3) recreational-avocational.

The professional teacher training progrem con-sists of the concentrated major of industrial arts educa-tion, a basic college course of general education plusprofessional courses in education. The courses in in-dustrial arts education may be elective for any purposethe student may wish to use them.

Bibliography -- Professional

1. American Council on Industrial Arts Teacher Ed-ucation. Classroom Research in IndustrialArts. Yearbook XIII. Washington, D. C.:American Industrial Arts Association, Dept.of National Education Association, 1964.191 pp.

2. American Industrial Arts Association. New Direc-tions for Industrial Arts. Washington, D. C.:The Association, Department of National Ed-ucation Association, 1964. 183 pp.

3. American Vocational Association. A Guide toImproving Instruction in Industrial Arts.Washington, D. C.: The Association, 1953.119 pp.

4. Ericson, Emanuel E., revised by Seefeld, Kermit.Teaching the Industrial Arts. Peoria, Ill.:Chas A. Bennett Co., 1960. 364 pp.

5. Gerbracht, Carl, and Babcock, Robert J. Indus-trial Arts for Grades K-6. Milwaukee: BrucePublishing Co., 1959.

6. Good, Carter V. (editor) Dictionary of Educa-tion. Second edition. New York: McGraw-Hill Book Co., 1959. 676 pp.

7. Industrial Arts in Florida Schools. Bulletin. Talla-hassee, Fla.: State Dept. of Education, 1959.

8. Miller, Rex, and Smalley, Lee H. Selected Read-ings for Industrial Arts. Bloomington, Ill.:McKnight and McKnight, 1963. 360 pp.

9. Silvius, G. Harold, and Curry, Este ll H. TeachingMultiple Activities in Industrial Education.Bloomington, Ill.: McKnight and McKnight,1956. 484 pp.

10. Wilber, Gordon 0. Industrial Arts in General Ed-ucation. Scranton, Pa.: Int-An ationa1 Text-book Co., 195... 362 pp.

ORGANIZATION &ADMINISTRATION

RECORDS CLERK

INSTRUCTORTAxx.......

STUDENT ASSISTANT

mmmmwSAFETY FOREMAN SHOP LIBRARI

Class

Unit

,TIFTM

LESSON Pld

Objectives:

ACCIDENT CHART

PARENT'S PERMIT SLIP

Namehas my permission to operate

tools in the industrial -

19 to 19 .

In case of

MACHINE OPERATING PERMIT

has completed

all the requirements for

operating the following

chines

BILL OF MATERIALS

Ngme Class

Project

Material Size

Name

Paid Tfor

Unit C

CHAPTER IIIORGANIZATION AND ADMINISTRATION IN THE INDUSTRIAL ARTS CLASSROOM

Planning the Program

Careful planning before the start of the schoolyear will determine the success of the industrial artsprogram. Everyone is aware of the detailed planningthat takes place in industry. Dealing with groups oflively youngsters working in varied activities makes itimperative that each day be planned within the ob-jectives set for the course.

It is often felt that planning courses of studyand daily lesson plans is almost impossible with stu-dents working on different projects in different areas.This is often an excuse to omit planning entirely. Shopclasses require detailed planning to operate success-fully. If it can be taught it can be planned!

Consider the following when planning the pro-gram:

1. Objectives based on the needs of the studentsin their particular community.

2. Courses of study aimed at these objectives.

3. Lesson plans: flexibility neces.)ary.

4. Importance of related information:

a. Enriching the offerings of the course andhelping to fulfill the general educationvalues of industrial arts.

b. Providing information about job oppor-tunities and the world of work.

5. Knowledge, importance of attitudes and skills.

6. 'reaching aids:a. Shop libraryb. Filmsc. Neat, attractive bulletin boardsd. Displays and exhibitse. Instruction sheets

f. Field tripsg. Models and miniaturesh. Pupil-personnel chartsi. Progress chartsj. Safety posters

Beginning the School Year

The first contact made with students is extremelyimportant. Vivid impressions are made and the toneIF SCE for the remainder of the school year. i'Aferyteacher is different and will follow many of hIs uwnideas in starting the class. There is no set, exact way ofdoing things and this is as it should be. The teachermay find the following suggestions helpful:

First Day Suggestions:

1. Present yourself neatly with a well pressedshop coat or apron. This leaves a good im-pression. Wear a name plate.

2. Write the name of the course and your nameon the chalkboard.

3. Seat students as soon as they enter the shop.

4. Get acquainted with your students:a. Introduce yourself and give them a brief

description of your background.b. Have each student introduce himself and

tell of his hobbies and interests.

5. Pass out enrollment cards or a sheet on whichstudents will write their names. Stress clarityin writing!

6. Discuss safety and tie it in with:a. Good housekeepingb. Orderly performancec. Proper behavior

Organization and Administration / 17

7. Give a brief overview of the course. (Costs,grades, etc.)

8. Show models of various projects (slides andpictures)

9. Tour the slop if time permits.

Suggestions Which May Be Covered During Re-mainder of the Week:

1. Assign work stations.

2. Explain work to be covered in various areasif in general shop.

3. Explain rotation in a general shop.

4. Discuss purpose and values of shop courses,tie them in with entire school program. Ex-plain how they fit into the school's philosophyof education.

5. Discuss terms such as general shop, industrialarts, vocational education.

6. Discuss aptitude. Explain that students havea wide range of abilities just as in sports. Useexamples.

7. Explain about aprons and proper dress forsafety.

8. Lay foundation for proper shop conduct:a. Discuss proper attitude towards work and

fellow students.b. Discuss personal safety. (Check with

school on insurance)c. Discuss regard for school equipment and

materials.

9. Explain the progress chart and grading system.

10. Explain paying for materials, shop fees.

11. Explain policy regarding make-up work.

12. Explain or discuss and construct student-per-sonnel organization.

13. Explain school policies: absences, tardy per-mits, passes from class, fire drills, assemblies,lunch periods, and school bells.

Personnel Organization in the Classroom

The class should be organized in such a way as tomake each member feel he is a responsible member ofa team. The instructor might present his own plan tothe class for acceptance or suggestions, or the groupmay construct the plan under the leadership of theinstructor. Two suggested personnel organization plansare illustrated on pages 19 and 20.

A good pupil personnel organization is one of thekeys to efficient operation of shop classes. Its main

function is to improve instruction by relieving the in-structor of many routine jobs characteristic of the shop.

Each instructor should set up a plan that willbest fit his own situation depending on the type ofclass, number of areas taught, size of class and gradelevel. In order to be successful it should always beremembered that the teacher is in complete charge ofall instruction. This responsibility should not be dele-gated to the students. The organizational plan shouldbe presented in such manner that the students arewilling to accept the plan. Operated properly it shouldalso promote good citizenship through, training inleadership, followership, cooperation, and in acceptingresponsibility. It should also provide for a better un-derstanding of industry in utilizing its line type organ-ization.

Mechanical aids commonly used for assigningstudents to duties are the rotating wheel, wood blockset-up, and lists.

Rotating Wheel: Students' names, work assignmentsand time intervals are placed on different sizeddiscs and rotated at various intervals.

The Wood Block Method: Students' names are fastenedon 1/4" thick rectangular pieces of wood whichslide in a channel opposite the different jobs. Forrotation, the bottom name is removed and placedon top.

Lists: Sheets are typed which include the names of thestudents with their assignments.

Duties of the shop superintendent:

This is the most important student position in theschool shop. The superintendent should be elected bythe class. He should set an example for good studentbehavior in developing citizenship. He shou10.:

1. Arrive in the shop as soon as possible afterthe bell rings, obtain the keys from the in-

18 / Organization and Administration

structor and open the storage lockers for hisclass.

2. Assist the instructor in starting and dismissingthe class.

3. Keep a list of the various unit foremen andcoordinate their work.

4. Help his foremen whenever necessary.

5. Help his foremen in selecting substitutes forabsentees.

6. Maintain an alert for violations of safe prac-tices.

7. Help the instructor in clean-up inspection.

8. Report irregularities to the instructor.

9. Assist new students in their duties.

10. Lock all cabinets at the end of clean-up andreturn keys to the instructor.

Duties of unit forman should be:

1. Keep a list of all boys in his unit.2. Maintain an alert for violations of safe prac-

tices.

3. Have charge of the tool panel in his area andcheck to see that all tools are returned.

4. Check to see that all benches and machinesare swept clean in his area.

5. Check to see that all supplies are returned totheir proper place.

6. Report missing tools or irregularities to theinstructor.

7. Set a good example of student behavior.

Duties of unit foremen should be:

1. Assist the instructor in his responsibility forthe safety of all students.

Z. Watch carefully for violations of safe practices.

3. Report all violations of safe practices to theinstructor.

4. Watch students for loose clothing that mightbe a hazard when working with machinery.

5. Check for students talking to a machine oper-ator.

6. Check on "bunching up" by students aroundmachines.

7. Help students arrange projects neatly in stor-age cabinets.

8. Check on the care of all machines. See that

all guards are in working order, and gogglesor plastic face masks are at all machines.

9. Assist the instructor in giving safety tests pri-or to the student using a machine.

10. Check the first aid kit and keep material inneat order.

11. Assist the instructor in maintaining a safetybulletin board.

12. Check tools for loose handles, broken parts,etc.

13. Report injuries.

14. Light gas furnaces.

Duties of secretary should be:

1. Assist the instructor in checking attendance.

2. Assist in keeping student record cards.

3. Act as timekeeper.

4. Check the order of the planning area in keep-ing books and magazines in proper places.

5. Take over superintendent's duties in his ab-sence.

Duties of tool foreman should be:

1. Have charge of all tools in the shop in eithera tool room or on panels.

2. Check out and take in all tools if shot has atool room.

3. Keep all tools neat and orderly.

4. Report all damaged or missing tools to theinstructor.

5. Recondition some of the tools.

PE

RS

ON

NE

L O

RG

AN

IZA

TIO

N C

HA

RT

INS

TR

UC

TO

R

ST

UD

EN

T S

UP

ER

! NT

EN

DE

NT

RE

CO

RD

ST

OC

KT

OO

LS

AF

ET

YS

HO

PF

INIS

HIN

GC

LEA

N U

P

CLE

RK

FO

RE

MA

NF

OR

EM

AN

FO

RE

MA

NLI

BR

AR

IAN

FO

RE

MA

NF

OR

EM

AN

CLE

AN

UP

ST

UD

EN

T

AR

EA

I

CLE

AN

UP

ST

UD

EN

T

AR

EA

II

CLE

AN

UP

ST

UD

EN

T

AR

EA

III

RO

LL C

ALL

ST

UD

EN

T P

RO

JEC

T

RE

CO

RD

S

PE

RS

ON

NE

L O

RG

AN

IZA

TIO

N C

HA

RT

INS

TR

UC

TO

R

ST

UD

EN

T A

SS

IST

AN

T

FIN

AN

CIA

L R

EC

OR

DS

-

RE

CO

RD

S

CLE

RK WO

OW

OR

KIN

G

FO

RE

MA

N

11

SA

FE

TY

FO

RE

MA

N

ME

CH

AN

ICA

L D

RA

FT

ING

FO

RE

MA

N

1

1

SH

OP

LIB

RA

RIA

N

CR

AF

TS

FO

RE

MA

N

BU

LLE

TIN

BO

AR

DS

-AU

DIO

VIS

UA

L

MA

TE

RIA

LS

-SH

OP

BO

OK

S &

MA

GA

ZIN

ES

TO

OL

ST

OC

KC

LEA

N U

PT

OO

LS

TO

CK

CLE

AN

UP

TO

OL

ST

OC

KC

LEA

N U

P

FO

RE

MA

NF

OR

EM

AN

FO

RE

MA

NF

OR

EM

AN

FO

RE

MA

NF

OR

EM

AN

FO

RE

MA

NF

OR

EM

AN

FO

RE

MA

N

1


Records Shop Accounting and Inventory

Record-keeping is a vital aspect of the well-or-ganized and administered industrial arts program.Even though this phase of the work may seem tedious,pride should be taken in the efficient handling ofrecords which utimately provide for improved instruc-tion.

Whenever money or objects of value are handled,accurate, up-to-date records should be carefully main-tained as a protection for both the teacher and thestudent. Records are a clear index of progress made bystudents, of material covered, lectures, demonstra-tions, and tests administered by the teacher.

Accurate background dap concerning each stu-dent provides valuable information for better under-standing of individual pupil needs, and individualiza-tion of instruction is one of the basic and prime func-tions of the entire junior high school program.

Material should be filed where it is easily acces-sible, probably in a metal file cabinet kept right inthe shop. Many different forms and records are used.The instructor should select those which he feels arenecessary to adequately cover his needs.

Among the forms most commonly used are:

1. Class-record book

Provided by the administration to allteachers for recording name and number ofcourse, year, period class meets, names ofstudent, attendance, test grades, final grades,etc. Usually turned in at end of year.

2. Plan of procedure

Made out by the student and checked bythe instructor. Includes a record of the pro-jects completed, supplies and tools used, esti-mate and actual time required to completeproject, steps followed, references, sketches,and final grade.

3. Progress charts

Includes names of all students with gradeson projects completed. Also lists grades fortests, quarters and finals. May include infor-mation on work station numbers, work assign-ments or property issued. This sheet is postedwhere all may see it. A suggested form isillustrated on page 22.

4. Personal cumulative shop record sheet

Usually maintained by the office. In-cludes a running account of all achievementsof the student. Record of all shop coursestaken, interests, hobbies, mental ability, phys-ical record, outside work experiences, gradesin all courses, and comments by teachers.

5. Lesson plans

Used in teacher preparation of lessons.May be planned in advance for an entirecourse and revised as necessary. Required insome school systems and encouraged in most.Helpful, too, for substitute teachers.

6. Inventory forms

For keeping an accurate record of sup-plies and equipment on hand. Should bechecked by the new teacher and kept up-to-date. Include the following: name, number,make, catalog number and description ofarticle; unit and total cost when new, date ofpurchase, source of purchase, serial numbers,condition, quality and condition of expend-able equipment and supplies.

7. Material record card

Individual record including name of stu-dent, period, name of course, year, projects,materials used, cost, amount paid and balancedue.

8. Demonstration record

A brief record of the demonstrations pre-sented to the various classes, with dates.

9. Machine permit

Written permit signed by parent allowingstudent to use power equipment upon comple-tion of instruction by the teacher, and havingpassed a written safety test for the particularmachine with a mark and score of 100 percent accuracy. The test and the permit, signedby the parent allowing the student to use thepower equipment, should be kept on file aslong as the student remains in the class. (Seeillustrations of permit forms on page 23.

10. Requisition forms

One of the non-teaching jobs with whichevery shop teacher is concerned is the requisi-tioning of supplies. This chore can be mademore pleasant if an organized method of plan-ning and ordering is followed. A wide assort-ment of expendable supplies is used duringthe course of each year. To insure a new sup-ply of exactly the correct items, detailed spec-ifications should be listed: description of ma-terial, size, unit of measure, item number,cost, date required, and manufacturer's name.

Individual Responsibilitiesin Collection of Money

It is recommended that money be collected inthe main office ,of the school with the student bringingthe receipt to the shop instructor for shop records.A sample receipt is shown on page 22.


PROGRESS CHART (Form)

Area

CLASS PROGRESS

.,

CHART

Learning/

unitsProjects

/or jobs

School,

Grade

Period

Date

Names of students

,

._

STUDENT'S RECEIPT (Form)

Name

STUDENT'S RECEIPT

WEST JUNIOR HIGH SCHOOL

Date

Paid forProject or materials

Amount Received by


MACHINE OPERATING PERMIT (Form)

MACHINE OPERATING PERMIT

Namehas completed all

requirements for operating the power equipment listed below. All operating

tests and safety tests have been satisfactorily completed.

This permit is for operation of the

Date Instructor

This permit will be revoked if any of the operational procedures or safety

instructions pertinent to this equipment are violated. Re-instatement of this per-

mit will be at the discretion of the instructor.

PARENT'S SLIP (Form)

PARENT'S PERMIT SLIPName

has my permission to operate the machines and tools in the Industrial Arts shopfor the year 19 -19

In case an accident occurs we prefer that he receive medical treatment

from Dr.Office phone Address

Signed by his parents or legal guardian

Date


Following are generally accepted methods forefficient collection of materials used in the industrialarts shop:

1. Student punch card:

Purchased in the office with a face valueof $1.00 io $3.00. Deducted amounts are des-ignated by punching around the edges of thecard. Similar to conventional meal ticket. Theinstructor punches out the charges for suppliesused by the student. This should be done inthe presence of the student to enable him tocontinuously audit his account. Each studentpays a specified amount which will vary withthe various shop areas.

2. Annual accounting of funds:

All money collected in the industrial artsdepartment should be accurately accountedfor, and turned over to the proper officials.

Discipline as a Method of Teaching

and a Factor in Shop Organization

A good philosophy of discipline must be apparentthroughout the entire school. It becomes the duty ofevery staff member, including the Industrial Arts per-sonnel, to implement this philosophy in classrooms,shops, halls, and on the playground.

The h!st disciplinarian is one who is able to pre-vent diswline problems from arising rather than onewho continually searches for a successful system ofpunishment to control misbehavior. Negative disci-pline, depending on strong-arm rule, should never beconsidered. Rather, the stress should be placed onthe development of self-discipline. Positive goals shouldalways be emphasized. Through these positive goalsattitudes that will be carried with the student into adultlife, allowing him to live cooperatively and successfullywith others within the restraints of society, will beformed.

A good form of student government in the schooland a personnel organization in the shop both helpconsiderably in developing self-discipline. This self-control by the pupils in turn provides the proper teach-ing conditions for the classroom.

Discipline may be thought of as character educa-tion, providing for the development of attitudes, idealsand understanding that result in self-discipline as anadult.

Factors which help promote and encourage self-discipline in each individual student are found in theinstructor, in the physical plant, and in the curricu-lum.

The Instructor as a factor in discipline:

1. Is well-trained in subject matter field.

2. Demonstrates with skill.

3. Learns student names quickly.

4. Is friendly and enthusiastic, taking a personalinterest in each pupil.

5. Sets clear limits for behavior and helps stu-dents understand these limits.

6. Does not use sarcasm, but speaks emphaticallyand firmly.

7. Provides rules with explanations.

8. Gives compliments often.

9. Helps children understand mistakes.

10. Takes an interest in pupil hobbies and out-of-school interests.

11. Does not use threats, force apologies, or givepenalties without considering individual dif-ferences.

12. Examines the background of each student forfurther understanding.

13. Encourages each child to work for his ownself-approval, rather than approval of his peersor fear of punishment.

14. Has sense of humor.

15. Provides a grading system that is fair andunderstood by students.

16. Utilizes all known successful record and in-struction sheets.

17. Continues his professi nal growth by studyingand by joining professional organizations.

The physical plant as a factor in discipline:

The shop should be an attractive, comfortable,and pleasant place in which to work. An atmosphereof learning activity and productivity should prevail.Interesting and functional projects should be used inthe course of study. A student must believe in what heis doing. The Physical Plant as a factor in discipline:

1. Provides ample storage space for projects.Damage and theft are discouraging to morale.

2. Is clean and well-lighted.

3. Provides for proper ventilation, temperature,with fans to draw out smoke, dust, etc.

4. Includes tools and machines that are kept inexcellent working order. Dull tools create dis-satisfaction.


5. Provides comfortable work space for eachstudent. Overcrowding lively youngsters asks

for discipline problems.

6. Provides a well-organized tool room or toolpanels, accessible to students.

Ar.

7. Provides facilities for lectures and tests.

8. Provides for a planning area including books,

magazines, drawing equipment, etc., consid-ered as the shop library.

The Curriculum as a factor in discipline:

1. Is carefully planned and challenging, meetingthe needs, interests and abilities of the stu-dents in their school and community.

2. Includes interesting and functional subject

matter with student appeal.

3. Provides flexibility and variety to meet stu-dent needs as follows:

a. Variety of projects

b. Interesting diiplaysc. Well-planned demonstrations

d. Slides, movies, field trips and speakersfrom industry. A check of the school fac-ulty will provide a surprising number ofresource people with hobbies, interests, anddegrees in fields other than teaching.

Providing Adjustment for Individual Differences

Each student is a unique personality. All studentsvary in intellectual, social and emotional levels of de-velopment. Provisions must be made for each to de-velop to the fullest extent possible. The industrial artsprogram has much to offer in providing for individualdifferences. Its varied program of instruction in whichthe student has opportunities to explore many differ-ent activities provides a good foundation for morespecific experiences at the secondary level. It is justas important to a student to find his weak points as itis to determine his strong points Narrowing the fieldsof choice as progress is made through the secondaryschool makes final selection easier.

Interesting instructional material and projects atdifferent levels of difficulty should be available in allindustrial arts classes. Special provisions should bemade for the slow and bright students as well as theaverage. Projects suitable to some members of theclass may not apply to all. A variety of projects shouldbe presented to the beginning student covering thesame basic operations. This allows room for selectionfrom the very beginning and creates interest. Thefaster student should be allowed to select projects(guided choice) upon completion of minimum require-ments. He should be allowed and encouraged to doextra work such as developing a notebook in areas ofinterest, taking charge of bulletin boards, writing toindustrial companies for literature, accepting positionsof responsibility in the personnel organization of theshop, giving oral reports on related information andassisting slower students with their work.

For the slow learner, emphasis should be on"learning by doing." Every student must receive recog-nition and gain some measure of success and satisfac-tion. The alternative is frustration if the student is notguided according to his or her ability.

The shop atmosphere is also important in pro-moting individual differences. A pleasant, friendly at-mosphere of learAing should prevail. This, togetherwith constructive discipline, are conducive to develop-ment of well-adjusted stude its. (See section on "Dis-cipline as a method of teaching and a factor in shoporganization" pp. 24-25.)

Ending the School Year

As in any successful venture, details must beplanned to the 'very end. This is especially true in pro-grams dealing with young people. The wise instructorwill cope with the let-down attitude that inevitably

26 / Organization and Administration ..-permeates a school during the last few weeks of thesemester with unflagging attention to good planning.Every day, including the last, must be carefully

planned.

Advantages of an orderly finish are excellentlysummarized by Ericson:

1. Students receive additional knowledge and ex-perience and acquire insight into valuablelifelong habits.

2. Students who leave the shop not to returncarry with them a respect for the work andfor the teacher.

3. Students who return will be in better frame ofmind to start in the right way, and will reapthe profit of their work done at the close ofthe year.

4. Visitors, of whom there are many during theclosing days, including prospective students,form a good opinion of the conditions main-

tained.

5. The teacher is largely relieved of the workwhich he otherwise would be obliged to dobefore the beginning of school.

6. It will be easier to start the work properlywhen classes return.'

Planning for these final critical weeks shouldstart several months before they actually arrive. Twocheck lists will be helpful in pinpointing the end-of-year needs of the instructor in regard to the studentsand in regard to the shop.

An instructor's check list of things he should dois as follows:

1. Set definite standards so that there is no mis-understanding in regard to what is expectedfrom each student through the final day ofclasses.

2. Stress completion of all projects with quality,providing after-school time for work if neces-sary.

3. Place limitations on projects you arc surestudents cannot complete, making sure end-of-year costs do not become excessive.

4. Arrange a list of maintenance jobs for stu-dents who finish early, as well as a list ofsmall, new-interest projects. Loafing duringthe last few days destroys an otherwise suc-cessful year. Specific maintenance projects in-clude:

lEricson, Emanuel E. Teaching the Industrial Arts. Peoria:

Charles A. Bennett Company, Inc., 1946. pp. 242.

2Ericson. Op. Cit. p. 243:

a. Sand and refinish benches.

b. Oil hand tools.c. Oil machines and loosen or remove belts.

d. Clean finishing room, close paint cans,clean brushes, scrape bench top of old paintand repaint walls.

e. Straighten storage and supply cabinets.

f. Build new bulletin board or other smallconveniences for shop.

g. Repaint machines using color dynamics.

h. Eliminate excess and unusable materials.

i. Clean and polish sink area and fountain.

j. Remove bulletin board material.

k. Remove, dust, and store displays, modelsand teaching aids.

1. Have students pay bills for supplies.

m. Remove projects from shop.

n. Dust and store books, magazines and in-structional material. Separate those in needof repairs.

A check list of administrative and maintenanceduties might be as follows:

1. Prepare the annual inventory.

2. Prepare and submit the annual requisition.

3. Bring all shop records up-to-date.

4. Prepare a list of equipment which needsmaintenance during the summer.

5. Check all hand tools for repair.

6. Arrange to have damaged or worn books re-

paired.

7. Arrange to have machine and hand sawssharpened.

8. Revise and store all instructional material.

9. Pull main switch on power tools and lock.

10. Make out grade cards and permanent recordsheets. Most schools issue instructional sheetson the closing administrative details.2

Bibliography --

Organization, AdministrationBooks

1. American Vocational Association. A Guide toImproving Instruction in Industrial Arts.Washington, D. C.: American VocationalAssociation, 1953. 119 pp.

2. Bennett, Charles A. History of Manual and In-dustrial Education up to 1870. Peoria, Ill.:Bennett Publishing Co., 1926. 461 pp.


3. Bennett, Charles A. History of Manual and In-dustrial Education up to 1870 to 1917.Peoria, Ill.: Bennett Publishing Co., 1937.568 pp.

4. Earl, Arthur W. E.periments with Materials andProducts of Industry. Bloomington, Ill.: Mc-Knight and McKnight, 1960. 368 pp.

5. Ericson, Emanuel E., revised by Seefeld, Kermit.Teaching the Industrial Arts. Peoria, Ill.:Bennett Publishing Co., 1960. 384 pp.

6. Estabrooke, Edward C., and Karch, R. Randolph.250 Teaching Techniques. Milwaukee:Bruce Publishing Co., 1943. 130 pp.

7. Friese, John F. Course Making in Industrial Edu-cation. Peoria, Ill.: Bennett Publishing Co.,1946. 304 pp.

8. Gebracht, Carl, and Robinson, Frank E. Under-standing America's Industries. Bloomington,Ill.: McKnight and McKnight, 1962. 274 pp.

9. Giachino, J. W., and Gallington, Ralph 0. CourseConstruction in Industrial Arts and Voca-tional Education. Chicago: American Tech-nical Society, 1954, 1559. 192 pp.

10. Jones, Walter Benton. Problems in Teaching In-dustrial Arts an,! Vocational Eductaion.Milwaukee: Bruce Publishing Co., 1958.208 pp.

11. Kidd, Donald M., and Leighbody, Gerald B.Methods of Teaching Shop and RelatedSubjects. Albany, N. Y.: Delmar Publishers,1955. 208 pp.

12. Mays, A. B., and Casberg, C. H. School ShopAdministration. Milwaukee: Bruce Publish-ing Co., 1950. 218 pp.

13. Michaels, William J., and Karnes, M. Ray.Measuring Educational Achievement. NewYork: McGraw-Hill Book Co., 1950. 365pp.

14. Olson, Delmar W. Industrial Arts for the Gen-eral Shop. Englewood Cliffs, New Jersey:Prentice-Hall. 319 pp.

15. Proctor, James 0. T .N .T .: Techniques, Notes, andTips for Teachers. Albany, New York: Del-mar Publishers, 198 pp.

16. Schaefer, Carl J., and Smith, Robert E. HomeMechanics. Revised edition. Milwaukee:Bruce Publishing Co., 1961. 148 pp.

17. Silvius, G. Harold, and Curry, Este ll H. Teach-ing Multiple Activities in Industrial Educa-tion. Bloomington, Ill.: McKnight and Mc-Knight, 1956, 484 pp.

18. Silvius, G. Harold, and Curry, Este 11 H. TeachingSucessfully the Industrial Arts and Voca-tional Subjects. Bloomington, Ill.: McKnightand McKnight, 1953. 342 pp.

19. Silvius, Harold G., and Bohn, Ralph C. Organiz-ing Course Materials for Industrial Educa-tion. Bloomington, Ill.: McKnight and Mc-Knight, 1961. 459 pp.

20. Wilber, Gordon 0. Industrial Arts in General Ed-ucation. Scranton, Pa.: International Text-book Th., 1954. 362 pp.

21. Woodin, J. C. Home Mechanics. Revised edition.Bloomington, Ill.: McKnight and McKnight,1949. 104 pp.

22. Zanco, Manley L. General Shop Projects. Bloom-ington, Ill.: McKnight and McKnight, 1960.112 pp.

Bulletin

23. Industrial Arts in Florida Schools. Bulletin No.12. Tallahassee: State Department of Educa-tion, 1959.

SHOP PLANNINGMAINTENANCE

CHAPTER IVSHOP PLANNING AND MAINTENANCE

With present day enlightened thinking concerningIndustrial Arts Education among school administrators,shop planning has become an important part of theover-all plan when considering the building of a newschool plant or the modernization of an old one.

Location and AccessibilityThe location and accessibility of the shop should

be determined to a great extent by its use. For example,it is desirable to locate a woodworking shop or a metalworking shop where delivery trucks will have easy ac-cess for unloading. It is also desirable to have theseshops placed so that walls or other obstructions willnot interfere with large projects such as boats ortrailers being taken in or out of the shop. Obviouslythese would not be considerations in the location ofa drafting room or a craftroom.

Noise is a characteristic of most shops. For thisreason it is necessary to locate them away from areasof the school where noise would be distracting to otherclasses. In many schools they are placed in a wingwith the music department.

Generally shops should be located on the groundfloor. This provides for easy installation or removal ofheavier machines, and facilitates the handling of bulksupplies such as lumber or steel. Basements are poorlocations for shops because natural lighting is seldomgood and ventilation is apt to be poor. Machines andtools are more subject to rust in basements.

Auxiliary Facilities

To be most effective certain auxiliary facilitiesare necessary in the shop.

1. The Lecture area: A place must be providedwhere students can assemble for lectures, demonstra-tions, group instruction, taking tests and other activ-ities of this nature. Ideally this would be a separateroom adjoining the shop or possibly between two shops.

It has been found, however, that an open space largeenough to accommodate chair desks with at least tenfeet of blackboard space makes a satisfactory lecturearea. In craft and similar shops where students workseated at tables, the lecture area may be dispensedwith.

2. The Assembly area: Where large projects arelikely to be built, some place in the room should beprovided for assembling these projects. Preferably itshould be located where the natural light is good andwhere assembly will not interfere with the use of ma-chines or the normal flow of traffic. Approx:mately 10per cent of the shop space should be available forassembly.

3. The Finishing room: In addition to furnishinga dust proof space where projects may be finished,this room should provide space for storing projectswhile undergoing the finishing process. The NationalBoard of Fire Underwriters and most local fire depart-ments have very strict specifications for the construc-tion of these rooms particularly where spray finishingis to be done.

A separate spray booth must be provided forspray finishing. All switches, lights, and motors, bothin spray booth and finish room must be explosionproof. The spray booth must be built of non-com-bustible material and the inside w alls should be smoothand non-porous. Booth must be equipped with a filterequipped door, an exhaust filter, and an exhaust fancapable of moving 100 linear feet of air per minuteacross the horizontal cross section of the booth.

4. Storage: Two kinds of storage need to be pro-vided for in-school shops. Storage for supplies must beprovided and some place to store student projects dur-ing construction will be needed.

Generally it is more satisfactory to store lumberand rolled steel stock horizontally. Where space is

a problem these may be stored vertically.

30 / Shop Planning and Maintenance

In vertical storage the length of stock that may

be stored is limited by the height of the ceiling, often

necessitating cutting the material before it can bestored. This not only takes time, but results in morewaste. Lumber is more prone to bend and warp when

stored vertically. This is particularly true of plywoodwhich should be stored flat if possible.

Some provision for storage of small items suchas bolts, screws, nails, hinges, and jewelry findings, is

very necessary, but is often overlooked in the planning

of a shop. Needless to say, provision should be made

to keep all supplies under lock.

Ideally a storage locker with lock should be pro-vided for each student. These should be large enoughto accommodate the unassemLed parts of the largestprojects that will be made. Where projects are quitelarge it is sometimes desirable to have at least a fewlarge lockers to hold larger pieces, and it is customary

for several students to share the larger lockers.

5. Other Facilities: Every shop should have aplace for students to wash and most shops also needsome place to wash brushes and other dirty equipment.

A sink that is to be used for cleaning should beequipped with a special trap which will allow easycleaning. The round or semi-round Bradley type washbasins are satistIctory for washing but they requireconsiderable space and are expensive. They are notsatisfactory for cleaning brushes. A drinking fountainin connection with the sink is a desirable facility thatis often overlooked in shop planning. At practicallyno cost this item will save the teacher much of thebother that accompanies students leaving the room to

get a drink.

Gas lines and air lines should be provided in

metal shops, machine shops, wood shops, auto shops,

electric shops, and craft shops. These lines are much

easier and cheaper to install if they are included in

the original building plans. It is sometimes very dif-

ficult to get them into a shop after it is built.

Equipping the Laboratory

Since all school shops are equipped on a limited

budget, care must be used in the selection and purchase

of tools and equipment. In determining what equip-

ment to purchase, the following factors should be

kept clearly in mind:

1. The underlying purpose of the program: Theobjective to be achieved with the activities which will

promote their attainment is an important considera-

tion in the selection of shop equipment. Equipment

for a program where trade classes are to be held in

the evening should be as nearly the same as used in

industry. Where the aims of the program are largely

appreciation and understanding of industry, lighter

duty machines generally can be used.

2. The maturity level of the students: Equipment

for a seventh grade exploratory course in woodwork

would naturally differ considerably from that selected

for an advanced high school course.

3. The type of shop organization: If a centralshop is being considered instead of a unit shop, theamount of each kind of equipment needed will be

less, but a greater variety of equipment will be needed.

4. The class size: (see chart)

RECOMMENDED NUMBER OF SQUARE FEET PER STUDENT

FOR A CLASS OF TWENTY-FOUR, NOT COUNTING AUXILIARY ROOMS

%TO BE ADDED

JR. HIGH SCHOOL MINIMUM SATISFACTORY DESIRABLE FOR AUX. ROOMS

Woodwork 60 75 90 30

Metal work 60 75 90 25

Drafting 45 60 75 5

Crafts 50 65 80 10

General comprehensive 60 75 90 25

Power mechanics 60 75 90 20

% TO BE ADDED

HIGH SCHOOL MINIMUM SATISFACTORY DESIRABLE FOR AUX. ROOMS

Woodwork 70 85 100 30

Metal work 65 80 95 20

Drafting 60 75 90 5

Crafts 55 70 85 10

Graphic arts 60 75 90 20

Electric shop 60 75 90 15

Machine shop 65 80 95 15

Power mechanics 60 75 90 10

Auto mechanics 80 90 100 20

Shop Planning and Maintenance / 31

5. Room size: Even though adequate room sizemay be provided for in the original planning, plansare often modified to keep the cost of a building with-in the budgeted amount, and floor area has to bereduced.

6. The probable amount of money available: Itis desirable to plan the equipment list on the basis ofthe first five of the above considerations before con-sidering the amount of money available. By startingwith a complete picture of the ideal equipment, dele-tions may be more intelligently accomplished. Themost important items can then be purchased, leavingthose of less importance to be purchased at a laterdate.

The following considerations in the purchase ofshop equipment will save money for the school andmuch grief for the teacher:

1. Hand Tools

a. Purchase only standard brand tools madeby a reputable manufacturer. It is usuallynot necessary to buy the premium line ofa given manufacturer, but it is best to avoidthe cheapest or the home workshop line.The better tools will do their work better,require less frequent sharpening and re-pairing and will often outlast several cheap-er tools. It is also easy to purchase regu-lar parts for standard tools. This is seldomtrue of off brands.

b. Purchase tools which fit the students.Smaller planes, smaller saws, and smallerhammers should be provided for smallerstudents. This does not mean the toysizes. Too small a tool is worse than onetoo large.

c. Try to determine the largest number ofstudents who will be using a given tool ata given time. Use this figure as a basisfor purehasing rather than using a toollist prepared by some other person.

2. Machine Tools

a. Machine tools should be purchased to sat-isfy the purpose for which they are to beused. A unit shop may require heavy, pro-duction type machines, while a generalshop will probably require light or mediumduty machines. Generally the light or me-dium duty machines are satisfactory forIndustrial Arts shops, since trade prepa-ration is not a major goal.

b. In machines as in hand tools it pays tobuy only those of standard make, backedby reputable manufacturers.

c. Unit type machines are preferred to com-

bination machines. Combining a circularsaw, a mortiser and jointer on a singlestand reduces the usefulness of the ma-chine and creates safety hazards.

d. Be sure to purchase machines of the prop-er voltage. Many new buildings are nowwired for 208 volts. Motors designed tooperate on 220 or 230 volts will not op-erate satisfactorily on the lower voltage.

c. Grinding equipment should be providedwith safety shields of safety glass or plastic.

f. All motors should be provided with sometype of overload protection.

All machines should have individual motordrives, controls, and stands.

g.

Equipment Layout

In locating the equipment ina new shop or re-locating equipment in an old shop the following pro-cedure will be found helpful. Make a scale drawing ofthe room to be used showing all doors, windows, andother structural details which might affect the place-ment of equipment.

Prepare sc-.1e cutouts of all major pieces ofequipment, including machines, benches, and cabinets.These cutouts may then be moved about on the scaledrawing to determine the best arrangement of theequipment.

In arranging equipment first consideration shouldbe given to making the arrangement as safe as possible.This means wide traffic aisles (forty-two inches is agood width), ample space around machines, a mini-mum of crisscrossing traffic, and good natural light-ing on work areas. In the regular pursuit of his workit will often be necessary for a student to move fromhis station to other areas where things are stored foihis use. These lines of travel should seldom cross otherlines of travel.

Aside from safety the next most important con-sideration is the proper flow of stock being worked.

The normal flow of stock through the woodwork-ing shop would be from cutoff saw to planer, to jointer,and then to bench saw. It is logical then to arrangethese machines so that the stock will move smoothlyout of the stockroom and through the machines witha minimum of effort or travel by the worker.

Remodeling Existing Facilities

A teacher is more likely to have a chance of re-modeling an existing shop or turning an existing roominto a shop than he is to get to plan a new one. Insuch a case the location, size, shape, and proportionsof a shop are already established. A number of things,


however, can be done to make an old shop into anadequate avenue of learning.

1. The artificial lighting can usually be improvedby installation of flourescent fixtures.

2. Work places and machines can be rearranged

as suggested.

3. New doors and windows can often be cut.

4. Partitions can be removed, or new ones put

up to create needed auxiliary rooms.

5. Walls and ceilings can be painted to improvenatural lighting and appearance. It is highly recom-mended that when repainting, one of the acceptedcolor schemes such as "Color Conditioning" or "ColorDynamics" be followed.

6. Reconditioning floors.

7. Providing additional utility outlets.

Space Per Vudent

Areas of shops are determined by the activityinvolved, by the grade level they are to seTve and

certainly by the amount of money available. Generallyshops are much more likely to be too sma?,1 than too

large. In planning shops it is customary to allow somany square feet per student as a startir3 point indrawing plans.

The following table shows desirable, minimumand satisfactory areas per student for various courses,based on a class size of twenty7four students. In gen-eral the smaller the class the more footage per stu-dent is needed.

It is recommended that shop length be approx-imately twice the width.

Many shops make more efficient use of space byusing wall panels for tool storage. A well-planned toolpanel makes for ease of access, checking, and good

display.

