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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
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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)
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7
Arts and Crafts
General Education / 11
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
12 / General Education
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.
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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,
General Education / 13
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-
14 / General Education
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
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Class
Unit
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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
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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.
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Organization and Administration / 21
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.
22 / Organization and Administration
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
Organization and Administration / 23
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
24 / Organization and Administration
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.
Organization and Administration / 25
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.
Organization and Administration / 27
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,
32 / Shop Planning and Maintenance
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.
34 / Shop Planning and Maintenance
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
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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.
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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
Books 27, 25Film 105
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
Books 41, 48Film 105
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
FundamentalKnowledge
Dopping stone *Temperature controlDopping waxesStones that are heatsensitive
RelatedInformation
Composition of doppingwax
General Crafts / 63
InstructionalMaterials
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.
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64 / General Crafts
Units ofInstruction
FundamentalKnowledge
_
RelatedInformation
InstructionalMaterials
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
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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
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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
InstructionalMaterials
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
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Chart 66Booklet 71
.
* Identifies areas applicable to general shop."Check reference numbers at end of unit.
66 / General Crafts
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
,
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
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*Identifies areas applicable to general shop.
Units ofInstruction
Fundamental Related
Knowledge Information
General Crafts / 69
InstructionalMaterials
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
InstructionalMaterials
_
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
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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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
84 / Basic Electricity and Electronics
Units ofInstruction
FundamentalKnowledge
Related1 Information
InstructionalMaterials
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
Basic Electricity and Electronics / 85
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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.)
86 / Basic Electricity and Electronics
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
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Basic Electricity and Electronics / 87
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
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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
88 / Basic Electricity and Electronics
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
Electroplate withelectric current
--_.
Connect cells in series ¶llel & 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
Basic Electricity and Electronics / 89
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*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
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90/ Basic Electricity and Electronics
1
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
Basic Electricity and Electronics / 91
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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)
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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
92 / Basic Electricity and Electronics
Units of Fundamental Related Instructional
Instruction Knowledge Information Materials
Work problems involving Calculation of circuitimpedance (Z) impedance (Z)
RESONANCE
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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
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Basic Electricity and Electronics / 93
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
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Procedure for figuringmotor & generatorefficiency
ELECTRIC WIRING AND
Purpose & function ofNational Board of Fire
Underwriters
ILLUMINATION
94 / Basic Electricity and Electronics
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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 Electricity and Electronics / 95
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
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List precautbns in hand-ling electronic components
*Assembly techniques forelectronic components
*Types & operation ofelectronic components
Plan & layout etchedcircuit
History & methods ofproducing printedcircuits
*Identifies areas applicable to general shop.
Job opportunities inelectronics
96 / Basic Electricity and Electronics
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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.
Basic Electricity and Electronics / 97
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
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Test diodes & transistorson tester
Construction of semi-conductors
Semi-conductor testing de-vices & techniques
98 / Basic Electricity and Electronics
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*Precautions & techniquesin handling semi-conduct-ors
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*Types of power supplies
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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
Basic Electricity and Electronics / 99
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
FundamentalKnowledge
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
Basic Electricity and Electronics / 101
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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)
102 / Basic Electricity and Electronics
Units ofInstruction
FundamentalKnowledge
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
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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
Basic Electricity and Electronics / 103
Units of FundamentalInstruction Knowledge
RelatedInformation
InstructionalMaterials
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
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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
InstructionalMaterials
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
Basic Electricity and Electronics / 105
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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)
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Principles of logiccircuitry
Types, application &function of computersdigital, analog, bionic)
106 / Basic Electricity and Electronics
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
Types, function & opera-tion of computer storagedevices
Production of Electrical Energy
Theory & operation offuel cells
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Applications, advantages& disadvantages of fuelcells
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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
Basic Electricity and Electronics / 107
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
108 / Basic Electricity and Electronics
Units ofInstruction
FundamentalKnowledge
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
FundamentalKnowledge
RelatedInformation
Basic Electricity and Electronics / 109
InstructionalMaterials
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.
110 / Basic Electricity and Electronics
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,
Basic Electricity and Electronics / 111
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.
112 / Basic Electricity and Electronics
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
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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
InstructionalMaterials
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
FundamentalKnowledge
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
InstructionalMaterials
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
OperationsFundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
OperationsFundamentalKnowledge
RelatedInformation
InstructionalMaterials
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 .
