ED 038 528

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ABSTRACT

DOCUMENT RESUME

VT 010 769

Architectural and Building Construction Technology;A Suggested 2-Year Post High School Curriculum.Technical Education Program Series No. 9.Office of Education (DHEW) , Washington, D. C.0E-8006269117p.Superintendent of Documents, U.S. GovernmentPrinting Office, Washington, D.C. 20402(FS5 280:80062, $1.50)

EDRS Price MF-$0.50 HC Not Available from EDRS.*Architectural Education, Bibliographies,*Construction Programs, *Curriculum Guides,Draftsmen, Facility Guidelines, *Post SecondaryEducation, *Program Guides/ Subprofessionals,Technical Education

This curriculum guide is for administrators andtheir advisors to use in meeting local, state, and regional needs intraining architectual and building construction technicians at thepost-high school level. It was developed by a technical educationspecialist at the national level. The guide provides: (1) a suggestedcurriculum plan, (2) course outlines with examples of texts andreferences, (3) a sequence of technical education procedures, (4)laboratory layouts with. equipment costs, (5) a discussion of thelibrary and its use, faculty and student services, and (6) a selectedlist of scientific, trade, and technical societies concerned with thetechnology. The document is illustrated with line drawings andphotographs. A bibliography is appended. (GR)

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DISCRIMINATION PROHIBITEDTitle VI of the Civil Rights Act of 1964states : "No person in the United States shall, on the ground of race, color, or nationalorigin, be excluded from participation in, be denied the benefits of, or be subjected todiscrimination under any program or activity receiving 'Federal financial assistance."Therefore, the Technical Education Program, like every other program or activityreceiving financial assistance from the Department of Health, Education, and Welfare,must be operated in compliance with this law.

0E-80062

Technical Education Program Series No. 9

ARCHITECTURAL AND

BUILDING CONSTRUCTION

TECHNOLOGY

A Suggested 2-Year Post High School Curriculum

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS Of VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFAREOFFICE OF EDUCATIONROBERT H. FINCH, Secretary

JAMES E. ALLEN, JR., Assistant Secretary and Commissioner of Education

Superintendent of Documents Catalog No. FS 5.280: 80062

UNITED STATESGOVERNMENT PRINTING OFFICE

WASHINGTON : 1969

For sale by the Superintendent a Documents, 'U.S. Government Printing OfficeWashington, D.C. 20402 Price $1.50

FOREWORD

ARCHITECTURAL DESIGNS using new materials and methods bringIEM-1 builder and architect together at the start, because planning the specialconstruction procedures must begin as soon as form and materials are con-ceived and specified. These developments have created a serious shortage ofhighly skilled architectural and building construction technicians to assistarchitects and engineers in building construction. This suggested curriculumwas prepared to aid in planning and developing programs in the States tomeet the increasing need for such technicians.

The guide provides a suggested curriculum plan; course outlines withexamples of texts and references; a sequence of technical education proce-dures; laboratory layouts with equipment and costs; a discussion, of the libraryand its use, faculty and student services; and a selected list of scientific, trade,and technical societies concerned with the technology. Although the indicatedlevel of instruction is not high school, the sequence of course work may wellstart at any grade level where students have the prerequisite background andunderstanding.

This guide was developed by Walter J. Brooking, technical educationspecialist in the Program Development Branch of the Division of Vocationaland Technical Education, U.S. Office of Education. The basic materials wereprepared by Southern Technical Institute, Marietta, Ga., pursuant to a con-tract with the Office of Education.

Many useful suggestions were received from special consultants, archi-tects, employers, building construction engineers, and from administratorsand teachers in schools of technology. Although all suggestions could not beincorporated, each was considered carefully in the light of the publication'sintended use. In view of this, it should not be inferred that the curriculumis completely endorsed by any one institution, agency, or person. It is a planfor a program; a plan to be modified by administrators and their advisers tomeet local, State, and regional needs.

IX(

GRANT VENNAssociate Commissioner for

Adult, Vocational, andLibrary Programs

ACKNOWLEDGMENTS

1111111HE U.S. OFFICE OF EDUCATION, Division of Vocational and Tech-nical Education, recognizes the valuable contributions made in the

detailed reviews of this publication by the men listed below.Donald W. Brown, Director, The Technical Institute, Oklahoma State

University, Stillweer, Okla. 74074Edwin B. Cromwell, F.A.I.A., Ginocchio, Cromwell, Carter, and Neyland,

Architects, 416 Center Street, Little Rock, Ark. 72201Ray F. DeBruhl, P.E., Chairman, Engineering Technology Division,

Richland Technical Education Center, 316 Beltline Boulevard,Columbia, S.C. 29205

Ben H. Evans, AIA, Director of Education and Research Programs,American Institute of Architects, 1735 New York Avenue NW.,Washington, D.C. 20006

James L. Haecker, Architect, Associate Director of Education and Re-search, American Institute of Architects, 1735 New York AvenueNW., Washington, D.C. 20066

Robert Hays, Head, English Department, Southern Technical Institute,Marietta, Ga. 30060

Robert M. Nady, Associate Professor, Technical Institute, Iowa StateUniversity, Ames, Iowa 50010