A

erlAurroPowairNivarairour

. .

rinrinrifim tioir 9

11,1,7"4

Shop Planning and Maintenance / 33

Care and Maintenance of Equipment

No one can do his best work with tools which arein poor condition, and certainly students are no ex-ception. It is the duty of the shop teacher to see thatall tools and machines are in first class condition at alltimes. Not only is this important from the standpointof safety and good craftsmanship but it fosters the at-titudes, and habits, which industrial arts promotes.

Hand Tools: Tool sharpening is perhaps the mostfrequently needed tool maintenance in any school shop.Teachers should know how to sharpen the tools in theshop. They should provide some system for periodicchecking on their condition and see that tools are keptsharp and in good condition.

Handles of hammers, chisels, mallets, saws andplanes should be kept tight and should be replacedwhen they are split or cracked.

Machines: A most necessary item of maintenanceon machines is regular and proper lubrication. An ex-pensive machine can be quickly ruined if bearings areallowed to run dry. A regular schedule for oiling ma-chines should be established and this schedule shouldbe followed religiously. Some teachers use a colorscheme to accomplish this. Bearings which are to beoiled daily are indicated by painting the area surround-ing the oil hole one color, those which need to beoiled weekly are painted another color, etc.

Excessive lubrication is to be avoided for it is

messy and in some cases, particularly in motor lubri-cation, may interfere with proper operation. As a rule,however, it is better to over lubricate than to underlubricate. The local oil dealer can be helpful in de-termining the proper type and weight of oil or greaseto use. Avoid detergent type motor oils for they affectthe seals on some types of bearings.

1w

r

Bibliography -- Planning, Maintenance

Books

1. Bakamis, William A. The Supervision of Industri-

al Arts. Milwaukee: Bruce Publishing Co.,1954. 219 pp.

2. Caudill, William W. Toward Better School De-sign. New York: F. W. Dodge Corp., 1954.

3. Cunningham, Beryl M., and Holtrop, William F.Woodshop Tool Maintenance. Peoria, Ill.:

Chas A. Bennett Co., 1956. 295 pp.

4. Ericson, Emmanuel E., and revised by Seefeld,Kermit. Teaching the Industrial Arts. Peoria,Ill.: Chas A. Bennett Co., 1960. 384 pp.

5. Hunt, DeWitt. Shop Tools Care and Repair.Princeton, N. J.: D. Van Nostrand Co.,1958. 252 pp.

6. Keller, F. J. The Comprehensive High School.New York: Harper & Bros., 1955.

7. Keller, F. J. The Double-Purpose High S chool.New York: Harper & Bros., 1953.

8. Mays, A. B., and Casberg, C. H. School ShopAdministration. Milwaukee: Bruce Publish-ing Co., 1950. 218 pp.

9. Modern School Shop Planning. Ann Arbor Mich.:Prakken Publications, 1965. 223 pp.

10. Newkirk, L. V. Organizing and Teaching theGeneral Shop. Peoria, Ill.: Chas A. Ben-nett Co., 1947. 200 pp.

11. Silvius, G. Harold, and Curry, Estell H. TeachingMultiple Activities in Industrial Education.Bloomington, Ill.: McKnight and McKnight,1957. 484 pp.

12. Wilber, Gordon 0. Industrial Arts in GeneralEducation. Second edition. Scranton, Pa.:International Textbook Co., 1954. 362 pp.

Periodicals

13. Harris, Clark E. "Shop Design," American Voca-tional Journal, October, 1947.

14. Micheels, William J. "Industrial Arts TeacherEducation in 1970," Industrial Arts and Vo-cational Education, February, 1958.

15. Industrial Arts and Vocational Education, AnnualMarch Issues, Bruce Publishing Co., Mil-waukee, Wisconsin.

16. "The Next Twenty Years in Industrial Arts,"Industrial Arts and Vocational Education,October, 1951.


17. School Shop, Annual April and October issues,Prakken Publications, Ann Arbor, Mich.

Bulletins

18. American Council on Industrial Arts TeacherEducation. Planning for Physical Facilitiesfor Industrial Arts. Yearbook VIII. Wash-ington, D. C.: American Industrial Arts As-sociation, Department of the National Edu-cation Association, 1959. 247 pp.

19. California Industrial Arts Shop Planning Com-mittee. Guide for Planning and EquippingIndustrial Arts Shops. Sacramento: Califor-nia State Dept. of Education, 1956.

20. Delta Manufacturing Company. How to Plan aSchool Workshop. Milwaukee: Delta Manu-facturing Company.

21. Department of Safety Education. Policies andPractices Controlling the Safe Use of Voca-tional Equipment. Detroit: Detroit PublicSchools, 1952.

22. Ohio High School Standards, A Guide for In-dustrial Arts Shop Planning. Columbus:State Dept. of Education.

13. Planning the School Shop. Springfield, Ill.: StateBoard for Vocational Education.

24. School Shop Planning for Industrial Education.Bulletin 2135. Lansing: Michigan Dept. ofPublic Instruction, 1954.

25. Standards for Automotive Service Instruction inSchools. Detroit: IAVE Conference onPublic School Automotive Instruction, 320New Center Building, 1956.

S A E

. ...... .. .,

CHAPTER VSAFETY AND LIABILITY

All industrial arts education teachers should begravely concerned with student safety in the schoolshop. However, the larger class enrollments make itvery difficult for the teacher to give the necessa ry in-dividual attention to each student. Also the increasein the complex course offerings in the use of tools, ma-terials, and processes make the job more difficult forthe instructor. Even though these conditions exist, theteacher must not get a negative philosophy, "It can'thappen to me." Shop teachers must be safety mindedand have an alert awareness of all types of hazards.The teacher should continually ask himself this ques-tion: "Do I set a good example in safety at all times?"

Safety is an attitude accompanied by habits. Thedevelopment of proper safety habits and attitudes is oneof the primary objectives of industrial arts educationteaching. An effective school shop safety program doesnot just happen. It is a result of careful and continualplanning. The safety problems that confront the teach-er are determined by the school laws of the state,philosophy of the school, the physical plant, and theorganization within the system.

Simple policies and rules should be establishedand then must be enforced. In other words, there mustbe no compromise with safety. Nothing but a perfectscore is acceptable, for the ultimate goal of safetyinstruction is to protect pupils from accidents due totheir errors or lack of knowledge.

Positive safety education is based on accidentprevention. Present day conditions make it imperativethat safety education be a part of the training of allstudents; it should be a part of every course of study,and teachers should teach, practice, and display safetypractices at all times.

Because of the legal liability and moral responsi-bility, it is good common sense for every shop teacher

to prevent accidents by eliminating, as far as he can,all mechanical and, physical hazards because these aretangible. Other phases of safety instruction are intangi-ble, but nevertheless important in the over-all picture.

Positive safety instruction is self-preservation forthe teacher, for the supervisor, and for the administra-tor. Safety is everybody's job. We should do an excel-lent job of safety instruction if we conscientiously fol-low Scott's safety check list.

SAFETY CHECK LIST

Attitude and Personality

Yes No

n Ei 1. Do I think, speak, and act in regard toshop safety at all times?

0 0 2. Have I integrated my safety programwith what I am teaching, in an interest-ing, logical manner?

O 0 3. Are my students keenly aware that shopsafety is a vital, required part of my shopprogram?

4. Do I immediately curb horseplay andcarelessness in the shop at all times?

5. Have I explained and demonstrated theneed for cooperation among students andteacher when certain jobs of lifting, glu-ing of boards, and carrying of materialsbecome necessary in the shop?

O 0 6. Am I acquainted with the school laws ofstate regarding shop safety, negligence,etc.?

Shop Dress

0 E] 1. If students are required to wear shopcoats or aprons, do I insist that they be

'Yes No

kept neat, clean, and buttoned or tied atall times?

0 0 2. If students do not wear coats or aprons,do I insist that they refrain from wearingnew or loose clothing?

0 0 3. Have I told the students the danger of

wearing long sleeved shirts, neckties,jewelry, etc., and am I on constant guardto see that no one forgets?

Material Shortage

O 0 I. Is the material on lumber racks, metalracks, clamp racks, etc., stored neatlyand safely at all times?

O 0 2. Are all materials stored in proper, con-venient places and not left lying about inhaphazard fashion?

O 0 3. Are all material storage places sufficient-ly lighted?

O 0 4. Do I guard against overstocking racks,shelves, etc.?

Hand Tools

O 0 I. Are my tool panels, tool room, etc.,organized in a neat, safe fashion?

O 0 2. Have I told my students the danger ofusing dull hand tools?

0 0 3. Have I stressed the safety points on thevarious hand tools during my talks anddemonstrations and am I on constantguard to see that the student participa-tion is done correctly?

0 0 4. Have I explained and demonstrated thecorrect procedure for carrying sharpedged tools?

Machinery

001. Is each machine properly located in re-spect to space, efficiency, and safety?

0 0 2. Are all cutting edges, belts, pulleys, etc.,carefully guarded?

0 0 3. Is there adequate light for the safe op-eration of each machine?

0 0 4. Are the machine accessories, for eachmachine, placed in the proper location?(Avoid reaching over running machinesfor needed accessories.)

0 0 5. Are all machine switches guarded andproperly painted?

Yes No

O 0O 0

O 0

Safety and Liability / 37

6. Are all machines clean and properlypainted?

7. Are goggles a necessity for the operatorof certain machines such as grinders,

lathes, etc.?

8. Have proper safety rules and demonstra-tions been shown, studied, and talkedabout informally for the operation ofeach machine before any student parti-cipation?

0 0 9. Is student participation on each machinean individual affair, whereby each stu-dent must qualify by passing tests?

Finishing Room Acids

O 0 1. Is there proper ventilation in the finish-ing room?

O 0 2. Is there a special booth for spraying, if

much spraying is done?

0 0 3. Are large quantities of combustible ma-terials kept in fireproof rooms or closets?

O 0 4. Are oily rags and waste kept in properrecepticales?

O 0 5. Is the finishing room kept neat and cleanat all times?

0 0 6. Are all containers closed tight and storedaway from heatem pipes or radiators?.

O 0 7. Are acids and other harmful agents usedin the shop kept in proper containersand clearly labeled and are they storedin a safe place?

General Safety Rules

O 0 1. Is the shop well lighted, clean, free ofgrease and oil on the floor, and neatlypainted?

0 0 2. Does each machine have an adequatesafety lane area painted on the floor?

O 0 3. Are all light switchs in good workingcondition and of the right type for eachpart of the shop? (For instance: mercuryswitches in the finishing room.)

0 0 4. Have all lines and electrical circuits beenchecked for proper load?

0 0 5. Are all plugs and extension cords in goodcondition? (No splices or poorly tapedwires.)

O 0 6. Are you familiar with all fuse panels foryour shop? Are proper fuse loads alwaysmaintained?

38 / Safety and Liability

Yes No

El 0 7. Have the fire extinguishers been checkedrecently and are they of the right typefor each part of the shop in which theyare located?

Ej 0 8. Do I help promote shop safety by keep-,ing pleasant board displays?

0 0 9. Do I have a fair knowledge of first aidand what to do in case of an accident?

0 0 10. Is there a good first aid chest at myservice in the event that I should need it?

0 0 11. Are insurance and accident report papers

neatly filed and kept ready (just incase)?4

Should an ncident occur in the school shop, theteacher may give first aid, notify a doctor or send thestudent to the school nurse. He should notify theparents or have this done from the school office. Inaddition, it is a growing practice to expect everyteacher to make a preliminary accident report, and itshould be kept on file until the person has reachedlegal age. The following is a suggested preliminaryaccident report:

,IC. J. Scott, "Shop Safety Check List for Shop Instructors,"Industrial Arts and Vocational Education, XLVII (April, 1958), pp.126-127.

Preliminary accident report to be filled out immediately after an accident in the shop.

School Room Date

1. Who was injured? Name Age

Address Tele.

2. On what day and what time did the accident occur? Date Hour

A.M. P M

3. What was the nature and extent of injury?

4. Who gave medical treatment?

5. Where did the accident occur?

Nature of accident

Nature of injury

First aid in school

Physician

Nurse

Hospital

The exact place in the shop where the accident oc-

curred was

6. Who saw the accident or was near the injured when Name Age

Addressthe accident occurred?

Name Age

Adores:.

Name Age

Address

7. What was the cause of the accident? Teacher's opinion

Safety and Liability / 39

When an accident occurs in the school shop theteacher must be able to show sufficient evidence thathe consistently maintains all reasonable safety precau-tions, or he is liable. The general agreement amongauthorities on school law is that teachers will likelyhe considered negligent under the following conditions,if an accident occurs in the shop:

1. Teacher fails to demonstrate safe techniquesand practices for each individual piece of equipment.

2. Absence of teacher from shop while pupilsare in the shop.

3. Teacher leaving the shop, with an unqualifiedperson in charge of the class.

4. Pupils using equipment in the shop which hasnot been approved by the board of education. Someteachers bring their personal equipment to the schoolshop.

5. Permitting pupils to work in the shop otherthan during the regularly scheduled periods and es-pecially without acceptable supervision.

6. Permitting pupils not enrolled in shop classesto use the eqrtipment.

7. Pupils being sent outside the shop to performhazardous duties.

8. Making the use of all power tools compulsory.

9. Allowing pupils, especially prone to accidents,to use power machines. Some physical and some mentalconditions should make a pupil ineligible insofar asthe use of some power tools is concerned.

10. Failure to keep written reports of every ac-cident occurring in the school shop regardless of thetype of injury.

11. Failure to administer safety tests and to re-tain such satisfactorily passed tests for use in case ofliability suits charging negligence. To some teachers theterm "satisfactorily passed" means 100 percent cor-rect or the student doesn't use the equipment.

12. Failure to get written statements from wit-nesses in case of accident.

13. Failure of the teacher to keep in mind thefact that his or her pupils are children and that theactions of children are normally guided by childish im-pulses.

14. Failure to realize that the case mentionedabove is defined by law as greater caution when dealingwith children than with adults.

Bibliography -- Safety

Books

1. Kigin, Denis J. Teacher Liability in School-ShopAccidents. Ann Arbor, Mich.: PrakkanPublications, 1963. 128 pp.

2. Williams, William A. (ed.) Accident PreventionManual for Shop Teachers. Chicago, Ill.:American Technical Society, 1963. 550 pp.

Periodicals

3. "Safety Demonstration Test," Industrial Arts andVocational Education, Vol. 42, February,1953, p. 41.

4. "Safety in the Print Shop," Industrial Arts andVocational Education, Vol. 40, June, 1951,p. 252.

5. "Safety in the School Shop," Industrial Arts andVocational Education, Vol. 40, May, 1951,p. 26A.

6. "Safety is Self-Preservation," Industrial Arts andVocational Education, Vol. 41, January,1952, pp. 1-3.

7. School Shop, Special Directory Issue, Vol. 11,April, 1952.

8. "Shop Safety Check List for Shop Instructors,"Industrial Arts and Vocational Education,XLVII, April, 195'8, pp. 126-127.

CHAPTER VIFUNDAMENTALS OF DESIGN

Design is probably one of the least understoodfields connected with the industrial arts. It is a field

that is constantly changing. The teacher should beaware of new ideas and try to incorporate them into

his teaching to keep his designing up-to-date.

The average industrial arts teacher feels that

design is something for which he has little or no talent.However, this same teacher could improve his abilityto design even though perhaps he does not possess anatural artistic ability. It is truc that artistic ability is

a great help to the designer; however, a thorough

knowledge of the fundamentals of design will not

only help the average industrial arts teacher do a satis-factory job of designing, but is essential before theartist can become a good designer. If a knowledge ofthe fundamentals of design can be of help, then letus in industrial arts study these fundamentals to do the

job we arc doing to the best of our ability.

Kinds of Design

In designing, form must follow function. A car, no

matter how beautiful, is worthless unless it will run.Too much of our design has been bound by the pastand therefore has been retarded. For instance, the firstcar was shaped like the buggy instead of having the

sleek lines we know today.

There arc two important types of design, struc-tural and decorative. Of these two, structural design ismuch more important.

I. Structural design: Structural design refers tothe shape and size of an object and will vary enormous-ly depending on what thc object is to be used for.Sonic of the principles to follow in structural designare:

a. It must be adapted to the use for which itis intended.

h. It must be simple.c. It must be well proportioned.d. It must be suited to the materials of which

it is made and the processes necessary in

making it.

Some examples of good structural deSign are the

airplane or the San Francisco Oakland Bay Bridge, inwhich the design is a result of the object's function.

2. Decorative design: Although decorative de-sign is the lesser in importance of the two types, it isstill important to good dcsign. Some of the principlesof good dcsign are:

a.

b.

c.

d.

c.

1.

Decoration should be in moderation.Decoration should strengthen the object.

Decoration should be placed at weak spots.Background areas should be the same size.

Background space should give simplicity.

Decoration should be suited to the materialused and thc use of the object.

Elements of Design

The elements of dcsign are line, shape, size,

texture, value and color. It is with these tools thatthe designer must work.

i . Line: Every design is made up of lines whichvary as to width, texture, direction and extent. Theprinciples give line its meaning. For example, the di-rection of thc line may be vertical, horizontal, curved,or zigzagged. The vertical line appears to be direct,

tense, stiff, uncompromising, harsh, hard, unyielding;while the horizontal line has a slow, lazy appearance.

The zigzag line denotes excitement or nervousness.The weight, texture, and extent of a line can also beused to set thc mood for design.

t

42 / Fundamentals of Design

2. Shape: Every design is made up of some partof the triangle, rectangle, square, circle, cone or ellipse.It is the proper blending of these shapes that producesour good designs. Almost every person can produceeach of these and, like building a complex piece offurniture, from simple operations the designer can pro-duce the desired results by putting these simple shapestogether.

3. Size: Size refers to the measurement of anobject. In the field of industrial arts, we most oftenfind size as a standard measure that has been workedout to fit the needs of the average size person. Almostany catalog is a good reference for the standard size ofa given object.

4. Texture: Texture is the minute structure ofa material. Texture appeals to the sense of touch. Itmay be rough or smooth, pebbly or prickly, or satinyor velvety.

Texture also has great appeal to the sense of vi-sion. By association of visual experienzes with tactileexperiences, we say a surface looks wet or dry, roughor smooth. Because of the importance of texture, man-ufacturers have in recent years introduced new ma-terials such as glass blocks, corrugated sheet glass,chromium, plastics, sponge rubber, metallic paper, andcellulose fabrics; texture has become a richer, moreversatile element that has expanded the scope of thedesigner.

5. Value: Value is the quality of visible light re-flected by a tone. It is lightness or darkness of tone.For example, we refer to green as light green or darkgreen both are greens but there is a difference intheir value.

6. Color: Color must be a factor in design be-cause color affects us psychologically. For example, redis an active color while brown suggests restfulness.Color also has the suggestion of warmth or coolness.Such colors as yellow, orange, and red appear warm,while blue, green, and violet appear cool. The de-signer, in order to produce the desired results, mustconsider all of the above elements.

Principles of Design

The principles of design include balance, domi-nance, anity, proportion, and repetition. They are thefactors that make a design have a good appearance.

I. Balance: Balance is the result of the interplayof forces; the resolution of stress and strain. Its effectis one of repose and satisfaction. Lack of balance cre-ates a desire for change. The designer uses the follow-ing methods to obtain balance:

a. Through giving evidence of adequatestrength.

b. ThrougH functional relationship of all parts.

c. Through equalized arrangement with re-spect to an axis, a center of interest, or aline of motion.

2. Dominance: In good design, some part of thedesign must be dominant or stand out among theother parts. If there are several dominant parts, theseparts must harmonize.

Dominance can be achieved by several methodssuch as: making one unit larger, making a unit strong-er in value or different in texture or color. Dominanceis also achieved by shape or repetition of some part ofthe object.

3. Unity: Unity is the tying together of parts ofa designed object. Unity may be produced by a num-ber of means, among which are the following:

a. Through a clear evidence of function.b. Through reducing complex combinations of

parts or elements to a relatively few simpleforms.

c. Through regular or sequential arrangementof elements.

d. Through unity of style elements within adesign or in related designs.

4. Proportion: Proportion is the law of rela-tionships. Good proportions are the result of harmon-ious relationships of lines and of masses. Proportionshould not be easily analyzed. Masses having the pro-portion of 2 to 3, 3 to 5, 2 to 5, 5 to 8, or similarratios are good. This holds true in dividing areas aswell as in the outside dimensions; however, this is nota hard, fast rule. The best proportions is that whichbest suits the use for which the object is intended. Somethings to consider in proportion are:

a. Arrangement must hold interest.b. Arrangement must be best for the sizes

and shapes used.c. Sizes grouped together must be compli-

mentary.d. Space relationships must be pleasing.e. Scale must be proportionate.

5. Repetition: Repetition is the using of someelement of the design over and over to produce harmo-ny. Some of the ways this can be achieved are throughthe repetition of color, parts of a project or in theprocesses used to make the article.

Qualities to Consider in Designing

Qualities that should be considered in designingare as follows:

I. The size and shape of the object.

2. The purpose the object is to serve.

3. The limitations of the material to be used.

Fundamentals of Design / 43

4. The tools and processes necessary to producethe object.

How to Produce Good Design

1. Knowledge of fundamentals: A thoroughknowledge of the fundamentals of design are essentialto good design. Without this knowledge of fundament-als the designer is like the cabinet maker trying tomake a piece of furniture without a knowledge of wood-working tools.

'). Steps in designing:

a. There must be a need.b. Standard requirements must be known.c. The most suitable materials should be se-

lected.d. The details of form, line, proportion, and

construction must be decided. Sketcheswill help in doing this.

e. The best of the sketches should be selectedand a full-sized working drawing made fromit.

f. Proportion and details must be refined.g. The drawing should be checked.h. Revisions should be made where necessary.i. The article made from the dravings should

be examined to learn how well the ideahas worked in practice, and tc see howimprovement can be made on the next de-sign.

How to Teach Design

1. Design through fundamentals: It is importantthat the student become proficient in the use of funda-mentals of design. In order to establish this proficiency,the teacher should teach design fundamentals and pi 3-vide ample opportunity for the student to practicethese fundamentals through exercises dealing with thevarious areas.

2. Design as an aesthetic value: With practiceand use of fundamentals of design, the student willeventually develop an appreciation for good design.This will help the student do better work and becomemore skilled in the designing of his projects. Thisaesthetic value, however, like appreciation, is a resultof all we do rather than being something toward whichwe teach.

Summary

Structural and decorative are the two types of de-sign with structural being more important than decora-tive. The factors which the designer must consider areline, shape, size, texture, value and color. A thoroughknowledge of these tools is important to good design.The principles the designer must keep in mind whendesigning are: balance, dominance, unity, proportion,and repetition.

Some other qualities which must be consideredin designing are: purpose, material limitations, andlimitations of tools and processes in producing the ob-ject. The industrial arts teacher can produce good de-sign through mastering the fundamentals of design andfollowing definite steps in the actual designing.

Design can be taught through the teaching andstudent practice of the fundamental tools and principlesof design. Aesthetic values will be a result of goodteaching and practice. These aesthetic values will provehelpful to the student in determining what is good andpoor design.

Bibliography -- Design

Books

1. Graves, Maitland. The Art of Color and Design.New York: McGraw-Hill Book Co., 1951.

2. Feldstead, G. 1. Design Fundamentals. NewYork: Pitman Publishing Co., 1950.

3. Gottshall, F. N. Design for the Craftsman. Mil-waukee: Bruce Publishing Co., 1940.

4. Linbeck, John R. Design Textbook. Bloomington,Ill.: McKnight and Mcl:night, 1963. 163 pp.

5. Osburn, R. N. Con.structive Design. Milwaukee:Bruce Publishing Co., 1948.

6. Smith, Janet K. A Manual of Design. New York:Reinhold Publishing Corp., 1950.

Periodicals

7. Beck, A. F. "What Teachers Should Do AboutContemporary Design," Industrial Arts andVocational Education, Vol. 40, June, 1951,p. 238.

8. Mays, Eliot, "The Shape of Things," ConsumersReport, Vol. 14, May, 1949, p. 219.

tiVALUATIOil

CHAPTER VIISTUDENT EVALUATION

Evaluation of student accomplishments in any

course depends upon the purposes of the student andthe objectives of the course. Types of marks must, ofcourse, conform to those used throughout the localsystem. Some desirable characteristics of any gradingsystem arc as follows:

It should consume a minimum of the teacher'stime.

It should be based upon a wide scope of stu-dent responses and attainment.

The grading should be frequent.Uniform standards of grading should be applied.

Grades should be permanent.

If the course is exploratory in nature, evaluationshould be indicative of the honest effort made on thepart of the student to acquaint himself with a widerange of industries (offerings of the course), and hisability to formulate firm decisions regarding his in-terests and aptitudes in the various areas and processes.Although decisions of interest and aptitude may be

positive or negative, the student's logic based uponhis understanding of processes is a firm basis for grad-ing. Quality of work in the exploratory courses shouldbe considered only insofar as it indicates interest andattitude. Students should be evaluated in shop clean-up, class participation, interest, effort, open-minded-ness and wholesomeness of attitude, cooperation, andsoundness of decisions regarding areas and processes.If evaluation is frequent, changes and change trendsin the marks given should be considered.

In general shop or unit courses (beyond the ex-ploratory level) quality of work, quantity of work,general background knowledge, and technical know-ledge should he measured. Shop clean-up, class partici-pation, interest, effort, coopration, and other ippli-

cable phases of attitude should also be evaluated. Agenerally accepted scale of four basic points is as

follows:

Knowledge (general and technical) 25%

Quality of work 25%

Quantity of work 25%

Effort and attitude 25%

The knowledge evaluation should consider abil-ity to plan and adapt acquired information, ability tofollow instructions, tests (objective, performance, andsubjective), ability to read drawings, and recitation.

Quality should include accuracy in proportionto ability, in proportion to class average, and in pro-portion to trade standards, neatness, and artistic abil-ity.

Quantity evaluation should consider time factorin relation to ability, class average, thoroughness, andquality. Extra work above requirements of the courseand extra work service in the shop should also beconsidered.

Effort evaluation should consider desirable habitformation, determination, perseverance, initiative, self-direction, honesty, dependability, use of time, attend-ance, and industry. Attitude evaluation is closely re-lated to effort though a little more general in nature.It should include:

I. Cooperation with group and teacher.

2. Care and use of equipment.

3. Organization and pride in work.

4. General courtesy and respect for rules andgeneral situation in the shop.

5. Observation of safety factors.

46/Student Evaluation

6. Respect for other students and their work.

7. Respect for authority.

8. Respect for finance.

9. Thriftiness in use of materials and equipment.

Percentages of the four points should be adjustedto fit the individual shop and objectives of the course.

Bibliography -- Evaluation

Books

1. Ericson, Emmanuel E., and Seefeld, Kermit.Teaching the Industrial Arts. Revised. Peor-ia: Chas. A. Bennett Co., 1960. 384 pp.

Fleck, Henrietta. How to Evaluate Students.Bloomington, Ill.: McKnight and McKnight,1953.

1.

3. Fryklund, Verne C. Analysis Technique for In-structors. Milwaukee: Bruce Publishing Co.,200 pp.

4. Jones, Walter B. Problems in Teaching IndustrialArts and Vocational Education. Milwaukee:Bruce Publishing Co., 1958. 224 pp.

5. Micheels, William J., and Karnes, rvI. Ray. Mea-

suring Educational Achievement. New York:McGraw-Hill Book Co., 1950.

6. Ross, C. C. Measurement in Today's Schools. NewYork: Prentice-Hall, 1947.

7. Silvius, Harold G. Teaching Multiple Activitiesin Industrial Education. Bloomington, Ill.:McKnight and McKnight, 1956. 484 pp.

8. Silvius, Harold G., and Bohn, Rolph C. Organiz-ing Course Materials for Industrial Educa-tion. Bloomington, Ill.: McKnight and Mc-Knight, 1961. 459 pp.

9. Silvius, Harold G., and Curry, Este 11 H. Teach-ing Successfully the Industrial Arts and Vo-cational ,711.'liects. Bloomington, Ill.: Mc-Knig::1 and McKnight, 1953. 342 pp.

10. Wilbur, G. 0. Indtharial Arts in General Educa-tion. Scranton, Pa.: International TextbookCompany, 1948. 362 pp.

Periodicals

11. Falgren, L. E. "Grading Industrial Arts Courses,"Industrial Arts and Vocational Education,February, 1950, pp. 41-45.

12. Johnsen, M. 0. "A Method in Grading ShopProjects in Metal Work," Industrial Arts andVocational Education, April, 1950, pp. 154-155.

CHAPTER VIIIHISTORIC BACKGROUND AND CURRENT TRENDS IN INDUSTRIAL ARTS EDUCATION

A study of the history of industrial arts should,

if it is to be of value, (1) aid us in solving presentday problems in industrial arts education, (2) assist usin justifying our present practices, or (3) assist us inimproving our program and practices in industrial artseducation so that it may be fully justified as a part ofthe total educational program. The histories of "in-dustrial arts education" and "industrial education" areone and the same until the Smith-Hughes Law waspassed in 1917. (See illustration on page 48).

The industrial subjects in education in Americahave gone through some interesting changes in less than

a century. Much was gained from these Europeanexperiments in this field of education. Those experi-ments were: The Russian Plan of Tool Instruction;The German Manual Training; and the Swedish Sloydmovements.

The Russian Plan of Tool Instruction (1868)

The characteristics and purposesof the Russiansystem were as follows:

1. For development of trade instruction (inaugu-rated by Della Vos of the Imperial Technical Instituteof Moscow, Russia, in 1868).

2. To train engineers and skilled workers forbuilding Russian railroads.

3. To organize industrial vocational educationfor groups (first attempt to such organization).

4. For formal instruction of a series of exercises,joints, models in wood and metal (did not contain theelement of bov interest ).

Influence, of the Russian Plan were largely in thedirection of ornm7ation and administration. The planwas not adopted :n .ts entirety, but the following

influences and practices have come down to us and areused today:

I. The course of study was based upon occu-pational analysis.

2. Courses built on principle of working fromsimple to complex.

3. Subject matter was organized for teachingpurposes.

4.

5.singly.

6. Progress of the student could be determinedat any time.

7. Both individual tool sets and benches andgeneral tools were included in the equipment.

8. Pupils worked from drawings they had pre-viously made.

9. Separate shops were established for the dif-ferent equipments or trades.

10. Models and charts were hung on the walls ofthe shops.

11. Time required for learning a trade was short-ened from that required under apprenticeship.

12. Accuracy required was increased as the courseprogressed.

13. One model was completed before another wasbegun.

Teaching methods were developed.

Pupils were trained in groups rather than

The German Manual Training (1870)The movement was developed by Dr. Waldemar

Goetze for a distinctive type of manual training inGermany.

BEGINNINGS OF INDUSTRIAL ARTS

RABELAIS (1490-1553) < SIMPLE SOCIAL PATTERNCOMENIUS (1592- 1670)JOHN LOCKE 1632 1

ROUSSEAU 712 1778

"Emile"--developing natural capacities

ENINUILLIZEL11521"Education for work through work"

JOHN RUSKIN (1819-1900

Arts & Crafts

CYGNPEUS (1858-1866)

CULTURAL-HANDICRAFT]

"Orbus Pictus"

PESTALOZZI (1746-1827)

"Leonard and Gertrude"

SOCIAL TRANSIT ION

ABRAHAMSON & SALOMON (1874)

Social-economic motive "Theory of Educational Sloyd"

President RUNKLE at M.I.T.IDr. WOODWARD at St. Louis RUSSIAN MANUAL TRAINING

(1877-1879)"Send the whole boy to school"

HAMPTON INSTITUTE (1870)

INDUSTRIAL COMPETITION

JOHN DEWEY

Activity programI ndustr al nature of soc i et

Work as basic to social

understanding

DELLA VOS (1868).

Mechanical skills formilitary engineers

L.. HASKELL INSTITUTE

PIONEER TRADE SCHOOLS I (1884)

MECHANICS INSTITUTE (Cincinnati)Culture-Epoch Theory &

1NDUSTRIAL-SOCIAL PHILOSOPHY Neighborhood'Approach

RUSSELL & BONSER 0904-1931

Studies of industrial productsUnderstanding processes of

social resultsSMITH-HUGHES LAW 1917

GENERAL EDUCATION Skillst

GENERALSHOPS

DEVELOPMENTALEXPER I ENCES

RelateInformation

CONTINUATION SCHOOLS

COOPERATIVE SCHOOLSART TIME SCHOOLS

TRADE SHOPS

IProfessions or Trade Training

Education of Vocational Guidance

.VOCATIONAL

TRADE TRAINING

Historic Backgrwind / 49

Some of its influence in our industry today are:1. Instruction was largely pedagogical and psy-

cological.

2. Useful artirles were made.

3. There were both class and individual instruc-tion.

4. Organization of content was methodical.

5. Teachers were trained persons who receivedsupplemental instruction in mechanics from skilledartisans.

6. Interests of students were capitalized upon.

7. The learning experience, through carefully di-rected doing, was emphasized as much as the content.

8. The program was given an independent placein the curriculum.

Swedish SloydCharacteristics and purposes of the Swedish Sloyd

system were:

1. A Swedish Sloyder was a man skilled in manyarts, primarily in wood (modeling with cutting toolsmore than other phases).

1. Chief purpose was social.

3. Social aim was to help raise the moral stan-dards of boys, which had deteriorated with the factorysystem and the decline of the home Sloyd.

4. From occupational education viewpoint, thepurposes were both general and specialized.

5. Influences of Sloyd on American educationhandwork are:

a. Discipline was formal and a transfer oftraining was part of the underlying philoso-phy.

b. Projects were useful and boy interest fol-lowed work of the exercise type.

c. Drawings were made by the students.d. Aims established contributed to general

education.e. Cultural values were recognized.

f. Practice of making notes, sketches, andlists of operations in a notebook were in-augurated.

g. Student had some choice in selection ofproject.

h. Class instruction was supplemented by in-dividual instruction.

Development of Industrial Arts Educationin the United States

Calvin M. Woodward established the ManualTraining School of Washington University in 1879,

which followed closely the Russian Plan of Tool In-struction. He advocated handwork as a part of generaleducation of all boys. School was largely vocational innature in order to secure funds. They were aimed totrain skilled mechanics and prospective junior execu-tives. This system followed closely the Russian plan ofinstruction. Courses in wood, metal, and drawing weretaught.

No clean-cut line can be drawn between the names"manual training" and "manual arts". The newer termcontains the thought art and design. The designing ofproblems to be made in a school shop became an im-portant part of educational handwork, and the true"educational project" was born. Influences of the man-ual arts era are:

1. Designing of problems became an importantpart of shop work.

2. Development of project method.

3. Shop work broadened into other trade, in-dustrial and craft fields, than wood and iron.

A new concept was clearly brought about byRussell in 1909 and Bonser in 1911. The industrialarts concept was largely in terms of the elementaryschool level. Russell said, "Study of industries shouldbe for the sake of securing a better view of man'spart in controlling production, distribution, and con-sumption."

Well-defined influences resulted:

1. Related informative subject matter of in-dustrial arts assumed a position of greater importance.

2. Consumer's values rather than producer'svalues became a controlling purpose.

3. It became more generally accepted as a branchof general education.

4. It became based on the theory that a widesampling of industrial experiences was desirable.

5. In school work, industries and industrial lifeassumed greater importance.

6. The general shop and the general industrialarts course was born.

The character of the subject matter of industrialarts today lends itself unusually well to three importantpresent-day movements in education in America:namely, individual differences, reasoning or problemsolving, or correlation.

(Reference. John F. Friese. Course Making in Industrial Education.The Manual Arts Press, Peoria, Ill. 1946. pp. 43-55)

50 / Historic Background

Bibliography -- History

1. American Industrial Arts Association. New Di-rections for Industrial Arts. Washington, D.C.: National Education As;:ociation, 1964.183 pp.

2. Bawden, William T., and others. Leaders in In-dustrial Education. Milwaukee: Bruce Pub-lishing Co., 1950.

3. Bennett, Charles A. History of Manual and In-dustrial Education to 1870. Peoria, Ill.: ChasA. Bennett Co., 1926. 461 pp.

4. Bennett, Charles A. History of Manual and In-dustrial Education 1870 to 1917. Peoria,Ill.: Chas A. Bennett Co., 1937. 568 pp.

5. Friese, J. F. Course Making in Industrial Educa-tion. Peoria, Ill.: Chas A. Bennett Co., 1946.304 pp.

6. Hawkins, Layton S.; Prosser, Charles A.; andWright, J. C. Development of CocationalEducation. Chicago: American Technical So-ciety, 1951. 656 pp.

7. Locke, John. "Some Thoughts Concerning Edu-cation," The Library of Education. Vol. 1.

Boston: Gray and Bowden, 1830.

8. Roberts, Roy W. Vocational and Practical ArtsEducation. New York : Harper and Row Co.,1957. 637 pp.

9. Salomon, 0. A. Theory of Educational Sloyd.Boston: Silver, Burdett and Company, 1893.

10. Struck, F. Theodore. Foundations of IndustrialEducation. New York: John Wiley & Sons,1930.

11. Swanson, J. Chester. (Compiler) Development ofFederal Legislation for Vocational Educa-tion. Chicago: American Technical Society,118 pp.

v:71E' ER'OPMIL

52 / General Shop

THE GENERAL SHOP

,..orniu../L

I.4.

,

:'>f)

INSTRUCTIONAL AIDS AND ORGANIZATION ARE THE KEY TO

TEACHING A SUCCESSFUL GENERAL SHOP.

TTIFirrawar

.0

A

WN% L.

*Aftleetillierle r

CHAPTER IX

THE GENERAL SHOP

The general shop is closely related to the functionof the junior high school. Throughout the history of thejunior high school movement to the present, majoremphasis has been on exploration and guidance, andproviding for individual differences. The general shopfulfills these concepts by stressing exploratory activi-ties in a diversified program. It enriches the junior highcurriculum with its varied program and assists thestudent in making a smooth transition from element-ary to senior high school. Special attention is givento 1- lping students discover their aptitudes and inter-ests. Hand and basic machine tool operations arestressed through the construction of functional pro-jects. An understanding of industry is developedthrough the use and care of supplies, tools, and equip-ment, safety practices, related information and use ofline-type, pupil-personnel organizational charts.

It is recommended that teachers who are ableto take part in the planning of junior high generalshops consider at least nine weeks in each of thevarious areas of industry. Broad areas included in thisguide are: mechanical drawing, power mechanics,graphic arts, metalworking, electricity-electronics,woodworking and crafts. Nine weeks in each areawould provide 11/2 years of exploratory experience.It is generally acceptable for all seventh and eighthgrade boys and girls to take general shop. Semestercourses in these areas on an elective basis should beprovided in the ninth grade.

In smaller schools, it may be necessary to planshops for rotation in the various areas on a six weeksbasis to give students the exploratory experiences. Inthis case, three areas of work taught in one shop couldbe taken in the seventh grade while the other threewould be taken in the eighth grade. The smaller theschool system, the greater the number of activities thatmay be taught in each shop. The junior high generalshop should be closely related to the senior high in-dustrial arts program.

At the senior high school level, unit shops shouldbe available for students at least one year followingtheir basic hand and machine tool operations. Thishigher level of training should encompass new ma-terials and processes of modern industry. By its verynature, these courses should be taught in the unit shoprather than in the general shop.

The instructional material taught in a generalshop is similar to the "basics" of material taught in aunit shop. The unit shop naturally covers the materialin much greater depth. The instructor may choose thematerial he wishes for his comprehensive generalshop from the unit shop courses presented in thisguide. Material suitable to the general shop are indi-cated by astericks in the sections containing the sub-ject content of the various areas. Craft material maybe used in total for the general shop.