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Trim and mount picturesV
Prepare copy Use of color filter Color separationUse of photography inthe Graphic Arts
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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
FundamentalKnowledge
Relatedinformation
InstructionalMaterials
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
OperationsFundamentalKnowledge
RelatedInformation
Cost of stencil filmOrgandy may be cheapsubstitutePhotographic process
Materials
/
Instructional
-- .
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Cut stencil Block out balance ofscreen
Blockout Application of blockoutmedia
Various blockout media
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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
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Gravure operationsGravure ink
HalftoneConventional etchingPowerless etchingRegister process
Field trips
120 / Graphic Arts
Operations
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
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Preparing negativesStripping flats
Charts
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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
OperationsFundamentalKnowledge
RelatedInformation
InstructionalMaterials
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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
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122 / Graphic Arts
OperationsFundamentalKnowledge
....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
OperationsFundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
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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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
Proper press procedureLocation of gauge pinsRegistration and makereadyPress feedingS:ip sheeting and drying
Kinds of presses
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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
InstructionalMaterials
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
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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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
OperationsFundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
OperationsFundamentalKnowledge
RelatedInformation
InstructionalMaterials
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.
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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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*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
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Chalkboard equipmentFilm: 116Transparencies: 121,124part 1
I
Units ofInstruction
*Dimensioning
Mechanical Drawing / 135
FundamentalKnowledge
Extension linesDimension linesLeadersArrowheadsStandard rules andpracticesImportance of clear andexact dimensioning
RelatedInformation
UnidirectionalAligned
InstructionalMaterials
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
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136 / Mechanical Drawing
Units ofInstruction
FundamentalKnowledge
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
Mechanical Drawing / 137
Units ofInstruction
FundamentalKnowledge
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
138 / Mechanical Drawing
Units ofInstruction
Tracing
FundamentalKnowledge
Pencil tracingsInk tracings
RelatedInformation
InstructionalMaterials
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%
Mechanical Drawing / 119
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
FundamentalKnowledge
PlansProfilesDesign layoutsDetailsWorking drawingsProduction illustrationTernplatesSyrnbolsLettering and dirnension-ing
RelatedInformation
InstructionalMaterials
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
140 / Mechanical Drawing
Units ofInstruction
FundamentalKnowledge
RelatedInformation
Charts and Graphs
Pictoriala. Steps in the develop-
ment of a 2-pointperspective
b. ColorFoundation and basementplansKitchen detailOther detailsPlot planModel construction
InstructionalMaterials
Model constructionmaterialsFilm: 93
Types of chartsa. Rectangularb. Logarithmicc. Similogarithmicd. Compositee. Bar
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Relation to technical andfinancial problemsConveyance of informa-tion to the publicShowing trendsUse to the engineer
Enlarged charts andgraphs
Mechanical Drawing / 141
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
142 / Mechanical Drawing
Units ofInstrucfion
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
Mechanical Drawing / 143
Units ofinstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
144 / Mechanical Drawing
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
Mechanical Drawing / 145
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.
146 / Mechanical Drawing
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.
Mechanical Drawing / 147
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.
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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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
FundamentalKnowledge
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
InstructionalMaterials
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
_
152 / General Metals
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*Select and plana project
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
Cost computation* Safety
*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
154 / General Metals
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
General Metals / 155
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*Select and plan aproject
Design (Considerfunction)
Metals used in forgingand their manufacture
Finished projectSequential operationsplan**Film: 106
Wake out a bill formaterial
Cost computation* Safety
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
*Identifies areas applicable to general shop.**Check reference numbers at end of unit.*Safety included in all operationsrefer to Safety Unit, Chapter V
II
156 / General Metals
Units ofInstruction
FundamentalKnowledge
RelatedInformation
*Heat treating
*Finishing
Annealing, hardening,surface hardening,tempering
Grinding, filing,hammer finishing
Heat range determinedby colorHardening compounds,annealing and temperingtechniques, hardnesstesting
InstructionalMaterials
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
General Metals / 157
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*Select and plan aproject
Design (Consider form,function, durability, fin-ish and suitability ofcasting)
Types of metalsand alloys
**Finished projectsPamphlet: 138
.--.4
i(:
116'v,t,..,
*Make out a bill formaterial
Cost computation* Safety
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
158 / General Metals
Units ofInstruction
*Preparing the mold
FundamentalKnowledge
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.