David Savini, Campus Architect (AIA, CSI), Georgia Tech PlanningOffice, 4th Floor, Administration Building, Atlanta, Ga. 30332

Thomas F...Sturr, Architect, The Perkins and Will Partnership, ChicagoOffice, '309 W. Jackson Boulevard, Chick o, Ill. 60606

B. R. Tinsley, Jr., Director of Technical Education, Manatee JuniorCollege, Bradenton, Fla. 33505

Paul W. Witherell, Dean of Instruction, Wentworth Institute, 550 Hunt-ington Avenue, Boston, Mass. 02115

The Office of Education also acknowledges with appreciation the con-structive criticism by administrators, representatives, and staff members ofthe following agencies or institutions:

American Iron and Steel Institute633 Third AvenueNew York, N.Y. 10017American Plywood AssociationWashington, D.C. 20006Bluefield State CollegeBluefield, W. Va. 24701Erie County Technical InstituteMain Street and Youngs RoadBuffalo, N.Y. 14221Milwaukee Institute of Technology1015 North Sixth StreetMilwaukee, Wis. 52303North Dakota State School of

ScienceWahpeton, N. Dak. 58075

xv

Portland Cement AssociationWashington, D.C., Office837 National Press BuildingWashington, D.C. 20004Southern Illinois UniversityCarbondale, Ill. 62901State of MichiganFerris State CollegeBig Rapids, Mich. 49307State University of New YorkAgricultural and Technical CollegeCanton, N.Y. 14904Texas A & M UniversityJames Connally Technical Insti-

tuteWaco, Tex. 76703

CONTENTSPage

FOREWORD III

ACKNOWLEDGMENTS Iv

THE PROGRAM 1

General Considerations 4

Special Abilities Required of Technicians 7

Activities Performed by Technicians 8

Faculty 9

Student Selection and Services 11

Textbooks, References, and Visual Aids 13

Laboratory Equipment and Facilities 13

The Library 14

Scientific and Technical Societies 15

Advisory Committees and Services 16

THE CURRICULUM 19

Course Requirements 19

Brief Description of Courses 20

Content and Relationships 22

Cooperative Education Plan 25

Suggested Continuing Study 26

COURSE OUTLINES 27

Technical Courses 28

Introductory Architectural Drawing 28Architectural Drawing and Model Building (Wood Frame

Structures) 32

Advanced Architectural Drawing (Steel Structures) 35

Advanced Architectural Drawing (Concrete Structures) _ 38

Building Construction Estimating 40

Building Materials and Construction Methods 43

Building Service Systems (Mechanical and Electrical) _ _ 45

Construction Planning and Control 50

Elementary Surveying 52

Mathematics and Science Courses 55

Technical Mathematics I 55

Technical Mathematics II 57

Applied Physics (Mechanics and Heat) 59

Applied Physics (Electricity, Light, and Sound) 62

Statics and Strength of Materials 65

Auxiliary or Supporting Technical Courses 68

History of Architecture and Construction 68

Contracts, Codes, Specifications, and Office Practices_ 71

Technical Reporting 73

Use of Computers and Now Techniques 75

General Courses 77

Communication Skills 77

General and Industrial Economics 80Industrial Organizations and Institutions 83

Page

FACILITIES, EQUIPMENT, AND COSTS 85

General Planning of Facilities 85Equipping the Laboratories and Their Costs 96

Summary of Costs 100

BIBLIOGRAPHY 102

APPENDIXESA. Societies and Agencies Pertinent to the Education of Archi-

tectural and Building Construction Technicians 106

B. Suggestions on Library Content for the Technology 108

VI

THE PROGRAM

AGROWING population and a complex tech-nological civilization have sharply increased

total housing needs. At the same time the scientificdevelopments that make it possible to provide al-most complete environmental control forstructureshousing all indoor activities have made manybuildings obsolete. The vast building require-ments have created a serious shortage of highlyskilled technicians in architecture and buildingconstruction to assist the architects and engineersin meeting the Nation's needs for housing andother buildings.

Technological developments have caused greatchanges in concepts, materials equipment, andmethods of producing modern building-J. Some ofthe most important changes come from using newand sophisticated machines and carefully con-trolled industrial mass-production methods offabrication of parts of buildings in factories, andthen erecting or assembling the building on thesite with a minimum of human effort. Theseconcepts and methods have brought the builderwith his construction arts and technical skillsinto early and close contact with the architect.Planning of the special fabrication processes andconstruction procedures must begin soon afterthe form of a modern complex building and thematerials to be used to build it are conceivedand specified.

The construction industryincluding domestic,industrial, and commercialhas become one ofthe leading industries of the United States. In1966 more than 3.2 million workers, or approxi-mately 4.5 percent of the total work force, wereworking in contract construction, However, em-ployment alone does not show the significance ofthe architectural and building construction in-dustry to the economy. The expenditures andincome of the construction industry rank it asone of the Nation's most vital enterprises. Inrecent years there have been more than one mil-lion units of "housing starts" each year. New

1

construction expenditures in the mid-1960's wereapproximately $70 billion a year.