The general shop must be well organized to func-tion smoothly. This type of shop requires a high degreeof planning and therefore requires a well-qualified high

54 / Genera' Shop"ENG

r111111111111111114.

,

p414"M""gr.:

Fi

\ A Illit lArIA

t /1.)

2 JAI la

w

1 ..I

:

.._ .. ,,

L : .......,.:Irt, -474$4,4\to. _itiliri

t. i:;, 4 41"....

t

VP.

16.

Tawl.*

DISPLAYCASE

SUGGESTED FLOOR PLAN FORGENERAL SHOPS

.t_10

CRAFTS

SEATING

AREA

FINISHING

ROOM

Po,

PI0DRAFTING

Pio PI

PR

0

Ft

WOOD

0

LAN/CRM. OFFICE

OFFICE

SEATING

AREA

L- - - _ _ _ _J

ELECTRICITY

411=

=1.1

0

SUPPLY ROOM

SUPPLY ROOM

METALS

0 0

DI I

r -POWER MECHANIC&

L _ _

0

53LIO"

EQUIPMENT INDEX

0 DRAFTING TABLE

0 WORKBENCH

0 TOOL STORAGE PANEL

0 GRNDER

(:) BAND SAW

(i) LATHE

(:) JIG SAW

(:) DRILL PRESS

(9) POWER SAW

(:) BUFFER

E) SHEET METAL BREAK

SLIP mu.

(D LATHE

(:) SHAPER

(:) METAL BENCH

(:) SQUARING SHEARS

(:) GRINDER

DRILL

(:) STAKE BENCH

(3 SOLDER BENCH

(:) POOER MECHANICS BENCH

(E) BENCH

C) ELECTRICAL BENCH

GO ELECTRICAL BENCH

(3 ELECTRICAL SOLDER BENCH

(:) KILN

(:) COAT 6 500K RACK

General Shop / 57

caliber teacher. Instruction sheets of all types shouldbe utilized to aid the instructional process. Pupil-per-sonnel charts, scale drawings or mock-ups of beginningprojects and other teaching aids should be preparedbeforehand.

It is suggested that a study of the book "TeachingMultiple Activities In Industrial Education," by Silviusand Curry be made in preparation to teaching thegeneral shop. Topic 7, p. 83, should especially bestudied. Following are some of the headings: "Areasfor Activities", "Designating Work Stations", "Num-bering Work Stations", "Getting the Class Started atthe Beginning of the Term".1

Looking to the future, the industrial arts teachershould be alert to new ideas which will make hisinstruction meaningful to our society. It is possible tocorrelate industrial arts to science, mathematics, art,language arts and other subjects for the purpose ofimproving industrial arts. It is posible to teach massproduction in a general shop as a means to help inter-pret industry. As an example, a study by the classcould be made of a functional combination-materialsproject that would utilize all of the areas taught in aparticular multiple-activity shop. Instead of being tooconcerned with rotation following a given amount oftime, students would work at only several stations mak-ing duplicate parts. Observing the class structure wouldgive them a keen insight into the actual workings ofindustry.

Power mechanics should be considered as one ofthe areas of work in the general shop at the juniorhigh school level. For students who want to pursuethis course further, unit courses should be availableat the senior high school level. It is because of theimpact that power has on our civilization that it isincluded in this guide. Information about the historyof power and its importance to our way of life is pre-sented to the students through various means suchas reference books, films, and cut-outs of differentpower units which can be manipulated by students tolearn and understand operating principles.

Teachers should be encouraged to experimentwith new ideas and it is hoped that school boards willprovide monies for experimentation and research to in-dustrial arts teachers. If time were provided duringthe summer months, more Industrial Arts teacherswould be encouraged to work closer with industry indetermining what should be taught to best interpretindustry. Industry must be encouraged to take a closerlook at Industrial Arts.

1. Silvius, Harold G., & Curry, Este 11 H. Teaching Multiple Activ-ities, Bloomington, Ill.: McKnight and McKnight Publishing Company,1956, pp. 83-87.

Bibliography -- Geheral Shop

1. Audels Mechanical Dictionary. New York: TheoAudel and Company, 1942. 948 pp.

2. Bauer, Carlton E., and Thompson, Robert L.(editors) Comprehensive General Shop I.Milwaukee: The Bruce Publishing Co., 1959.

3. Bordeaux, Jean. How to Talk More Effectively.Second edition. Chicago: American Tech-nical Society, 1949. 235 pp.

4. Crispin, Frederick S. Dictionary of TechnicalTerms. Milwaukee: Bruce Publishing Co.464 pp.

5. Earl, Arthur W. Experiments with Materials andProducts of Industry. Bloomington, Ill.: Mc-Knight and McKnight, 1960.

6. Ericson, Emanuel E. Teaching the Industrial Arts.Peoria, Ill.: Chas A. Bennett Co., 1946.

7. Ericson, Emanuel E., and Seefeld, Kermit. Teach-ing the Industrial Arts. Third Edition. Peoria,Ill.: Chas A. Bennett Co., 1960.

8. Estabrooke, Edward C., and Karch, R. Randolph.250 Teaching Techniques. Milwaukee: BrucePublishing Co., 1943.

9. Friese, John F. Course Making in Industrial Edu-cation. Peoria, Ill.: Chas A. Bennett Co.,1946.

10. Fryklund, Verne C. Analysis Technique for In-structors. Milwaukee: Bruce Publishing Co.200 pp.

Gerbracht, Carl, and Robinson, Frank E. Under-standing Amerka's Industries. Bloomington,Ill.: McKnight and McKnight, 1962.

12. Giachino, John W., and Gallington, Ralph 0.Course Construction in Industrial Arts andVocational Education. Chicago: AmericanTechnical Society, 1954.

13. Groneman, Chris A., and Feirer, John L. Gene' IShop. New York: McGraw-Hill Book Co.,1954. 307 pp.

14. Haws, Robert W., and Schaefer, Carl J. Manu-facturing in the School Shop. Chicago: Amer-ican Technical Society. 72 pp.

15. Hunt, De Witt. Shop Tools Care and Repair.Princeton, N. I.: D. Van Nostrand Co.,1958. 252 pp.

16. Jones, Walter B. Problems in Teaching IndustrialArts and Vocational Education. Milwaukee:Bruce Publishing Co., 1958. 224 pp.

58 / General Shop

17. Karch, R. Randolph, and Estabrooke, Edward C.250 Teachmg Techniques. Milwaukee:Bruce Publishing Co., 1950. 131 pp.

18. Kidd, Donald M., and Leighbody, Gerald B.Methods of Teaching Shop and Related Sub-jects. Albany, N. Y.: Delmar Publishers,1950.

19. Manley, L. Zanco. General Shop Projects. Bloom-ington, Ill.: McKnight and McKnight, 1960.

20. Miller, John G. (editor) Comprehensive GeneralShop II. Milwaukee: Bruce Publishing Co.,1962. 292 pp.

21. Miller, John G. (editor) Comprehensive GeneralShop III. Milwaukee: Bruce Publishing Co.,1964. 280 pp.

22. Newkirk, Louis V. Organizing and Teaching theGeneral Shop. Peoria, Ill.: Chas A. BennettCo., 1947. 200 pp.

23. Newkirk, Louis V., and Johnson, William H. TheIndustrial Arts Program. New York: Mac-millan Co., 1948.

24. Olson, Delmar W.. Industrial Arts and Technology.Englewood Cliffs, N. J.: Prentice-Hall, 1963367 pp.

25. Rose, Homer C. The Deelopment and Supervi-sion of Training Programs. Chicago: Ameri-can Technical Society, 1964. 277 pp.

26. Rose, Homer C. The Instructor and His Job.Chicago: American Technical Society, 1961.280 pp.

27. Selvidge, Robert W. and F'ryklund, Verne C.Principles of Trade and Industrial Teaching.Peoria: Chas A. Bennett Co., 1946.

28. Silvius, Harold G., Bohn, Ralph C. OrganizingCourse Materials for Industrial Education.Bloomington, Ill.: McKnight and McKnight,1961.

29. Silvius, Harold G., and Curry, Este 11 H. TeachingMultiple Activities in Industrial Education.Bloomington, Ill.: McKnight and McKnight,1956.

30. Silvius, Harold G., and Curry, Este 11 H. TeachingSuccessfully the Industrial Arts and Voca-tional Subjects. Bloomington, Ill.: McKnightand McKnight, 1953.

31. Struck, T. F. Creative Teaching. New York: JohnWiley and Sons, 1938.

32. Wilbur, Gordon 0. Industrial Arts in GeneralEducation. Scranton, Pa.: International Text-book Co., 1948. 362 pp.

33. Willoughby, George A., and Chamberlain, DuanneG. General Shop Handbook. Peoria, Ill.:Chas A. Bennett Co., 1958. 160 pp.

4

4111111

Audio

lad

4

vow

11

CHAPTER X

GENERAL CRAFTS

Craft classes are held in the several general levels

of the public schools; elementary, junior high and seniorhigh schools. The varied areas of crafts provide desir-able activities in industrial arts. They are highly inter-esting to the students, provide for creative activity, de-velopment of avocational interests, and give the stu-dent an opportunity to study many industrial materialsand products. The nature of the subject matter incrafts makes it appropriate for beginners, regardlessof grade level, to begin with less difficult projectsand advance according to individual abilities.

The areas of study as listed in this guide arenormally included in a general shop type course, usu-ally taught at junior high level, and are taught simul-taneously to small groups or individuals within theclass. Another common approach is to have the en-tire student group pursuing a specific area for alength of time and then progressing through other areasof work as might be chosen by the teacher and thestudents. However, required or elective area offeringsvary with the over-all program as organized in eachschool, and with the type of physical plants available.There are a number of factors (physical plant, tools,equipment, qualifications of the instructor, etc.) todetermine the areas to be offered in general crafts.However, approximately six to nine weeks should bespent in each of the chosen areas.

The crafts areas discussed in this guide are not tobe considered complete. Selections from other areas inthe guide are quite often taught in craft shops andprove to be very satisfactory. For other suggested areasof study, check wood carving, art metal, linoleumblock printing, textiles, camp crafts, and others.

There are no real prerequisites for courses incrafts, although previous drawing and shop practicesare helpful in the secondary schools.

The specific objectives of crafts courses could belisted as avocational interests and consumer educationthrough knowledge gained regarding the manufactur-

ing processes and practices, and through selection ofwell-made consumer goods together with the recogni-tion of quality workmanship and materials. Manyreference books should be available in the shop libraryfor project selection and study, rather than usingspecific textbooks for the areas of study in generalcrafts. References are listed at the end of the craftsarea as an aid to the teacher in building a shop library.

CERAMICS

Ceramics and pottery are products made fromclay. Everyone uses ceramic products in many dif-ferent forms, such as dishes, toys, building tile, brick,bathroom fixtures, and many others. The making ofclay products is a large and growing industry in theworld today, and therefore is an important part of ourindustrial arts program.

Hardly any material in nature offers a broaderopportunity to study than clay, and few substancesaffect our daily life more closely. Clay is the onlymaterial in nature which can be molded or changed inshape without breaking up, or destroying its continuityas a whole, and still retain a new shape or form.

A course in basic ceramics should include an un-derstanding of the ceramics industry, and job oppor-tunities. An appreciation of good design, workmanship,and finish on any ceramic product should be empha-sized. Students should have the opportunity to modelsmall figures and objects with their hands and model-ing tools. Knowledge should be obtained in the slab andcoil method, slip casting, and firing and glazing ofceramic projects.

Working with clay helps a student to recognizewell designed and quality products on the market to-day. Sometimes the study of ceramics can developinto a worthwhile hobby, or leisuretime activity.

General Crafts / 61

Units ofInstruction

FundamentalKnowledge

RelatedInformation

InstructionalMaterials

*Types and propertiesof clay

Their uses **Reference Books 15,27

Planning the project *Design of clay projects Characteristics of clay Books 22, 41

Conditioning of clay *Methods of pr,paringclay

Reasons for edging andpreparing clay

Books 22, 27Film 114

Simple modeling of clayprojects

*Free form projects Tools or instruments used Book 22

Coil building method *I ayout procedures Advantages and uses ofcoil method


Slab building method *Layout procedures Advantages and use ofslab method

Books 15, 48Film 94, 109

Slip casting *Use If pla'ster of parismolds

How molds are made, anddifferent types of molds


Decorating processes *Methods of applyingdecoration

Reasons for decoratingceramic projects

Book 48Film 105

Glazing *Preparation and the ap-plication of glaze4 methods used

Types of glazesCare and handling ofglazed pieces

Books 22, 27Films 91, 93, 101

Firing *Ways of stacking kilnfor different firings

Types of kilns, their usesand advantages

Books 27, 50Films 92, 110

* Identifies areas applicable to general shop.

"Chack reference numbers at end of unit.

Projects Ceramics

AnimalsAutomobiles

Projects of imaginationCandle stick holders

Heads Salt and pepper shakers

Ash trays Mugs

Bowls Vases

62 / General Crafts

LAPIDARY

During recent decades, the collecting of mineralsand the subsequent fashioning and mounting of themas gems have become fascinating hobbies for thousandsof nature lovers. The area of lapidary enables thestudent to learn more about our natural world of the

earth and rocks beneath our feet. It is an appliedapproach to geology. The student also learns many ofthe industrial techniques in the shaping and forming ofthese stones that have lapidary value. The student alsoacquires skills in working with metal and an apprecia-tion of work well done while fabricating the mountingsfor the polished stones.

Units ofInstruction


RelatedInformation


Sawing with diamond sawa. Slabbingb. Trimming

Marking with templateand aluminum pencilFree form designing

*Coolant to be usedOrientation of stoneSafety in operation ofdiamond saw

*Design

Industrial uses fordiamondsTypes of blades and saw-ing machines

Why templates are usedMaterial used for markingstone

Grinding to outline withbeveled edge

*Identifies areas applicable to"Check reference numbers at

*Degree of bevelWater coolantSafety in operation ofgrinders

general shop.end of unit.

Physical characteristics ofgrinding wheelsGrit sizes

**Book 2

Units ofInstruction


Dopping stone *Temperature controlDopping waxesStones that are heatsensitive

RelatedInformation

Composition of doppingwax

General Crafts / 63


Book 2

Grinding crown

Sandinga. Wet sandingb. Dry sanding

Polishing

*Crown of cabachon(should be an arc orcircle)

*Safety in operation ofsanderAdvantages of each typeof sanderKind and size ofabrasivesHow to tell when sand-ing is complete

*Polishing agentsPolishing wheela. Materialb. Speed

Meaning of cabachonHow silicon carbide ismade

Types of machinesAbrasives

a. Naturalb. Man-made

Common industrial uses

Types of polishing equip-mentHardness of gem stone

0.

-...."-_

64 / General Crafts

Units ofInstruction


_

RelatedInformation


Advanced processesa. Drilling of stone

Operation of a gem drill Abrasivesa. Diamond bortb. Boron carbide

1.11Book 2

b. Lapping *Operation of cast ironflat lap unit

Abrasivesa. Grit sizesb. Silicon carbide

Book 2

c. Sphere cutting Operation of a spherecutting machineSawing in preparationfor cutting sphere

Same as aboveProcess of polishing

Books 49, 54

d. Faceting Operation of a facetingheadOperation of flat lap

a. Diamondimpregnated

b. Tin polishing lapsc. Lucite polishing lapd. Dopping

Book 53

,,7--

'AL--Sr--*---1-

*v. io-

' ...

a.... a

I-- 4

...

----.3

s,Am-

cOaa.. t.

.11111111111r

e. Tumbling *Operation of a tumbler.Grits and grit sizes.Comparative hardnessof stones

Geologic formation ofstones

Book 43

f. Carving Operation of beginningand advanced lapidaryequipment

Suitable stones for carving Book 54

.....s ,

f

.

-...-----------------"'.

..

* Identifies areas applicable to general shop.

Projects Lapidary:

1. Paper weight

2. Desk pen base

3. Cabachons to be used for:

a. Ring stonesb. Pendantc. Earringsd. Cufflinkse. Tie bar

g. Broochf. Belt buckleh. Braceleti. Bola tiej. Buttons

General Crafts / 65

LEATHER

Leatherwork has become a successful industrialarts area. It is an excellent transitional activity be-tween the elementary school with its arts arid crafts andindustrial arts at the secondary level. The student isable to learn fundamental safety rules and shop organ-ization of industrial arts without being exposed to thedangers of machines.

While the employment opportunities for handleather workers are limited, there are numerous in-dustries which process leather into machine-made

goods in large quantities. These include the shoe, gar-ment, and personal accessory industries, as well assporting goods industries and others.

The leisure-time applications of leatherworkingare almost without limit. Leatherworking skills can beused to produce gifts as well as to produce usefulitems for the craftsman himself.

The teacher with little training and eXperiencein leatherworking can start a course in junior highschool on a small budget, then enlarge the program ashis skill and confidence grow. Few materials can beworked so well at so many different levels of skill.

Units ofInstrucfion

_

FundamentalKhowledge

RelatedInformation


Making patternsa. Cutting leatherb. Surface design

*Use of tin snipsLay out drawingTracing techniquesReading a rule

Theory of designUses or application ofleather

**Book 8

Cutting leather *Use of leather shearsUse of X-Acto knifeUse of round knifeUse of draw gaugeUse of square

Techniques used bysaddle makersUses of leather

Chart 63

Wetting leather *Uniform sponging (avoidwater spotting)Casing (avoid mildew)

Making leatherTypes of tannage

Films 111, 112

Establishing edge andthe border of leather

History Book 8

Transferring design *Use of tracerUse of stylusUse of modeling toolUse of pencilThumb tack patternTape pattern

Artifacts Book 8

Tooling processes *Outline toolingFlat modelingStipplingBevelingRepouse

--

Chart 66Booklet 71

.

* Identifies areas applicable to general shop."Check reference numbers at end of unit.

66 / General Crafts

Units ofInstruction


RelatedInformation


Stamping *Border stampingSet stamping forlarge areas

Film 88

Carving *Use of swivel cutterBevel stampingInterior stampinga. Camouflageb. Shadersc. Bevelers ,

d. Stopse. Veinersf. Seedersg. Backgroundh. Decorative cuts

Pamphlets 67, 68, 69, 70,72, 76, 77, 78, 79, 80Films 89, 90, 107

Coloring leather Antique dyeLiquid dyeColored inks

How dye is made Pamphlet 74

Skiving *Edge skivingSkiving lace

Book 8

Cementing *LiningsProject assembling

Types of cement and

glues

Pamphlet 73

Punching *Use of round drive punch

Use of rotary springpunchUse of thonging chiselUse of hag punchUse of strap end punch

Dry leatherDamp leatherEnd grain punching orthonging block

Book 8

,

Sewing

,

Use of automatic sewingawlHarness needleSewing machine

Pamphlet 82

LacingSpiral or whip stitch

Cross whip stitch*Single cordovan

Double cordovanFlorentine

Making lacing needlefrom tin can metal

Pamphlet 84Chart 64

General Crafts / 67

Units ofInstruction

,


RelatedInformation


Splicing lace *Skiving and cementingTuck and lace

Book 8

Cleaning *Oxalic acidSaddle soap

Types and composition ofcleaners for leather

Book 8

Finish *WaxNeatsfoot OilTreeing compoundNeat-Lac

Techniques for refinishingold leatherTannery finishing methods

Book 8

Attaching hardware *Snap fastenersEyeletsBag claspsBucklesRivets

Book 8

Braiding and weaving 4-plait square4-plait octagonal4-plait round diamond4-plait round spiralTurks headBlock breJ

Romance of rawhide Books 24, 25Pamphlet 75

Projects Leathercraft:

Triangle coin purse Triangle two flap coin Pull ring key case Ladies billfoldOne post key case purse Six hook key case Men's billfoldBookmark Snap comb case Knife sheath One-piece accordion coinSmall coin purse Comb and file case Axe sheath purseComb case Two flap coin purse Combination coin purse and Tooled beltTwo post key case Four hook key case key case Stamped beltBaggage tag Identification card case Double photograph holder Carved beltCoin purse (one flap, 2 Two flap accordion coin Standard size cigarette case Check fold and card case

compartment) purse King size cigarette case

68 / General Crafts

METAL JEWELRY

Metal jewelry may be offered as an area of gen-eral crafts or as, an area in general bench metal work.This area enables the student to use a creative ap-proach to jewelry as an art expression, and encourages

the student to utilize the short stock of the non-ferrousmaterials of the metal shop. It also enables the studentto acquire some skills in some of the industr:al proces-seb of the metals field. An appreciation of a job welldone is easily taught through the personal items com-pleted in the metal jewelry area.

Units ofInstruction


RelatedInformation


Planning and layout ofproject

*Design and structure ofdifferent articles ofjewelryKinds of metalsGauges of metalsMetal properties

Functional design

Make bill of materials

Cutting of materiala. Using tinner's snipsb. Using jeweler's saw

*Correct use of snipsOperational technique inthe use of jeweler's saw

Industrial methods

Drilling of materiala. Hand drillb. Drill press

*Safety in use of drillpressOperation of hand drillOperation of flexShaft drill

How to sharpen a drill bit

Shaping and smoothingof material

a. Filingb. Sanding

Cleaning and care of filesAbrasivesCorrect use of a jeweler'svise .N

,.

Solderinga. Cleaningb. Fluxingc. Temperature controld. Use of pickle

-

*Methods of cleaningPurposes of fluxesMethods and safety inthe use of pickle

Physical properties ofsolders a

....

,s

zl.., .

34

fi

.,N..,

*Identifies areas applicable to general shop.

Units ofInstruction

Fundamental Related

Knowledge Information

General Crafts / 69


Buffing and polishing o *Safety in the use of a Industrial jewelry making

metals buffer Abrasives and polishingmaterials

**Book 6

Stone setting *Refer to lapidary unit Book 2

,°-1'w

Etching

Engraving

UNIMMINIMPOINIMPOINOCANSmion,...-^".

Castinga. Sand moldsb. Investmentc. Lost wax

Preparation of molds

**Check reference numbers at end of unit.

Book 2

70 / General Crafts

Units ofInstruction


RelatedInformation


Enamelinga. Kilnb. Torch

*Operation of kilnFiring temperature

Techniques in enameling Book 44

Chasing

Repousse

Coloring

Projects Metal Jewelry:

Silver band ringSilver broochNecklace swingEarringsCuff links

Tie clipRing with stoneBracelet with stoneFree form jewelry

MOSAICS

These wonderful, colorful pictures that capturethe imagination of all are becoming more popular everyday. Mosaics may have started when some of our an-cestors clothed in animal skins, found colorful pebblesalong some stream and arranged them by sticking theminto a clay bank along the stream. Who can say howthey started, since archeologists have found mosaics atleast 5,000 years old.

It is strange that there is no relationship betweenthe materials used and the term "mosaics". When you

General Crafts / 71

speak of oil painting you know the medium used is oilmixed with ground minerals (color pigments). Thesame thing applies to water colors. They are mineralsthat can be mixed with water. In mosaics the differentmediums or materials used can be counted in thethousands. A few of the materials are metal, stones,shells, ceramic tile, glass tile, Byzantine tile, felt, seeds,and countless others. The term mosaic generally refersto many pieces put together to form a design. The mainfraction. The main qualities of mosaics are color, tex-ture and light refraction. These materials form a per-fect media for design, originality, art expression and arealso used in industry.

Units ofinstruction


RelatedInformation


Plan project *Design pertaining tomosaics

Different tiles and mater-ialssource of materialsPrinciples of design ab-stract, realistic, etc.

**Books 1, 29, 34, 61Films 102, 115

Figure costMaking out project sheet

*Cost of various tiles andmaterialsSize of various tilesand materialsComposition of thesematerials

Price sheetsSimple mathematicsMethods of measurement

Check-out of materials *Conservation of materials Check-out procedures

Layout procedure *Use of layout tools Marking and measuringmethods

Construction of founda-tion for mosaic

*Cutting, forming, surfac-ing, and assembling ofbase materials

Reference to originaldrawing and plan of pro-cedure

Films 102, 115

Layout of mosaic pattern *Techniques of designlayout

Reference to originaldrawing and plan ofprocedure

Book 1

Application of mosaic tile *Technique of cutting,shaping, and cementingthe tiles

*Identifies areas applicable to general shop."Check reference numbers at end of unit.

Composition of cementsand the methods and ap-plications of mosaics inindustry

Books 1, 29, 34, 61

72 / General Crafts

Units ofInstruction


RelatedInformation


Application of borderdesign

*Methods of complement-ing the whole project

Elements and principlesof design

Book 1Films 102, 115

Grouting *Color combination, mik-ture and texture

Source of materials Book 1

Cleaning and polishingof the tiles

*Materials used in cleall-ing and polishing

Future care andmaintenance

Book 1

Projects Mosaics:

Wall plaque Table lamp House number Hot plateTable top Book ends Jewelry box Patio piecesTrays Drawer pulls Planter box Coasters

Trivets Desk sets Holiday themes Candle holders

PLASTICS

4111

General Crafts / 73

The area of plastics may be added to the curricu-lum with a minimum of added expense for equipmentbecause the regular wood and metal working tools and

equipment may be used. With the increase in the de-velopment of the varied plastics, it is becoming oneof the leading industrial materials. Many skills, tPch-niques, and appreciation for craftsmanship may be de-veloped in working with plastics and related materials.

Units ofInstruction


RelatedInformation


Plan project *Design for plastics Types of plastics, clothflexible containers, sheetfilm cast, paint, etc.

**Films 97, 98, 99, 100,103, 106, 107

_

Making bill of materials *Cost of materials, i.e.,thickness, color, sheetrod tubing, extrudedshapes

Manufacturing data extru-sion, casting, laminating,etc.

Film 113

Layout of material *Marking methods onplasticpencil, scriber,compass, etc.

Layout procedures Film 96

Sawing, hand *Coping, hacksaw, andhand wood saws

Proper use of blade, num-ber of teeth per inch, etc.

Film 96

Sawing withpower equipment

*Safety proceduresSpecial teeth on circular,band and jig saw blades

Mehods of setting blade,number of teeth, surfacefeet per min. operation,skip tooth blades, etc.

Film 96

Drilling *Safety proceduresUse of coolants

Specially ground drills Film 96

Sandingpower and hand *Safery proceduresProcedures in sandingwet or dry

Types of abrasivesTypes of backings

Film 94

Polishingpower & hand *Safety practicesProper procedures

Abrasives, buffingwheels, polishes,anti-static waxes

Film 96

. . .

Cementing *Soak, dip, capillary,laminating clear cements,colored cements

Types of cementsAdding color

Film 104

*Identifies areas applicable to general shop.'Check reference numbers at end of unit.

74/ General Crafts

Units ofInstruction

FundamentalKnowledr:I'-

RelatedInformation


_

Heat forming *Blow and draw forming,straight line bending,hand held jigs, tempera-tures

Thermosetting and thermo-plastic materials. Uses ofvarious types

Film 99

Surface decoration Overlays, etching, en-gravingHandwork and machine

Industrial methods anduses

Carvinga. Surfaceb. Internal

Safety practices, usingpower equipment, flex-shaft, hand held ma-chine, router, drill press

Grinding drills, use ofburrs and other cutters

Casting Types of materials, mix-ing and procedures, em-bedding and use of color

Catalytic actionof components

Film 100

Dyeing and coloring Procedures Types of dyes

Projects Plastics:

Desk items:Pen setsStamp boxesTraysLetter holdersLetter openers

Bedroom items:Powder boxesVanity setsPin boxesTraysJewelry boxesEarring hangersNight lightsLamps

Bathroom items:Towel barsTowel ringsToothbrush holdersTumbler holdersSoap dishes

Kitchen items:Towel bars

Towel ringsSoap holdersDetergent dispensersScoopsSalt and pepper shakersServing dishesServing traysCanape serversWall shelves

Other parts of the house:House numbersMail boxCandle holdersLamps:

ReadingBedPin-upTelevisionNight lights

Ornamental trays anddishes

Small tablesWall shelves

Bibliography -- Crafts

Books

1. Al ler, Doris. Sunset Mosaics. Los Angeles: LanePublishing Co., 1959.

2. Baxter, Wm. T. Jewelry, Gem Cutting and Metal-craft. Revised. New York: McGraw-HillPublishing Co., 1950.

3. Bick, A. F. Plastics for Fun. Milwaukee: BrucePublishing Co., 1956.

4. Bick, A. F. Plastics, Projects and Procedurewith Polyesters. Milwaukee: Bruce Publish-ing Co. 120 pp.

5. Bollinger, J. W. Simple Bracelets. Milwaukee:Bruce Publishing Co. 80 pp.

6. Bovin, Murray, Jewelry Making. New York: Mur-ray Bovin Co., 1959, 159 pp.

7. Brennan, Thomas J. Ceramics. Homewood, Ill.:Goodheart-Wilcox Co., 1964.

8. Cherry, Raymond. General Leathercraft. Bloom-ington, Ill.: McKnight and McKnight, 1955.

General Crafts / 75

9. Cherry, Raymond. General Plastics. Bloomington,Ill.: McKnight and McKnight, 1948.

10. Cope, D. W. Cope's Plastics Book. Homewood,Ill.: Goodheart-Wilcox Co.

11. Cram let, Ross C. Fundamentals of Leathercraft.Milwaukee: Bruce Publishing Co., 1949.

12. Craven, Margaret. Making Handwrought SterlingSilver Jewelry. New York: Handy andHarmon, 1945.

13. Dake, Fleener and Wilson. Quartz Family Min-erals. New York: McGraw-Hill Book Co.,1938.

14. Dean, John. Leathercraft-Techniques and De-signs. Bloomington, Ill.: McKnight and Mc-Knight, 1955.

15. De Vegh and Mandi. The Craft of Ceramics.Princeton: D. Van Nostrand Co., 1949.

16. De Wick, Ernest, and Cooper, John H. PlasticCraft. New York: Macmillan Co., 1946.

17. Dunham. Working with Plastics. New York:McGraw-Hill Publishing Co., 1948.

18. Edwards, Lauton. Industrial Arts Plastics. Peoria,Ill.: Chas A. Bennett Co., 1964.

19. Edwards, Lauton. Making Things of Plastic. Peo-ria, Ill.: Chas A. Bennett Co., 1950.

20. Franke, Lois. Handwrought Jewelry. Bloomington,Ill.: McKnight and McKnight, 1962. 222 pp.

21. Fortunato, Carlo. The Art and Application ofMosaic Tile. Chicago: International Crafts,1956.

22. Gerbracht, Carl, and Robinson, Frank E. Under--standing American Industries. Bloomington,Ill.: McKnight and McKnight, 1962.

23. Gottshall, Franklin H. Wood Carving and Whit-tling Made Easy. Milwaukee: Bruce Publish-ing Co. 128 pp.

24. Grant, Bruce. How to Make Cowboy Gear. Cor-nell Maritime, 1950.

25. Grant, Bruce. Leather Braiding. Cornell Mari-time, 1950.

26. Griswold, Lester. Handicraft-Simplified Pro-cedures and Projects. Colorado Springs,Colo.: Lester Griswold, 1951.

27. Groneman, Chris, and Feirer, John. General Shop.New York: McGraw-Hill Book Co., 1963.

28. Groneman, Chris. Leathercraft. Revised. Peoria,Ill.: Chas A. Bennett Co., 1961, 151 pp.

29. Hendrickson, Edwin A. Mosaics Hobby Art. New

York: Hill and Wang, 1957.

30. Home, Ruth M. Ceramics for the Potter. Peoria,Ill.: Chas A. Bennett Co. 229 pp.

31. Hunt, Ben. Indian Silversmithing. Milwaukee:Bruce Publishing Co., 1960. 159 pp.

32. Hunt, Ben. Let's Whit le. Milwaukee: Bruce Pub-lishing Co. 96 pp.

33. Hurlbut, Cornelius S. Jr. Dana's Manual of Min-erology. New York: John Wiley and Sons,1957.

34. Jenkins, Louisa, and Mills, Barbara. The Art ofMaking Mosaics. Princeton: D. Van Nost-rand, 1957.

35. Jenkins, R. H. Practical Pottery for Craftsmenand Students. Milwaukee: Bruce PublishingCo., 1961.

36. Klingensmith, Willey P. Leatherwork Procedureand Designs. Milwaukee: Bruce PublishingCo. 144 pp.

37. Kronquist, Emil F. Metalcraft and Jewelry Mak-ing. Peoria, Ill.: Manual Arts Press, 1926.

38. Lockrey, A. J. Plastics in the School and HomeWorkshop. New York: D. Van Nostrand,1946.

39. Mannel, Elise. Leathercraft is Fun. Milwaukee:Bruce Publishing Co., 1952.

40. Martin, Charles J. How to Make Modern Jewelry.New York: The Museum of Modern Art,1949. 96 pp.

41. Nelson, Glen C. Ceramics. New York: Holt,Rinehart and Winston, 1960.

42. Newkirk, Louis; Hewitt, Coleman; and Zutter,LaVade. Adventures with Plastics. Boston:D. C. Heath and Co., 1947.

43. Pough, Frederick H. A Field Guide to Rocks andMinerals. Boston: Houghton Mifflin Co.,1953. 349 pp.

44. Pack, Greta. Jewelry and Enameling. New York:D Van Nostrand, 1953.

45: Pearl, Richard M. Colorado Gem Trails. Colo-rado Springs, Colo.: Sage Books, 1951, 125PP.

46. Quick, Lelande, and Leiper, Hugh. Gemcraft.Philadelphia: The Chilton Co., 1960.

47. Rose, Augustus, and Cirino, Antonio. JewelryMaking and Design. Worchester, Mass.:Davis Press, 1949.

48. Roy, Vincent A. Ceramics. New,York: McGraw-Hill Book Co., 1959.

76 / General Crafts

49. Sanger, Arthur, and Sanger, Lucille. CabochonJewelry Making. Peoria, Ill.: Chas A. Ben-nett Co., 1951. 128 pp.

50. Seeley, Vernon D., and Thompson, Robert L.Activities in Ceramics. Bloomington, Ill.:McKnight and McKnight, 1956. 82 pp.

51. Shank lin, Margaret E. Use of Native Craft Ma-terials. Peoria, Ill.: Chas A. Bennett Co.

52. Siegner, C. Vernon. Art Metals. Homewood, Ill.:Goodheart-Wilcox Co., 1961. 96 pp.

53. Sinkankas, John. Gem Cutting. New York: D.Van Nostrand Co., 1955. 43 pp.

54. Sperisen, Francis J. The Art of the Lapidary.Milwaukee: Bruce Publishing Co., 1954.404 pp.

55. Steele, Gerald L. Fiber Glass - Products andProcedures. Bloomington, Ill.: McKnight andMcKnight, 1962. 159 pp.

56. Torbert, Meg. Design Quarterly. Nos. 45 and 46.Minneapolis, Minn.: Walker Art Center,1959.

57. Walton, Harry. Plastics for the Home Craftsman.New York: McGraw-Hill Book Co., 1959.

58. Willoughboy, George A. General Crafts. Peoria,Ill.: Chas A. Bennett Co., 1959. 176 pp.

59. Winebrenner, D. Kenneth. Jewelry Making as anArt Expression. Scranton, Pennsylvania: In-ternational Textbook Co., 1955.

60. Woolf, Natalie. Glovemaking for Beginners.Bloomington, Ill.: McKnight and McKnight,1951.

61. Young, Joseph. Course Making in Mosaics. NewYork: Reinhold Publishing Co., 1957.

62. Zimmerman, Fred W. Leathercraft. Homewood,Ill.: Goorheart-Wilcox Co., 1961.

Other Resource MaterialsCharts:

63. Craftool FundamentalLeather Company.

64. Craftool Lacing Chart.Company.

65. Designs for CarvedLeather Company.

66. Designs for Tooled L

Steps. Denver: Tandy

Denver: Tandy Leather

Leather. Denver: Tandy

eather. Denver: TandyLeather Company.

Pamphlets:

67. Baird, F. 0. Buscadero Belts and Holsters. Den-

ver: Tandy Leather Co.

68. Baird, F. 0. Leather Secrets. Denver: TandyLeather Co.

69. Cherry, Raymond. Carved Billfold Designs. Den-ver: Tandy Leather Co.

70. Craftool Co. Doodle Page of the Month. Denver:Tandy Leather Co.

71. Dean, John W. 107 Leathercraft Designs. Den-ver: Tandy Leather Co.

72. Griffin, Ken. The Art of Leather Carving. Den-ver: Tandy Leather Co.

73. Hummel, Edith. You Can Make Your Own Bagsand Accessories. Denver: Tandy Leather Co.

74. Omega. Hi-Liter, Instruction Manual (dyeing andfinishing leather). Denver: Tandy LeatherCo.

75. Pyrotex Leather Co. Knotting and Braiding withPyro. Denver: American Handicrafts.

76. Shelton, Al. Operation Leather Carving. Denver:Tandy Leather Co.

77. Smith, Joey. The New Craftool Bag. Denver:Tandy Leather Co.

78. Stohlman, Al. Figure Carving. Denver: TandyLeather Co.

79. Stohlman, Al. How to Carve Leather. Denver:Tandy Leather Co.

80. Stohlman, Al. How to Make Holsters. No. 40.Denver: Tandy Leather Co.

81. Tandy. Blueprints to Leather with Tandy. Den-ver: Tandy Leather Co.

82. Tandy. The Techniques of Garmet Making. Den-ver: Tandy Leather Co.

83. Tanners' Council of America. Leather. Denver:Tandy Leather Co.

84. Thompson, R. W. How to Lace. Denver: TandyLeather Co.

85. Thompson, R. W. Lucky Seven Text Book. Den-ver: Tandy Leather Co.

86. Thompson, R. W. Lucky Eight Belt Book. Den-ver: Tandy Leather Co.

87. Thompson, R. W. Modern Trend. Denver: TandyLeather Co.

Films and FilmstripsFilms:

88. Adventures in Modern Leathercraft. 131/2 min.,Colo-Craft or Tandy Leather Co., Denver,Colo.

General Crafts / 77

89. The Art of Figure Carving. 17 min., Colo-Craftor Tandy Leather Co., Denver, Colo.

90. The Art of Leathercraft Carving. 231/2 min.,Colo-Craft or Tandy Leather Co., Denver,Colo.

91. Clay, Hands and Fire. Univ. of Colo., Boulder,Colo.

92. Color in Clay. Colorado State College, Greeley,Colo.

93. Craftsmanship in Clay, Glaze Application. Colo-rado State College, Greeley, Colo.

94. Craftsmanship in Clay, Simple Slab Method.Colorado State College, Greeley, Colo.

95. Craftsmanship in Clay, Throwing. Colorado StateCollege, Greeley, Colo.

96. Eyes of Flight (care and maintenance, drilling,sawing). Rohm and Haas Co.

97. Figures of Quality (making synthetic resins). Her-cules Power Co.

98. Flight to the Future (pattern of plastics in thefuture and present use). Union CarbidePlastics Co.

99. Forming Plastic Sheet Materials (heat, blow,and draw forming). O'Neil Irwin Co.

100. Frambles Friend (polyethlyene plastics). SpencerChemical Co.,

101. Glaze Application. Indiana University, Bloom-ington, Indiana.

102. Mosaics. American Handicrafts Co., Denver 20,Colo.

103. Oil for Aladdin's Lamp (plastics research). ShellOil Co.

104. Portrait in Plastics (plastics in the film industry).Eastman Co.

105. Pottery Making. E. F. 215, Fort Carson, ColoradoSprings, Colo.

106. Promise of the Trees (plastics from wood pulp).Modern Talking Picture Service.

107. Saddle Making. 16 min., Colo-Craft or TandyLeather Co., Denver, Colo.

108. Simple Molds. Indiana University, Bloomington,Indiana.

109. Simple Slab Methods. Indiana University, Bloom-ington, Indiana.

110. Stacking and Firing of the Kiln. Indiana Uni-versity, Bloomington, Indiana.

111. The Story of Leather. Ohio Leather Co.

112. Story of Tioga Oak Sole Leather. 16 min., Colo-Craft or Tandy Leather Co., Denver, Colo.

113. Story of Tenite (molding, extrusion, mallet andscrewdriver stock). Eastman Chemical Pro-ducts.

114. Throwing on the Wheel. Indiana University,Bloomington, Indiana.

115. The World of Mosaics. University of Calif., LosAngeles, Calif.

Filmstrip:

116. Carving Leather. Tandy Leather Co., Denver,Colo. $9.95.

I.