General Metals / 159
MACHINE SHOP
In machine work the basic power tools used inindustry should be taught. The purpose is to acquaint
Units ofInstruction
*Select and plana project
*Make out a bill formaterial
*Development and layout
*Use of the engine lathe
FundamentalKnowledge
Design and blueprintreading
Cost computation* Safety
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
InstructionalMaterials
**Pamphlet: 149Film: 98
Film: 106Flow chart: 149Sample projects
Types of measuring tools Film: 105
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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-
*Identifies areas applicable to general shop.**Check reference numbers at end of unit.*Safety included in all operationsrefer to Safety Unit, Chapter V
160 / General Metals
Units ofInstruction
FundamentalKnowledge
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
InstructionalMaterials
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
General Metals / 161
Units ofInstruction
FundamentalKnowledge
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
162 / General Metals
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*Select and plan aproject
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
Cost computation* Safety
*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
*Identifies areas applicable to general shop.**Check reference numbers at end of unit.*Safety included in all operationsrefer to Safety Unit, Chapter V
General Metals / 163
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*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
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*
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'. -- ,
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
,
..
,
_
164 / General Metals
Units ofInstruction
FundamentalKnowledge
RelatedInformation
_
InstructionalMaterials
*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
General Metals / 165
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*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
166 / General Metals
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
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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
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General Metals / 167
Units ofInstruction
FundamentalKnowledge
RelatedInformafion
InstructionalMaterials
*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
.
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1
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*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
168 / General Metals
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.
General Metals / 169
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.
170 / General Metals
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.
General Metals / 171
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
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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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
Engine types
Is'14 f,-.1.21kd'
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:
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
176 / Power Mechanics
Units ofInstrucfion
FundamentalKnowledge
Engine construction Major parts andassembliesRelationship betweenparts and tolerancesStandards for bolts,nuts, and screws
InstructionalMaterials
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
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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
Power Mechanics / 177
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
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._
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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
178 / Power Mechanics
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
FundamentalKnowledge
General and specificuses of tools
Electron theory, magne-tism and its applicationsin starting, generatingand ignition systems
Power Mechanics / 179
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
InstructionalMaterials
**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
180 / Power Mechanics
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*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 .
Power Mechanics / 181
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*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
182 / Power Mechanics
...Units ofInstruction
Engine disassembly
1,
Cylinder service
;IC4°
FundamentalKnowledge
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
InstructionalMaterials
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
Books: 20, 65, 83Other Resources: 145,149, 153, 156, 158
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
Books: 20, 65, 83Other Resources: 145,149, 153, 156, 158
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
FundamentalKnowledge
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
Power Mechanics / 183
InstructionalMaterials
Books: 20, 65, 83Films: 96, 105, 107, 133,142, 143
Books: 20, 65, 63Other Resources: 145,149, 153, 156, 158
Books: 20, 65, 83Other Resources: 145,149, 153, 156, 158
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, 83Other Resources: 145,149, 153, 156, 158
Books: 20, 65, 83, 61, 62Other Resources: 149,165, 145, 153, 156, 158
184 / Power Mechanics
Units ofInstruction
FundamentalKnowledge
RelatedInformafion
InstructionalMaterials
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
Power Mechanics / 185
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.
186 / Power Mechanics
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.
Power Mechanics / 187
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.
188 / Power Mechanics
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.
Power Mechanics / 189
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
Classification, propertiesand uses of commonwoods
Samples finished andunf in ished
,
....
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1 ..s.^..'"a
a
192 / Woodworking
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
*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
FundamentalKnowledge
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
InstructionalMaterials
*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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
FundamentalKnowledge
RelatedInformatioo
InstructionalMaterials
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
*Identifies areas applicable to general shop.
SafetySizesParts
Mechanical adjustmentsCare and maintenanceSharpening bladesBrazing blades
Machine companyinstruction manual24, 51, 67
Machine companyinstruction manual24, 51, 66
-
Woodworking / 199
Units ofInstruction
FundamentalKnowledge
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
Instruction manual51, 69
200 / Woodworking
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
Instruction manual62, 64
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
FundamentalKnowledge
Wood lathe *Uses of the lathe*Turning tools*Spindle turning*Face plate and chuckturningFinishing on latheParts of the lathe
RelatedInformation
InstructionalMaterials
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
FundamentalKnowledge
*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
Instructional manual9, 51
Instructional manual9, 51
SafetySizePartsMechanical adjustmentsCare and maintenanceDifferent types
Instructional manualCatalogs9, 51
Portable power plane Adjust and operate SafetySizePartsMechanicai adjustmentsCare and maintenance
Instructional manual
Woodworking / 203
Units ofInstruction
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
FundamentalKnowledge
RelatedInformation
InstructionalMaterials
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
FundamentalKnowledge
RelatedInfermation
InstructionalMaterials
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.
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