Not only is construction itself a major factorin the economy, but its use of supplies and servicesresults in, the employment of hundreds of thousandsof workers and in billions of dollars of expenditures.

The conditions discussed below have made theconstruction industry important and have createdthe shortage of well-trained architectural andbuilding construction technicians.

1. The population explosion.The U.S. popu-lation rose from 140.5 million in 1945 to 194.6million in 1965an increase of more than 38percent in the 20 years following World War ILMany of the babies born just after World WarII had reached maturity by the mid-1960's. Theywere forming new families and moving into theirown homes or apartments. The population increasehas called for new homes, stores, places to work,roads, bridges, and public buildings. The popula-tion will undoubtedly continue to rise And anincreasing population will continue to demand itsthird necessity of life.

2. The availability of more money for mortgagelending.Savings and loan associations, commer-cial banks, insurance companies, mutual savingsbanks, individuals, and many other sources ofcapital have loaned money for financing con-struction and renovation. Through such programsas FHA and VA insurance, the Federal Govern-ment has helped to make money available forconstruction.

3. Demolition or renovation of buildings.Thedemolition of existing buildings has made jobsfor thousands of people. Since 1960 the Nationhas been tearing down approximately half a mil-lion dwellings a year. Many cities and Federalagencies have started slum-clearance projects.They have torn down outdated houses and arereplacing them with more modern buildings orapartment projects. Expressways have been built

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

through neighborhoods, forcing destruction ofhouses and construction of new houses or apart-ments elsewhere. Many homeowners have repairedor remodeled their own homes.

4. Increased interest in travel and recreation.As the length of the U.S. workweek has de-creased, people have had more time for traveland recreation. Increased leisure has created aneed for motels, hotels, and downtown motorlodges, highways and bridges, restaurants, recre-ation centers, and camps.

5. Formation of new companies, need for increasedproduction, and development of new products.Dozens of new buildings have been erected onthe outskirts of cities since World War II. Newproducts and new companies have required newfactory buildings and offices. Many companies

2

discovered after World War II that their existingplantslike the machinery inside the plants--- -had become too obsolete for economical produc-tion. In addition, new companies were formed;and older companies established subsidiaries.These developments have been especially im-portant in such industries as electronics, plastics,and manmade fibers.

6. New building materials and techniques andstricter codes and zoning regulations.Many mate-rials now used for decorative effect, convenience,or even for buildings were unknown 30 years ago.Products such as prestressed concrete, violet-rayfiltering heat-reducing glass, and electricallyoperated doors have stimulated interest in archi-tecture and construction.

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Figure 2.This view of two of the five elevators which serve the lobby of a 30story hotel building illustrates a type of structure on which

architects, construction engineers, and technicians should work together from the beginning of the designing until it is completely built.

Many cities and counties have tightened theirbuilding codes and zoning regulations. More rigidcodes have forced building owners to renovate.

The use of new materials and techniques andthe requirements of codes have called for bettertrained persons. Contractors thus have greaterneed for mechanically competent employees todesign, erect, or install new materials.

7. The rising costs of construction.As othercosts have risen, so have construction costs.Homeowners have been seeking more expensivehomes. For example, in 1963 more homes costingunder $15,000 were sold than those costing over$25,000. By 1966, the reverse was true.

As a home has become a more expensive in-vestment and as construction ,costs have risen,contractors have sought better trained people.

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The well-trained technician in architecture orbuilding construction can help cut costs andinsure a better final product.

8. Increased construction of public and semi-public buildings.Buildings for government bu-reaus, hospitals, churches, and other nonprofitgroups have been erected. During the KoreanWar and the war in Vietnam, many militaryinstallations were renovated. New bases werebuilt.

The construction of colleges and schools hasbeen especially important. Federal legislationhas provided significant financial stimulation toimprove existing school facilities and to erectnew buildings. State and local governments havematched Federal funds on many projects andbuilt many schools without Federal aid. Many

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

private schools and health facilities have beenbuilt.

Population growth has led to a continuing demandfor new classrooms or new schools, and parents aredemanding better facilities for existing schools.

9. Demand for better housing and better cities.The United States is becoming an urban Nation,with the majority of the population now living in. or near cities. Some cities must be rebuilt toeliminate slums; others are expanding bothvertically and horizontally. Some entirely newcities with industrial and scientific research areasare arising from swamps and farmland. Peopleare demanding ever-improving places to live, toshop, to work, and to find recreation.

In summary, the construction industry is vitaland growing. Well-prepared construction techni-

4

cians are in short supply, and there is a continuingneed to develop programs to educate others.

General ConsiderationsThe objective of the total program recom-

mended in this guide is to produce a competentarchitectural and building construction technician.The technician must be capable of working andcommunicating directly with architects, engineers,scientists, contractors, and operating employees inhis specialized work,, of satisfactorily performingwork for his employer; and of growing into posi-tions of increasing responsibility. In addition, thegraduate technician should have a beginningbasis for becoming an active, well-informedmember of society.