-11.0

1

I-

I

L

A

CHAPTER XI

BASIC ELECTRICITY AND ELECTRONICS

We are now living in the "Age of Electricity andElectronics". Anyone who wishes to feel at home inthe world of modern technology must be familiar withthe fundamentals of electricity and electronics. We areconstantly depending upon electricity and electronicsthat have added comfort and convenience to our dailylives. Many students may never operate some of theobjects of nuclear science, but they need to know thebasic principles of the electrical things that are com-monly found in their homes today.

This course outline will be useful as a guide fora separate course sequence in electricity and elec-tronics or as a guide to preparing units which canbe included in a metals, wood, crafts, or other suit-able laboratory setting. Every effort has been made toidentify those topics of fundamental knowledge andexperiences which might be covered in a sequentialorder. The fundamental topics of knowledge identifiedby asterisks are considered to be minimum require-ments, and these areas would be applicable to the gen-eral shop. The purpose of identifying certain topicsof knowledge is to indicate to the teacher the basicconcepts which lend to an adequate understanding ofthe field of electricity and electronics.

Electricity-electronics can be taught in the junioror senior high school. Regardless of the level started,students should begin with the same or similar con-cepts and experiences. This will facilitate any tran-sition brought on by the mobility factor of the schoolpopulation. It is strongly recommended that the coursesoutlined be taught, wherever possible, during the en-ti:e school year. The division of time related to theory,demonstrations, and student activities is left to thejudgment of the individual teacher. A sincere attemptsnould be made to include theory, demonstrations,project construction, and experiments. Project con-struction should be used to supplement a sound pro-gram of instruction rather than having projects deter-mine course content.

Wherever "Fundamental Knowledge" items existbut no student operations are listed, it is to be under-stood that the student should be required to explainthe concepts involved. The fundamental purpose of

this course of study is to create an interest in the stu-dent and to develop an understanding of the areaof electricity and electronics.

A third outline has been included in brief formto help those individuals whose time and equipmentwarrant further instruction. This third outline dealswith general applications of electricity and electronicsin the home and industry.

Equipment Recommendations:

Grades 10-11-12

The electricity-electronics laboratory should be aswell equipped as possible. The following recommenda-tions are considered minimum needs for a class of 24students.

Basic Electricity

One each of the following:

1. Five-inch oscilloscope2. Vacuum tube voltmeter3. Volt ohm milliammeter4. R.F. signal generator5. Audio oscillator6. Tube checker7. Transistor diode checker8. Capacitor checker9. D.C. power supply (portable)

10. Signal tracer

In addition, one vacuum tube voltmeter for eachtwo students.

Basic Electronics

One each of the following for each four studentsis recommended, assuming that the above equipmentis available to the electronics classes.

1. Five-inch oscilloscope2. Audio oscillator3. D.C. power supply (portable)4. R.F. signal generator

80 / Basic Electricity and Electronics

f ;AO

"wemy*

immonagemati

Noy,

a.

- ..--

st

2


9 11111111111111E111

Al

a

II

V,

Z-1t."6.4141111

t

Is -I ti4/

Basic Electricity and Electronics / 83

Basic Electricity

The study of electrostatics, electron; agnetic, andelectro-chemical effects of electron motion in com-ponents considered to be liquid or solid in naturewhich have resistance, capacitance and inductance, will

be Basic Electricity. Placing a dividing line between"pure" electricity and "pure" electronics is ratherdifficult. For the separation in this course of study,those areas of instruction dealing with devices, circuits,or systems involving emission, behavior, and effect ofelectronics in gases, vacuums, crystals and semi-con-ductors will be covered in Electronics.

Units ofInstruction


RelatedInformation


HISTORY, ELECTRON THEORY

Historical developmentof electricity

Check shop voltages *Safety in theelectrical shop

Atomic structure ofmatter

Charge and Discharge acapacitor with DC

*Law of electricalcharges

Definition of electricity(dynamic and static)

**F.S. 127Films 75, 19,84, 85

80, 83,

*Electron motion andcurrent flow

Film 122

*Electrical terminology

*Uniis of electrical mea-sure and their sy mbols

Film 68

Mathematical applicationsfor electricity (sliderule)

Job opportunities in Elec-tricity-Electronics

Identifies areas applicable to general shop.* Check reference numbers at end of unit.

1


Units ofInstruction


Related1 Information


MAGNETISM

History and backgroundof magnetism

Compare strength of sev-eral magnetic fields

Types of magnets (na-tural & articficial)

Theory of magnetism Films 90, 92, 93, 94

Test materials with mag-net to check inducedmagnetism

Magnetic properties ofmaterials

Shapes of magnets Collect metalic materialsto show their magneticqualities, if any

Theory of magneticmeasurement

Experiment with electro-magnetic device such as;sucking coil, relay, bell,buzzer, electric pencil

*Laws & theories ofelectromagnetism

Applications of electro-magnetism

Read directions with corn-pass and explain the needfor corrections and geo.location

Assemble simple volticcellor; rotate PM motor asgenerator, check outputof solar cell, thermo-couple, or crystal withgalvanometer

PRODUCTION

Sources & methods ofproducing electrical en-

ergy (thermal, photo-electric, solar, mechanic-al, chemical, piezeo-electric)

OF ELECTRICITY

,

Film 70Battery kits are availablefor school use from bat-tery manufacturers

*Types of electricalcurent (AC & DC)

Maintenance & limitationsof electrical generators

Open & inspect an old cargenerator, explain its

operation


Units ofInstruction


RelatedInformation


Applications of electricalgenerators

F.S. 126

MEASURING INSTRUMENTS

Theory, types & applica-tion of meter movements

Purpose & methods ofmeter calibration

Wall or notebook chartsavailable on meter move-ments from manufacturers

Take meter readings *Interpretation of meterscales & ranges

Determine type of currentin conductor (AC - DC)

Characteristics of com-mercial meters

D.C. SHUNT DEMONSTRATOR

Replace meter fuses;batteries

Repair test leads

*Care & applications ofmeasuring instruments

Open and explore the in-ternal structure of a meter(V.O.M. or V.T.U.M.)


Units ofInstruction


RelatedInformation


Experiment with conduct-ors of various materials inseries with light bulbnote effects of resistance

DC CIRCUITS

Purpose, types & sizes ofelectrical conductors

Layout series circuit *Purpose & types ofelectrical insulators

Films 110, 112

Layout parallel circuit (useschematic symbols)

*Schematic diagram sym-bols & theory of circuitlayout (series-parallel)

Films 100, 112

Set-up circuit & take volt-age readingscalculateexpected readings forsame circuit & comparedifferences

*Ohm's Law for DCcircuits

Films 95, 96, 101

Kirchhoff's Law forDC circuits

Film 97

Watt's Law for DCcircuits

Measure resistance withOhm-meter

*Types, sizes & functionsof fixed & variableresistances

Determine resistor valuesfrom color code

*Purpose & functions ofE.I.A. resistor color code

-,..

.r,

7'.

_

,

.

44A

tlIkI ,

,-f...

..'


Units ofInstruction


RelatedInformation


Read color-codecalculator

Applicavicns of voltagedivider networks

Tin soldering tool *Definitions & applicationsof mathematical prefixes(milli, micro, mega, kilo,nano, micro-micro)

Ohm's Law demonstrationboard set-up very helpful

Solder elictrical con-nections

Types & sizes of elec-trical switches

ev .

OMNI'S lAit

fit

A

1 YI'

\ , 0

Locate & price specificelectrical components inan electrical supplierscatalog

Connect 2-way & 3-wayswitches in circuit

Draw & interpretschematic diagram ofelectrical device

*Functions of circuit dia-grams (schematic &wiring)

Methods of communicat- F.S. 125ing electrical ideas (words,symbols, pictures)

Heat with electricalcurrent

Effects of electricalcurrent

Theory of varying or Film 78pulsating DC

Light with electricalcurrent

Connect & energizeelectromagnet


Units ofInstruction


RelatedInformation


Electroplate withelectric current

--_.

Connect cells in series &parallel & take voltagereadings

*Theory & application ofhooking cells in series,parallel, series-parallel

Films 100, 1 1 0 , 1 1 1

Connect sockets, switches& plugs

Types of electrical energy(kinetic & potential)

Tie Underwriters knot Comparison of mechanical& electric power

Measure electrical power(Exl & calculate, or usewattmeter)

Measurement of electricalpower

Film 70

Function & application ofpower networks (powerfactor)

SAFETY

*Safety rules for workingwith electrical devices

Test & replace over-cur-rent protective devices

Sizes & types of circuitprotection devices

Demonstrate fuse &circuit breaker

Proper use of sockets,switches & extensioncords

Field trip to local powerline repair crew. Havethem explain safety pro-cedures they use

*Proper grounding ofelectrical equipment

*Effects of current onhuman body

,s


Units ofInstruction


RelatedInformation


*First-aid for electricalshock

ALTERNATING

*Theory of AC generalion

CURRENT

*Characteristics & tune-tions of sine curve

Demonstrate A.C. waveforms on Oscilliscope (sine& square)

Measure RMS voltagewith meter

Values of AC current &voltage (average, peak,RMS, effective)

Film 67

Measure current withmeter

Make graph of sinewave

Meaning of phase &phase angle

Explanation of frequencyspectrum

Demonstrate and measurefrequency of line currentwith frequency meter (ifavailable)

INDUCTANCE AND

*Characteristics & effectsof inductance

INDUCTORS

Demonstrate effect of in-ductance on current flow

Construct soldering gun,transformer or somesimilar device

Measurement ofinductance

Theory & application oinductive circuits

i

I

90/ Basic Electricity and Electronics

1

Units ofInstruction


RelatedInformation


Theory & application oLenz's Law

i*Theory of transformeroperation

AC circuit calculations in-volving inductance

Film 115

INDUCTANCE

A

ow

Types, sizes & applica-tions of coils & inductivedevices

Film 91

Factors affecting or con-trolling inductance

Locate & list transformerspecifications in supplycatalog

TRANSFORMERS

*Characteristics, types, &uses of transformers

Tear down old low volt-ge X-formerlocate tapsnd primary windings

Impedance matching of

power transformers

Theory of transformerconstruction

Interpretation of trans-former color code (leads)

Tra'nsformer powerlosses

Inspect X-former coreobserve laminate strips


Units ofInstruction


RelatedInformation


Charge & dischargecapacitor in series withneon lamp

CAPACITANCE AND CAPACITORS

''Definition & theory ofcapacitors

Film 71

Cut open discardedcapacitor

*Types & physical con-struction of capacitors(fixed & variable)

0 0885

2111C

CAPACITANCE

c

Build capacitor checker Theory of capacitivemeasurement

Causes & effects ofcapacitance

Interpretation of E.I.A.capacitor color code

Demonstrate effect of fil-ter capacitors in a powersupply using oscilloscope

Circuit applications ofcapacitors

Hook-up L-C circuit

AC CIRCUIT ANALYSIS

Theory of LRC seriescircuits

Hook-up R-C circuit Theory of LRC parallelcircuits

Hook-up L-R circuit

Hook-up LRC circuit(Observe condition ofresonance)

Vector addition ofcurrents


Units of Fundamental Related Instructional

Instruction Knowledge Information Materials

Work problems involving Calculation of circuitimpedance (Z) impedance (Z)

RESONANCE

HMS PI WEI

I, 1Z 1 k Z

. i

1, k

Z, RI+ 0,-9 Zi 2 . , ,

111.11.11111.0.111111111111.1111

Effect of frequency onAC circuits

Characteristics & appli-cations of series-parallelresonant circuits

Functions & applicationsof filter circuits

Construct diode, selenium Frequency measurement

or similar type power & wageform character-

supplyistics of RF

Methods of couplingAC circuits

MOTORS AND ENERATORS

Connect & operate DC Theory, operation, types F.S. 126

generator & construction of DCFilms 77, 89, 113

generators

Operate small DC motor *Theory, operation, types

powered by DC generator & construction of DC

motors

,._ .t.

,....


Units ofInstruction


RelatedInformation


Clean armature commu-tator on motor orgenerator

Purpose & need for DCmotor control

Build mock-up or dynamicmodel of series DC motor

Requirements of motorcontrol & maintenance

Theory, operation, types,& construction of alterna-tors

F.S. 126

Need for frequency &voltage stabilization inalternators

Reverse direction of AC

or DC motor

*Theory, operation, types& construction of AC

motors

F.S. 126

Connect a reohstat & varyspeed of motor

Requirements of AC orDC motor protection &

control

Methods of rewindingmotors & generators

.. 0 .'v.

.-i.

.tTh

i .

..

Procedure for figuringmotor & generatorefficiency

ELECTRIC WIRING AND

Purpose & function ofNational Board of Fire

Underwriters

ILLUMINATION


Units ofInstruction


RelatedInformation


Need & purpose ofnational electric code

National electric codeavailable from city build-ing inspectors office orlocal electrical contractor

Selection & requirementsof service entrance

Types & applications ofswitches & controls forhousewiring

Theory of light produc-tion by current passingthrough low pressue gas

Replace flourescentlamp, starter & ballast

Types & operation of gasdischarge lamps

Tour house under con-struction with wiring ex-posed. Have electricianexplain procedure fol-lowed in wiring the house

Operation & application ofarc lights

Construct or, repair lamp(household)

Electric power & poly-phase systems

Adequate wiringrequirements

Repair common house-hold appliance

Need, application & calcu-lation or branch circuits

Theory & need for goodlighting


Basic Electronics

This course is designed as a sequence course for

junior-senior high school students who have corn-

pleted the course in basic electricity. This course shouldcover thirty-six weeks of instruction of technical andrelated information associated with electronic com-ponents, circuits and equipment.

Units ofInstruction


RelatedInformation


INTRODUCTION TO ELECTRONICS

Historical developmentof electronics

General applications ofelectronics

Basic transmitter & re-ceiver operation

Identify electronicsymbols

*Types & purpose ofelectronic symbols

New electronicdevelopments

Point out parts in radiochassis or on demonstra-tion board

--"MIIIMINftr,RCA DYNAMIC DEMONSTRATOR DI

-

i=r1* S.

Carrwog*. *mow. n.T-1a'8*** WV.

* MIN 00,141

O..

V. took.,

NPR..

List precautbns in hand-ling electronic components

*Assembly techniques forelectronic components

*Types & operation ofelectronic components

Plan & layout etchedcircuit

History & methods ofproducing printedcircuits


Job opportunities inelectronics


Units ofInstruction


RelatedInformation


Construct transistorizedproject on printed circuit

Planning & layout ofetched circuit

Principles of chassislayout

Methods of mountingcomponents on printedcircuit board

Common materials formaking printed circuits

ELECTRON

*Physical characteristic &construction of electrontubes & sockets

TUBES

Theory of tube & pinnumbering systems

Take voltage & frequencyreadings with oscilloscope

*Operating theory ofvacuum tubes (rectifiers& amplifiers)

Purpose, function &operation of tube testers

**Films 117, 118, 119,120, 121

Make characteristic curveexperiment on vacuumtube

Theory & characteristiccurves of vacuum tubes

Film 72

*Types & classification ofvacuum tubes

*Vacuum tubeterminology

Construct simple tubereceiver

*Purpose & operatingtheory of vacuum-tubegrids

Films 117, 121

Construct power supply Typical operating condi-tions of vacuum tubes

**Check reference numbers at end of unit.


Units ofInstruction


RelatedInformation


Special characteristics ofvacuum tubes

Film 72

Tube parameters &dynamic characteristic ofvacuum tubes

Look up various tubes &state their operatingconditions

*Function & use of thetube manudi in elec-tronics

Vacuum tube mock-upshowing grids & physicalarrangement of tubeconstruction

SEMI-CONDUCTORS

Effect, purpose & devel-opment of miniturizationin electronic components

Future developments &applications of semi-con-ductors

Construct simple transistorreceiver; or metronome,code practice oscillator,wireless microphone,light flasher, intercom,etc.

*Theory & operation ofsemi-conductors

Films 104, 116

TRANSISTOR AMPU'IER

Physical properties ofsemi-conductors

1111011

Test diodes & transistorson tester

Construction of semi-conductors

Semi-conductor testing de-vices & techniques


Units ofInstruction


RelatedInformation


*Precautions & techniquesin handling semi-conduct-ors

1...1111PPOWER SUPPLIES

*Types of power supplies

.

T lk,ta .. 7 I I il I I I I I

.

cr-wil

.ii.iit in 1

4 ,=,

lal I I I I I

q..

I I I Iiti i i 6 1. . , aOita°.

ri.

i

;,i

If NC 0'

irj.

142 N 4

0 -I

ar ;II AlfOA

P

411.1TL.II

I.MT CS .

E/I

WPMre ".

Ri

".

.

.."-r

,

r

--.....-...,..

V$' '

Ratings of power supplies

V

in 61

.

...

Work problems involvingpower supplies

.

i,.

* 131

,

.

Ln ----1 . --1

i1 IP t,

- . -

----, ---^

*Power supply require-merits for circuils & nm-ponents

Purpose of power supplies..

Construct power supply *Types. functions & de-velopments of radio bat-reries (A, B, & C)

Construction of powersupplies

i Theory & application oftransistorized power

V

supplies

Regulation of powersupplies


Fundamental Related InstructionalKnowledge Information Materials

*Theory, types & applica-tions of rectifiers

Film 120

FULL WAVE BRIDGE RECTIFIER

Theory, types & applica-tion of filter circuits

Theory & application ofvoltage divider net-works

POWER SUPPLY

Make tests on variouspower supplies

Repair & maintainence ofpower supplies

Purpose, function & oper-ation of voltage doubler& tripler networks & cir-cuits

Theory & operation ofvibrator power supplies

AMPLIFIERS

*Physical nature of sound

Development of harmon-ics & their effects in elec-tronics

100 / Basic Electricity and Electronics.111/101.11-

Units ofInstruction


Related InstructionalInformation Materials

*Electrical transmission &reproduction of sound

Requirements & develop- Explain the DB scale onments of high-fidelity & the V.O.M. and how it is

stereophonic sound sys- usedtems (Decibles, wattage)

Construct amplifier Types, applications &classes of amplifiers(A, AB, B, C)

Film 99

Connect & match audio in-puts & outputs to ampli-fier

Theory & operation ofvarious types of ampli-fier circuits (RF, IF, AF,Push-pull & parallel orpower)

Types & operation ofcommon amplifier coup-ling circuits

Take voltage & currentmeasurements of ampli-fier & figure watts outputor input

Rating & measurementof amplifier output

*Comparison of vacuumtube & transistor ampli-fiers (physical & circuitdiagrams)

Methods of biasingvacuum-tube & transistoramplifiers

Need for temperaturestabilization in transistora mpl ifiers

Film 117

CASCADE AMPLIFIER

POWER AMPLIFIER


Units ofInstruction


RelatedInformation


Operation & purpose ofamplifier control circuits

Theory & operation ofvolume control circuits

Types & theory of feed-back in amplifiers (re-generalive & degener-ative)

Purpose & need fordecoupling circuits

*Methods & need forcircuit shielding

Theory, operation & ap-plication of magneticamplifiers

OSCILLATORS

*Purpose, function & op-eration of electronic os-cillator

Film 99

Experiment with or con-struct oscillator circuit

*Methods of feedingoscillator circuit

Types & theory of LCoscillators

Films 98, 109

OSCILLATOR

rKl

Types & theory of RCoscillators

Purpose & operation ofrequency controls

Types & applications ofcommercial signal gen-erators (AF & RF)


Units ofInstruction


RelatedInformation

InstructionalMatevials

TRANSMITTERS

*FCC regulations regard-ing radio wave propaga-tion

IM

Construct low power AMtransmitter (100 milliwattsmaximum and modulate)

*Types, theory & opera-tion of AM transmitters

Film 106

Type, theory & operationof FM transmitters

Methods of modulatingor keying AM transmit-ters

Film 108

Methods of modulating orkeying FM transmitters

Methods of couplingtransmitter circuits

11111111:31

THREE STAGE TRANSMITTER

r

Purpose and need forcarrier frequency stabili-zation

*Nature, characteristics &theory of radio waves

Films 69, 107

*Theory of electro-magnetic wave propaga-tion

Types, characteristics &theory of transmissionlines & antennas

Film 105


Units of FundamentalInstruction Knowledge

RelatedInformation


Purpose & operation ofsideband transmission

-Imi..MiPrinciples of TV transmission

Theory of microwavetransmission

*Theorys & types oftransducers (microphones& spea kers)

RECEIVERS

Construct or experiment *Types, characteristics &with a simple AM receiver theory of AM receivers

Trip to local radio or TVstation for insights ofbasic operation

Types, characteristics &theory of FM receivers

Methods & limitations odemodulation in AMreceivers

.

SUPERHETRODYNE RECEIVER

4, S.04 ...V

-- elpJ4.4; 110

; C r .

'''; 141111

,

o,4 rleo. 111111A

far+ ll,4/Irt, I. ,I #

,

=NM AMUR PIAC4C. If -TON

*

SCHEMATIC DIAG AA

Methods & limitations odemodulation in FMreceivers

Allign a detuned AM Theory & procedure ofsuperhetrodyne receiver AM receiver alignment

104 / Basic Electricity and Electronics_Units of

InstructionFundamentalKnowledge

.

RelatedInformation


Repair inoperable AMreceiver

Theory & procedure of FMreceiver alignment

Note:A series of operations oractivities might be laid outaround several units, os-cillators, amplifiers, etc.,that would ultimately re-sult in a superhetrodyneor low power transmitter

Methods & procedures ofradio repair & trouble-shooting

Theory & types of time-delay circuits

Theory of logic circuitry

Principles of gating &counting circuits

Theory of TV receivers


Applications Of Electronics

This section of the outline is devoted to the twomain applications of electronics. Electronics in in-dustry and electronics in the home. The line of de-marcation is not definite, but the materials are sep-arated for ease of identification.

This section is provided, in the study guide togive some guidance to leaders who wish to pursue thefield of electricity and electronics in greater breadth.The applications listed are not comprehensive butare intended as a guide to major developments forwhich information is available and of basic importance.

Units ofInstruction


RelatedInformation


INDUSTRIAL APPLICATION OF ELECTRONICS

Automation

Definition of mechaniza-tion, automatic, mechani-zation, and automation

Early examples ofautomated devices

Technological change andautomation (social and ed-ucational impact)

Computers

Principle and significanceof feedback in automation

Computer mathematics(base 10 to base 2 andbase 8)

FLIP FLOP COMPUTER25 24 23 22 2 20

yigniimptimarimaiwww

Principles of logiccircuitry

Types, application &function of computersdigital, analog, bionic)


Units ofInstruction


RelatedInformation


Types, function & opera-tion of computer storagedevices

Production of Electrical Energy

Theory & operation offuel cells

N I

MAGNETIC CORE COMPUTER STORAGE

INPUT PULSE 'A'

INHIBIT WIRE IN stlefe',,f '1'11641111:11i10111 INHIBIT WIRE OUTif0Vvikle*liti.11&k

INPUT PULSE

SENSE WIRE IN

Applications, advantages& disadvantages of fuelcells

. ./*. . , ., ,-, .. S. ,:L.. f c." ...

L .. .

-. ,s '5*, ": 71 : '4 ':*1'111:4

lb -

lib*? 4: AI 41.

MO . s

li. -... .. , ...... ."...*.%* Ali r* wt. k.ai )0Aihliii.40

SENSE WIRE OUT

PLANE

MIIIIIIMIIII11.111011111111.1111

Theory & applications ofBio-electrogenesis

Theory & applications ofsolar cells

Industrial Controls

Theory & operation ofServo Mechanisms

Operation, theory, & ap-plication of static switch-ing devices

Theory, application, &operation of Syncronousdevices

Theory & application ofdetection and sensingdevices

Theory & application ofmagnetic amplifiers


Units ofInstruction


RelatedInformation


Industrial Processes

Types, applications &theory of magnetic form-ing of materials

Types of magnetic ma-terials & theory of mag-netic design

Theory, operation & ap-plication of high-fre-quency (induction heating)

Purpose, theory & appli-cations of ultra-soniccleaning

Theory & application ofelectron beam welding

Operation, application &theory of lasers & masers

History, theory & applica-tiOns of electroplating

Theory & applications oRADAR and SONAR

Function, operation &theory of inertial guid-ance systems in spacetravel

Theory & applications oelectro-luminescence

Technique, theory & ap-plication of facsimile re-production


Units ofInstruction


RelatedInformation

lnstrucfionalMaterials

Impact, application &theory of thin film &flexible electronic circui-try

History & applications omicro-miniturization ofelectronic modules

Technique & procedure ofmaking sintered &printed circuits

Precautions & advantagesof printed & sintered cir-cuits in electronics

History & development ofelectronics in modernmedicine (anesthesia, X-ray, surgery, etc.)

Applications of Electronics

Operation & maintenanceof public address systems& intercoms

in the Home

Theory, operation & ap-plications of high-fidelity& stereophonic sound sys-tems

Theory, types & applica-tions of magnetic taperezorders

Theory & application oftelevision

Theory, operation & ap-plications of Radio Con-trol devices

Units ofInstruction


RelatedInformation



Theory & applications ofAmateur RadioTheory & operationof transistorized ignitionsystems

Bibliography --

Electricity and Electronics

Books - Basic Electricity

1. Arnold, Joseph. Exploratory Electricity. Bloom-ington, Ill.: McKnight and McKnignt, 1960.104 pp.

2. Bedell, Frazee E., et al. Automotive ElectricalSystems. Second edition. Chicago, Ill.: Amer-ican Teclinical Society, 1956. 436 pp.

3. Collhgs, Merle D. Projerts in Electricity. Bloom-ington, Ill.: McKnight and McKnight, 1941.80 pp.

4. Cook, Sherman R. Electrical Things Boys Liketo Make. Milwaukee: Bruce Publishing Co.,1959. 216 pp.

5. Cornetet, Wendell H. Principles of Electricity andBasic Electronics. Third edition. Blooming.1ton, Ill.: McKnight and McKnight, 1963.366 pp.

6. Crow, Leonard R. Electrical Fundamentals. Indi-anapolis: Howard W. Sams and Co.

7. De France, Joseph J. Alternating Current Fund-amentals. Second edition. Englewood Cliffs,New Jersey: Prentice-Hall, 1956. 271 pp.

8. De France, Joseph J. Direct Current Fundament-als. Second edition. Englewood Cliffs, NewJersey: Prentice-Hall, 1955. 334 pp.

9. Dragoo, A. W. General Shop Electricity. Revised.Bloomington, Ill.: McKnight and McKnight,1952, 120 pp.

10. Ford, Walter B. Electrical Projects for the Schooland Home Workshop. Milwaukee: BrucePublishing Co. 348 pp.

11. Gerrish, Howard H. Electricity. Homewood, Ill.:Goodheart-Wilcox, 1961, 336 pp.

12. Graham, Kennard C. Fundamentals of Electricity.Revised fourth edition. Chicago: AmericanTechnical Society. 342 pp.

13. Heine, Gilbert M. Dunlap, Carl H., and Jones,C. S. How to Read Electrical Blueprints. Sec-ond edition. Chicago: American TechnicalSociety. 320 pp.

14. Jones, E. W. Fundamentals of Applied Electricity.Milwaukee: Bruce Publishing Co. 1956. 349pp.

15. Jones, E. W. General Electricity. Revised. Bloom-ington, Ill.: McKnight and McKnight, 1954.120 pp.

16. Lush, Clifford K., and Engle, Glenn E. IndustrialArts Electricity. Revised. Peoria, Ill.: Chas.A. Bennett Co., 1965. 160 pp.

17. Marcus, Abraham. Basic Electricity. EnglewoodCliffs, New Jersey: Prentice-Hall, 1964. 510pp.

18. Manley, H. P. Electric Appliance Repair. DrakePublications.

19. Matson, Carl E. 30 Instruction Units in BasicElectricity. Bloomington, Ill.: McKnight andMcKnight, 1961. 130 pp.

20. Miller, Rex, and Culpepper, Fred W. Energy,Electricity and Electronics: Applied Activi-ties. Bloomington, Ill.: McKnight and Mc-Knight, 1963. 104 pp.

21. Mix, Floyd, and Pritchard, E. C. All About HouseWiring. Homewood, Ill.: Goodheart- Wilcox.176 pp.

Oldfield, R. L. Practical Dictionary of Electricityand Electronics. Chicago: American Tech-nical Society, 1959. 216 pp.

23. Perry, Edgar, and Schafebook, Harry V. Fund-amental Jobs in Eelectricity. New York: Mc-Graw-Hill.

24. A Programmed Course in Basic Electricity. NewYork: McGraw-Hill.

25. Rosenburg, Robert. Electric Motor Repair. NewPP.York: Reinehart & Co., 1951. 571

26. Steinberg, William B., and Ford, Walter B. Elec-tricity and Electronics. Second edition. Chi-cago: American Technical Society, 1960.262 pp.


27. Turner, Rufus P. Basic Electricity. New York:Rinehart Co., 1957. 395 pp.

28. Tustison, F. E., and Ruehl, P. W. Electrical Es-sentials for the Practical Shop. Milwaukee:Bruce Publishing Co. 88 pp.

29. Van Valkenburgh, Nooger, Neville. Basic Elec-tricity. New York: John F. Rider Co., 1954.579 pp.

30. Zbar, Paul B., and Schildkraut, Sid. Basic Elec-tricity, EIA Laboratory Manual. New York:McGraw-Hill, 1960. 165 pp.

Books Basic Electronics

31. Adams, Thomas. Basic Electronics Series (Oscil-lator Circuits, Amplifier Circuits, Detectorand Rectifier Circuits, Transistor Circuits).Indianapolis: Howard W. Sams and Co.,1964. 5 volumes.

32. Coker, Cecil, Denes, Peter, Penson, and Elliot.Speech Synthesis. Bell Telephone Co., 1963.131 pp.

33. Cooke, Nelson M. Basic Mathematics for Elec-tronics at Work. New York: McGraw-Hill.

34. Turner, Rufus P. Basic Electronic Test Proced-ures. New York: Holt, Rinehart and Win-ston, 1962. 315 pp.

35. Buchabaum, W. H. Television Servicing. Thirdedition. Englewood Cliffs, New Jersey: Pren-tice-Hall.

36. Evans, Rupert N. Experimental Basic Electronics.Bloomington, Ill.: McKnight and McKnight,1958. 104 pp.

37. Cooke, Nelson M. Basic Mathematics for Elec-tronics. New York: McGraw-Hill, 1960. 679pp.

38. Findley, David A. The Electronic ExperimentersManual. New York: Ziff Davis Co.

39. Gerrish, Howard H. Electricity and Electronics.Chicago: Goodheart-Wilcox Co., 1964. 335pp.

40. Gottlieb, Irving. Fundamentals of TransistorPhysics. New York: Rider Publishing Co.,

1960. 152 pp.

41. Grob and Kiver. Applications of Electronics. NewYork: McGraw-Hill.

42. Grob, Bernard. Basic Electronics. New York:McGraw-Hill, 1959. 524 pp.

43. Henney, Keith. Radio Engineering Handbook.New York: McGraw-Hill.

44. Johnson, J Richard. Television, How It Works.Second edition. New York: Rider Publish-ing Co., 1956. 352 pp.

45. Marcus, Wm., and Marcus, Abraham. Elementsof Radio. New York: Prentice-Hall, 1955.

46. Middleton, Robert G. 101 Key TroubleshootingWaveforms. Indianapolis: Howard W. Samsand Co., 1962. 128 pp.

47. Noll, Edward M. Second Class RadiotelephoneLicense Manual. Indianapolis: Howard W.Sams and Co., 1960. 256 pp.

48. Oldfield, R. L. Radio-Television and Basic Elec-tronics. Second edition. Chicago: AmericanTechnical Society, 1956. 400 pp.

49. Rider, John F. Basic Television (5 vol.). NewYork: Rider Publishing Co., 1961.

50. Ruiter, Jacob. Modern Oscilloscopes and TheirUses. New York: Holt, Rinehart and Win-ston.

51. Slurzberg and Osterheld. Essentials of Radio-Electronics. New York: McGraw-Hill, 1961.716 pp.

52. Steinberg, William B., and Ford, Walter B. Elec-tricity and Electronics at Work. Chicago:American Technical Society.

53. Van Valkenburgh, Nooger and Neville. BasicElectronics. New York: John F. Rider, 1955.6 volumes.

54. Zbar, Paul B., and Schildkraut, Sid. Basic Elec-tronics, EIA Laboratory Manual. New York:McGraw-Hill, 1958. 148 pp.

Periodicals - Electricity and Electronics

55. Bell Laboratories Record

56. Control Engineering

57. Design Engineering

58. Electronics Illustrated

59. Electronics World

60. High Frequency Heating Review, Lepel High Fre-quency Laboratories, Inc., 55th St. and 37thAve., Woodside 77, New York.

61. Popular Electronics

62. Popular Science

63. Radio and Electronics

64. Radio-TV Experimenter

65. Science Experimenter

;

,t,


66. Science and Mechanics

Films and Filmstrips-Electricity and Electronics

Film ordering key information:

EBF-Encyclopedia Britannica Films

MH-McGraw-Hill

SVE-Society for Visual Education

TAI-Teaching Aids Incorporated

Instructors will be able to order these filmsfrom the film libraries located at Southern StateCollege, Pueblo; Colorado State College, Greeley;or Colorado University, Boulder.

Films:

67. Alternating Current Theory. 25 min., color, EBF48523.

68. Amperes, Volts, and Ohms. 10 min., b & w, TA1HS-1102.

69. Antenna Fundamentals-Propagation. 13 min.,MH.

70. Basic Electricity. 25 min., b & w, TAI HS-1005.

71. Capacitance. 25 min., color, EBF 48510.

72. Characteristics of Vacuum Tubes. 25 min., color,EBF 48553.

73. Coulomb's Law-Electronics. 25 min., color, EBF48502.

74. Coulomb's Law-Magnetism. 25 min., color, EBF48521.

75. Effects of Electric Currents. 25 min., color, Fir

76. The Electric Field and Potential. 25 min., color,48515.EBF 48508.

77. Electric Motors. 25 min., color, EBF 48517.

78. Electrical Equivalent of Heat. 25 min., color,EBF 48516.

79. Electricity at Rest. 25 min., color, EBF 48501.

80. Electricity in Motion. 25 min., color, EBF 48503.

81. Electromagnetic Waves. 25 min., color, EBF48551.

82. Electromotive Force of A Battery Cell. 25 min.,color, EBF 48504.

83. Electrons. 11 min., b & w, EBF 258.

84. Electrons at Work. 14 min., color, EBF 1888.

85. Electrostatics (second edition). 11 min., b & w,EBF 467.

86. Elements of Electrical Circuits. 11 min., b & w,EBF 214.

87. How to Produce Electric Current with Magnets.11 min., color, EBF 182.

88. How Vacuum Tubes Work. 171/2 min., color, MH.

89. Induced Electric Currents. 25 min., color, EBF48520.

90. Magnetic Fields. 25 min., color, EBF 48513.

91. Magnetic Induction. 25 min., color, EBF 48518.

92. Magnetism. 25 min., color, EBF 38512.

93. Magnetism. 16 min., b & w, EBF 764.

94. Magnetism and Electricity. 17 min., color, MH.

95. Ohm's Law. 5 min., color, Coronet.

96. Ohm's Law. 25 min., color, EBF 48505.

97. Ohm's Law. 19 min., b & w, TAI HS-1001.

98. Oscillators. 13 min., b & w, TAI HS-1107.

99. Oscillators, Amplifiers and Radio. 25 min., color,EBF 48554.

100. Parallel Circuits. 25 min., color, EBF 48507.

101. Parallel Resistances. 25 min., color, EBF 48509.

102. The Potential Divider. 25 min., color, EBF 48511.

103. The Primary Cell. 11 min., b & w, EBF 247.

104. Principles of the Transistor. 21 min., b & w, MH.

105. Radio Antennas-Fundamentals. 13 min., b & w,TAI HS-1117.

106. Radio Transmitters-Principles and Typical Cir-cuits. 18 min., b & w, TAI HS-1118.

107. Radio Waves. 27 min., color, MH.

108. The RF Amplifier and Modulator. 10 min., b &w, TAI HS-1121.

109. The RF Oscillator. 17 min., b & w, TAI HS-1120.

110. Series Circuits. 25 min., color, EBF 48506.

111. Series and Parallel Circuits. 11 min., b & w, EBF259.

112. Series and Parallel Circuits. 10 min., b & w, TAIHS-1101.

113. A Study of Motors. 25 min., color, EBF 48519.

114. Transformers. 25 min., color, EBF 48524.

115. Transformers. 25 min., color, EBF 48522.

116. Transistor. 91/2 min., b & w, Bell Tel Co.


117. The Triode: Amplification. 14 min., b & w, TAIHS-970.

118. Vacuum Tube.s. 25 min., color, EBF 48552.

119. Vacuum Tubes. 11 min., b & w, EBF 216.

120. Vacuum Tithes-Electron Theory and the Diode.16 min., b & w, TAI HS-974.

121. Vacuum Tubes-Triode and Multipurpose Tubes.12 min., b & w, TAI HS-973.

122. What is Electric Current? 14 min., color, EBF1880.

123. What Ls Electricity? 13 min., b & w, EBF 765.

124. Wheatstone Bridge. 25 min., color, EBF 48514.

Filmstrips:

125. Electrical Circuim 57 frames, SVE 482-6.

126. Principles of Electric Motors and Generators. 68frames, SVE 482-7.

127. Static Electricity. 65 frames, SVE 482-5.

Other Resource Materials-Electricity and Electronics

128. American Radio Relay League. Radio Amateur'sHandbook. Newington, Conn.: AmericanRadio Relay League.

129. Branson Instruments, Inc. Ultra-Sonic Cleaning(folder). Ultra-Sonic Power Division, Bran-son Instruments, Inc., 37 Brown House Road,Stanford, Conn.

130. Brown, Robert G. Inertial Guidance in the SpaceAge. Bulletin. A. C. Spark Plug Division,

General Motors Corporation, Milwaukee,Wis., 1960.

131. Bureau of Naval Personnel. Basic Electricity. NA-VPERS 10086. U. S. Government PrintingOffice, Washington, D. C.

132. Bureau of Naval Personnel. Basic Electronics.NAVPERS 10087A. U. S. GovernmentPrinting Office, Washington, D. C.

133. Bureau of Naval Personnel. Magnetic Amplifiers.NAV SHIPS 900.172. U. S. GovernmentPrinting Office, Washington, D. C.

134. Bureau of Naval Personnel. Radar ElectronicFundamentals. NAV SHIPS 900.016. U. S.Government Printing Office, Washington, D.C.

135. Cavitron Electron Oscillator Co. Electrical Dis-charge Machining. P. 0. Box 1156, NewportBeach, Calif.

136. Computer Basics (6 vols.) Indianapolis: HowardW. Sams and Co.

137. General Electric Company. G. E. Receiving TubeManual. Charles Building, Liverpool, N. Y.

1_,8. General Electric Company. What About Electro-luminesence. Large Lamp Dept., Nela Park,Cleveland 12, Ohio.

139. International Rectifier Corp. International Recti-, fier Solar and Photocell Handbook. El Se-

gundo, California.

140. Radio Corporation of America. R.C.A. ReceivingTube Manual. Harrison, New Jersey.

141. Underhill, Earl M. Permanent Magnet Design.Bulletin. Crucible Steel Co. of America, Hen-ry W. Oliver Bldg., Mellon Square, Pitts-burgh 22, Pa.

C,.... /.1

A RTS11111P-

IIIIIILIWit

1111111,111111111111P

CHAPTER XII

GRAPHIC ARTS

One of the most important factors in man's ad-vance from barbarism has been the perfecting ofthe communications system providing a constantinterchange of knowledge and opinion. Throughthe centuries there has come the development ofcommunication in which man gains knowledgeand transmits it from generation to generation.

Graphic Arts has played an important part inthe process of progressive growth of civilizationand today is one of the fastest growing industries.

When teaching Graphic Arts, the teacher mustkeep several objectives in mind.

1. To have the student explore and becomeacquainted with the basic mechanics ofGraphic Arts reproduction.

To help the student appreciate the manyscientific and technical aspects necessary

',.

LAYOUT & DESIGN

to produce good printed material.

3. To enable the student to learn the manyinteresting facts about the history ofprinting.

4. To acquaint the student with the careeropportunities in the graphic arts in-dustry.

In general, graphic arts education should teachthe student to understand and appreciate the manyways of producing printed material.

Note:

The suggested instructional material is not neces-sarily placed across from the proper operation, butit should be used for the complete unit. This wasdone because of duplication and overlapping.

OperationsFundamentalKnowledge

RelatedInformation


Prepare a design Principles of designPrinciples of design andcolor

History of paper andpaper classification

Charts

Make layout, drawing, orthumbnail sketch

Principles oftypographic style

Theory of color anddesign

Films 52, 59

Make a dummy Practical application ofgraphic arts mathematics

Models and displays

Determine color scheme,ink, and stock

Principles of displaytype classification

Care of inksComposition of inksDrying action of inksHistory of inks

Field trips

Operafions

Read, mark, and revisedummy

Read proofs

COPY PREPARATION

Work with type case

L E R 1160 1'01'1

-47.7


Common technical termsof the printer

Proof marks, commonrules of spelling, gram-mar, and punctuation

COMPOSITION

RelatedInformation

Design principle of Historical background ofCalifornia job case relief printingLay of common type cases History of the alphabet

Other types of casesand their use

Graphic Arts / 115


Publications

Books 5, 6, 10, 14, 28

Charts

Hold and adjust compos-ing stick

Point system of Great printers in the past American Type Foundersmeasurement

Letter space type Recognize spacing Ingredients in type metal Printed samplesmaterial

Set simple straight matter Space in or space out History of typeof line

Films 37, 39, 45, 53,54, 69

Justify lines Test for justification Models

116 / Graphic Arts


RelatedInformation


Dump the stick Enlarged pieces of type,spacing material, andline gauge

Tie up a type form

Take proof of type set

Read and correct proof

Make corrections Use of cleaning fluids

Set initial letters Use of caps and smallcase leilers

Set conventional layouts Space compositioncorrectly

Design in printing

Use different styles oftype

Fonting schemesType series and families

Development of typedesign

Set special type andtype forms

Use of special type,borders, ornaments, andinitials

Cut with amitering machine

Use of mitering machine

Set tabular and ruledforms

Kinds of brass andstrip rule

Set piece and stripborders

Set display matter Type harmony

Print multicolor forms Occupations in graphicarts

Graphic Arts / 117


RelatedInformation


Machine composition (ifcomposing machinery isavailable)

Safety information

Take different types ofpictures

PHOTOGRAPHIC

Principles of the cameraTypes of cameras

TECH.

History of photographyOccupations of photog-raphy

Information

Develop exposed film Use of developersand fixers

Safety information Photo-lathe, GraphicElectronics, LaSalle, III.

Make contacts Contact printing Hobbies in graphic arts Eastman Kodak Co.

Enlarge photographs Principles of enlargers Samples of photographiccopy

Print pictures Types and uses offilms and paper .

, ..,,,,*,

Trim and mount picturesV

Prepare copy Use of color filter Color separationUse of photography inthe Graphic Arts

11'.

.,' .

A

-.p -. .

Expose and develop linenegative

Theory of Photo litho-graphy

Use of lithography .

Expose and develop half-tone

Use of continuous tonepictures

Lithographic paste-up Combining line andhalftone work

Photo-Lathe

Xerography Electronic compositionXerography

118 / Graphic Arts

PRINTING PROCESSES

Operations

-,

Prepare design


Relatedinformation


SILK SCREEN

Adaptability of the silkscreen process

Historical background ofscreen processImportance of screenUses of screen processThe screen processindustryJob opportunities in thesilk screen industry

Films 68, 72

Select desirable silkscreen method

Methods of making silkscreen designLayouts for screenprocesses

Safety information Samples of silk screenprinting

Different screen processmethodsKinds of screenVarious types of stencilsavailable

Electrostatic plate making

Prepare silk screen framefor print

Adhere stencil Cost of silk

Graphic Arts / 119


RelatedInformation

Cost of stencil filmOrgandy may be cheapsubstitutePhotographic process

Materials

/

Instructional

-- .

-----

Cut stencil Block out balance ofscreen

Blockout Application of blockoutmedia

Various blockout media

daft. -

.e...-

..

.4

-,,,;,,......

.7--

..

ROTOGRAVURE

Principles of gravureprintingTypes of intaglio (lineetching, line engraving,drypoint)

' Industrial use ofgravure printingStudy of engraving

Films 45, 53, 58

Make a celluloid lineengraving

Rotogravure processes Line etching Samples of intaglioprinting

Metal plates

_

-,,

, ri.i ' f . i`

-.:I

.i

1'

it*

'

-..f.. " 1

Gravure operationsGravure ink

HalftoneConventional etchingPowerless etchingRegister process

Field trips

120 / Graphic Arts

Operations


RelatedInformation


Plastic plates

,

,

Color printingColor scanning devicesAutomatic engravingmachinePolymer plastic plates

Information from gravuremanufacturers

NN eardvc

LITHOGRAPHIC

Offset papers and inks History of lithographyOccupations oflithography

Films 47, 56, 66, 67, 74

Strip flats

I.

1

. -

b...414.1-11+

06

411110

%le

Preparing negativesStripping flats

Charts

i r

..1..

.,,-,

Prepare chemicals Mixing chemicals Various chemicals andusesSafety information

Printed examples

Burn plates Types of platesPlate preparations

Plate terminology andtypesKinds of lamps

Information from litho-graphic companies

Graphic Arts / 121


RelatedInformation


. I I

, No. _

.:::20111111111

LINOLEUM

Methods used in the pastBasic difference of reliefand intaglio

BLOCK

History of block carvingOpportunities in blockcarving

Film 48

Prepare design Multiple color registration How to mount linoleumon blocks

Printed examples

Transfer to block Reversing design

Cut block Use and care of cuttingtools

Cost and types of cuttingtoolsSafety information

,.

C.

STEREOTYPE

Materials and equipmentused in the stereotypeprocess

Uses of the stereo methodin the printing industryElectro types

Film 53

Selection of design Molding the stereotypemat

Other duplicateplatemaking

Charts

Preparation of mat Positioning matHeat control

Types of plates

_

,I.. .. -

,,..:

122 / Graphic Arts


....11ManNermowarwwwwwwl

Related InstructionalInformation Materbis

Make a stereotypecasting

Casting the stereotypeplateRouting and trimmingMounting the stereotypeplate

Melt and clean metal Metal information

Safety irriormation

Make up and tie jobsin galley

III WNW Air

RELIEF PRINTING

Principles of job layout Copyright lawsDevelopment of thepoint system

Films 52, 53

IR%

Pull stone proof

Position a form forlock-up

Position type formwithin chase

Importance of accuracyand neatness

Common sizes in font offurniture

Models

Lock-up and lock-upmethods

Position furniture andand lock-up for printing

Use of regletsUse of quoinsCare of material used inimposition

Types of furniture

4

Graphic Arts / 123


RelatedInformation


Lock-up jobs in chase Lock-up by square andchaser methodsTest form for lift

Types of quoins

Unlock and distributematerial

Lock-upWork and tumbleWork and turnWork and flopWork and twistWork and backMulti-page

ImpositionUse of numberingmachines

Types of printing pressesand their productsSafety information

INK TRANSFER

Preparation

i,

1 /i r

..

1

. ,

,

DIRECT FROM

Cut paperInk mixingCare of inksDrying action of inks

TYPE

Kinds of paper and inks Illustrations

Operate proof press Pulling proofs Types of proofing Films 36, 69, 71

Prepare press for printing Parts of the pressProper angle and pressureof squeegeeRoller care andadjustmentPress adjustment andmaintenance

Kinds of rollers and theircompositionSafety information

Field trips

124 / Graphic Arts

Operations

Set up and run job onpress

Remove job and cleanpress


RelatedInformation


Proper press procedureLocation of gauge pinsRegistration and makereadyPress feedingS:ip sheeting and drying

Kinds of presses

b..

00 6 ,

i m 1 A

Press clean-up andmaintenance

Types of cleaning solvents

-If automatic presses areavailable, instructionshould be given on thislevel

Setting of automaticfeders and deliveries

Operate offset press

PLATES DIRECT AND INDIRECT

Types of platesPapers and inksPress operation"Colo" type processes

Gravure pressesPhoto copying machinesTypes of offset andgravure printingKinds of paper and inks

Films 40, 54

Operations

Emboss, score, die cut,and perforate sheets

Virkotyping

SPECIAL PROCESSES

Equipment functions and Types of moldings andprocesses mountings

Various materials

Application of ink and Types of powderpowder

Graphic Arts / 125


Information fromcompanies

Field trips

Print by silk screen

Clean silk screen

Rubber stamp

BINDING

Introduction to binding

Proper ink consistencyControl register

Silk screen productionprintingPressureless printing

Proper care and use of Cleaning solventsCleaning material

Methods used in making Use of rubber molds inrubber stamp the printing industry

Kinds of tools andequipment

kla ..

e.alliir...... 'mrgov..... .

V °1110 I

411"'

11,

History of bindingThe work of the librarianBook care and useKinds of materials used inbinding and finishingUses of the bindingprocesses

Films 38, 41, 42, 43, 44,49, 53, 57

126 / Graphic Arts

Operations

Cut stock


RelatedInformation


Method of figuring andcutting stock

Prepare and make pads PerforatingPadding methods

Wire stitch

Marbling paper

Different kinds of stitchesand sewing used inbinding

Thinning inkUse of combDropping on waterDrying paper

Assemble and jogpapers

Make autograph bookswith hard covers

Ways of assembling andjogging papersJogging, cutting, gather-ing, and folding paper

Binding of smallbookletsMake a nicked cornerSlide and saddle stitchmethods

Safety information Samples of differenttypes of binding

Visual aid showing stepsin making library andnicked corners

Cuiting chart

History of marbled paper

Folding machines

Binding of smallbooklets

-

Graphic Arts / 127


RelatedInformation


Bind books Procedures forbookbindingWays of assemblingMake a library corner

Mechanical bindings

ALLIED INDUSTRIES

The units in newspaperoperations are studiedthrough lectures, demon-strations, and not labora-tory operations

NEWSPAPER

Use of character count inheadlines and ads

Importance of newspaperPaper industry

Films 46, 59, 60

Spacing materialsused for newspaper

Samples of newspapers

Planning gutters andmargins

Page makeup

Justifying columnsto length

Type foundry

Responsibilities ofproofreader

Use of proofreader'smarks

Mounting cuts,Fairchilds, andengravings

Graphic Arts chemicalsManufacturing ofprinting inksManufacturing ofprinting plates

Locking news formin press bed

Safety information

Press operation Manufacturing ofprinting machines

128 / Graphic Arts


RelatedInformation


Office style feeder anddelivery settings

Setting of automaticfeeders and deliveries

BUSINESS OF PRINTING

Research anddevelopmentAdvertisingSalesLabor managementDistribution

PeriodicalsPublicationsField tripsFilms 50, 51

SUGGESTED PROJECTS

Planning

Make thumbnail sketch,rough layout andfinished layout of:

Display workAdvertisementsProgram or menuBooklet-4 or 8 pagesTicketBusiness stationeryPersonal stationeryAnnouncementPersonal calling cardsShipping labelCoastersProjects of your own

choice

Lock-up

Screen Process

PostersBook coversChristmas and other

greeting cardsProjects of your own

choice

Hand Composition

Set type for layoutsdesigned inplanning sections

Press Work (Power)

Print jobs, individualselections

Photography

Expose a roll of filmwith a variety of sit-uations:

Outside-dayOutside-nightInside-dayInside-flashDevelope contact print

and enlarge at leasttwo

Rubber Stamps

A rubber stamp of yourname

A rubber plate forprinting

Steretotype

Roll a mat of a typeform

(Be sure to use bearers)Cast a plate from matCast a plate from a

commercial 1liatrix

Platemaking Linoleum

BlockDesign and cut a two-

color block andregister

PosterCoverChristmas card

Binding

Cut stock for jobs inprevious sections.Bind book differentmethods

Graphic Arts / 129

Bibliography -- Graphic Arts

Books

1. Aubel, P. Woodard. Arithmetic for Printers.Peoria, Ill.: Chas. A. Bennett Co. 1&8 pp.

2. Bannister, Manly. Pictorial Manual of Bookbind-ing. New York: The Ronald Press, 1958.

3. Biegeleisen, Jacob I., and Cohn, Max A. SilkScreen Techniques. New York: DoverPublications, 1942. 178 pp.

4. Carlsen, Darvey E. Graphic Arts. Peoria, Ill.:Chas A. Bennett Co., 1958. 158 pp.

5. Clark, Merle A. Student Printing. Peoria, Ill.:Chas A. Bennett Co. 95 pp.

6. Cleeton, Glen U. General Printing. Bloomington,Ill.: McKnight and McKnight, 1963. 203 pp.

7. Cogoli, John. Photo-offset Fundamentals. Bloom-ington, Ill.: McKnight and McKnight, 1960.209 pp.

8. Eisenberg, James, and Kafka, Francis J. SilkScreen Printing. Bloomington, Ill.: McKnightand McKnight, 1957. 91 pp.

9. Groneman, Chris H. General Bookbinding.Bloomington, Ill.: McKnight and McKnight,1946. 64 pp.

10. Hague, Clifford W. Printing and Allied GraphicArts. Milwaukee: Bruce Publishing Co.,1957, 256 pp.

11. Johnson, William H., and Newkirk, Louis V. TheGraphic Arts. New York.:The MacmillanCo., 1949.

12. Kafka, Francis J. Linoleum Block Printing.Bloomington, Ill.: McKnight and McKnight,1955. 84 pp.

13. Kagy, Fred D. Graphic Arts. Homewood, Ill.:Goodheart-Wilcox Co., 1961. 112 pp.

14. Karch, R. Randolph. Graphic Arts Procedures.Chicago: American Technical Society, 1958.383 pp.

15. Karch, R. Randolph. Graphic Arts Procedures.Third edition. Chicago: American TechnicalSociety, 1965. 383 pp.

16. Karch, R. Randolph. How to Recognize TypeFaces. Revised. Bloomington, Ill.: McKnightand McKnight, 1959. 265 pp.

17. Kauffmann, Desir,e. Graphic Arts Crafts. Prince-ton, N. J.: D. Van Nostrand Co., 1955.

18. Klinefeller, Lee M. Bookbinding Made Easy. Mil-waukee: Bruce Publishing Co. 96 pp.

19. Kosloff, Albert. The Art and Craft of ScreenProcess Printing. Milwaukee: Bruce Publish-ing Co. 188 pp.

20. Lush, Clifford K. Junior Letterpress and Litho-graphy. Peoria, Ill.: Chas. A. Bennett Co.,1963. 80 pp.

21. Marinaccio, Anthony, and Osborn, Burl N. Ex-ploring the Graphic Arts. Scranton, Pa.: In-ternational Textbook Co., 1942. 274 pp.

22. McCombs, Kenneth M. Commercial Photography.Chicago: American Technical Society, 1960.

23. McCoy, Robert A. Practical Photography. Re-vised. Bloomington, Ill.: McKnight and Mc-Knight, 1959. 283 pp.

24. Miller, Thomas H., and Brummit, Wyatt. This isPhotography. Garden City, N. Y.: GardenCity Publishing Co., 1959. 260 pp.

25. Ogg, Oscar. The 26 Letters. New York: ThomasCrowell Co., 1948. 254 pp.

26. Perry, W. F., and Baab, C. T. The Binding ofBooks. Revised. Ueoria, Ill.: Chas. A. Ben-nett Co., 1964. 160 pp.

27. Polk, Ralph W. Elementary Platen Press. Peoria,Ill.: Chas. A. Bennett Co., 1955. 148 pp.

28. Polk, Ralph W. The Practice of Printing. Re-vised. Ueoria, Ill.: Chas A. Bennett Co.,1964. 328 pp.

Periodicals

29. American Pressman, International Printing Press-man's Union, Pressman's Home, Tennessee.

30. American Printer, 9 East 38th Street, New York16, New York.

31. Graphic Arts Monthly, Graphic Arts PublishingCompany, 608 South Dearborn Street, Chi-cago 5, Illinois.

32. In Plant Printer, United Business Publications,200 Madison Avenue, New York 16, NewYork.

33. Inland Printer, 309 West Jackson Boulevard,Chicago 6, Illinois.

34. Printing, Walden, Sons & Mott, Inc., /1.66 Kind-erkamack Road, Oradell, New Jersey.

35. Reproduction Methods, Gellert-Wolfman Publish-ing Company, 33 West 60th Street, NewYork 23, New York.

130 / Graphic Arts

Films Graphic Arts

Film ordering key information:

When ordering films listed in this index, it issuggested that the order be written on official schoolletterhead as many of the films are available only toauthorized educational institutions. When orderingfilms directly from the companies listed, state that thefilm is desired for industrial education classes, as manyfilms are available for showing only to this group.

When ordering films to be shown on a specificdate, order the films well in advance of the desireddate of showing. Many companies state that to booka film for showing on a specific date th.- film must beordered three months in advance.

BFI Gailey Films Incorporated, 6509 De-Longpre Avenue, Hollywood 28, California.

CCP Crowell-Collier Publishing Co., 640Fifth Avenue, New York, New York.

CHA Champion Paper and Fibre Co., Adver-tising Dept., Hamilton, Ohio.

.3

DUC C. T. Dearing Printing Co., Broadwayat 11 th Street, Louisville 1, Kentucky.

DRGWR CO Denver and Rio Grande WesternRailroad Co., Advertising Dept. (Films), U.0. Box 5482, Denver 17, Colorado.

EKC Eastman Kodak Co., Rochester, NewYork.

G CO -- Glatfelter Co. U. H., R. F. Alexander,Mgr., Advertising and Public Relations, 5900Lemmon Avenue, Dallas 9, Texas.

HE CO Horan Engraving Co., 44 West 28thStreet, New York 1, New York.

HPP COR Hudson Pulp and Paper Corpora-tion, Advertising and Sales, Roanoke, Virgin-ia.

HS CO or HSP Harris Seybold Co., 4510 East71st Street, Cleveland 5, Ohio.

ILL Visual Aids Service, University of Illinois,Div. of University Extension, Champaign, Ill-inois.

IND Audio-Niisual Center, Indiana University,Bloomington, Indiana.

IPC International Paper Co., 220 East 42ndStreet, New York 17, New York.

IPINK International Printing Ink, Division ofInterchemical Corp., 67 West 44th Street,New York 17, New York.

ISC Iowa State College, Visual InstructionService, Ames, Iowa.

LINO Mergenthaler Linotype Co., Brooklyn5, New York.

MIN University of Minnesota, Bureau ofAudio-Visual Instruction, 229 NorthropMemorial Auditorium, Minneapolis 14,Minnesota.

MOD or MIP Modern Talking PictureService, 45 Rockefeller Plaza, New York20, New York.

MPPM Miehle Printing Press and Man. Co.,Sales Department, 2011 Hastings Street,Chicago 8, Illinois.

NFBC National Film Board of Canada, Suite2307 RKO Building, 1270 Avenue of theAmericas, New York 20, New York.

RAP Rapid Electrotype Co., McMicken Ave-nue at Race, Cincinnati, Ohio.

SUI State University of Iowa, Bureau of Au-dio-Visual Instruction, Extension Division,Iowa City, Iowa.

WIS Bureau of Visual Instruction, UniversityExtension Division, University of Wisconsin,Madison 6, Wisconsin.

WPL Western Printing and Lithography Co.,Personnel and Training Dept., 1220 MoundAvenue, Ravine, Wisconsin.

WRU Western Reserve University, Audio Vis-ual Center, Cleveland, Ohio.

Films

36. Another Man's Business. 20 min., color, MIL.

37. Art and Technique of Photoengraving. 27 min.,color, HE CO.

38. Bindery Operations. 45 min., WPL.

39. The Blue Streak Linotype Machine. 25 min.,LINO.

40. Chemical Effects of Electricity. 17 min., $1.50,IND.

41. Elementary Bookbinding. 10 min., $2.00, INDor ILL.

42. From Pines to Paper. 32 min., color, HPP COR.

43. From Trees to Paper. 12 min., 60c, 1SC.

44. Gift of Ts'lunPaper. 33 min., 60c, ISC.

45. Heights and Depths. 8 min., $1.50. IND, ILL,or MIN.

46. Hemlock to Headlines. 29 min., color, DRGWRCO.

1 _ -

Graphic Arts / 131

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

60.

How to Make a Good Impression. 21 min., color,1947, HSP.

How to Make a Linoleum Block Print. 14 min.,$3.50, BFI.

In Partnership With Nature. 20 min., color, 1951,IPC.

In Perfect Balance. 13 min., color, 1952, MPPM.

Look to the Y ears Ahead. 30 min., color, 1947,MPPM or MIE.

Magazine Magic. 34 min., MOD.

The Making of a Magazine. 43 min., color, DPC.

Manufacturing of Electrotype and Mats. 11 min.,

RAP.

Miracle of Paper. 23 min., color, 1955, G CO.(Not available to elem. schools.)

Modern Photo-engraving. 15 min., color, KC.

New Books for Old. 15 min., WRU.

New Wings for Publishing. 35 ri,:n., color, CCP.

Newspaper Story. 16 min., $2.50, SUI.

Newsprint. 23 min., NFBC.

61. Paper. 11 min., $2.00, MIN.

62. Paper Comes to Life. 30 min., CHA.

63. Paper in the Making. 24 min., color, MTP.

64. Paper Making. 22 min., $2.50, ISC, ILL, or IND.

65. Paper and Pulp Making. 11 min., $1.25, SUI.

66. Photo Lithography. 45 min., color, EKC.

67. The Modern Lithographer. 11 min., color, $1.25,SUI, ILL, WIS, IND, or MIN.

68. Poster Making: Printing by Silk Screen. 14 xv 1..,$7.50, BFI.

69. Printing. 11 min., $1.25, ISC and SUI.

70. Printing Through the Ages. 17 min., $2.50. SUI.

71. Putting a Job on a Platen Press. 11 min., $3.50,BFI.

72. Rainbows to Order. 21 min. color, IP INK.

73. Silk Screen Process in Lithography. 20 min.,$2.50, SUI.

74. Technique of Lithography. 32 min., $3.50, IND.

75. Trees to Tribunes. 44 min., color, 60c, ISC orSUI.

.INk.

4

hk.

A

.41116,

44,4 MOW' T

, A la1

U.4

74410kr

44%

CHAPTER XIII

MECHANICAL DRAFTING

Mechanical drafting is the language of industry;

that is, the means by which mechanical ideas are de-

veloped, recorded, and transmitted to others. It is the

universal, graphic language which provides communica-

tion between industrial workers of the world. The term

"mechanical drafting" is applied to work requiring, for

the most part, the use of tools and instruments. How-

ever, freehand sketching must be considered an integral

phase of drafting.

In this area of the industrial arts program, anattempt is made to do the following:

(1) Provide exploratory contacts with as manydifferent types of drafting as possible

(2) Provide opportunities for general education,pre-engineering, and pre-vocational trainingfacts about industry, machines, materials of

NOV

construction and related occupations

Develop the ability for accuracy and neat-ness in doing a job

Teach usable skills in the production ofworking and pictorial drawings, freehandsketching and lettering

Develop the ability to read and interpretdrawings through mental visualization

Develop the ability and habit of using draw-ing to plan jobs of a mechanical nature

Present a variety of interesting and usefulfacts about industry, machines, materials ofconstruction and related occupations

Develop the ability for accuracy and neat-ness in doing a job

fl

134 / Mechanical Drawing

BASIC MECHANICAL DRAFTING

These units of instruction in mechanical draftinghave been designed and developed in accordance withthe definitions and objectives of industrial arts in gen-eral education. This course was designed to give the

student background and a general overview of mechan-ical drafting. The units are flexible so that they may beadapted to the individual situation; however, theyshould be considered a minimum requirement for theschool which offers a course in drafting.

Units ofInstruction


RelatedInformation


*Introduction to Definitionmechanical drafting

H istoryVocational opportunitiesUses

**Texts and referencesFilms: 80, 88, 108, 82, 117Guest specakers fromindustry

*Sketching PurposeTypes

Chalkboard, paper,pencils, eraserFilms: 75, 85, 113

Techniques Solid models andOverhead projector

*Alphabet of lines Line valueSymbols

Chart: 127Film: 74

*Geometric construction Circles and arcsAnglesLinesBisecting lines, angles,and arcsDividing straight linesinto any number ofequal partsConstruction of hexagons,octagons, and pentagons

Importance in mechanicaldraftingRelationship to mathe-maticsApplication to generalwork problems

Construction of ellipses,curves, involutes andspiralsTangents

\

Suggested for study in the comprehensive general shop.**Check reference numbers at end of unit.

INN

--..a............._

Chalkboard equipmentFilm: 116Transparencies: 121,124part 1

I

Units ofInstruction

*Dimensioning

Mechanical Drawing / 135


Extension linesDimension linesLeadersArrowheadsStandard rules andpracticesImportance of clear andexact dimensioning

RelatedInformation

UnidirectionalAligned


Films: 110, 113Chart: 129Transparencies: 120, 140

*Materials and equipment Importance of cleanlinessCare of equipmentUse of equipmentUse of materials

Kinds and sources ofmaterials and equipment

Texts and referencesCatalogs: AllFilm: 81

*Orthographic projection

*Lettering

DefinitionMethod of projectionLocation of viewsSelection of viewsRelationship of planesWorking drawingsDetail and assemblydrawings

Direction and sequence ofstrokesProportion

Industrial drawing

HistoryStylesLettering devices

ModelsHinged, plastic boxFilms: 78, 95, 105, 106,107Pencils, paper, erasers,pencil pointer, scale,triangles and T-squareTransparencies: 122, 124Chart: 130

Charts: 132, 133, 134Texts and referencesFilms: 77, 89, 91

/-_,,d0111fr-

t


Units ofInstruction


RelatedInformation

lnstrucfionalMaterials

Pictorial drawing"a. Isometric

Isometric linesIsometric scaleNon-isometric linesAngles in isometricCurves in isometricIsometric circleUse of hidden linesDimensioningShading

Films: 97, 98Clear plastic projectionplaneTransparencies: 123, 124part 2

b. Oblique(1) Cavalier(2) Cabinet

Angles of receding linesLength of receding linesChoice of positionOffset measurementsDimensioningShading

Application Transparency: 124 part 1

c. Perspective(1) One point(2) Two point(3) Three point

Position of station pointLocation of picture planeLocation of horizon lineLocation of vanishingpoints

UsesPhotography

Films: 47, 85Transparencies: 123, 124part 1

Sections Half sectionsFull sectionsBroken sectionsRevolved sectionsRevolved featuresRemoved sectionsOffset sectionsCutting planeSection linesConventional breaksSymbols

Detail shapeInterior partsIndustrial drawings insectionInterrelated parts

Models and machinesparts in sectionFilms: 101, 102Transparencies: 125, 124part 2

Auxiliary views Rf /iew of regular planesDefinition of auxiliaryplaneTop, front, and sideauxiliary viewsReference planeMethods of plottingcurvesPartial viewsAuxiliary sectionsTrue shape

Conventional break linesImportance in the studyof graphics

Sample objects withinclined planesHinged, plastic boxFilms: 69, 70, 71Transparency: 118Chart: 130


Units ofInstruction


RelatedInformation

Revolutions Simple revolutionRevolution about a hori-zontal axis perpendicularto the frontal planeRevolution about a verticalaxis perpendicular to thehorizontal plane

Practical applicationsof revolutions

IP

InstriutianalMaterials

Cleat plasticprojection planeHinged, plastic boxChart: 130

Revolution about a verticalaxis perpendicular to theprofile planeDirection of the revolutionSuccessive or multiplerevolutionFinding the true length ofline by revolution

Pattern development Descriptive statement

Parallel line development Development of right,truncated, and obliqueprismsDevelopment of right,truncated and obliquecyl inders

Radial line development

Triangulation

Intersections

Right and truncatedpyramidsRight and truncated cones

Use in solving geometricalproblemsIndustrial application ofdevelopments and inter-sections

Relationship to the studyof graphics

Field trips to sheetmetaland heating shops, oil andcopper refineries, andsugar mills

Paper patterns of develop-ments and intersectionsMetal patternsFilms: 79, 109

Transparency: 126

Development of obliquepyramids, cones andtransition pieces

Square and rectangularprismsCylindersOblique intersection ofcylindersPrisms and pyramidsCones and cylinders

Films: 87, 94


Units ofInstruction

Tracing


Pencil tracingsInk tracings

RelatedInformation


Use and importanceStorageUse of microfilm inindustry

Film: 86Tracing paperTracing clothTracing filmInking pens

Reproductions Available methods andprocessesCare and maintenance ofmaterials and equipment

Advantages of:a. Mechanical processesb. Photochemical

processesc. Special processes

Materials used in thevarious processes forreproducing drawings

"Y%


ADVANCED MECHANICAL DRAFTING

Since we live in an industrial age, and mechanicaldrafting is the universal language of industry, theseunits of instruction meet the needs and abilities of all

students in the secondary schools. The instructor wouldselect, from the areas outlined, units of study based onthe needs and interests of the individual student.

The prerequisite for this course is basic mechanicaldrafting.

Units ofInstruction

Aircraft


PlansProfilesDesign layoutsDetailsWorking drawingsProduction illustrationTernplatesSyrnbolsLettering and dirnension-ing

RelatedInformation


Field tripsModelsMock-upsFlexible curvesFilrns: 79, 87, 94, 109

ArchitecturalDetails of construction

Plans

Foundation, sill, wall andcornice in frarne, brickveneer and solid rnasonryconstructionDoor and window sectionsin frarne, brick veneerand solid rnasonryconstructionJoist, trirnrner, and girderconstructionRoof frarningStair constructionFireplace constructionSyrnbols of rnaterialsin section

Materials of constructionCornparative cost offrarne, brick veneer andsolid rnasonry construc-tionCity building codesZoning regulationsContractsF. H. A. building codes

Field tripsFilrns: 66, 76, 99, 115ModelsMaterial sarnples

Floor plansa. Room arrangernentb. Standard practices for

dirnensions and notesc. Window schedulesd. Door schedulese. Electrical syrnbolsf. Fixture syrnbolsElevationsa. Frontb. Rearc. Right sided. Left sidee. Surface syrnbolsf. Standard dirnensions

and notes

Standard window anddoor sizesFurniture and fixture sizesSpecification sheetsClirnateSoil structure

Cornrnercial house plansFilrns: 47, 84, 96, 111


Units ofInstruction


RelatedInformation

Charts and Graphs

Pictoriala. Steps in the develop-

ment of a 2-pointperspective

b. ColorFoundation and basementplansKitchen detailOther detailsPlot planModel construction


Model constructionmaterialsFilm: 93

Types of chartsa. Rectangularb. Logarithmicc. Similogarithmicd. Compositee. Bar

i

0 41.. . .

...,,....tk........_ ...magi

inr

..."-.... "" .

Relation to technical andfinancial problemsConveyance of informa-tion to the publicShowing trendsUse to the engineer

Enlarged charts andgraphs


Units ofInstruction


RelatedInformation


f. Areag. Circularh. Polari. TrilinearI. Organizationk. NomographsI. Pictograph:3

and technicianUse to the mathematician

Electrical SymbolsSingle line diagramsSchematic diagramsUse of templates forconventional symbolsUse of scaleLetter symbols

City building coderequirements

TemplatesChart: 135

Graphics Review and practicalapplication of:Orthographic projectiona. Pointsb. Linesc. Planesd. Solids

Relationship to the fieldsof science and engineer-ing

Plastic, hinged boxClear plastic projectionplaneDowel rodWelding rodFilms: 72, 73, 103Chart: 130

VisibilityPictorial drawingsa. Axonometricb. Obliquec. PerspectiveSpatial geometrya. Points and linesb. Lines and planesPlane and, curved surfacesSurface and solidintersectionsDevelopments

Machine

Screw threads

Cams

NomenclatureFormsa. Symbolsb. Externalc. Internal

UsesKindsKinds of motion

Fastenersa. Bolts and nutsb. Screwsc. Keysd. RivetsHelix

Practical application

ModelsChart: 136Films: 67, 83, 100, 106SamplesTransparency: 119

Samples


Units ofInstrucfion


RelatedInformation


Gears NomenclatureKindsSteps

Involutes SamplesModels

,.

Patent Complete illustrationsStrict requirementsUniform standards ofexecution and excellenceCharacter of linesCross-hatching andshadingArrangement of viewsReference characterFigure for official gazetteTransmission of drawingsExtraneous matterSymbols and legends

Procedures of patent Patent drawings

Production illustration Pictorial drawinga. Isometricb. Obliquec. CabinetExploded viewsOrthographic projectionRenderinga. Line shadingb. Stipplingc. Smudge

Use in production linesUse in parts catalogUse in maintenance

CatalogsCraftint paperFilm: 114

Structural Structural steel shapesSymbols of structuralsteel shapesRivets and boltsWelding symbolsReinforced concreteBrick structuresStructural woods

Simple stress and strainPre-stressed concrete

Field tripsFilms: 68, 92


Units ofinstruction


RelatedInformation


Topographic Definitions: Occupational Aeronautical charts

a. Atlasb. Platc. Pland. Profilee. Contour

opportunities Field trips to theReclamation Bureau anddepartment ofGeographical Survey

Lines, intervals, andcontrol points

Welding Basic symbols of gas Basic weld joints Illustrations

and arc welds Basic gas and arc welds Models

Supplementary symbols Chart: 131

Weld dimensioning

wlwwr

Bibliography -- Mechanical Drawing

Books

1. Bailey, Charles H. Mechanical Drawing for Be-ginners. Peoria, Ill.: Chas. A. Bennett Co.

96 pp.

2. Bartholomew, Roy A., and Orr, Francis S.

Learning to Read Mechanical Drawings.Peoria, Ill.: Chas. A. Bennett Co., 1961.64 pp.

3. Bennett, Charles A. Beginning Prob!ems in Me-chanical Drawing. Peoria, Ill.: Chas. A. Ben-nett Co. 92 pp.

4.*Berg, Edward. Mechanical Drawing. Milwaukee:Bruce Publishing Co., 1963.

5. Berg, Edward, and Kronquist, Emil. MechanicalDrawing Problems. Peoria, Ill.: Chas. A.Bennett Co. 197 pp.

6. Bolles, R. E., and Luzadder, W. J Problems inDrafting Fundamentals: Part I and II. New

York: Prentice-Hall, 1956.

7 . Building Code. City and County of Denver.

8. Building Code, FHA. Washington, D. C.: FederalHousing Authority.

9. Building U. S. A. (Edited by editors of Archi-tectural Forum.) New York: McGraw-Hill,1941.

10. Burke, A. E., et al. Architectural and BuildingTrades Dictionary. Chicago: American Tech-nical Society.

* Suggested texts.

11. Burke, A. E. Architectural Lettering for Plansand Ornamental Design. Chicago: AmericanTechnical Society, 1953.

12. Cnspin, F. S. Dictionary of Technical Terms.Milwaukee: Bruce Publishing Co., 1961.

13. Elwood, F. G. Problems in Architectural Draw-ing. Peoria, Ill.: Chas. A. Bennett Co. 160

pp.

14. Feirer, John L. Drawing and Planning for In-dustrial Arts. Peoria, Ill.: Chas. A. BennettCo., 1963. 367 pp.

15. Frankl, Lee. Construction of the Masonry House.New York: Meredith Press.

16.*French, T. E., and Svensen, C. I. MechanicalDrawing. McGraw-Hill Book Co., Inc., 1957.

17. French, T. E., and Vierch, C. F. EngineeringDrawing. New York: McGraw-Hill BookCo., Inc., 1960.

18. Fryklund, Verne C., and Kepler, Frank P . Gen-eral Drafting. Bloomington, Ill.: McKnightand McKnight, 1960. 206 pp.

19. Geisecke, F. E., et al. Technical Drawing. NewYork: Macmillan Co., 1958.

20. Glazener, Everett F. Industrial Arts Drawing.Austin, Texas: The Steck Co., 1958.

21. Graf, Jean and Don. Practical Houses for Con-temporary Living. New York: F. W. DodgeCorporation, 1953.

22. Harris, Charles 0. Elementary Structural Design.Chicago: American Technical Society, 1951


23. Hobart. Modern Architectural Welding. Troy,Ohio: Hobart Trade Schools.

24. Hood, G. J., and Palmer lee, A. S. Geometry ofEngineering Drawing. New York: McGraw-Hill Book Co., 1956.

25. Hornbostal, C. Materials for Architecture: AnEncyclopedia Guide. New York: ReinholdPublishing Co., 1961.

26. Hornbostal, C., and Bennett, E. A. ArchitecturalDrawing Detailing. New York: ReinholdPublishing Co., 1952.

27.*Hornung, W. J. Architectural Drafting. NewYork: Prentice-Hall, 1960.

28.*Hornung, W. J. Mechanical Drafting. New York:Prentice-Hall, 1957.

29. Kidder, F. E., and Parker, Harry. Architect'sand Builder's Handbook. New York: JohnWiley & Sons, 1930.

30. Levens, A. S. Graphics: With An Introductionto Conceptual Design. New York: JohnWiley & Sons, 1962.

31. Levens, A. S., and Edstrom, A. E. Problemsin Mechanical Drawing. New York: Mc-Graw-Hill Book Co., 1957.

32. Light le, R. Paul. Blueprint Reading and Sketch-ing. (Third edition.) Bloomington, Ill.:McKnight and McKnight, 1950. 72 pp.

33. Luzadder, W. J. Fundamentals of EngineeringDrawing. New York: Prentice-Hall.

34.*Luzadder, W. J. Technical Drafting Essentials.New York: Prentice-Hall, 1957.