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

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

A program, which, when mastered, will producethe type of graduate described above, must becarefully designed. Each course must be plannedto help the student develop knowledge and skillin its particular area and be directly integratedinto the program. The sequence of courses, eachof which is specially constructed, contributestoward the final objective of producing a compe-tent technician. If close correlation of coursesmaking up the program is not maintained, the

5

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

Figure 7.Unfilled demands for a wide variety of new buildings tohouse a growing population and to replace large numbers of obsoletebuildings create a serious, unfilled requirement for technicians.

program will not enable the student to obtain anunderstanding at the depth required of modernarchitectural and building construction technicians.

This publication for educating such technicianssuggests that the student begin with a study of aframe residential construction, and follow it with astudy of institutional and large commercial designand construction. Instructors have found suchstructures useful for teaching architectural draw-ing, detailed design, construction, planning, speci-fication writing, and job planning. An emphasis oneither smaller, frame or masonry construction oron noncombustible and fire-resistant constructionof major institutional and industrial buildingscould equally well be used. It is therefore recom-mended that each institution, with its analysis ofbuilding requirements and the recommendationsof its advisory , committee, decide whether tofollow the combined approach used here or toemphasize either smaller residential and commer-cial construction or larger institutional and in-dustrial construction. With either emphasis, it issuggested that the student begin with a study oflight construction.

The technical content of the program is intendedto supply a wide background in the diverse areasof applied architecture and construction. In thefirst year the student should acquire a firmfoundation in architectural drawing, buildingmaterials, and building methods and equipment,along with training in mathematics, physics, andcommunication skills. In the second year hebuilds directly on this background but takes up

Figure 8.Wood frame building and construction such as that shownhere still represents a large and important part of the Nation's build-ing. Technicians must understand this kind of construction.

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more advanced material from architecture andconstruction such as surveying, technical report-ing, building service systems, architectural me-chanics, history of architecture and construction,contracts, codes, specifications, and office prac-tices, industrial organization, economics, andestimating. The methods of analysis steadilybecome more sophisticated as the student pro-gresses through the program.

Graduates of this program can expect to findemployment in many areas of the architecturaland building construction fields. Each area mayrequire somewhat different abilities and specializedknowledge and skills for a successful career. Mostgraduates will further develop their abilities bycontinued study on the job or in part-time studyto master the specifics of a special field. Thefollowing listing shows examples of only a few ofthe major areas or clusters of job opportunitiesfor architectural or building construction techni-cians, as described by employers. Some arebeginning jobs; others are attained by experienceand study on the job.

1. EstimatorA technician working for acontractor in estimating for bids or doingmaterials take-off ("quantity surveying")from architectural plans.

2. DraftsmanA technician working in anarchitectural office or for a constructioncompany in preparing completed drawingsfrom preliminary sketches.

3. Chief draftsmanAn experienced techni-cian responsible not only for some of his

Figure 9.Technicians must understand drawings, bills of materialsmade from them, and the need for care and precision in their prepara-tion. Most architectural and building construction jobs require tech-nicians to have some skill in drawing.

employer's most important drafting butalso for supervising the work of oth3rdraftsmen.

4. Construction foremanA technician whohas developed his leadership talents anduses them in supervising construction crews.Depending on his background and experi-ence, he may supervise earth-moving, site-locating, concrete-pouring, or other workin erecting a building.

5. Field engineering assistantA specialistwho may represent a contractor, a client,or an architect. His duties may be partlysupervisory and partly technical. He checksconstruction work at various stages againstdrawings and specifications.

6. Maintenance foremanA technician whosupervises maintenance crews as a part ofplant engineering or building engineering.His responsibilities may include electricalwiring and lighting, elevators, mechanical(plumbing, heating, and air conditioning)systems, roads and grounds, or a combina-tion of these.

7. SurveyorA "field" technician. This personmay or may not be a licensed surveyor. Hemay survey and stake out locations, con-crete framing, and batter boards. If he is alicensed surveyor, he must meet his State'srequirements for the license.

8. ContractorA self-employed businessman.Many architectural and construction tech-nicians have gained experience by workingfor larger construction companies. Then,after accumulating some capital, they havestarted their own construction companies.

9. Building supplies salesmanAn "inside"man. This technician is employed by largelumber and materials companies. He worksprimarily with contractors in helping themprepare, verify, and acquire the items onmaterials lists, and in pricing and overallcost estimating.

10. Building inspectorA construction special-ist familiar with all types of constructionand the local and national codes governingthem. An inspector may work for an in-surance company or an architect or he mayserve as a government inspector who checkscompliance with building codes. A buildinginspector may be concerned with specializedaspects of construction such as publicsafety; fire and health hazards; plumbing

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and electrical systems; and Federalregulations.

Besides technical skill, some of the precedingjobs call for particular personal traits. For ex-ample, ability and training in salesmanship areimportant in working for a building supply house.Highly skilled technicians must be capable ofworking closely with engineers, architects, andother technicians and of supervising and coordi-nating the efforts of skilled workmen.