35. McGee and Sturtevant. General MechanicalDrawing. (Revised by Glenn 0. Fuglsby.)Milwaukee: Bruce Publishing Co., 1959.

36. Mc Gabe, Francis T., et al. Mechanical DraftingEssentials. New York: Prentice-Hall, 1961.

37. Nelson, Howard C. Handbook of Drafting Rulesand Principles. Bloomington: McKnight andMcKnight, 1958. 96 pp.

38. Oberg and Jones. Machinery's Handbook. MwYork: Industrial Press.

39. Procedure Handbook of Arc Welding: Dcjgnand Practice. Cleveland: Lincoln ElectricCo., 1950.

40. Quinlan, Charles. Orthographic Projection Simpli-fied. Bloomington, Ill.: McKnight and Mc-Knight, 1960. 88 pp.

41. Ramsey, C. G., and Sleeper, H. R. ArchitecturalGraphic Standards. New York: John Wiley& Sons, 1956.

42.*Ray, J. E. Graphic Architectural Drafting.Bloomington, Ill.: McKnight and McKnight,1960. 256 pp.

43. Ray, J. E. The Art of Bricklaying. Peoria, Ill.:Chas. A. Bennett Co., 1950.

44. Roberts, William E. Beginning Mechanical Draw-ing. Peoria, Ill.: Chas. A. Bennett Co. 67 pp.

45. Sleeper, Catherine and Harold. The House forYou. New York: John Wiley & Sons, 1948.

46.*Spencer, H. C. Basic Technical Drawing. NewYork: Macmillan Co., 1962.

47. Steinike, Otto A. Blueprint Reading, Checking,Testing. Bloomington, Ill.: McKnight andMcKnight, 1956. 140 pp.

48. Sweet's Catalogues. New York: F. W. DodgeCorporation.

49. Scrogin, Everett, and Bettencourt, W. B. AppliedDrawing and Design. Bloomington, Ill.: Mc-Knight and McKnight, 1959. 252 pp.

50. Townsend, Gilbert, et al. How to Estimate for theBuilding Trades. Chicago: American Tech-nical Society.

51. Townsend, Gilbert, et al. How to Plan a House.Chicago: American Technical Society.

52. Waffle, H. W. Architectural Drawing. Milwau-kee: Bruce Publishing Co., 1962.

53. Walker, J. B., and Plevyak, E. J. Industrial ArtsDrafting. Chicago: Goodheart-Wilcox Co.,1960. 208 pp.

54. Walraven, H. Dale. Handbook of EngineeringGraphics. Bloomington, Ill.: McKnight andMcKnight, 1965. 200 pp.

55. Welch, Herbert E. Basic Mechanical Drawing.New York: McGraw-Hill Book Co., 1959.

56. Willoughby, George A. General Drawing Hand-book. Peoria, Ill.: Chas. A. Bennett Co.95 pp.

Periodicals

57. American Builder, Simmons-Boardman Publish-ing Corporation, New York.

58. Architectural Digest, John S. Brassfield Publish-ing Corporation, Los Angeles.

59. Arts and Architecture, John D. Entenza, LosAngeles.

60. Engineering Graphics, St. Regis Publishing Corp-oration, Inc., New York.

61. House and Home, Time, Inc., New York.

1


62. Landscape Architecture, Publishing Board,

American Society of Landscape Archi-tecture, Louisville, Kentucky.

63. Pacific Engineer and Builder, Pacific Engineerand Builder, Inc., Seattle, Washington.

64. Practical Builder, Industrial Publications, Inc.,

Bristol, Connecticut.

65. Western Architect and Engineer, McGraw-HillCompany of California, Portland, Oregon.

Films

66. "A" is for Architecture, 30 minutes, color, Au-dio-Visual Aids Library, Pennsylvania StateUniversity, University Park, Pennsylvania.

67. According to Plan, 9 minutes, McGraw-Hill TextFilms Department, McGraw-Hill BookCompany, Inc., 330 West 42 st., New York36, New York.

68. The Arch Bridge, 291/2 minutes, United StatesSteel Film Distribution Center, ColumbiaGeneva Steel Division, 120 MontgomeryStreet, San Francisco, California.

69. Auxiliary Views, 11 minutes, silent (work sheets,1/2 0 each), Audio Visual Aids Library,Pennsylvania State University, UniversityPark, Pennsylvania.

70. Auxiliary Views, Part 1, 11 minutes, McGraw-Hill Text Films Department, McGraw-HillBook Company, Inc., 330 West 42 Street,New York 36, New York.

71. Auxiliary Views, Part 2, I 0 minutes, McGraw-HillText Films Department, McGraw-Hill BookCompany, Inc., 330 West 42 Street, New

York 36, New York.

72. Auxiliary Views, Double Auxiliaries, 13 minutes,McGraw-Hill Text Films Department, Mc-Graw-Hill Book Company, Inc., 330 West42 Street, New York 36, New- York.

73. Auxiliary Views, Single Auxiliaries, 23 minutes,McGraw-Hill Text Films Department, Mc-Graw-Hill Book Company, Inc., 330 West42 Street, New York 36, New York.

74. Behind the Shop Drawing, 22 minutes, AudioVisual Aids Library, Pennsylvania StateUniversity, University Park, Pennsylvania.

75. Body Bountiful, 25 minutes, General MotorsCorporation, 508 United California BankBuilding, 405 Montgomery St., San Fran-cisco 4, California.

76. Building for the Nation, 28 minutes, UnitedStates Steel Film Distribution Center, Co-

lumbia Geneva Steel Division, 120 Mont-gomery Street, San Francisco, California.

77. Capital Letters, 21 minutes (work sheets, 1/20

each), Audio Visual Aids Library, Penn-sylvania State University, University Park,Pennsylvania.

78. Concept and Principles of Functional Drafting,20 minutes, Audio Visual Aids Library,Pennsylvania State University, University

Park, Pennsylvania.

79. Development of Surfaces, 11 minutes, silent

(work sheets 1/20 each), Audio Visual AidsLibrary, Pennsylvania State University, Uni-versity Park, Pennsylvania.

80. Drawings and the Shop, 15 minutes, McGraw-Hill Text Films Department, McGraw-HillBook Company, Inc., 330 West 42 Street,New York 36, New York.

81. Drafting Tips, 28 minutes, Audio Visual AidsLibrary, Pennsylvania State University, Uni-versity Park, Pennsylvania.

82. Draftsman, 11 minutes, Carl Mahnke Produc-tions, Des Moines, Iowa.

83. Engineering, 11 minutes, Carl Mahnke Produc-tions, Des Moines, Iowa.

84. Frank Lloyd Wright, 30 minutes, Audio VisualAids Library, Pennsyvania State University,University Park, Pennsylvania.

85. Freehand Drafting, 15 minutes, Audio VisualAids Library, Pennsylvania State University,University Park, Pennsylvania.

86. Ink Work and Tracing, 16 minutes, Audio Vis-ual Aids Library, Pennsylvania State Uni-versity, University Park, Pennsylvania.

87. Intersection of Surfaces, 11 minutes, silent (worksheets), Audio Visual Aids Library, Penn-sylvania State University, University Park,Pennsylvania.

88. Language of Drawing, 10 minutes, McGraw-HillText Films Department, McGraw-Hill BookCompany, Inc., 330 West 42 Street, NewYork 36, New York.

89. Lettering Instructional Materials, 22 minutes,Audio Visual Aids Library, PennsylvaniaState University, University Park, Pennsyl-vania.

90. Lever-Age, 21 minutes, Shell Oil Company, 624S. Michigan Ave., Chicago, Illoinis.

91. Lower Case Letters, 18 minutes (work sheets),Audio Visual Aids Library, PennsylvaniaState University, University Park, Pennsyl-vania.


92. Mackinac Bridge Diary, 27 minutes, UnitedStates Film Distribution Center, ColumbiaGeneva Steel Division, 120 MontgomeryStreet, San Francisco, California.

93. Make a House Model, 11 minutes, color, BaileyFilm, Inc., 65 DeLongpre Ave., Hollywood28, California.

94. Oblique Cones and Transition Development, 11minutes, McGraw-Hill Text Films Depart-ment, McGraw-Hill Book Company, Inc.,330 West 42 Street, New York 36, NewYork.

95. Orthographic Projection, 18 minutes, McGraw-Hill Text Films Department, McGraw-HillBook Company, Inc., 330 West 42 Street,New York 36, New York,

96. Perspective Drawing, 8 minutes, Audio VisualAids Library, Pennsylvania State University,University Park, Pennsylvania.

97. Pictorial Drawing, 30 minutes, Audio VisualAids Library, Pennsylvania State University,University Park, Pennsylvania.

98. Pictorial Sketching, 11 minutes, McGraw-HillText Films Department, McGraw-Hill BookCompany, Inc., 330 West 42 Street, NewYork 36, New York.

99. Portrait of a City, Detroit, 26 minutes, color,Film Library, Ford Motor Company, 4303Telegraph, Oakland 9, California.

100. Principal Dimensions, Reference Surfaces andTolerances, 12 minutes, Audio Visual AidsLibrary, Pennsylvania State University, Uni-versity Park, Pennsylvania.

101. Sectional Views and Projections, Finish Marks,15 minutes, Audio Visual Aids Library,Pennsylvania State University, UniversityPark, Pennsylvania.

102. Sections, 10 minutes, McGraw-Hill Text FilmsDepartment, McGraw-Hill Book Company,Inc., 330 West 42 Street, New York 36,New York.

103. Sections and Conventions, 15 minutes, McGraw-Hill Book Company, Inc., 330 West 42Street, New York 36, New York.

104. Selection of Dimensions, 18 minutes, McGraw-Hill Book Company, Inc., 330 West 42Street, New York 36, New York.

105. Shape Description I, 11 minutes, McGraw-HillText Films Department, McGraw-Hill BookCompany, Inc., 330 West 42 Street, NewYork 36, New York.

106. Shape Description II, 8 minutes, McGraw-HillText Films Department, McGraw-Hill BookCompany, Inc., 330 West 42 Street, NewYork 36, New York.

107. Shop Drawings, 22 minutes, Audio Visual AidsLibrary, Pennsylvania State University, Uni-versity Park, Pennsylvania.

108. Shop Procedures, 17 minutes, McGraw-HillText Films Department, McGraw-Hill BookCompany, Inc., 330 West 42 Street, NewYork 36, New York.

109. Simple Developments, 11 minutes, McGraw-Hill Text Films Department, McGraw-HillBook Company, Inc., 330 West 42 Street,New York 36, New York.

110. Size Description, 13 minutes, McGraw-Hill BookCompany, Inc., 330 West 42 Street, NewYork 36, New York.

111. Space, 10 minutes, color, Bailey Film Inc., 65DeLongpre Ave., Hollywood 28, California.

112. Teaching Drafting with Transparencies, 9 minutes,Audio Visual Aids Library, PennsylvaniaState University, University of Pennsylvania.

113. A Thing of Beauty, 16 minutes, General MotorsCorporation, 508 United California BankBuilding, 405 Montgomery Street, San Fran-cisco 4, California.

114. Three Dimensional Drawing, L. L. RidgewayCompany, Inc., 1522 Glenarm Place, Den-ver, Colorado.

115. Tomorrow Meets Today, 25 minutes color, FilmLibrary, Ford Motor Company, 4303 Tele-graph, Oakland 9, California.

116. Use of a T-Square and Triangles, 11 minutes,Audio Visual Aids Library, PennsylvaniaState University, University Park, Pennsyl-vania.

117. Why Study Industrial Arts, Audio Visual AidsLibrary, Pennsylvania State University, Uni-versity Park, Pennsylvania.

Other Resource Materials

Transparencies

118. Auxiliary Views (8 transparencies), McGraw-Hill Text Film Department, McGraw-HillBook Company, Inc., 330 West 42nd Street,New York 36, New York.

119. Bolts and Screws (11 transparencies), McGraw-Hill Text Film Department, McGraw-HillBook Company, Inc., 330 West 42nd Street,New York 36, New York.


120. Dimensioning (10 transparencies), McGraw-HillText Film Department, McGraw-Hill BookCompany, Inc., 330 West 42nd Street, NewYork 36, New York.

121. Graphic Solutions (19 transparencies), McGraw-Hill Text Film Department, McGraw-HillBook Company, Inc., 330 West 42nd Street,New York 36, New York.

122. Orthographic Projection (5 transparencies), Mc-Graw-Hill Text Film Department, McGraw-Hill Book Company, Inc., 330 West 42ndStreet, New York 36, New York.

123. Pictorial Drawing (11 transparencies), McGraw-Hill Text Film Department, McGraw-HillBook Company, Inc., 330 West 42nd Street,New York 36, New York.

124. RCA Overhead Transparencies for MechanicalDrafting, Parts I & II, RCA EducationalServices, RCA Service Company, A Divisionof Radio Corporation of America, 204-2Cherry Hill Offices, Camden 8, New Jersey.

125. Sectional Views (6 transparencies), McGraw-Hill Text Film Department, McGraw-HillBook Company, Inc., 330 West 42nd Street,New York 36, New York.

126. Sheet Metal Layout (11 transparencies), Mc-Graw-Hill Text Film Department, McGraw-Hill Book Company, Inc., 330 West 42ndStreet, New York 36, New York.

Charts

127. Alphabet of Lines Chart, Eugene Dietzgen Comp-any, Chicago, Illinois.

128. Decimal Equivalent Chart,Eugene Dietzgen Company, Chicago, Illinois;

Frederick Post Company, Chicago, Illinois;

Keuffel & Esser Company, 145 Yuma Street,Denver 23, Colorado;

Lufkin Rule Company, Saginaw, Michigan;

L. L. Ridgway, 1522 Glenarm Prace, Den-ver 2, Colorado.

129. Dimensioning Chart, Frederick Post Company,Chicago, Illinois.

130. Geometry of Engineering Drawing Chart, Uni-versity of Kansas, Lawrence, Kansas.

131. Hobert Welding Information Chart, HobartBrothers Company, Troy, Ohio.

132. Lettering Chart, Frederick Post Company, Chi-cago, Illinois.

133. Lettering Guide Chart for Drafting Room, Eu-gene Dietzgen Company, Chicago, Illinois.

134. Lettering Guide Chart for T-Squares, EugeneDietzgen Company, Chicago, Illinois.

135. Symbols, Eberhard-Faber, Wilkes-Barre, Penn-sylvania.

136. Unified and American Screw Threads for Screws,Bolts, Nuts and Other Threaded Parts,American Standards Association.

Catalogs

137. Alvin & Company, Windsor, Connecticut.

138. Charles Bruning Company, Inc., 2484 W. 2ndAve., Denver, Colorado.

139. Eugene Dietzgen Company of Colorado, 3875Elm, Denver, Colorado.

140. Keuffel & Esser Co., 145 Yuma Street, Denver23, Colorado.

141. A. Lietz Company, San Francisco, California

142. Frederick Post Company, Chicago, Illinois.

143. L. L. Ridgway Company, Inc., 1522 Glenarm

Place, Denver, Colorado.

144. Rockwell Manufacturing Company, Pittsburgh 8,

Pennsylvania.

145. Universal Drafting Machine Corporation, Cleve-land, Ohio.

146. V & E Manufacturing Company, Pasadena 20,California.

AMIL_

t o

iiii :MU Milli;1111 11111111111 , 111111

I V111111111r .111111111I1m m 1Hi 'ai NMIursi .f811, IMMOr. .0.11W111110411Mlf

CHAPTER XIV

GENERAL METALS

More people are employed in the field of metal-work and more products are produced here than in anyother industrial field. One out of every ten workers isemployed in some area of metalwork. The skills varygreatly, from the unskilled helper to the master tech-nician. The space age will become more dependentupon the metal-working industry to lead the way in thedevelopment of better methods and materials. Researchin the development of alloys capable of withstandingtremendous heat is an example. More technicians andskilled workmen are needed. The industrial arts de-partments of the state can do their part to ignite thespark of interest within their students.

The scope of the general metals program will varydepending upon the size of the school, and the spaceand equipment available. An ideal program shouldinclude sheetmetal, foundry, forging, bench metal, art

metal, machine shop, arc and gas welding. Sheetmetal,art metal, and bench metal are the areas that usuallyare taught in the junior high school. Every school shouldattempt to offer some of the areas if it is impossibleto offer all of them. The areas within this guide aredeveloped to include all of the basic processes, there-by allowing the school a choice of teaching part or allof the processes.

ART METAL

Art metal is concerned with the shaping andforming of non-ferrous metals. The purpose of teachingthis area in the Colorado schools is to develop an ap-preciation of fine craftsmanship, an understanding ofthe properties of non-ferrous metals, and an avenue of

self-expression.

Units ofInstruction


RelatedInformation


*Select and plana project

Design(Consider function, form,durability, color,construction)

Non-ferrous metals,types and gauges

**Film: 107

*Make out a bill formaterial

Cost computation* Safety

Film: 102

*Development and layout Development offundamentals

Development oftechniques .

Film: 89Film: 84Film: 93

*Cutting and filing Use of shears, hacksaw,jewelers saw, and files

Types of shears, snips,saws, saw blades, andfiles

Pamphlet: 146

*Identifies areas applicable to general shop.**Check reference numbers at end of unit.*Safety included in all operationsrefer to Safety Unit, Chapter V

150 / General Metals

Units ofInstruction

*Forming

*Assembling


RelatedInformation


Shallow forming, highraising, annealing, pick-ling, and use offorming tools

Types of forming tools Equipment catalog: 142

Soft and hard soldering,riveting, and metalscrews

Types of solder, flux, Pamphlel: 144rivets, and screws

*Drilling Hand and machine Types of drills and care Film: 110Charts: 133, 134, 135

*SurfaceDecoration

Planishing, peening, over-laying, piercing, coloring,etching, fluting, doming,scalloping, engraving,chasing, tooling, stip-pling, repousing, enamel-ing, and electroplating

Etching materials, decora- Samples of decorativetive, tools, types of color piecesfinishes, and principles ofelectroplating

Generar Metals / 15 1

Units ofInstruction

*Finishing


Polishing and protectivecoating

RelatedInformation

Types of polishingabrasives and compounds.Types of finishes

*Spinning Care and maintenanceSet-up, centering, break-down, shallow spinning,deep spinning, sectionalchuck spinning, spinningon air, trimming, edgingand finishing

.11Mi


Film. 96Film: 83Chart: 82

LubricantsShape allowancesSpeeds and toolsTypes of finishesMass production methodsOccupational information

*Metal tooling Transfer pattern, inter-line, raise or embossmeta; and finish

Sample finishesFilm: 104"Occupational OutlookHandbook" 149

_


Suggested projects

Ash trayCandy dishFruit bowl

Art Metal:

..IBelt buckleCoasterCandle holders

Serving trayTooled pictureVase

Book ends

General Metals / 153

BENCH METAL

Bench metal includes such basic operations as

layout, cutting, forming, drilling, threading, riveting,

and assembling. These operations are basic to ad-vanced areas of metalwork. Mild steel is most com-

monly used, but copper, brass, aluminum or othermaterials may be used.

Emphasis is placed on understanding industry byworking with these various metals and studying theirindustrial uses. These metals are used in architectureand furnishings of modern construction and manu-facturing.

Units ofInstruction 1


RelatedInformation



Design (Consider funcVion,form, durability, color,construction)

Types of metals and theircharacteristics for ,,hapingSelection of material

**Film: 98Film: 106Chart: 131

.'Make out a bill formaterial


*Development and layout Layout tools

Manufacturing

History of measurement Chart: 132

*Cutting Use of the hand andpower hacksaw, coldchisel shears, files, boltcutters, and threadcuttingUse of the grinder

Cutting lubricantsSelection and kinds ofhacksaw bladesTypes of chisels, files,grinders, and grindingwheelsUniform thread standards

*Forming metal Use of vises, formingmachines, hand bending,hot and cold forming,twisting, and the use ofhammers

Bend allowancesTypes of bendingmachinesBending jigsMethods of heatingTypes of hammers

*Identifies areas applicablo to general shop.**Check reference numbers at end of unit.* Safety Included in all operationsrefer to Safety Unit, Chapter V

Pamphlet: 146Pamphlet: 147Film: 88Chart: 136


Units ofInstruction


RelatedInformation


11

7 --7..... .

1 :OP'.

,,i cw,

..

1

.

r

4

*Drilling Methods of drillingUse of machinesCountersinkingCenter punching

Size and kinds of drillsCutting speeds

Charts: 133, 134, 135Film: 110

*Assembling Use of rivets, bolts,screws, welding, brazing,resistance welding, andholding jigs

Kind and size of rivets,bolts, and screwsWelding processes

!

.-...

,

,

,,

-,..4.;

.-:

*Finishing Use of abrasives, surfacedecoration, spot finishes,heat coloring, chemicalcoloring, plating, paintsand fillers, peening andpolishing

Kind and types ofabrasives, paints andchemicalsOccupational information

Film: 82Chart: 121"Occupational OutlookHandbook" 148Film: 97

Suggested projects

Book endsAddress holderWall lampPlant hangerServing trayBook rackShelf bracketTie rackCandelabra

Bench Metal:

Fireplace toolsMagazine rackCoffee tableEnd tablesRecord rackLamp postDeskTable and chairs

44i

4


FORGING

The purpose of teaching a unit in forgiag is to

acquaint the students with the processes involved inin forming and shaping of hot metals, cold metals,heat treatment of steel and forging in modern industry.

Units ofInstruction


RelatedInformation


*Select and plan aproject

Design (Considerfunction)

Metals used in forgingand their manufacture

Finished projectSequential operationsplan**Film: 106

Wake out a bill formaterial


Film: 92

*Operate a gas orcoal forge

Temperature control Types of forges and fuels Film: 79

*Drawing out metal Proper heatProper use of hammers,anvils, tongs, swages

Types and sizes ofhammers, tongs, swages,anvils

Finished projectsSequential operationsplan

.

a

.

.

. -.-.,

-'

*Shaping and forming Bending, twisting,upsetting

Principles of forgewelding

Finished projectsSequential operations,plan

*Cutting and punching Harden, hot punch, coldpunch, hot chisel, coldchisel

Cutting and punchingtools

Sequential operationsplan


II


Units ofInstruction


RelatedInformation

*Heat treating

*Finishing

Annealing, hardening,surface hardening,tempering

Grinding, filing,hammer finishing

Heat range determinedby colorHardening compounds,annealing and temperingtechniques, hardnesstesting


Sequential operationsplanFilm: 90Film: 91Pamphlet: 152Pamphlet: 151

Abrasives, filesFinishes and methodsof finishingIndustrial forgingOccupational information

Pamphlet: 146"Occupational OutlookHandbook" 148

Projects Forging:

Projects from high carbon steelCold chisel Drift punchPin punch Wrecking barCenter punch Screwdrivers

Projects from medium carbon steelScrewdrivers SledgesHammers Wrecking bar

Projects from low carbon steelToasting forks Foot scraperForgings Tent stakes


FOUNDRY

Foundry work is concerned with the melting and

pouring of metals into molds to form castings. Pat-

tern making should be taught in conjunction with

foundry in the schools offering this area of learning.

The purpose of teaching a unit in foundry in our

modern schools is to acquaint the students with thepractice of casting and also to give the student anunderstanding and appreciation of machining partsand other casting. As a part of the general metalscourse, aluminum casting seems to be the mostpractical method of teaching foundry.

Units ofInstruction


RelatedInformation



Design (Consider form,function, durability, fin-ish and suitability ofcasting)

Types of metalsand alloys

**Finished projectsPamphlet: 138

.--.4

i(:

116'v,t,..,



Sample plan

*Patternmaking Design, draft, materials,and shrinkage

Care of equipmentKinds of patterns

ChartPattern development

.._

,

1.

- i-----,--. -....:i ...

4. AI

*Cut and temper sand Test sand Kinds of sand for moldingand coresBinders

Film: 95

Identifies areas applicablo to general shop."Check reference numbers at end of unit.' Safety included in all operationsrefer to Safety Unit, Chapter V

5F t


Units ofInstruction

*Preparing the mold


Pattern placement, ram-ming a drag, vent,parting compound, use ofturning board, rammingthe cope, locating sprueand riser holes, cuttinggates, removing pattern,patch mold, and usingmolding took

*Core making Baked coresCO2 cores

1

RelatedInformation

Types of flasks, partingcompounds, and tools

InstrucfionalMaterials

Film: 99

*Pouring the mold

*Removing, cleaning andfinishing

Use and kinds ofprotective clothingand equipmentPouring temperaturesFluxing and skimmingmetalFloor preparationPouring and cooling themetal

Shake out, cut gates,clean casting, file, sand,polish, paint, and specialfinishes and reflectingbeads

Types of furnacesand fluxes

Types of filesFinishesPolishingCompounds andabrasivesMass productionmethodsOccupational information

Chart: 129Sample finishesFilm: 85Chart: 120"Occupational OutlookHandbook" 148

Suggested projects Foundry:

The beginning students should select a projectsuch as a paper weight, book ends, plaque, or otherone-piece casting. Cored or sectioned castings may be

purchased from local stores but it is best to encouragethe students to develop their own patterns.

More advanced foundry programs can be de-veloped around a more complex project that includesother areas such as machine shop.


MACHINE SHOP

In machine work the basic power tools used inindustry should be taught. The purpose is to acquaint

Units ofInstruction



*Development and layout

*Use of the engine lathe


Design and blueprintreading


Uses of layout, tools,and materials

students with these basic machines, to help studentsdiscover aptitudes and interests in this area, and todevelop an understanding and appreciation of modern

industry.

RelatedInformation

Metals and their alloysFerrous and non-ferrousmetals

Suitable materials


**Pamphlet: 149Film: 98

Film: 106Flow chart: 149Sample projects

Types of measuring tools Film: 105

illeadufticiwi"tior -....1114M,,,Lgtiv iiii

--....

A

7,11"1.1:6 WOW I , cr I ;''' ; Zi6 4

rtittl ,k' 1-0 g-z-w

:=1

Care and maintenanceUses of chucks, drills,mounting work betweencenters, calipers, facing,tapering, knurling, bor-ing, threading, filing,polishing, steady rest,follower rest, center rest,cutting tools, and coolantsGrinding cutter bits(Selection of units in-fluenced by grade, level,time, and equipment)

Principle parts of thelatheSpeeds and feedsSpecial attachments suchas milling and grindingattachmentsTypes and sizes of cutterbitsTypes of coolants

r.

Film: 103Film: 87Sequence of processeschart

Mo.

- a

1-



Units ofInstruction


RelatedInformation

*Use of drillingmachines

Care and maintenanceUses of drill presses andportable drillsAdjusting speeds andfeedsUse of coolantsBoring, reaming andtapping

Types of drillingmachines, taps, reamers,and boring toolsDrilling speeds and feedsClamping fixtures andtools

*Use of the shaper Care and maintenanceSetting up work, clamp-ing, adjusting stroke,feed, speeds, and bitgrindingCutting keyways, verticalcuts, angular cuts, ir-regular cutsTees, vees, and dovetails


Charts: 133, 134, 135Film: 110Chart: 136

Types of shapersTypes and sizes ofcutter bitsCoolantsSpecial set-ups

*Use of the millingmachine

Care and maintenanceSet-up and use of themilling machine and at-tachments such as theindex head and verticalmill attachment:Methods of fasteningwork for millingAdjusting feeds andspeedsCutting keyways, grooves,flutes, slots, gears, angu-lar surfaces, gang milling,and end milling

Types of millingmachines, cutter gears,coolantsSpecial set-ups such asindexing, clamping, fix-tures and toolsFeeds and speeds

Film: 78

IFilm: 77Film: 76Pamphlet: 143

*Use of grinders Care and maintenanceUse of tool grinders,surface grinders, cuttergrinders, and portablegrindersAdjusting feeds andspeeds

Types of grindingabrasives, grades, bonds,and speedsTypes of grindingmachinesFeeds and speedsSpecial set-upsCoolants

Film: 86Chart: 137Film: 88Film: 108Chart: 121


Units ofInstruction


Related I

InformationInstructional

Materials

*Use of power saws Care and maintenanceUse of hacksaws, band-saws, and cuttoff wheelsStraight, angular, andcontour sawing

Types of hacksaws,bandsawsAbrasive and frictionsawsFeeds and speeds

Filing and polishing Saw bladesClamping devices Coolants

*Heat treating Use of furnaces for Classification of steel *Film: 90heat treatment Types of heat treating Film: 91

Annealing, hardening,and tempering

furnacesQuenching processes

Pamphlet: 152Pamphlet: 151

Temptratures and color Critical temperatures Film: 94Flame hardness testing "Occupation OutlookOccupational information Handbook" 148Mass production methods

Suggested projects

PunchScrewdriver"C"clampHandy viseCutting threadsCutting gearsDrill press

-- Machine Shop:

Drill press viseAnvilSurface gaugeTap wrenchWeightsGrinderStand for portable drill


SHEET METAL

Sheet metal has many applications ranging fromheating, ventilation, and automobiles to small itemsfound in the home. The unit in sheet metal should give

the students an insight into the many phases of theindustry. Sheet metal instruction can be a valuable partof any industrial arts program by developing basicskills such as reading a drawing, accuracy in planning,layout, cutting, shaping, and assembling.

Units ofInstruction


RelatedInformation



Design (Consider form,function, durability, finish,and suitability)

Ferrous and non-ferrousmetalsTypes and gauges

**Pamphlet: 150Pamphlet: 149Film: 106Film: 98

_

I irkammun,

..

*Make out a bill formaterials


*Development and layout

----

Parallel line developmentRadial line developmentTriangulation

Techniques ofdevelopment

Charts and samples(Instructor-made)

1

".*

*Cutting sheet metal ShearingUse of hand snipsUse of cold chiselsFiling

Types of shearsTypes of snipsTypes of chiselsTypes of files

Film: 74Chart: 122Pamphlet: 146Pamphlet: 141



Units ofInstruction


RelatedInformation


*Bending sheet metal Use of brakes and folderHand bending

Types of bendingequipmentBend allowances

. _

Equipment catalogsMachinery's Handbook,44a

A- A

Ar moo

1/..

A rAt-

*Forming sheet metal Roll formingHand forming

Types of turningequipment

Equipment catalogs

, ,.... 1111%4

e. .. -.

*

I //"4C

'. -- ,

I

*Drilling sheet metal Hand and machine Twist drills Charts: 133, 134, 135Pamphlet: 140

*Punching sheet metal Hand and machine Types of punchingequipment

Equipment and toolcatalogs

*Fastening Seams and joints Kinds and sizes offastenersTypes of solders andfluxesWelding processes

,

..

,

_


Units ofInstruction


RelatedInformation

_


*Finishing edges Hemming and wiring Bend allowances Machinery's Handbook44a

*Finishing Preparing and painting Paints and cleaners Metal finishes: 123, 124"Occupational OutlookHandbook" 148

Suggested projects

Cookie cutterScoopLetterholderNapkin holderAsh trayServingTool trayBaking panMeasure canFunnel

Sheet Metal:

PlanterBed lampPatio lampWastebasketHouse numberPicture frameWall shelfTool boxMailboxMagazine rack


WELDING

Welding is concerned with the melting and fasten-ing together of metals by the use of heat. The purposeof teaching gas and electric welding is to expose the

students to related information and practices in theart of welding. Whether it is used in a h.rge industrialplant, a small job shop, or for personal use, weldingis a valuable and an indispensible part of any generalmetals program.

Units ofInstruction


RelatedInformation


*Assembling theequipment

* SafetyCare and maintenanceof equipment

Equipment nomen-clatureProtective equipment

**Charts on equipment

*Adjusting theequipment

Regulator settingsLighting, adjusting andturning off the torchTip cleaning

Tank sizes and pressuresCylinder content andconstructionAcetylene generator

Catalogs on equipmentFilm: 113Chart: 130

*Flat welding Joint preparation, rod-less, rod, fillet, butt,lap and jigs

Types and sizes of rod,ferrous and non-ferrous,and fluxes

Film: 81Sample Welds

-, .

. . ,

..,

V.

. ..

..

.

Position welding Horizontal, vertical andoverhead welding

Temperature control Film strip"FundamentalEquipment" 114"Learn to Run a Bead" 118"How to Make Welds",117"Welding Cast Iron" 119"Hardsurfacing" 115"Heating and Cutting" 116

*Brazing and hardsoldering

Low-temperature rods Metal characteristicsFluxes andtemperatures

Film: 100

*Identifies areas applicable to general shop.*Check reference numbers at end of unit.

Saf ety included in all operationsrefer to Safety Unit, Chapter V


Units ofInstruction


RelatedInformation


Special weldingprce:esses

Cast iron, aluminum, potmetal, copper, and brass

Fluxes and specialmethods

Film: 109Film: 111

*Cutting processes Equipment, assembly,adjustment

Iron powder cuttingUnderwater cutting

..

.."I

,...-

. ..

...,.

.,

.

r.sot ,

: t.

i f

1

I

,

, I

Controlling andcorrecting distortion

Clamping, peening, heat-ing, presetting, andtack welding

Occupational informationHisiory of gas welding

"Occupational OutlookHandbook" 148Pamphlet: 139

ARC WELDING

Machine set-up Amperage andvoltage settingPolarity

Types of machinesProtective equipment

Equipment Catalogs145, 147

)P-----illiffil

. .....'.' 4, , ..,1

%IP vr,

1 %P.

1 .44 ..r .1 ...re' ,,. ....- .

I/1

s

.s

.


Units ofInstruction


RelatedInformafion


*Striking the arc

4

I Arc length andelectrode angle

Types, sizes, and coatingof electrodesA.W.S. and A.S.T.M.standards

Charts: 126, 127, 128Film: 101Film: 112

.

44411M'

1

_______

L.a

,...,,ex-2.41

_

"-*1

-

,

*Flat welding Butt, lap and filletElectrode positionand manipulation

Electrode choick Sample welds

Position welding Horizontal, vertical andoverhead weldingElectrode positionand manipulation

Sample w&ds

Sped& welding Carbon arc, inert gas,non-ferrous, cast iron,hard-surfacing andcuttingSpot welding

Types of electrodesOccupation& information

Charts: 126, 127, 128Sample welds"Occupational OutlookHandbook" 148Pamphlet: 139

Welding can be taught best by the use of variousexercises. Examples of these are: running beads, flat,vertical, horizontal, and overhead.

Suggested projects Welding

Vise Jack stands

Basketball goal Furniture

i


Bibliography -- General Metalwork

Books

1. Anderson, Algot E. Problems in Sheet Metal-work. Bloomington, Ill.: McKnight and Mc-Knight, 1959. 144 pp.

2. Austin, John B. Electric Arc Welding. Chicago:American Technical Society, 282 pp.

3. Barich, Dewey F. and Smith, L. C. Metalworkfor Indusrtial Arts Shops. Chicago: Ameri-can Technical Society, 1952. 96 pp.

4. Bick, A. F. Artistic Metalwork. Milwaukee:Bruce Publishing Co., 1940. 244 pp.

5. Bollinger, J. W. Fun With Metal Work. Milwau-kee: Bruce Publishing Co., 200 pp.

6. Boyd, T. Gardner. Metalworking. Homewood,Ill.: Goodheart-Wilcox, 1961. 112 pp.

7. Bruce, Leroy F. Sheet Metal Shop Practice.Second edition. Chicago: American TechnicalSociety, 1959. 265 pp.

8. Churchill and Austin. Weld Design. New York:Prentice-Hall Publishing Co., 1949. 216 pp.

9. Cunningham, R. J. 1600 Ornamental Iron De-signs. Salt Lake City: R. J. Cunningham,1959.

10. Daugherty, James S. Sheet-Metal Pattern Draft-ing and Shoo Problems. Peoria, Ill.: Chas.A. Bennett Co., 1961. 185 pp.

11. Dragoo, Alva W., and Reed, Howard 0. Gen-eral Shop Metalwork. Revised. Bloomington,Ill.: McKnight and McKnight, 1964. 144 pp.

12. Embretson, Seymour. Instructional Units in Ma-chine Shop. Milwaukee: Bruce PublishingCo., 1953.

13. Feirer, John. General Metals. Ne'w York: Mc-Graw-Hill Book Co., 1952. 257 pp.

14. Feirer, John L., and Linbeck, John R. IndustrialArts Metalwork. Peoria, Ill.: Chas. A. Ben-nett Co., 1965. 320 pp.

15. Feirer, John L. and Tatro, Earl E. MachineTool Metalworking Principles and Practice.New York: McGraw-Hill Co., 1961. 446 pp.

16. Felker, C. A. Machine-Shop Technology. Milwa-kee: Bruce Publishing Co., 502 pp.

17. Ford Trade School. Shop Theory. New York:McGraw-Hill Book Co., 1955.

18. Forney Manufacturing Co. Forney Arc WeldingManual. Fort Collins, 1957.

19. Fraser, Roland R., and Bedell, Earl L. GeneralMetal: Principles, Procedures and Projects.Englewood Cliffs, New Jersey: Prentice-Hall,1962. 254 pp.

20. Frisbie, Ned. Modern Wrought Iron Furniture.Milwaukee: Bruce Publishing Co., 92 pp.

21. Giachino, J. W., and Feirer, John L. BasicBench-Metal Practice. Peoria, Ill.: Chas. A.Bennett Co., 1943. 160 pp.

22. Giachino, J. W., and Schoenhals, Neil L. Gen-eral Metals for Technology. Milwaukee:Bruce Publishing Co., 1965.

23. Giachino, J. W., Weekes, William R.; and Brune,Elmer J. Welding Skills and Practices. Chi-cago: American Technical Society, 1960.

280 pp.

24. Glazener, Everett. Basic Metalwork. Austin,Texas: The Steck Co., 1962.

25. Groneman, Chris. Bent Tubular Furniture. Mil-waukee: Bruce Publishing Co., 1955.

26. Hand Processes. Sheet Metal Series. Albany,New York: Delmar Publishers.

27. Hobbs, Douglas. Working with Aluminum. Mil-waukee: Bruce Publishing Co., 1947. 126 pp.

28. Jefferson and Woods. Metals and How to WeldThem. Cleveland, Ohio: Lincoln WeldingCo., 1955.

29. Jennings, Royalston F. Gas and A. C. Arc Weld-ing and Cutting. Third edition. Bloomington,Ill.: McKnight and McKnight, 1956. 104 pp.

30. Johnson, Harold V. General-Industrial MachineShop. Peoria, Ill,: Chas. A. Bennett Co.,1963. 3.82 pp.

31. Johnson, Harold V. Metal Spinning Techniquesand Projects. Milwaukee: Bruce PublishingCo., 1960. 130 pp.

32. Kauffman, Henry J. Machine Shop and FoundryProjects. Bloomington, Ill.: McKnight andMcKnight, 1959. 85 pp.

33. Knight, Roy E. Machine Shop Projects. Bloom-ington, III.: McKnight and McKnight, 1943.112 pp.

34. Krom, Edward F. Hand-Wrought Ironwork. Mil-waukee: Bruce Publishing Co. 112 pp.

35. Lincoln Electric Co. New Lessons in Arc Weld-ing. Cleveland: Lincoln Electric Co., 1957.

36. Lincoln Electric Co. Procedure Handbook ofAn Welding Design and Practice. Cleve-land: Lincoln Electric Co., 1957.


37. Linde Air Products Co. The OxyacetyleneHandbook. New York: Linde Air ProductsCo., 1943. 587 pp.

38. Ludwig, Oswald A. Metalwork Technology andPractice. Fourth edition. Bloomington, Ill.:McKnight and McKnight, 1962. 488 pp.

39. Lukowitz, Joseph J. 55 New Tin-Can Projects.Milwaukee: Bruce Publishing Co. 80 pp.

40. Lux, Donald G., and Towers, Edward R. Con-temporary Metal Home Furnishings. Bloom-ington, Ill.: McKnight and McKnight, 1957.185 pp.

41. Machine Processes, Sheet Metal Series. Albany,N. Y.: Delmar Publishers.

42. Mattson, E. B. Creative Metalworking. Mil-waukee: Bruce Publishing Co., 1960. 122 pp.

43. Mattson, E. B. Creating with Aluminum. Mil-waukee: Bruce Publishing Co. 96 pp.

44. Measurement Layout. Sheet Metal Series. Albany,N. Y.: Delmar Publishers.

44a. Oberg, Erik, and Jones, F. D. Machinery's Hand-book. New York: The Industrial Press, 1964.2104 pp.

45. Petersen, L. C. 101 Metal-Working Projects.Milwaukee: Bruce Publishing Co. 214 pp.

46. Porter, Harold W.; Lawshe, Charles H.; andLascoe, Orville D. Machine Shop Opera-tions and Setups. Chicago, Ill.: AmericanTechnical Society, 1954. 449 pp.

47. Potter, Morgan H. Oxyacetylene Welding. Fourthedition. Chicago: American Technical So-ciety. 140 pp.

48. Rigsby and Groneman, Chris. Elementary andApplied Welding. Milwaukee: Bruce Pub-lishing Co., 1948.

49. Ritchey, James, et al. Pattern Making. Chicago:American Technical Society, 1947. 233 pp.

50. Rossi, Boniface E. Welding and Its Application.New York: McGraw-Hill, 1941. 343 pp.

51. Ruley, M. J. Practical Metal Projects. Blooming-ton, Ill.: McKnight and McKnight, 1955.88 pp.

52. Ruley, M. J. Projects in General Metalwork.Bloomington, Ill.: McKnight and McKnight,1951. 80 pp.

53. Russinoff, S. E. Foundry Practices. Chicago:American Technical Society, 1955. 261 pp.

54. Siegner, Vern. Art Metal. Chicago: GoodheartWilcox Publishing Co., 1961. 96 pp.

55. Silvius, G. Harold, and Baysinger, Gerald B.Safe Work Practice in Sheet Metal Work.Chicago: American Technical Society, 1949.71 pp.

56. Smith, Robert E. Bench Metalwork. Blooming-ton, Ill.: McKnight and McKnight, 1961.72 pp.

57. Smith, Robert E. Etching, Spinning, Raising, andTooling Metal. Revised edition. Blooming-ton, Ill.: McKnight and McKnight, 1961.88 pp.

58. Smith, Robert E. Forging and Welding. Revisededition. Bloomington, Ill.: McKnight andMcKnight, 1956. 160 pp.

59. Smith, Robert E. Machining of Metal. Blooming-ton, Ill.: McKnight and McKnight, 1949.224 pp.

60. Smith, Robert E. Patternmaking and Founding.Bloomington, Ill.: McKnight and McKnight,1954. 112 pp.

61. Smith, Robert E. Sheet Metalwork. Bloomington,Ill.: McKnight and McKnight, 1961. 76 pp.

62. Stieri, Emanuele. Basic Welding Principles.Englewood Cliffs, New Jersey: Prentice-Hall,1953. 224 pp.

63. Stieri, Emanuele. Fundamentals of Machine ShopPractice. Englewood Cliffs, New Jersey:Prentice-Hall. 329 pp.

64. Stieri, Emanuele. Sheet Metal Principles and Pro-cedures. Englewood Cliffs, New Jersey:Prentice-Hall. 242 pp.

65. Stimpson, Wm. C., et al. Foundry Work. Chi-cago: American Technical Society, 1947.216 pp.

66. Tool Engineering Handbook. New York: Mc-Graw-Hill Book Co., 1949.

67. Turnquist, C. H., and Althouse, A. D. ModernWelding Practice. Homewood, II: Good-heart-Wilcox, 1958. 520 pp.

68. Tustison, F. E., and Kranzusch, Ray F. Metal-work Essentials. Revised edition. Milwaukee:Bruce Publishing Co., 1962. 256 pp.

69. Walker, John R. Modern Metalworking. Home-wood, Ill.: Goodheart-Wilcox, 1965. 512 pp.

70. Walker, John R. Projects for Metal. Homewood,Ill.: Goodheart-Wilcox. 80 pp.

71. Whipple, G. Graham, and Baudek, Anthony C.Engine Lathe Operations. Bloomington, Ill.:McKnight and McKnight, 1942. 160 pp.


72. Zielke, Charles H. Arc Welding. Milwaukee:Bruce Publishing Co., 1952.

Periodical

73. Welding illustrated, Industrial Publishing Corp-oration, Cleveland, Ohio.

Films and FilmstripsFilm ordering key information:

ARSC - Air Reduction Sales Co., 205 WestMonroe St., Chicago 6, III.

ACA - Aluminum Company of America, 818Alcoa Bldg., Pittsburgh, Pa.

ADMC - Archer Daniels Midland Co., FoundryProducts Div., 2191 West 110th Street,Cleveland 2, Ohio.

CTDC - Cleveland TwisL Drill Co., 650 HowardStreet, San Francisco 5, Calif.

CFI - Colorado Fuel and Iron Corporation, P.0. Box 1920, Denver 1, Colorado.

CSC - Colorado State College, InstructionalMaterials Center (Attention: BookingClerk), Greeley, Colo.

CSU - Colorado State University, AudiovisualCenter (Attention: Booking Clerk), FortCollins, Colo.

CU - Colorado University, Bureau of Audiovis-ual Instruction (Attention: Booking Clerk),Boulder, Colo.

C - Cromars, 922 Bannock Street, Denver 4,Colo.

DAC - Do-All Company, 254 North LaurelAvenue, Des Plaines, Ill.

EWA - Eutectic Welding Alloys Corporation,Flushing, New York.

FGSC - Fellows Gear Shaper Co., PublicityDept., Springfield, Vermont.

GMC - General Motors Corporation, 405 Mont-gomery Street, San. Francisco 4, California.

HH - Handy and Harman, 850 Third Avenue,New York 22, New York.

IU - Indiana University, Material InstructionCenter (Attention: Booking Clerk), Bloom-ington, Ill.

LEC - Lincoln Electric Co., Box 3115, Cleve-land 17, Ohio.

NC - Norton Company, Publicity Dept.,Worchester 6, Mass.

SBLC - South Bend Lathe Co., Publicity Dept.,South Bend, Indiana.

USSC - United States Steel Corp.; Public Re-lations Office, 323 Kearns Building, Salt

Lake City 1, Utah,

Films:

74. ABC's of Hand Tools, GMC.

75. The ADM of Cores, ADMC.

76. The Art of Generating and Gear ManufacturingEquipment, FGSC.

77. Basic Machines - Milling Machine, CSC.

78. Basic Machines - Shaper, CSC.79. Bituminous Coal, CU.

80. Braze Welding, CSU.

81. Burning Blades, ARSC.82. Coated Abrasives Speed Metalwork Production,

NC.

83. Color and Texture in Alcoa Aluminum Finishe.,,ACA.

84. Contemporary Silversmith, HH.

85. Die Casting, C.86. The First Principles of Grinding, CU.

87. Grinding Cutter Bits, SBLC.

88. Grinding Wheel Safety, NC.

89. Handwrought Silver, HH.

90. Heat Treatment - Elements of Hardening, CSC.

91. Heat Treatment - Elements of Surface Harden-ing, CSC.

92. Indian Paint Rails, CFI.

93. Living Silver, HH.

94. Machinist and Tool Maker, CU.

95. Making a Simple Core, IU.

96. Manufactured Coated Abrasives, NC

97. The Metalworker, C.98. Modern Steelmaking, USSC.

99. Molding With a Loose Pattern, IU.

100. New Welding Procedures, EWAC.

101. Prevention and Control of Distortion in ArcWelding, LEC.

102. Product of the Imagination, ACA.

103. Rough Turning Between Centers, SBLC.

104. Spinning, ACA.

105, Steel Rule, CU.

106. Steel's Party Line, CFI.

107. Story of Copper, CU.

108. Techniques of Surface Grinding, DAC.

109. Torch Welding, ACA.

110. Uses and Abuses of Twist Drills, CTDC.

111. Welding Advances in Aluminum, ACA.


112. Welding Comes to the Farm, LEC.

113. Whatever We Do, ARSC.

Filmstrips:

114. Fundamental Equipment, LEC.

115. Hardsurfacing, LEC.

116. Heating and Cutting, LEC.

117. How to Make Welds, LEC.

118. Learn to Run a Bead, LEC.

119. Welding Cast Iron, LEC.

Other Resource Materials

Charts:

120. Aluminum, Aluminum Company of America,818 Alcoa Bldg., Pittsburgh, Pa.

121. Coated Abrasives, Norton Company, PublicityDepartment, Worchester 6, Mass.

122. Cold Chisels, Stanley Tool Co., New .Britain,Connecticut.

123. Color Chart and Metal Finishes, Pittsburgh PlateGlass Co., Cleveland, Ohio.

124. Color Chart and Metal Finishes, Sherwin Wil-liams Paint Co., Cleveland, Ohio.

125. Decimal Equivalent, Brown and Sharpe, Provi-dence, Rhode Island.

126. Electrodes, Forney Manufacturing Co., Fort Col-lins, Colo.

127. Electrodes, Hobart Arc Welding Co., Troy, Ohio.

128. Electrodes, Lincoln Electric Co., Box 3115,Cleveland 17, Ohio.

129. A File for Every Purpose, Nicholson File Co.,P. 0. Box 6488, Providence, Rhode Island,02904.

130. Flame Adjustment, Air Reduction Sales Co., 205West Monroe St., Chicago 6, Ill.

111. How Steel is Made, United States Steel Corp.,Public Relations Office, 323 Kearns Bldg.,Salt Lake City 1, Utah.

132. Mechanics Hand Measuring Tools and PrecisionInstruments, Starrett Co., Athol, Mass.

133. Number, Letter, and Fraction, Brown and Sharpe,Providence, R. I.

134. Number, Letter, and Fraction, Lufkin Rule Co.,Saginaw, Mich.

135. Number, Letter, and Fraction, Starrett Co.,Athol, Mass.

136. Tap and Die, Morse Twist Drill and MachineCo., New Bedford, Mass.

137. Tool Grinding Chart, Armstrong Brothers ToolCo., 5236 West Armstrong Ave., Chicago46, Ill.

Pamphlets:

138. Aluminum Company of America. Casting Alloys.Pittsburgh: Aluminum Company of America,818 Alcoa Building.

139. American Welding Society. Opportunities in theWelding Industry. New York 17: AmericanWelding Society, Inc., 345 East 47th Street.

140. Cleveland Twist Drill Co. Care of Twist Drills.San Francisco: Cleveland Twist Drill Co.,650 Howard Street.

141. Disston, Henry and Sons. Saw, Tool, and FileManual. Philadelphia: Disston, Henry andSons, Inc.

142. Dixon, William. Tool Catalogue. Newark, NewJersey, Wm. Dixon, Inc.

143. Fellows Gear Shaper Company. The InvoluteCurve and Involute Gearing. Springfield,Vermont: Fellows Gear Shaper Co., Public-ity Dept.

144. Kester Solder Company. Solder, Its Fundamentalsand Usage. Chicago: Kester Solder Comp-any, 4201 Wrightwood Avenue.

145. Lincoln Electric Company. Catalogue. Cleveland:Lincoln Electric Company, Box 3115.

146. Nicholson File Company. File Philosophy. Prov-idence, R. I.: Nicholson File Company, P.0. Box 6488.

147. Nicholson File Company. Tool Catalogue. Provi-dence, R. I.: Nicholson File Company, P.0. Box 6488.

148. U. S. Department of Labor. Occupational Out-look Handbook. Washington, D. C.: U. S.Department of Labor.

149. U. S. Steel Company. How Steel is Made. SaltLake City: United States Steel Corporation,Public Relations Office, 323 Kearns Build-ing.

150. U. S. Steel Company. Science in Steel Making.Salt Lake City: United States Steel Corpora-tion, Public Relations Office, 323 KearnsBuilding.

151. Vanadium Alloys Steel Company. Heat Treat-ment of High Speed Steels. Latrobe, Pennsyl-vania: Vanadium Alloys Steel Company.

152. Vanadium Alloys Steel Company. Water Hard-ening Tool Steel. Latrobe, Pennsylvania:Vanadium Alloys Steel Company.

cia

111111

..1111

Imorv

IpaI111

Nlow

rals

CHAPTER XV

POWER MECHANICS

The objectives of general education and industrial

arts, state that the student should be given every op-portunity to acquire a basic understanding of the

broad fields of learning so that he may eventually find

his field of interest, aptitude, and ability. Once these

have been found, directed guidance helps to place him

in advanced courses of study which help to prepare him

for his life's work and acceptance in our modern society.

Industrial arts, to more fully realize these ob-jectives, must offer a greater variety of courses thanhas been the accepted trend. Nearly every junior andsenior high school offers courses in woodworking

which are acceptable for teaching skills, consumerknowledge and a vocational interest. When one studiesthe opportunities for life's work, we will have to admitthat woodworking alone does not meet the objectivesof general and industrial arts education.

There is an increasing need for power mechanicsto be taught in the junior high school general shop,as well as in senior high. The unit is designed toacquaint the student with the basic concept of powerprogressing into the fundamentals of typical powerunits accessible to them. The shop work that is pos-

b.=

sible in this unit can enrich the learning units with bothexperimental and vocational type experiences.

Power mechanics, as a general field, has beenmore instrumental in the development of today's in-dustrial might than has any other single industry. The

small power unit and the automobile are special in-

terest areas in the field of power mechanics, but ofequal interest is the history of power along with re-search on modern power sources. To give a realisticview of the power mechanics field, all sources ofpower should be considered from conception to utili-

zation.

Power mechanics is adaptable to almost any phase

of the industrial arts program. Its teaching shouldfollow logically units in drawing, metals and wood-

work because these areas help to establish funda-mental operations beneficial to the completion of sug-

gested units of learning. Power mechanics lends itself

well to intergration with other courses in the school.

General science, history, and mathematics are directly

related, while a vocational interest, consumer know-ledge and pre-vocational skills are other aspects of the

course.

111

174 / Power Mechanics

POWER MECHANICS

Safety must be stressed within all of the following learning units in power mechanics.

Units ofInstruction


RelatedInformation


General safety General shop safetyAttitude, work habits,dress and behaviorFirst aid

Safety equipmentColor codeAccident reports

History and develop-ment of power

Human powerAnimal powerWind powerWater power

Human power and thepyramids of EgyptAnimals as sources ofpower: elephants, oxen,camels, dogs, mules, andhorsesWindmills and sailboatsWater wheel to hydro-electric

_

Books: 66, 44Other Resources: 156

Applied physics of work,energy, and powermeasurement

Definition of workForce X distancePotential energyKinetic energyEfficiencyHorsepower

Formulas and problemsin applied physics

Books: 66, 54, 81

Simple machines LeversWheel and axlePulleyInclined planeScrewWedge

Application of simplemachines in mechanicalmechanisms and devicesMechanical advantage

Books: 48, 67, 46Film: 139

Electricity

......___

I

It,

,

Electron theoryElectricity flowConductors and insulatorsCircuits and magnetismElectrical production,chemical and mechanicalElectrical measurementSemiconductors

Ohm's LawKinds of conductorsKinds of insulatorsKinds of cells andbatteriesMethods of generationApplication in industryUses of semiconductorsand their composition

Books: 2, 81, 48, 42Films: 93, 97, 99,,100,106, 119, 112Other Resources: 155

Power Mechanics / 175

Units ofInstruction


RelatedInformation


Engine types

Is'14 f,-.1.21kd'

111

Al a

,

'1r

w

:

Steam engineSteam turbineTwo stroke cycleGas turbineDieselJet and rocketExperimental engines(rotary, free piston,omega, cam engine, etc.)

Operating principlesApplications of enginetypes; I-head, F-head, and1-head typesVariations of basicengine types

Books: 5, 73, 82, 90, 91,76, 72, 44, 76Films: 101, 102, 120, 124,125, 126, 127, 131, 137,140Other Resources: 156

Power transmission andapplication

_M I . ... - _

1 t

MechanicalHydraulicPneumaticElectricalBasic formulas in powertransmissionPropulsion

Gears, clutches, belts,pulley, etc.Hydrostatic drivesHydraulic fluids,cylinders, and pumpsCompressors andpneumatic equipmentElectrical powertransmission

Books: 44, 46, 62, 63, 81Film: 102Other Resources: 156, 149


Units ofInstrucfion


Engine construction Major parts andassembliesRelationship betweenparts and tolerancesStandards for bolts,nuts, and screws


Metals and problemsencountered in designs

Books: 73, 66, 91, 69Films: 98, 101, 135, 137Other Resources: 156

Ignition systems MagnetosBattery ignition (coil,distributor, breakerpoints, condensor)Spark plugs and ignitorsElectronic ignitionPrinciple of compressionignition

Manufacturing andindustrial productionPersonnel employedElectricity in ignitionGenerators, alternaters,and batteriesKinds of spark plugs

ChartsBooks: 5, 48, 82, 35, 36,45,91, 32, 34, 40, 81Films: 97, 99, 100, 112,116, 121, 126, 140, 141,94Other Resources: 156

Fuel systems andcarburetion

414 i.qo , ,

ve a- 1 Co) 00".0 pi' 40 I rt

1111111 '" 't-2- - -,:--°' 6 1°

Fuel storage, fuelpumps, and injectionsystemsCarburetors andca rburetionGravity flow systemsSuction feed systemsFuel mixture andcombustion

...MOW

Petroleum refiningTypes of fuelChemistry of fuels andcombustion

Books: 4, 11, 13, 3, 60,24, 47Films: 92, 95, 96, 103,104, 107, 129, 133, 134,138Other Resources: 156, 157


Units ofInstruction


RelatedInformation


Cooling systems Water coolingAir coolingHeat and heat transferCooling system design

AntifreezeWater pumpsRadiators, thermostats,and coolina fins

Books: 2, 54Films: 105, 115, 142, 143Other Resources: 149, 156

Lubrication and bearings Oils, greases, and otherlubricantsBearing types (ball, in-

sert, roller, needle)Bushings, piston rings,and lubrication systems(pump, pressure andsplash)

Types of lubricantsOil filters and types ofoil pumpsS A E gradesAdditivesOil viscosity, ML, MM,MSApplication of bearingtypesFriction

Books: 4, 21, 25, 26, 27,28, 54Films: 98, 96, 107, 129,130, 132Other Resources: 149, 156

Preventive care andmaintenance of smallgas engines

Care of fuel filter andair filterEngine lubricationPreparing for storagePreparing for use aftersrorageCheck wiring

Action of hydrocarbonsin fuel and effect whenexposed to oxygenConsumer knowledge

Books: 54, 35Film: 117Other Resources: 149, 156

Servicing and troubleshooting the smallgas engine

A 1

faittill

._

I I I.0

111111111-, ....iiiiipPlilir-ic!"4-16,

Servicing magnetoSpark plugsCarburetor and governorAdjust ignition timingEngine tune-up

- Compression checkValve adjustment

ii

Types of tune-upequipmentMethods of gauging andmeasuringInterpret readings

Books: 54, 81, 58, 80Films: 99, 106, 111, 117,94Other Resources: 149, 156

Atomic power Atomic materialsAtomic reactorsAtomic fissionHeat exchangersProposed uses of atomicpower

Nature of matterRadiation and IsotopesAlbert Einstein andfissionChain reactionUranium-graphite pileMining and processingof uranium

Books: 50, 53, 67, 77, 5,48, 82


Units ofInstruction


RelatedInformation


Solar energy Most types of energytrace back to solar energySolar cells

Organic fuels fromsolar energyPhotosynthesis

Books: 48, 82, 67

Applications of solarcells

Solar energy and theweather

Solar battery Direct use of solar energySemiconductorsThermopilePhotogalvanic cell

Experimental modern Fuel cell Chemical energy to Books: 82, 67, 55

power Thermionic electrical energy directlyMagnelohydrodynamic(MHD)

Heat energy to electricalenergy directly

ThermoelectricThermophotovaltaic(TPV)Piezoelectric effect

i

AUTO MECHANICS

A course in auto mechanics must satisfy theobjectives of general education which stress explora-tory experiences in breadth and, at the same time, pro-vide basic experiences for pupils who feel the need tocontinue their concentration in mechanics with pre-vocational objectives in mind. The first part of thiscourse has been prefixed with an asterisk (*), whichindicates it to be basic and exploratory in natur,). Thisportion of the course should be made available to allstudents, boys or girls, who wish to acquire a generalknowledge of the subject field.

The second part of the course, those operationsnot prefixed with an asterisk (*), is designed to ac-commodate the student who feels the need for pre-vocational experiences. The operations and skilk arespecific and limited to a typical vocation rather thanbroad and general. The student who enrolls in thiscourse should be desirous of pc-vocational skills andwill therefore be selective in that it is designed for non-college bound.

Lln:os ofInstrudion

*Basic and specialhand tools

*Electricity andmagnetism


General and specificuses of tools

Electron theory, magne-tism and its applicationsin starting, generatingand ignition systems


Certain concepts of power mechanics should beacquired by the student before he enrolls in automechanics. If power mechanics is taught in a school,then it may be desirable to omit the basic op-erations listud under auto me.-...hanics that are prefixedby an asterisk. If a course in power mechanics is notavailable, then it is recommended that all portions ofauto mechanics be taught for a concentration in themechanics field.

Both the basic (*) and specific portions of automechanics are designed to require one full year of in-struction and laboratory experience. Time allowedshould not be less than five periods per week in eitherdaily or block programming.

Suitable texts are listed in the bibliography; oneshould be selected as a course book and augmentedwith suitable mock-ups, manuals, commercial publi-cations, and films. A considerable number of fieldtrips should be arranged for the students to aid themin acquiring knowledge about machine and tool opera-tions where schools have a limited supply of specialtools.

RelatedInformation

Meanings of torquetolerance and stressesVocabulary and safety

Consumer knowledge,Ohm's law, Henry andFaraday's magneticinductionInsulators, conductors,resistors, safety,chemistry and vocabulary


**Books: 68, 20Film: 136Other Resources: 154

Books: 2, 14, 18, 20, 23,33, 34, 36, 37, 38, 39,40, 41, 45, 66, 52Films: 99, 101, 106, 119,141, 93Other Resources: 155, 156

*Small unit,service-electrical

ii

Starters, generators, igni-tion, and accessories

*Identifies, areas applicable to general shop.**Check reference numbers at end of unit.

Consumer knowledge,read and interpret colorcodes and instructionsService industry and re-lated fields, motor bikes,scooter, etc.

Books: 18, 20, 2, 90, 51,53, 57, 67, 70, 79, 85

1

Films: 99, 101, 106, 119,141

Other Resources: 155, 150


Units ofInstruction


RelatedInformation


*Small unit,service-fuel

Fuel flow, pumps, filters,lines, tanks, and carbu-retorsDisassembly and check,assemble and test

Related industry, smallpower units and con-sumer knowledgeFuel industry, basicscience and safety

Books: 3, 11, 12, 13, 24,47, 66, 70, 72, 90Films: 103, 104, 134Other Resources: 149,152, 161, 148

*Steering systems service Check and adjust steeringgear, linkage, bearings,wheels, and tires

Related industry, smallpower units andconsumer knowledgePower assists, vocabularyand science

Books: 8, 9, 20, 21, 31,25, 30, 66, 80, 83, 26Film: 122Other Resources: 149, 157

*Brake systems service Master cylinders, wheelcylinders, lines, and hosesService and repair, flushto clean, install newfluid, replace and adjustliningsPascal's law forhydraulics

Basic science, co-efficientof frictionInterpret readings, con-sumer knowledge, safetyand vacuum power assists

Books: 20, 55, 56, 31, 66,73, 77, 80, 87, 74Other Resources: 149, 157

*Standard transmissionsand drive line service

Disassemble and check,service, reassemble andcheckService standard diskclutches

Basic science and relatedindustries pertaining tosmall power unitsInterpret readings

Books: 20, 61, 65, 66,80, 83, 62Other Resources: 149, 157

*Differential service Disassemble and check,service, reassemble andcheckFinal drives for smallpower units

Basic science of gearratiosSmall power units andrelated industries

Books: 20, 42, 65, 83Other Resources: 149, 157

*Engine types

*M.

Two-stroke and four-stroke cycle internal com-bustion small gas enginesand autoConstruction, lubrication,valve types, etc.

Related industires, out-board and other smallunitsEngine types and usesof metals; meaning ofhorse power and torque

Books: 5, 12, 19,*57, 60,67, 70, 72, 78, 81, 84, 90Films: 120, 125, 126, 127,131, 101Other Resources: 149, 157 .


Units ofInstruction


RelatedInformation


*Preservice enginechecks

Use of tune-up andchecking equipmentEvaluate preservicechecks on auto and smallgas engines

Related industry, types oftune-up equipmentInterpret readings,consumer knowledge

*Engine service

,41

Li al LI

t t

*After engine service

Tools and equipment

Tune-up and preservicechecks

Service and checkcylinder heads, blocks,manifolds, connectingrods, rings, valves, lifters,crankshaft and bearings,timing gear or chains,oil pump, etc.Methods of cleaning,specifications and toler-ances

Science of construction,metals used, consumerknowledge, related in-dustry, methods of gaug-ing and measuringInterpret reading,vocabulary and safety

Books: 20, 18, 23, 33, 34,36, 42, 53, 65, 79, 80, 90

Books: 5, 19, 20, 22, 53,64, 72, 83, 90Films: 111, 99, 135Other Resources: 149, 157

Tune-up and evaluateresult of serviceReadjust necessary items,practice proper break-inprocedures

Consumer knowledgeFollow-up on allunits of studySafety

Books: 1, 65, 83

Review special tool usesin the automotiveservice trade

Service industries andconsumer knowledge

Books: 20, 19

Automobile engineremoval

Review methods of locat-ing trouble and keepingup with latest develop-ments, interpret andevaluate tune-up data

Consumer knowledge,research in industry

Books: 20, 33, 23, 34, 47,65, 83Other Resources: 145,149, 153, 156, 158

Procedure to follow whiieremoving accessories fromthe engine and removingthe engine from thechassis

Interpret instructionalreadingsTrace wiring color codes,chain hoists, safety

Books: 65, 20. 83Other Resources. 145,149, 153, 156, 158


...Units ofInstruction

Engine disassembly

1,

Cylinder service

;IC4°


Procedure to removemanifolds, heads, pan,pistons and rods, vibra-tion dampener, timinggears, clutch, crankshaft,camshaft, oil pump, etc.

RelatedInformation

Measuring devices usedin service checking, keepabreast of industry,safety, economy, andconsumer knowledge


Books: 20, 65, 83Other Resources: 145,149, 153, 156, 158

Crankshaft and mainbearing service

Piston and connectingrod service

Valves, guides, liftersand c mshaft servicing

I

Check cylinders for ridge,taper and out of round,bell-mouth, etc.Remove ridge, hone,rebore or replace sleeves

Types of gauging devicesused for cylinderbore checksAbrasives and uses inindustry, for safety


Clean, check with a

micrometer, check forbent shaft betweencenters using a dialindicator, install andcheck bearing fit

Portable crankshaft andstationary cylindergrinders used in industryMetals used in bearingsand recommendedclearance, crank designand balance


Cleaning, checkingpistons, ring grooves, pinfit and rod alignmentMethods of recondition-ing pistons and rods

Remove and check valvesand guides, cylinder headsor block, ream or replaceguides, grind valves andseats, check springs,clean and assembleCheck cam lobes forwear, check bearings andreplace if necessary

Industrial use of pinhones, knurl izingpistons, etc.Science of metals used inrods, rings, and pistons

Interpret readings fortesting and servicing;metals used and why;safety and consumerknowledge

Books: 20, 65, 83Other Resources: 145, .

149. 156, 153, 158

Books: 20, 65, 83, 27Film: 108Other Resources: 149,157, 145, 153, 156, 158

Units ofInstruction

Lubricating and coolingsystem service

Engine mounts

Assemble engine andaccessories, install in

vehicle


Remove, clean block andreplace soft plugs, waterjacket direction nozzles,or tubesCheck, clean and serfviceoil pump and relief valve

Check and service

Reassemble all parts andcheck for proper clear-ance and run-out ofcrankshaft, flywheel andhousingsInstall, torque to properamount

RelatedInformation

Related oil and antifreezeindustriesBasic science andconsumer knowledge

Types of mounts andwhy used

I nterpret instal lationprocedure for gasketsand sealing materialsusedTorque wrenches andtypes used and why



Books: 20, 65, 83Films: 96, 105, 107, 133,142, 143



I ...L.--....itrii

I

i

i t

Break-in and finaltune-up of engine

Pre-road tune-up checksRoad-test driving andand proper breakinprocedure

Standard transmissions,overdrives and automatictransmissions

Disassemble, clean,check, reassemble andcheck a standard trans-missionMake minor adjustmentson an automatic trans-mission bands and link-age

Safety on the highwayEvaluation of experienceacquired and of job done

Keeping abreast ofindustryScience of gears, ratiosand types, consumerknowledge and safety


Books: 20, 65, 83, 61, 62Other Resources: 149,165, 145, 153, 156, 158


Units ofInstruction


RelatedInformafion


Differentials and axles Remove, service andcheck differentialsService rear axleand tracking

Keeping up with industry, Books: 20, 65, 83consumer knowledge Other Resources: 149,Safety and metals used 165, 145, 153, 156, 158

Steering and front end Minor adjustment andalignment service checks on linkage,

steering knuckles, ballsocket or king pins andsteering gears

Keep up with industry,consumer knowledge,safety, front endgeometry and hydraulicpower assists

Books: 20, 65, 83, 7, 8, 9Other Resources: 149,165, 145, 153, 156, 158

Brakes Minor and major adjust-ment for all types ofbrakes and power assistunitsLining types andcoefficients of frictionfor each

Basic science, consumerknowledge, relatedindustries, and safety

Books: 31, 55, 56, 66, 73,74Other Resources: 144,145, 149, 153, 156, 158,160

Chassis or frame, bodyand fender repair andrefinishing

Service doors, windows,body and fenderRebuild rusted out sec-tions or fill, paint, re-upholster, straightenframe and operatespray equipment

Related service industries:cloth, glass, plastic andmetalsSafety and consumerknowledge

Books: 7, 8, 9, 10, 20, 65,83, 31Other Resources: 145,149, 153, 156, 158


Bibliography -- Power Mechanics

Books and Pamphlets

1. Allen, Willard A. Know Your Car, Chicago:American Technical Society, 1960.

2. American Electric Association. Volume I, Auto-motive Electrical Systems, Detroit: The As-sociation, 16223 Meyers Street.

3. American Electric Association. Volume.2, Auto-motive Fuel Systems, Detroit: The Associa-tion.

4. American Petroleum Institute. The Chemistry ofPetroleum, New York: The Institute, 50West 50th Street.

5. Attberry, Pat H. Power Mechanics, Homewood,Illinois: Goodheart-Wilcox Company, Inc.

6. Automotive Manufacturers Association. Stand-ards for Automotive Service Instruction inSchools, Detroit: The Association, 320 NewCenter Building.

7. Barrett Equipment Company. Ball-Joint Suspen-sion Overhaul Manual, St. Louis: The Com-pany, 21st and Cass Avenue.

8. Barrett Equipment Company. Bee-Line SystemsFrame Straightening Manual, St. Louis: TheCompany.

9. Barrett Equipment Company. Bee-Line SystemsWheel Straightening Manual, St. Louis: TheCompany.

10. Barrett Equipment Company. To True or Not toTrue, St. Louis: The Company.

11. Bendix Aviation Corporation. Carburetor ServiceManual, South Bend: The Products Division,401 Bendix Drive.

12. Briggs and Stratton Corporation. General Theo-ries of Operation, Milwaukee: The Corpo-ration.

13. Carter Carburetor. Carburetor Service Manuals,St. Louis: The Division of ACF Industries,Incorporated, 2840 North Spring Road.

14. Champion Spark Plug Company. Champion Serv-ice and Merchandizing Manual, Toledo: TheCompany.

15. Claymer, Floyd. Steam Car Scrapbook, Los Ange-les: Floyd Claymer Publication, 1945.

16. Cornetet, Wendell H., and Fox, Daniel W. Ap-plied Fundamentals of Mechanics, Blooming-ton: McKnight 'r. McKnight, 1944.

17. Crowther, J. G. Nuclear Energy in Industry, NewYork: Putman Publishing Corporation, 1956.

18. Crouse, William H. Automotive Electrical Equip-ment, New York: McGraw-Hill Book Com-pany, Inc. 1955.

19. Crouse. William H. Automotive Engineer-Con-struction, Operation and Maintenance, NewYork: McGraw-Hill Book Co., Inc. 1959.

20. Crouse, William H. Automotive Mechanics, NewYork: McGraw-Hill Book Co., Inc., 1960.

21. Dana Corporation. Needle Bearing UniversalJoint Replacement, Toledo: The Corpora-tion, 4100 Bennett Road.

22. de Camp, L. Sprague. Engines, New York: Gold-en Press, Inc., 1959.

23. Electric Auto-Lite Company. Spark Plug Serv-ice Manual, Toledo: The Company, P. 0.Box 931.

24. Ethyl Corporation. The Story of Gasoline, NewYork: The Corporation, 100 Park Avenue.

25. Federal Mogul Service. BCA Ball Bearing Speci-fications Manual, Coldwater, Michigan: TheService, 600 W. Chicago Street.

26. Federal Mogul Service. Bower Roller BearingSpecifications, Coldwater: The Service.

27. Federal Mogul Service. Engine Bearing ServiceManual, Coldwater: The Service.

28. Federal Mogul Service. Engine Bearing ShopManual, Coldwater: The Service.

29. Federal Mogul Service. National Oil Ring Cata-log No. 203A, Coldwater: The Service.

30. Federal Mogul Service. National Oil Seal Speci-fications Manual, Coldwater: The Service.

31. FMC Corporation. Brake, Front End and FrameService, Lansing: The John Bean Division.

32. General Motors Corporation. AC Spark FuelPump Manual, Flint: AC Spark Plug, TheElectronics Division.

33. Generai Motors Corporation. A Cilloscope andTune-Up Manual, Flint: AC Spark Plug,The Electronics Division.

34. General Motors Corporation. AC Spark PlugShop Manual, Flint: AC Spark Plug, TheElectronics Division.

35. General Motors Corporation. Hints on the Careand Feeding of Small Engines, Flint: ACSpark Plug, The Electronics Division.

36. General Motors Corporation. Better Ignition, An-derson, Indiana: The Delco Remy Division.


37. General Motors Corporation. Heavy Duty Gen-erator Regulators, Anderson: The DelcoRemy Division.

38. General Motors Corporation. Standard Duty Gen-erator Regulators, Anderson: The DelcoRemy Division.

39. General Motors Corporation. Introduction toAutomotive Electrical System, Anderson:The Delco Remy Division.

40. General Motors Corporation. 20,000 Volts Underthe Hood, Anderson: The Delco Remy Div-sion.

41. General Motors Corporation. Delcotron and aNew Changing Circuit, Anderson: The DelcoRemy Division.

42. General Motors Corporation. Delco Remy Train-ing Chart Manuals, Sections A Through G.Anderson: The Delco Remy Division.

43. General Motors Corporation. ABC's of HandTools, Detroit: The Educational RelationsSection.

44. General Motors Corporation. A Power Primer,Detroit: The Educational Relations Section.

45. General Motors Corporation. Electricity andWheels, Detroit: The Educational RelationsSection.

46. General Motors Corporation. Power Goes toWork, Detroit: The Educational RelationsSection.

47. General Motors Corporation. Rochester Carbu-retor Operation and Service Manual, Ro-chester, New York: The Rochester ProductsDivision.

48. Glenn, Harold T. Exploring Power Mechanics,Peoria: Chas. Bennett Co., Inc., 1962.

49. Groneman, C. H., and Feirer, S. H. -GeneralShop, Chicago: McGraw-Hill Book Com-pany, Inc.

50. Haber, Heinz. Our Friend the Atom, New York:Simon and Schuster, 1956.

51. Hart, I. B. James Watt and the History of SteamPower, New York: H. Shuman, 1949.

52. Heldt, P. M. High Speed Combustion Engines,Philadelphia: Chilton Company, 1956.

53. Hughes, D. J. The Neutron Story, Columbus,Ohio: Wesleyan University Press, Inc., 1959.

54. Implement Tractor Publishers, Incorporated.Small Gas Engine Service Manual, Kansas:The Corporation.

55. Jensen, Louis E. and BraLier, William. RelatedScience-Automotive Trades, Albany: Del-mar Publishing Co., Inc., 1955.

56. Johns-Manville Products. Brake Reliners Manual- Passenger Cars, New York: Johns Man-ville, 22 East 40th Street.

57. Johns-Manville Products. Fleet Reliners Manual,New York: Johns Manville.

58. Johnson Motors. Johnson Service Manual, Wau-kegan, Illinois: Johnston Motors.

59. Kaempffert, W. B. The Many Uses of the Atom,New York: Foreign Policy Association, 1956.

60. Kates, Edgar J. Diesel and High CompressionGas Fn,i, ae57 Fundamentals, Chicago: Amer-ican 1,c1-w :al Society, 1954.

61. Kuns, Ray F. Automotive Essentials, Milwaukee:The Bruce Publishing Company, 1958.

62. Kuns, Ray F. Automatic Transmissions, Princi-ples and Maintenance, Milwaukee: TheBruce Publishing Co., 1951.

63. Lipe-Rollway Corporation. Clutch Service Man-ual, ML, DPB, DP, TC, Syracuse: TheCorporation.

64. Lufkin Rule Company.Micrometer Reading MadeEasy, Saginaw: The Company, 1730 HessAvenue.

65. Manly, G. B. Automobile Repair Manual, GardenCity, New York: Fredrick Drake & Co.,1959.

66. Motors Magazine. Motors Auto Repair Manual,New York: Motors Magazine, 250 West 55thStreet.

67. Alivo, C. T., and Wayne, Alan. Basic Science I,Albany: Delmar Publishing Company, Inc.,1959.

68. Packer, C. E. Small Gasoline Engines, Chicago:Popular Mechanics Company, 1957.

69. P. A. Sturtevant Company, Torque Manual, Ad-dison, Illinois: The Company.

70. Popular Science Publishing Company. WhenYour Power Mower Conks Out, New York:The Company, 1957.

71. Power Products Corporation. Lightweight AirCooled Engines, Operation and Parts List.Grafton, Wisconsin: The Corporation.

72. Prath, Fletcher, All About Rockets and Jets, NewYork: Random House, Inc., 1958.


73. Purvis, Judson A. All About Small Gas Engines,Chicago: Goodheart-Wilcox Co., Inc., 1956-1960.

74. Raybestos Manhattan, Incorporated. Brake Serv-ice Manual, Manheim, Pennsylvania: TheGrey-Rock Division.

75. Raybestos Manhattan, Incorporated. Brake Serv-ice Trouble Shooting, Manheim: The Grey-Rock Division.

76. Richards, E. L. Diesel Engines and Diesel ElectricPower, Chicago: F. J. Drake and Company,1943.

77. Romer, Alfred. The Restless Atom, Columbus,Ohio: Wesleyan. University Press, Incorpo-rated, 1960.

78. Russell Manufacturing Company. Modern Brakes,Middletown, Connecticut: The Company.

79. Schweitzer, Gerald. Basic and Fractional Horse-power Motors, New York: T. F. RiderPublishing Company.

80. Standard Motor Products, Incorporated. Tune-upSpecifications for Small Engines, Long Is-land: The Corporation, 27-18 Northern.