Technician education programs develop highlyspecialized persons who must be able to performmany tasks requiring special skillls and who mustapproximate the professional in education, atti-tude, and competence. Such programs provide forrigorous study of scientific principles and support-ing mathematics and for intensive laboratory andfield practice oriented to instruction. Such pro-grams must provide students opportunities togain (1) knowledge of applied scientific principlesand of the hardware, processes, procedures, tech-niques, materials, and tools and (2) the ability tocommunicate with the professional architects andengineers or contractor employees, and to serveas delegates or assistants to such persons. Suchprograms are generally designed for 2 years ofintensive post high school study, but manytechnical and some comprehensive high schoolsprovide for technical and related vocationaleducation.

Some indication of the special nature of techni-cians programs, whether in architectural andengineering fields, in specialized construction.occupations, or in the management of constructionmay be obtained from an analysis of what tech-nicians must know, what special abilities theymust possess, and what they must be able to doin their daily work.

Special Abilities Required ofTechnicians 1

Technicians must have the following specialabilities:

1. Proficiency in the use of the disciplined andobjective scientific method in practical appli-cation of the basic principles and laws ofphysics and chemistry and/or the biologicalsciences as they constitute the scientific basefor the individual's field of technology.

Adapted from Occupational Criteria and Preparatory Curriculum Patternsin Technical Education Programs (0E-80016), U.S. Wilco of Education,Washington, D.C. 20202.

2. Facility with mathematics: ability to usealgebra and trigonometry as tools to develop,to define, or to quantify scientific phenomenaor principles; and, when needed, an under-standing of, though not necessarily facilitywith, higher mathematics through analyticalgeometry, calculus, and differential equa-tions, according to the requirements of thetechnology.

3. A thorough understanding of and facility inthe use of the materials, processes, appara-tus, procedures, equipment, methods, andtechniques commonly used in the technology.

4. An extensive knowledge of a field of speciali-zation with an understanding of the applica-tion of the underlying physical or biologicalsciences as they relate to engineering, archi-tectural and building construction, orresearch activities that distinguish the tech-nology of the field. The degree of competencyand the depth of understanding should besufficient to enable the technician to establisheffective rapport with the architects, en-gineers, or management persons with whomhe works; and to enable him to perform avariety of detailed scientific or technicalwork as outlined by general procedures orinstructions but requiring individual judg-ment, initiative, and resourcefulness in theuse of techniques, handbook information,and recorded scientific data.

5. Communication skills that include the abilityto record, analyze, interpret, and transmit

0

Figure 10. Technicians employed by architectural firms are oftenrequired to make models such as this. A modelmaking laboratory isan important part of a building and construction technology program

8

facts and ideas with complete objectivityorally, graphically, and in writing.

Activities Performed byTechnicians

A technician must perform a variety of func-tions. He must be prepared to-

1. Apply knowledge of science and mathe-matics extensively in rendering direct tech-nical assistance to architects, engineers, orconstruction contractors, superintendents,and foremen engaged in construction work.

2. Design, develop, or plan modifications ofnew products, procedures, techniques, pro-cesses, or applications under the supervisionof architectural, engineering or construc-tion contractors, superintendents, or fore-men in applied construction work.

3. Help plan, supervise, or inspect construc-tion of residential, industrial, or commercialstructures.

4. Help plan construction; work as a memberof the management unit responsible forefficient use of manpower, materials, money,and equipment in construction work tech-nical service.

5. Advise, plan, and estimate costs of opera-tions as a field representative of an archi-tect, an engineer, or a contractor.

6. Assume responsibility for supervision orinspection of construction projects; pre-pare technical reports covering super-vision or inspection.

7. Prepare or interpret engineering drawingsand sketches or write detailed specifications

procedures for work related to construc-tion.Select, compile, and use technical informa-tion from references such as engineeringstandards; handbooks; specifications; andtechnical digests of publications aboutconstruction.

9. Analyze and interpret information obtainedfrom site inspections, and make evaluationsupon which technical decisions are based.

10. Analyze and diagnose technical problemsthat involve independent decisions. Judg-ment must be based not only on technicalknow-how on but on substantive experiencein the occupational field as well.

11. Deal with a variety of technical problemswhich must be solved by a person with

2 Ibid.

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Figure 11.Technicians must know how to use the precision equip-ment in testing the materials and elements of buildings and how tointerpret the results of the tests. This kind of laboratory equipment isessential to a program educating technicians.

an understanding of several technicalfields. Such versatility depends on broadexperience in applying scientific and tech-nical principles, the antithesis of narrowspecialization.

A. 2-year program to educate architectural andbuilding construction technicians must concentrateon primary or fundamental needs if it is to preparestudents for responsible technical positions in themodern industry. It must bo realistic and prag-matic. The program suggested in this bulletin hasbeen designed to provide maximum technical instruc-tion in the time that is scheduled.

To those who are not familiar with this type ofeducational service (or with the goals and interestsof students who elect it), the technical programoften appears to be inordinately rigid and restric-tive. While modifications may be necessary incertain individual institutions, the basic structureand content of this program should be maintained.

The specialized technical courses in the programare laboratory- and field-oriented. They providetime for the application of the scientific principlesconcurrently being taught in the courses inphysics, mathematics, and architectural drawing.For this reason, mathematics and science coursesmust be coordinated carefully with technical coursesat all stages of the program. This coordination isaccomplished by scheduling mathematics, science,and technical courses concurrently during thefirst two terms, a principle that will be illustratedat several points. General education courses

9

constitute a small part of the total program. Ithas been found that students who enter a technicalprogram do so because of the depth of special-ization that the program provides. Experienceshows that many students who elect this typeof program bring to it a background of generalstudy.