81. Standard Oil Foundations Incorporated. FarmTractors Engineering Bulletin No. FT-53,Chicago: The Corporation, Box 5910-A.

82. Stephenson, George E. Power Mechanics, Alba-ny: Delmar Publishing Co., Inc.

83. Thirring, Hans. Energy for Man. Bloomington:Indiana University Press, 1958.

84. Toboldt-Purvis. Motor Service's Automotive En-cyclopedia, Chicago: Goodheart-Wilcox Co.,Inc.

85. Vale, John W. J. Modern AutomotIve EngineRepair, Englewood Cliffs, New Jersey: Pren-tice-Hall Publishers, Inc., 1955.

86. Venk, Ernest. The Complete Outboard BoatingManual, Chicago: American Technical So-ciety, 1958.

87. Venk, E., Frazee, I., and Lando, W. OutboardMotors, Chicago: American Technical So-ciety, 1953.

88. Wagner Electric Corporation. Hydraulic BrakeMaintenance Manual, St. Louis: The Corpo-ration, 6400 Plymouth Avenue.

89. Weidenhoff Corporation. Handbook on EngineMaintenance, Algona, Iowa: The Corpora-tion, Box 220.

90. William, Beryl, and Apstein, Samuel, The RocketPioneers on the Road to Space, New York:Julian Messner, Inc., 1958.

91. Small Engines Service Manual, Kansas City:Technical Publications, Inc.

Films and Filmstrips:

92. American Petroleum Institute. "Barrel NumberOne," New York: The Committee on PublicAffairs, 1271 Avenue of the Americas.

93. Associated Films, Incorporated. "Bell Solar Bat-tery," Dallas: The Corporation, 1108 Jack-son Street.

94. Bendix Aviation Corporation. "The Theory andOperation of the Four Pole Magneto," Sid-ney, New York: The Scintilla Division.

95. Bureau of Mines, U. S. Department of Interior."Story of Gasoline," Pittsburgh: The Bureau,4800 Forbes Avenue.

96. Bureau of Mines, U. S. Department of Interior."Story of Lubricating Oils," Pittsburgh: TheBureau.

97. Bureau of Mines, U. S. Department of Interior."Story of the Modern Storage Battery," Pitts-burgh: The Bureau.

98. Bureau of Mines, U. S. Department of Interior."Why of Automobile Lubrication," Pitts-burgh: The Bureau.

99. Champion Spark Plug Company. "Ignition andSpark Plugs," Toledo: The Company, 900Upton Avenue.

100. Champion Spark Plug Company. "Story of theModern Spark Plug," Toledo: The Company.

101. Colorado State College. "Engines and How TheyWork," Greeley: Colorado State CollegeFilm Library.

102. Colorado State College. "Force and Motion,"Greeley: Colorado State College Film Li-brary.

103. Colorado State College. "Gasoline," Greeley:Colorado State College Film Library.

104. Colorado State University. "Carburetor and FuelInjection," Fort Collins: Colorado State Uni-versity Film Library.

105. Colorado State University. "Cooling Systems,"Fort Collins: Colorado State University FilmLibrary.

106. Colorado State University. Ignition System," FortCollins: Colorado State University Film Li-brary.


107. Colorado State University. "Lubricating Oil'sAmazing Molecules," Fort Collins: ColoradoState University Film Library.

108. C.. lorado State University. Valves," Fort Collins:Colorado State University Film Library.

109. Colorado University. "Amazing Auto's First Sev-enty Years," Boulder: Colorado UniversityFilm Library.

110. Colorado University. "Automobiles," Boulder:Colorado University Film Library.

111. Colorado University. "Automobile Service,"Boulder: Colorado University Film Library.

112. Colorado University. "Battery Electricity,"Boulder: Colorado University Film Library.

113. Colorado University. "Care of the Car," Boulder:Colorado University Film Library.

114. Colorado University. "Chance to Lose," Boulder:Colorado University Film Library.

115. Colorado University. "Energy and Its Transfor-mation," Boulder: Colorado University FilmLibrary.

116. Co:orado University. "Ideal Diesel Cycle,"Boulder: Colorado University Film Library.

117. Colorado University. "Keeping Your Car Fit,"Boulder: Colorado University Film Library.

118. Colorado University. "Know Y our Car," Boulder:Colorado University Film Library.

119. Colorado University. "Magnetism," Boulder:Colorado University Film Library.

120. Colorado University. "Otto Cycle: Gasoline En-gines," Boulder: Colorado University FilmLibrary.

121. Colorado University. "Story of the Storage Bat-tery," Boulder: Colorado University FilmLibrary.

122. E. I. Dupont de Nemours & Company, Incorpo-rated, "Case of the Hidden Heat, (Tires),"Wilmington, Delaware: The Corporation.

123. Ford Motor Company. "Equation for Progress,(Research-Auto)," Oakland: The Company,4303 Telegraph Avenue.

124. General Motors Corporation. "ABC's of Auto-mobile Engines," San Francisco: The Corpo-ration, 405 Montgomery Street.

125. General Motors Corporation. "ABC's of In-ternal Combustion," San Francisco: TheCorporation, 405 Montgomery Street.

126. General Motors Corporation. "ABC's of DieselEngines," San Francisco: The Corporation,405 Montgomery Street.

127. General Motors Corporation. "Diesel the ModernPower," San Francisco: The Corporation,405 Montgomery Street.

128. General Motors Corporation. "The TurningPoint, (Ball Bearings:)" San Francisco: TheCorporation, 405 Montgomery Street.

129. General Motors Corporation. "Oil Films in Ac-tion," San Francisco: The Corporation, 405Montgomery Street.

130. General Motors Corporation. "Where MileageBegins," San Francisco: The Corporation,405 Montgomery Street.

131. General Motors Corporation. "Firebird II (GasTurbine Engine)," San Francisco: The Corp-oration, 405 Montgomery Street.

132. General Motors Corporation. "Service Procedurefor Ball Bearings," San Francisco: The Corpo-

ration, 405 Montgomery Street.

133. Ideal Pictures. "Case of The Slippery Character,"Denver: Ideal Pictures, Incorporated, 714Eighteenth Street.

134. Ideal Pictures. "Gasolines Amazing Molecules,"Denver: Ideal Pictures, Incorporated.

135. Perfect Circle Corporation. "Story of PerfectCircle Piston Rings," Hagertown, Indiana:The Corporation.

136. Proto Tools. "Use and Care of Hand Tools,"Los Angeles: The Company, Box 2099.

137. Shell Oil Company. "An Introduction to the HeatEngine," Houston: The Company, Box 2099.

138. Shell Oil Company. "Harnessing Liquids," Hous-ton: The Company.

139. Shell Oil Company. "Lever Age," Houston: TheCompany.

140. Shell Oil Company. "The Diesel Story," Houston:The Company.

141. Thomas A. Edison Industries. "Storage BatteryPower," West Orange, New Jersey: StorageBattery Division, Advertising Department.

142. Union Carbide Corporation. "Spring Song, (Autocooling)," New York: Consumer ProductsDivision, 30 East 42nd Street.

143. Union Carbide Corporation. "You Aught toDrain your Auto in the Autumn," New York:Consumer Products Division.

Other Resources:

144. American Brake Shoe Company, Brake Servi-

graph, Detroit: American Brakeblock Divi-

sion.

145. American Motors Corporation, Automotive ShopManuals, Detroit: The Corporation, 14250Plymouth Road.

146. American Petroleum Institute, TransportationChart, New York: The Institute, 50 West50th Street.

147. Automotive Manufacturers Association, A Book-let for Standards of Instruction in HighSchools, Detroit: The Association, Educa-tional Service Department, 320 New CenterBuilding.

148. Briggs and Stratton Corporation, Small EngineService Manuals, Milwaukee: The Corpora-tion.

149. Chrysler Corporation, Automotive Shop Manualsand Charts, Detroit: Plymouth, Chrysler andDodge Divisions.

150. Clinton Machine Company, Reject Engines, Ma-quoketa, Iowa: The Company.

151. Educators Progress Service, Educators Guide toFree Films, Randolph, Wisconsin.


152. Fairbanks, Morse & Company, Service Manuals,Beloit, Wisconsin.

153. Ford Motor Company, Automotive Shop Man-uals, Dearborn, Michigan, Lincoln-MercuryDivision, The American Road.

154. Fort Carson Training Aids Section, Free FilmsCatalog, Fort Carson, Colorado.

155. General Motors Corporation, Wall Charts Sec-tions A through G, Anderson, Indiana, Del-co-Remy Division.

156. General Motors Corporation, Automotive ShopManuals and Wall Charts, Detroit, Michigan,Educational Relations Section, Buick, Cadi-llac, Chevrolet, Oldsmobile and Pontiac Di-visions.

157. General Motors Corporation, Carburetor Charts,Sections No. 1 through No. 3, Rochester,New York, Rochester Products Division.

158. Studebaker-Packard Corporation, AutomotiveShop Manuals, South Bend, Indiana, 635South Main Street.

159. Sun Electric Corporation, Service Manuals, Chi-cago, Illinois, Harlem and Avondale Streets.

160. Willis Motors, Incorporated, Automotive ShopManuals, Toledo, Ohio.

161. Zenith Carburetor, Service Bulletin Assortment,Detroit, Michigan, 696 Hart Avenue.

t"OOD ORKIN__

...

CHAPTER XVIWOODWORKING

Wood is one of the most common materials knownto man. It has been used for centuries and today con-stitutes a major factor in the home and office forutilization and beauty, and in industry and manufactur-ing as a raw material. Among the occupational cate-gories of the woodworking industry that can be repre-sented in industrial arts shops are: milling, carpentry,cabinet making and pattern making. The closely alliedphases, such as upholstery, model making, stagecraft,and wood finishing should be included.

BENCH WOODWORKING

The woodworking industrial arts program is a partof general education offering exploratory and enrich-ment opportunities. When offered at the junior highschool level in either a general or unit shop, it shouldbe required of all 7th and 8th grade boys and offeredon a selective basis thereafter.

In a bench woodworking shop, equipment shouldbe available for both planning and instruction in hand-tool work, carving, finishing, carpentry and upholstery.

At the junior high level or any beginning level,stress should be on handtool operations with the pos-sible use of the jig-saw, drill-press, and grinder.Emphasis also should be on safe working practices,the importance of following a set of orderly procedures,and the need to develop a certain degree of skill inhandling tools and materials.

In any woodshop class, especially at the juniorhigh level, the value of films and demonstration shouldnot be overlooked. It is difficult to give an overall viewof all the various phases of the woodworking field inthe school shop and, as a result, field trips are oftena valuable aid in providing a better understanding ofthe wood industry. Some areas of learning can becovered by film allowing for a close-up of operationsthat would be difficult to observe even on a field trip.Films may be utilized when teaching in areas such aslumbering, milling, manufacturing of allied productsand the like. Demonstrations of operations consideredtoo dangerous for junior high pupils can be given togive them an idea of things to come as they gain inexperience and maturity.

BENCH WOODWORKING

Units ofInstruction


RelatedInformation


Classification, propertiesand uses of commonwoods

Samples finished andunf in ished

,

....

0.. , .

1 ..s.^..'"a

a

192 / Woodworking

Units ofInstruction


RelatedInformation


Lumbering *standarddirnensioning and grad-ing

**Models of grain pat-tern 86, 72, 90

*Plywood its manu-facture and uses

Charts and samples

*Selecting or designinga project

Making a sketchor working drawing

*Orthographic projec-tions

*Pictorial sketchesMaking templates andgeometric layouts

MagazinesMail order catalogs22, 44, 55, 59

,

i

1

.

*Make a materials listand plan of operations

*Read a working drawing*Figure board andsquare measure

11, 19

*Laying out the project *How to use rules andsquares

*How to use marking tools*How to use gauges*How to use templates

*Types of rules*Types of gauges*Types of squares*The compass, dividers,and trammel points

Models 58, 98

*Cutting with hand saws *How to identify and usethe cross-cut and rip saws

*How to saw holes andcurves

*How to use the miterboxHow to use the back saw

*Types of and uses forhand sawsHow to fit hand saws

Enlarged models of sawteeth67, 70, 88, 91, 94, 98

*Identifies areas applicable to general shop.**Check reference numbers at end of unit.

Woodworking / 193

Units ofInstruction


RelatedInformation


*Selecting and usinghand planes

*How to assemble andadjust hand planesHow to sharpen planeblades

*How to square stock tosize with a hand plane

*How to use a routerplaneHow to use a rabbetplane

Types of bench planesTypes of and uses forspecial planes

Models 81, 88, 98

*Cutting with chisels *Sharpening chisels andgouges

*Paring end and crossgrainShaping with gougesDecorating surfaces withveining toolsMaking a stop chamferwith a chiselCutting a mortiseCutting curved edgeswith a chisel

Types of chisels andgougesTypes of hones, theiruses and care

Models 88, 987, 88, 98

*Smoothing curvededges

Smoothing:*With a draw knife*With a spoke shave*With a rasp and file*With abrasive paper on

shaped blocksWith a circular planeWith a chisel

*With a scraper

*Types of files and rasps 7, 88, 98The file card and its use

Of&

194 / Woodworking

Units ofInstruction


RelatedInformation


*Boring holes withwood bits

*How to sharpen woodbits

*How to stop bore*How to counter bore*Through boring with

counter blockHow to use the "screwmate"How to adjust and usethe expansive bitHow 4o use the holecutters

*Types of wood bitsTypes of stopsTypes of braces anddrills

7, 74, 98

_

*Fastening with screws *How to select bits whenboring for screws

*How to select the properscrew

*How to sharpen and usea screwdriverHow to cover screwheads

Kinds and sizes ofscrewsReading the screw chart

*How to select the properscrew driver

Models, 7, 76, 87, 98

*Fastening with nailsand other fasteners

*How nails are sized*How to drive and drawnails

*How to use the nail s)t*How to hide or cover

nail heads

*Types of nails and theiruses

*Types of nail hammersCorrugated fastenersClamp nails

Charts 7, 97

*Construction of panelsand accumulated stock

*Matching grain*Constructing the joint*Adjusting and position-

ing the clamps*Truing the surface andplaning to thickhess

Types of clamps and, their uses*Types and uses of glue

Models 7, 73, 77

*Construction of joints *Lay out and construct*simple butt, *dado,*middle lap, *cross lap,*simple miter, *doweledmiter, *spline miter,feathered miter

7, 73, 77

,

*Application of hardware How to install: surfacehinges, butt hinges, con-cealed hinges, semi-concealed hinges, chesthinges, table hinges,

Types of hinges andtheir usesTypes of pullsTypes of catches andlocks

Catalog 7

Woodworking / 195--,Units of

Instruction


RelatedInformation

InstrucvionalMaterials

spring leaf supports,shelf standards

i ;:1,?

.t:

,

) #

,

4

*Preparation of thesurface for finishing

*Removing dents,*scraping with hand and

cabinet scrapers, *sharp-ening scrapers, *usingabrasive papers, *glaz-ing-shellac etc., spong-ing "whiskers"

*Types of scrapers*Finishing abrasives

Types and uses ofbleaches; types and usesof glazing compounds

Models 64, 65, 68, 94

*Finishing *Wood stains*a. Water*b. Oil*c. Spirit*d. Non-grain raising

*Wash coats*a. Shellac*b. Lacquer base

*Fillers*a. Paste

*1. Silica*2. Zinc oxide

*Sealers*a. Shellac*b. Lacquer sanding*c. Penetrating

*Finishes*a. Clear

*1. Varnish*2. Lacquer*3 Synthetic

*b. Opaque

enamel*2. Lacquer*3. Paint

54, 62, 82,

-...-

94

.

- ...-..... -

,

..,e-

*74

.--,-

196 / Woodworking

Units ofInstruction

FundamentalKnowiedge

RelatedInformation

VIi......./ONND


*Finishes *Rubbing and abrasivematerials*a. Dry*b. Abrasive papers

and cloth*c. Paste*d. Steel wool

*Vehicles and thinners*a. Linseed oil*b. Tung oil*c. Synthetic oils*d. Turpentine*e. Mineral spirits*g. Lacquer thinner

Selecting and caring forbrushes

Production of shellacManufacture of pastefillersNatural and syniheticgums and resinsManufacture and use ofbrushesManufacture of vege-table oils and their uses

54, 62

Projects Bench Woodwork

Projects should be selected by the student and

teacher and should meet the objectives of the course.

Suggested projects are:

MIN It

t

. .... ..

Suggested projects:Book racksBook endsEnd tablesCoffee tablesBook shelves

Night standsLampsDrawing tablesGun racksTyping table

Woodworking / 197

MACHINE WOODWORKING

The machine woodworking program should be

an area of emphasis available to all industrial artsprograms. Organize the program so that instruction in

hand and machine woodworking can be offered in thesame shop area. This will allow efficient utilization of

facilities and space. Along with hand and machineoperations, such areas as carving, finishing, carpentry,cabinetry and upholstery should be offered.

Safety in the care and use of equipment must beemphasized to provide effective growth and develop-ment in machine operation.

Bench woodworking should be considered a pre-requisite for machine wood, in which basic skills andtechniques are emphasized. Draw relationships to ma-chine operations in the beginning course to show howthese skills provide the foundation for further develop-ment. Three units of instruction should be provided in

this area: bench wood, beginning machine woodwork,and advanced machine woodwork in the senior highschool. Any instruction beyond this level should bevocational in nature.

The use of films and other audio-visual aids isan effective method of instruction as well as a meansfor showing industrial processes. Present the relation-ship between industrial arts and industry to show theimportance and potential in this area of instruction.

Units ofInstruction


RelatedInformation


Employment OpportunitiesRequirements for wood-working tradesLarge and small corn-pany organizationCollege opportunities

WagesUnion organizationNon-UnionContractingApprenticeship

Employment officecharts, statistics, etc.UnionsBulletinsGeneral information

Lumber and machining Common classificationsof lumberMethods of sawingGradingTermsMethodMachined sizes

HardwoodsBroad leafSoftwoodsEvergreen or cone bearingCircular sawBand sawFirst and second gradesSelectsCommons, Numbers 1, 2,3, 4, and 5ShopStandard thicknessesof stockSlSS2S

S4SRandom lengths, widths

"23, 79, 8672, 75, 90, 97

Plywoods TypesHardwoodSoftwoodInteriorExteriorVeneer coreLumber coreParticle boardHardboard

Wnufacture and con-struction characteristicsof this areaGrain patterns availablePlain sliceFlat sliceQuarter slice

92, 93, 97

*4, Check reference numbers tit end of unit

198 / Woodworking

Units ofInstruction


RelatedInformatioo


Selecting, designing andplanning

Distinguishing character-istics of period furnitureTrends in design andconstructionFactors that influencedesignModern design and newmaterialsKnow and understanddesign for constructionSelection of materialsProduce a work drawingEstablish constructionprocedure

Discuss and show ex-amples of period furnitureTypes and characteristicsof wood for useNames of designers

3610, 22, 25, 38, 44, 47, 71

Circular saw *Remove and mountblades

*Ripping and crosscutting*Adjusting and using

guards*Cutting grooves, rabbetsand gains

*Dado head use*Stop block cutting*Cutting angles andbevelsCutting tongue andgroove jointsCutting tendons andmouldingsTaperingCove cuttingMolding head

SafetySizesParts

Mechanical adjustmentsCare and maintenanceTypesAdjustable tableTilting arborVarietyUniversalPower feedHand feedBladesTypesKindsBrandsJigs

Band saw *Cutting curves*Duplicate part cutting*Sawing with paterns*Adjusting the machineChanging bladesTaper cuttingSawing disks andsegments


SafetySizesParts

Mechanical adjustmentsCare and maintenanceSharpening bladesBrazing blades

Machine companyinstruction manual24, 51, 67

Machine companyinstruction manual24, 51, 66

-

Woodworking / 199

Units ofInstruction


RelatedInformation

InstructionalMaierials

Scroll saw *Scroll cutting*Adjusting machineSaber oIade sawingAngle sawingMarquetry workSanding and fillingBlades

SafetySizePartsMechanical adjustmentsCare and maintenanceSpeed ratios

Instruction manual24, 66

.

,.

..( .4, ., ,,. ._.1,-.,

-..........,.

.

.

,

ef

i

Portable power saws:Hand jig, saber, orbayonet saw

*Adjust and operate*Straight and Irregularcutting

*Plunge or internalcutting

*Bevel cutting

SafetySizePartsMechanical adjustmentsCare and maintenance

Instruction manual24, 66, 96

Jointer *Adjusting the tableand fence

*Adjusting and usingguards

*Jointing and edge*Squaring stock to size

SurfacingTapering (stop and full)RabbetingBeveling and chamferingTenons

SafetySizePartsMechanical adjustmentsCare and maintenancePrinciples involved injointer operation

Instruction manual24, 51, 67, 77

.

.

3-Lt-

,

s, .

...., 0,

. ,, . ,

,

mijositiref,-,

,

1

.

Drill press

IRouting

*Adjustments*Boring holesMortising

SafetySizePartsMechanical adjustments


200 / Woodworking

Units ofInstruction


RelatedInformation


ShapingSanding

Care and maintenanceSpeed ratiosVarious bits andattachments

p...

.. , . -.

II*n

. ..

. ,

. ,

Portable electric handdrill

*Adjust and operate*Boring operations*Sanding operations:

Drum sandinoDisc sandings

SafetySizePartsCare and maintenanceTypes of bitsTwistPower screwdriverMasonry

Instruction manual51

Sanders and polishers *Sander operations:FlatCurved

*Adjustment*Changing abrasive

SafetySizePartsMechanical adjustmentsCare and maintenanceTypes:Pad

OrbitStraight strokePortable beltDiskStationary bel4


Routers *Shaping edges*Rabbeting*Trimming laminatesMaking joint cuts:DovetailRabbetDadoGroovesFreehand routingVeinning and flutingTemplete or patterncuttingCutting recesses

SafetySizePartsMechanical adjustmentsCare and maintenanceVariety of cutters

Instruction manual84Company chart of cutters

Woodworking / 201

Units ofinstrucfion


Wood lathe *Uses of the lathe*Turning tools*Spindle turning*Face plate and chuckturningFinishing on latheParts of the lathe

RelatedInformation


SafetySizeMechanical adjustmentsCare and maintenanceTypes of lathesSpeed ratios

Instruction manualand charts39, 78

44.

Grinder *Dressing whls andstones

*Sharpening planeirons and chisels

*Sharpening scrapersShari,ening woodturning toolsSharpening carvingchisels, gougesSharpening drill bitsKnivesSaws:HandMachineJointer bladesPlaner blades -Shaper cutters

SafetySizePartsMechanical adjustmentsCare and maintenanceKinds of grindersTypes of grinding wheelsSpeedsHow grinding wheelsare sold:Grades and bondsSizesCurrent prices

Instruction manual64, 98Catalogs

Planer or surfacer Setting and operatingSquaring stockSquaring duplicatepiecesSurface stock tothinnessCut narrow pieces towidthSurface thin stockusing backing boardAdjust and control feedFeed work into machine

SafetySizePartsMechanical adjustmentsCare and maintenanceSafety speeds of feed

Instructional manual9, 51

202 / Woodworking

Units ofInstruction

Shaper


*Understand principles ocutter head operationAdjustmentsCutting grooves andrabbitsShaping a straight edgeand curved edgeFluting and reedingShaping with patterns

RelatedInformation

SafetySizePartsMechanical adjustmentsCare and maintenanceCutter types:Clamp type3 lip cutters

Mortisers Setting and usingUsing drill pressattachmentsSet and adjust chiselsand buttsFeed workMake set up forduplicate parts

SafetySizePartsMechanical adjustmentsCare and maintenanceRange of work whichmay be doneTypes

instructionalMaterials

Instructional manual84

,

Radial arm and swingsaws

Adjust and operateOperations:Cross cutMiter cutRippingDado cuts

SafetySizePartsMechanical adjustmentsCare and maintenance

Portable cut-off saws Adjust and operateStraight cutsMiter cutsBevel cuts



SafetySizePartsMechanical adjustmentsCare and maintenanceDifferent types

Instructional manualCatalogs9, 51

Portable power plane Adjust and operate SafetySizePartsMechanicai adjustmentsCare and maintenance

Instructional manual

Woodworking / 203

Units ofInstruction


RelatedInformation


Application of hardware Electric hand drill and Materials from which Hardware Co. charts

by machine attachments: manufactured Instruction manuals

Power screw driver How sold:Depth gauge QuantitiesRouter Current pricesKinds and uses:BoltsCabinet hardwareDoor locksButt hinges

Spray gun finishing Catch plates Types of spray guns Instruction manualsEquipment used infinishing:

Types of air compressorsPaint tanks

54, 62

Hand Hoses

ProductionHeat lamps

Types of powerpolishers

Operation andmaintenance

Polishing compounds

Projects Machine Woodwork

Projects should be selected by the student and teacher,and should meet the objectives of the course.

;W.

ak wirpwr.116,

A1

204 / Woodworking

UPHOLSTERY

Upholstery is a unit of instruction which has The purpose of this unit is to introduce a basic pro-

received little emphasis in the instructional program. gram suitable for a shop program.

Units ofInstruction


RelatedInformation


Choice of materials *Choice of materialsTypePatternsColors

Characteristics that in-fluence life, strength, anddurability of fabrics

Local upholstererFurniture dealer**Books: 1, 2

Equipment *EquipmentShears, 6 inchCombination hammerand tack extractorWebbing stretcherSewing machineButton machine

History and origin ofequipment and its use

Book: 1References on upholstery

.

Processes *ProcessesFrame constructionCutting covers andpatterns

Layout methodsSizeCornersPleatsOverlapWelt cord

Books: 1, 2

Webbing Application, tackingand webb stretching

Amount and location ofwebbingMethods of tacking andstretching webbing

...,Springs Bzsic springing and

typing

Number and sizes ofsprings

Books: 1, 2

*Identifies areas applicable to general shop.**Check reference numbers at end of unit.

Woodworking , 205

Units ofInstruction


RelatedInfermation


Stuffing (padding) Stuffing Materials and methods ofstuffingCottonRubberized hairFoam rubberPoly foaminter springHandMachine

Books: 1, 2

Sewing and tacking Sewing and tackingof covers

Types of needles, cordtacks, and twine

Book: 1

Cushion construction Cushion construction Layout of materialsBelt

TopBottomWelt cordZipper

Book: 1

Assembly methods Assembly methcds Hard sewingMachine sewing

Books: 1, 2

206 / Woodworking

Bibliography -- WoodworkingBooks

1. Bast, Herbert. Essentials of Modern Upholstery.Milwaukee: Bruce Publishing Co. 192 pp.

2. Bast, Herbert. Modernizing and Repairing Up-holstered Furniture. Milwaukee: Bruce Pub-lishing Co. 74 pp.

3. Bedell and Gardner. Household Mechanics. Mil-waukee: International Textbook Company,1945.

4. Berg, Edward. Mechanical Drawing. Milwaukee:Bruce Publishing Co., 1954.

5. Bick, A. F. Contemporary Furniture. Milwaukee:Bruce Publishing Co., 1954. 96 pp.

6. Capron, J. Hugh. Wood Laminating. Bloomington,Ill.: McKnight and McKnight PublishingCo., 1963. 94 pp.

7. Cram let, Ross C. Woodwork Visualized. Milwau-kee: Bruce Publishing Co., 1950.

8. Cunningham, Beryl M. Woodshop Tool Mainte-nance. Peoria, Ill.: Charles A. Bennett Co.,Inc., 1956. 296 pp.

9. Dahl, Alf, and Wilson, J. Douglas. Cabinetmak-ing and Millwork Practice. Chicago: Ameri-can Technical Society, 1953.

10. Douglas, J. H., and Roberts, R. H. Projects inWoodwork. Bloomington, Ill.: McKnight andMcKnight Publishing Co., 1953.

11. Douglas, J. H. Units in Hand Woodwork. Wich-ita: McCormack-Mathers, 1953.

12. Douglas, J. H. Woodworking With Machines.Bloomington, Ill.: McKnight and McKnightPublishing Co., 1960. 181 pp.

13. Durbahn, Walter E. (Revised by Elmer W. Sund-berg.) Fundamentals of Carpentry - Prac-tical Construction. Chicago: American Tech-nical Society, 1963. 528 pp.

14. Feirer, John L. Advance Woodwork and FurnitureMaking. Peoria, Ill.: Charles A. Bennett Co.,Inc., 1963. 424 pp.

15. Feirer, John L. 1.Ill.: Charles208 pp.

16. Feirer, John L.Peoria, Ill.:1965. 432 p

A. Bench Woodwork. Peoria,A. Bennett Co., Inc., 1965.

Industrial Arts Woodworking.Charles A. Bennett Co., Inc.,

P.

17. Feirer, John L. Woodworking for Industry. Peoria,Ill.: Charles A. Bennett Co., Inc., 1963. 640pp.

18. Frankl, Lee. Basic Tools for Woodworking.Second edition. Englewood Cliffs, NewJersey: Prentice-Hall. 135 pp.

19. French, Thomas E., and Svenson, C. L. Mechan-ical Drawing. New York: McGraw-Hill BookCompany, 1957.

20. Fryklund, Verne C., and La Berge, A. J. GeneralShop Bench Woodworking. Bloomington, Ill, ;

McKnight and McKnight Publishnig Co.,1955. 152 pp.

21. Fryklund, Verne C., and La Berge, A. J. GeneralShop Woodworking. Bloomington, Ill.: Mc-Knight and McKnight Publishing Co., 1963.235 pp.

22. Gottshall, Franklin H. Period Furniture, Designand Construction. New York: BonanzaBooks, 1939.

23. Green, Charlotte Hilton. Trees of the South.Chapel Hill, N. C.: University of NorthCarolina Press, 1939.

24. Hammond, James L., and others. WoodworkingTechnology. Bloomington, Ill.: McKnightand McKnight Publishing Co., 1961. 400 pp.

25. Hart, Dorothy M., and Halliday, John. SimpleUpholstery. Peoria, Ill.: Charles A. BennettCo., Inc.

26. Hjorth, Herman. (Revised by Ewell W. Fowler.)Basic Woodworking Processes. Milwaukee,Wis.: Bruce Publishing Co., 238 pp.

27. Hjorth, Herman. (Revised by William F. Holtrop.)Modern Machine Woodworking. Milwaukee,Wis.: Bruce Publishing Co. 296 pp.

28. Hjorth, Herman. (Revised by William F. Holtrop.)Operation of Modern Woodworking Ma-chines. Milwaukee, Wis.: Bruce PublishingCo. 192 pp.

29. Hjorth, Herman. (Revised by William F. Holtrop.)Principles of Woodworking. Milwaukee,Wis.: Bruce Publishing Co. 608 pp.

30. Howes, C. Practical Upholstery. Philadelphia: J.B. Lippincott Company.

31. Hunt, De Witt. Shop Tools Care and Repair.Princeton, N. J.: 1958. 252 pp.

32. Jeffery, Harry R. Wood Finishing. Peoria, Ill.:Charles A. Bennett Co. 112 pp.

33. Klenke, William W. The Art of Woodturning.Peoria, Ill.: Charles A. Bennett Co., Inc.192 pp.

34. Klenke, William W. Furniture Joinery. Peoria,Ill.: Charles A. Bennett Co., 1943.

Woodworking / 207

35. Madden, Ira. Woodworking for Industrial Arts.Homewood, Ill.: Goodheart-Willcox Co.,Inc. 224 pp.

36. McGinnis. Basw Woodwork Projects. Blooming-ton, Ill.: McKnight and McKnight Publish-ing Co., 1959. 149 pp.

37. Menke, H. A. Contemporary Wood Furniture.Bloomington, 111.: McKnight and McKnightPublishing Co., 1961. 95 pp.

38. Menke, H. A. 28 Table Lamp Projects. Blooming-ton, Ill.: McKnight and McKnight Publish-ing Co., 1953, 80 pp.

39. Milton, Archie S., and Wohlers, Otto K. Funda-mental Woodturning. Milwaukee, Wis.:Bruce Publishing Co., 1953.

40. Newell, A. C. Coloring, Finishing, and PaintingWood. Peoria, Ill.: Charles A. Bennett Co.,1941. 480 pp.

41. Nichols, Talmage. Woodworking Workbook. Pe-oria, Ill.: Charles A. Bennett Co., Inc., 1963.53 pp.

42. Noyes, William, and Siepert, Albert F. Handworkin Wood. Peoria, Ill.: Charles A. BennettCo., 1940.

43. Olson, Delmar W. Woods and Woodworking forIndustrial Arts. Englewood Cliffs, N. J.:Prentice-Hall. 244 pp.

44. O'Neal, James M. Early American Furniture.Bloomington, Ill.: McKnight and McKnightPublishing Co., 1963. 163 pp.

45. Perry, L. Day, and Slepicka, Frank. Bird Houses.Peoria, Ill.: Charles A. Bennett Co. 96 pp.

46. Perry, Thomas D. Modern Plywood. New York:Pitman Publishing Corp., 1948.

47. Salomonsky, Verna C. Masterpieces of Furniture.New York: Denver Publication, 1953.

48. Schumacher, Herman G. Vocational Mathematics.(2 vol.) Homewood, Ill.: Goodheart-WillcoxCo., 1954.

49. Silvius, Harold G., Baysinger, Gerald B., andOlsen, K. T. Safe Practices in Woodworkingand Plastics. Chicago: American TechnicalSociety, 1954.

50. Shaeffer, Glenn N. Basic Mechanical Drawing.Milwaukee, Wis.: Bruce Publishing Co.,1946.

51. Smith, Robert E. Information and OperationUnits in Machine Woodworking. Wichita,Kan.: McCormack-Mathers Co.

52. Smith, Robert E. Machine Woodworking. Bloom-ington, Ill.: McKnight and McKnight Pub-lishing Co., 1958. 204 pp.

53. Smith, Robert E. Patternmaking and Founding.Bloomington, Ill.: McKnight and McKnightPublishing Co., 1954. 112 pp.

54. Soderberg, George A. Finishing Materials andMethods. Bloomington, Ill.: McKnight andMcKnight Publishing Co., 1959. 382 pp.

55. Tolman, J. E. Build It Yourself. New York:Prentice-Hall, Inc., 1951.

56. Towers, Whitney K. Cabinetmaker's Manual. NewYork: The Home Craftsman PublishingCorp.

57. Townsend, Gilbert. Carpentry. Chicago: AmericanTechnical Society, 1947.

58. Townsend, Gilbert. The Steel Square. Chicago:American Technical Society, 1947.

59. Turnbull, J. Sam. Modern Woodworking Projects.New York: The Macmillan Company.

60. Tustison, F. E., Brown, Arthur G., and Barocci,Louis. Instructional Units in Hand Wood-work. Milwaukee, Wis.: Bruce PublishingCo. 200 pp.

61. Wagner, Willis H. Woodworking. Homewood, Ill.:Goodheart-Willcox Co., Inc., 1964. 112 pp.

62. Waring, Ralph G. Wood Finishing. Milwaukee,Wis.: Bruce Publishing Co., 1963. 216 pp.

63. Weeks, Verne. Contemporary and TraditionalFurniture. Milwaukee, Wis.: Bruce Publish-ing Co. 80 pp.

Bulletins

64. Abrasive Tools. Delta Operating Manual No.4702. Pittsburgh: Rockwell ManufacturingCompany, 1954.

65. Abrasives. Worchester: Norton Company.

66. Band Saw and Scholl Saw. Delta Operating Man-ual No. 4705. Pittsburgh: Rockwell Manu-facturing Company, 1954.

67. Circular Saw and Jointer. Delta Operating ManualNo. 4701. Pittsburgh: Rockwell Manufactur-ing Company, 1954.

68. Deft Finishing Chart. Torrence, Calif.: DesmondBrothers.

69. Drill Press. Delta Operating Manual No. 4700.Pittsburgh: Rockwell Manufacturing Comp-any, 1954.

70. Files. Providence, R. I.: Nicholson File Company.

208 / Woodworking

71. Furniture, Its Selection and Use. Washington:United States Department of Commerce,Government Printing Office.

72. Grades and Uses of Lumber. Portland: West CoastLumbermans' Association.

73. How to Glue It. Columbus: Franklin Glue Co.

74. How to Select, Use and Care for Bits. Wilming-ton, Ohio: Irwin Bit Co.

75. How to Specify and Buy Industrial Arts Lumberand Plywood. Denver: Frank Paxton Lum-ber Co.

76. How to Use Screwdrivers. Statesville, N. C.:Southern Screw Co.

77. Joints and Their Uses. Beloit, Wis.: Yates Ameri-can Machine Co.

78. Lathe. Delta Operating Manual No. 4703. Pitts-burgh: Rockwell Manufacturing Company,1954.

79. Lumber Industry Facts. National Lumber Manu-facturing Association, 1953.

80. Manual of Carpentry, Cleveland: American Steeland Wires.

81. Plane Facts. New Britain, Conn.: Stanley Tools.

82. Practical Finishing Methods. Delta OperatingManual No. 4611. Pittsburgh: RockwellManufacturing Company, 1954.

83. Rafters and Framing Squares. New Britain, Conn.:Stanley Tools.

84. Shaper. Delta Operating Manual No. 4704. Pitts-burgh: Rockwell Manufacturing Company,1954.

85. Tool Catalogue. New Britain, Conn.: StanleyTools.

86. Wood Handbook. Madison, Wis.: Forest ProductsLaboratory, 1955.

87. Wood Screws. Providence, R. I.: American ScrewCompany.

Films and Filmstrips*

88. ABC of Hand Tools. Jam Handy Organzation,2900 Grand Blvd., Detroit 11, Michigan.

89. American Walnut. American Walnut Manufactur-ers Association, 616 S. Michigan Blvd.,Portland 4, Oregon.

90. Fabrication of Western Pines. Western Pine As-sociation, Yeon Bldg., Portland 4, Oregon.

91. Hand Sawing. Jam Handy Organization, 2900 F.Grand Blvd., Detroit 11, Mich.

92. Miracle in Wood. Douglas Fir Plywood Associa-tion, 301 Tacoma Bldg.. Tacoma 2, Wash.

93. Plywood, the Miracle Wood. Douglas Fir PlywoodAssociation, 301 Tacoma Bldg., Tacoma 2,Wash.

94. Teach-O-Filmstrip. Popular Science PublishingCo., 353 Fourth Ave., New York 10, NewYork.

95. Trees and Homes. Wayerhauser Sales Co., FirstNational Bank Bldg., St. Paul 1, Minn.

96. Woodworking Tools and Machines. Jam HandyOrganization, 2900 E. Grand Ave., Detroit11, Mich.

97. Educators Guide to Free Films. Education ProgressService, Randolph, Wis.

Other Resources

98. Stanley Tool Charts. New Britain, Conn.: StanleyTools.

* Films may be obtained from practically every manu-facturer by writing their educational or sales divi-sions.

1

i

Documents

of the Colorado (4) Safety and photographs of · John Brunner West High School Denver, Colorado Fred C. Foster Littleton High School Littleton, Colorado F. Morris Johnson Colorado