FacultyThe effectiveness of the program depends

largely upon the competence and the enthusiasmof the teaching staff. The specialized nature of theprogram requires that the teachers of constructionsubjects have special competence based onproficiency in technical subject matter andconstruction or architectural experience. It isimportant also that all members of the facultyunderstand the educational philosophy, goals,and unique requirements that characterize thisprogram.

To be more effective, members of the facultyresponsible for this program must have interestsand capabilities which transcend their areas ofspecialization. All of the faculty members shouldbe reasonably well informed of the requirementsfor study in architectural and constructionpractices so that they may use field examples orsubject matter as supporting material in teaching.For example, if the construction courses are tobe of maximum value, the teacher must be familiarwith the construction problems and demandsplaced on technicians. Without such a back-ground, the teacher cannot give course work thesupport that is needed in the total program ofeducation for the technicians. Similarly, variousscientific principles may be taught in courses inphysics and mathematics, and the course in-structors may emphasize the principles andillustrate them in design and application.

Teachers of specialized technical subjects re-quire advanced technical training. In the pastmany teachers have been recruited from thearchitectural and engineering professions. Recentexperience has shown that architectural or engi-neering technology graduates who have acquiredsuitable architectural and/or construction expe-rience and who have continued their technicaland professional education often become excellentteachers in this type of program. Such persons aremore likely to understand the objectives andunusual instructional requirements of technicaleducation. Furthermore, persons with this par-ticular background often bring to the program an

enthusiasm for and an appreciation of the valuesof technical educationcharacteristics that areessential to the success of any educational program.

Since programs for highly skilled architecturaland building construction technicians must be aseries of well-integrated courses if the scope anddepth of training given are to be adequate, carefulconsideration must be given to when and at whatlevel a new concept is to be intro dmed. This maybe accomplished through "team-teaching." Inthis sense, team-teaching is the organization of atechnical staff into a coordinated teaching unit.Teaching assignments are made on the basis of theindividual member's special training and talents.Concurrent courses are closely coordinated byteam members to best utilize the student's timewhile he is moved smoothly on to progressivelyhigher levels of understanding.

"Team-teaching" can be developed and nour-ished only by the teaching faculty. A weekly de-partmental staff meeting to encourage the devel-opment of "team-teaching" is recommended. Atthese meetings, each instructor should check withinstructors of concurrent courses to insure thatcourses are being coordinated. This is especiallyimportant when new courses or new techniquesare involved. If less optimum coordination is evi-dent, the team can analyze the problem andquickly find a solution.

In addition to keeping concurrent courses wellcoordinated, staff meetings provide for free ex-change of ideas on teaching techniques discoveredto be useful, and on recently developed laboratoryprojects which seem to be particularly successful.Any project which seems especially interesting andbeneficial to the student should be analyzed to seewhether the same principles of presentation can beemployed in other projects. Furthermore themeetings provide for discussion of scientific ortechnical journal articles which may improve theteaching of a subject or which present new infor-mation winch should be taught.

No matter how well trained a faculty memberis, he should never feel that he has completelymastered architecture and building construction.Throughout his professional career he must be onthe alert for new techniques, materials, and equip-ment. He must continue to read, to study, tomaintain contact with the. construction industry,and to visit architectural and construction offices.In brief, he must not attempt to teach tomorrow'spractices to today's students if he has onlyyesterday's knowledge.

10

Figure 12.Teachers of the technical specially courses in this tech-nology must have had uptodate experience in the field in order toteach modern design and construction methods.

The institution must try to bring the mostcompetent instructors into the classrooms. Itshould attempt to employ instructors with bothtechnical qualificationssuch as licensed archi-tects and professional building construction engi-neersand proved teaching ability. It may wellconsider seeking instructors "on loan" from archi-tectural and contracting firms or employingspecially qualified instructors part time or asguest lecturers. It must always encourage itsfull-time faculty members to upgrade their pro-fessional qualifications.

To help keep a staff effective, an institutionshould encourage faculty members to participateas active members of professional and technicalsocieties. Through such organizations they cankeep up with new literature in the field and main-tain closer liaison with employers of techniciansor other leaders in the field. By attending meet-ings they can hear addresses by outstandingspecialists in the field. Technical school adminis-trators are increasingly encouraging the self-development of staff members by providingreleased time and financial assistance to thosewho attend society meetings and technical teacher-training institutes. Periodic or sabbatical leavesshould be offered to allow staff members a chanceto increase and update their industrial experience,or for further study.

When determining teaching loads for teachersof technical specialty courses, administratorsshould consider the number of student contacthours required by their schedules. Fully effective

instructors in this field require considerably moretime to develop courses and laboratory materialsthan do shop instructors teaching vocationalskills, or teachers of general education courses. Acontact-hour workload of from 15 to 20 hours aweek usually constitutes a full teaching load fortechnical specialty teachers. The rest of their timeshould be spent in assisting students and in devel-oping courses and effective laboratory experiments.

Class size must be considered in developingeffective teaching, since individual attention isrecognized as a vital element in teaching. Themaximum size of a lecture class may vary some-what, depending on the material to be covered,the lecture room, and the teaching techniquesused; but for blackboard lecturing, class sizes offrom 20 to 30 students usually should be con-sidered optimum. If little or no class discussion isattendant to the lecture and if the parts of thelecture normally -written on the blackboard arecarefully prepared and presented by an overheadprojector, the size of the class may be significantlyincreased.

Careful planning of laboratory teaching is im-portant. Laboratory sections should not be over-loaded with students. Teaching cannot be effectiveif there are too many students per workgroup or iftoo many different experiments are being con-ducted simultaneously in the same laboratory. Iftoo many students try to work on a project, mostof them will not benefit from the experiment, be-cause they cannot participate sufficiently in doingthe work. An optimum group size is usually twostudents per laboratory setup, although someexperiments can be effective for groups of three oreven four. If too many experiments are underway,the laboratory instructor cannot be effective, andthe laboratory experiments cannot be closelycoordinated with theory lectures.

Technical programs are designed to produce sup-porting employees who increase the effectivenessof engineering teams. The same principle of assist-

. ance may be employed to increase the effectivenessof the teaching staff. Staff assistants may be usedin stock control to set out the proper equipmentfor laboratory classes, to keep equipment operat-ing properly, to fabricate training aids, and to doa limited amount of routine paper-grading. Whenassistants do these important but time-consumingjobs, the teaching staff can devote more time todeveloping courses, preparing handouts to supple-ment lecture material, and insuring that necessary

11

362-883 0-09-2

components and properly functioning equipmentwill be available when needed. Resourceful use ofsupporting personnel makes it possible to have asmall but versatile staff which may be maintainedas enrollment varies. By adjusting the size of thesupporting staff to the demands of enrollment, aschool may at least partly solve the problem ofhaving too few instructors when the enrollment ishigh and too many instructors if enrollment isreduced. Most of the supporting staff membersmay be recruited from the student body or grad-uates from the program.

Student Selection and ServicesSince the ultimate objectivo of the program is

to produce high-quality graduates, it is essentialthat the students accepted into the program havecertain capabilities. If the incoming student's back-ground is inadequate, the instructors will tend tocompromise the course work to allow for the in-adequacies, with the probable result that the pro-gram will be inadequate in depth and scope.

Students chosen for this program should havesimilar backgrounds and capabilities and shouldexhibit some evidence of maturity and seriousnessof purpose; otherwise the program might notacbieve its objectives. Wide ranges of abilityamong students can create an in.officient teachingsituation and thereby prevent the program fromprogressing at the necessary rate. The amount ofmaterial to be presented and the principles to bemastered require students who not only are wellprepared in formal course material but also havethe ambition, desire, and will to master a difficultprogram and to develop their capabilities to thelimit.

The program is designed for high schoolgraduates who have particular abilities and in-terests. In general, students entering the programshould have completed a minimum of 2 years ofhigh school mathematics, including algebra andgeometry, and 1 year of physics, and laboratoryexperience, or the equivalent. Knowledge ofchemistry is desirable, but physics is considerednecessary.

The ability levels of those who do, and thosewho do not, meet these general requirements willvary greatly. If a student enters a program withoutadequate preparation, he will usually fail; if aclass, or majority of a class, begins without therequisite preparation, the program cannot pre-pare highly capable technicians, and to that

extent the program will fail. If applicants foradmission do not have the necessary mathematics,science, or language skills, they should takeremedial work before entering the technical pro-gram. If possible, this remedial work should beoffered at the school where the applicant plansto enter a technical program.

Many institutions which offer programs fortechnicians provide pretechnical programs up toa full year's duration to give promising but under-prepared students the opportunity to enter a tech-nical program of their choice with a good proba-bility of successfully completing it. A pretechnicalprogram helps solve student recruitment problems,provides assurance of high quality of graduates bystarting with adequately prepared students, andgives promising students an opportunity to edu-cate themselves to meet the Nation's urgent needfor technicians.'

Effective guidance and counseling are essential.The student should be aided in selecting educa-tional and occupational objectives consistent withhis interests and aptitudes. Whenever possible,institutions offering technical programs shouldconsider the use of standardized or special teststo assist in student selection, placement, andguidance. A student should be advised to revisehis educational objectives if it becomes appar-ent that he lacks interest in the technical pro-gram or lacks ability to complete the programsatisfactorily.

.....111111

Figure 13. 'There are attractive opportunities for women techniciansin the architectural and building field.

a U.S. Department of health, Education, and Walfare, Office of Education.Pretechnical Post High School Programs, A &touted Guide. OE- 80040.Washington: Superintendent of Documents, U.B. Government PrintingOffice, 1007.

12

The new student should quickly become familiarwith the facilities on campus. In particular heshould be given a tour of the library facilities andbe made familiar with the procedures and rulesgoverning the use of the library. If possible,organized fieldtrips to nearby construction jobsshould be arranged early in the program to givenew students an opportunity to see architecturaland building construction technicians on the job.These tours may provide motivation and perhapspoint out why certain required subjects areimportant.

A departmental student organization may beformed to help bring together people with similarinterests. The meetings of this organization shouldprovide exercise for the students in arranging theirown technical programs. Speakers from architec-ture or the construction industry or selected filmsmay be used to stimulate interest at meetings.Student organizations may assist with and par-ticipate in department activities such as "careerdays" and "open house" events.

Students should be given information concern-ing student membership in technical societies andbe encouraged to join such societies. Studentchapters of professional societies offer an oppor-tunity for the student to receive excellent materialon a regular basis at nominal costs, and to asso-ciate with professional people in his field atmeetings. After graduation, the technician mayfind affiliation with a society and regular readingof journal articles an important method of keepinghis technical knowledge current in the field.

As their graduation approaches, students shouldbe made aware that some tasks open to tech-nicians may be licensed or certified and thatcertification may be important for their futureemployment. To the extent permitted underState licensing requirements, students should beencouraged to zet certification or other licensesas quickly as possible.

The academic achievement of students shouldbe recognized in some manner. Many institutionsgrant graduates an associate degree as tangiblerecognition of achievement. A departmental clubmight present an annual award to an outstandinggraduate. Private companies might offer tocontribute to an annual scholarship award.

Graduates of technical programs should beaided in every way possible in finding suitableemployment. Placement officers should be awareof the needs of the construction industry for

technicians and should acquaint prospectiveemployers with the qualifications of graduates.The placement function is an extremely valuableservice to the student, the institution, and theemployers. In the final analysis, the placementof graduates is an important responsibility, whichis directly or indirectly the concern of the depart-ment head or the instructor who teaches thetechnical specialty. An excellent placement recordis important in getting new students. In addition,the school should conduct periodic followupstudies of its graduates to determine their progressand to evaluate their training. Many times suchstudies can indicate how the program or teachingtechniques can be improved.

Textbooks, References, andVisual Aids

Textbooks, references, and visual aids for teach-ing any technology must be reviewed constantlyand supplemented in the light of (1) the rapiddevelopments of new knowledge in the field, and(2) the results of research in methods of teachingand developing basic concepts in the physicalsciences and mathematics: This is especially truein the field of architecture and construction. Thedevelopment of whole new areas of theoretical andapplied scientific knowledge is demanding newtextbooks, new references, articles in scientific andtechnical journals, and new visual aids materials.

New textbooks will reflect recent methods ofteaching scientific principles and applications asfast as current research in education becomes ap-plicable. Recent extensive research in methods ofteaching mathematics and physics certainly willproduce changes in teaching materials and meth-ods. It is therefore mandatory that instructorsconstantly review modern texts, references, andvisual aid materials as they become available andadopt those that are an improvement over theones suggested here or those currently in use.

The suggested texts and references have beencarefully selected; however, more good texts atthe technician level are needed in architectural andconstruction education. From the lists presented,it should be possible to select suitable ones.There are, no doubt, other books which areexcellent.

Before a department head or instructor under-takes a program in architectural and buildingconstruction technology or any course containedin the program, he should familiarize himself with

13

the texts and references listed here and otherswhich are available. He will then be able to selectthe text which best serves his particular needs inmaking a lucid, high-level technical presentationto his students.

Visual aids can be of great help in teachingprograms. The aids which are noted here havebeen selected from an extensive list and representthose considered most suitable at the time thecurriculum was prepared. Many are not listed,because the variety and extent of the materialsmake an all-inclusive listing prohibitive. Fromthose listed and others available and pertinent,an instructor may select visual aids which meethis teaching objectives. He should always pre-view and study visual aids before using them inteaching.

Laboratory Equipment andFacilities

Laboratories and equipment for teaching archi-tectural and building construction technologyprograms must meet high standards of quality,since the objectives and the strength of the pro-grams lie in students getting valid practicalexperience, basic in nature and broad in variety.Well-equipped laboratories with sufficient facilitiesto enable all students to work in the laboratoryare required for the courses. The student's trainingprogram should include experiences which il-lustrate the function and application of a widevariety of standard tests and functional systemsand their representative uses.

Variety and quality of equipment and facilitiesare more important than quantity in equipmentlaboratories. Laboratory equipment and facilitiesare a major element of the cost of such a program,but they are indispensable if the training objectivesare to be met.

Equipment must be of good quality if laboratorywork is to offer the student valid experiences.Inferior equipment may not show the principlesbeing studied or may not be sensitive enough toprovide reliable or precise data. Such equipmentmay require unreasonable amounts of time andexpense for repairs or adjustment. The initialcost of high quality equipment is usually greaterthan that of low quality, but the difference incost is justified because it makes possible labora-tory experiments that give precise results.

In the selection of laboratory equipment, theneed for each item should be well established.

Expensive apparatus may not always be required.Many significant experiments can be made withrelatively inexpensive components. In fact, inmany cases these components can make it easierfor the student to understand the principles be-cause they present only the essentials. The numberof units purchased, the particular areas of interest,the particular industry emphasis, and the ingenuityof the instructors in adapting equipment to teach-ing needs will in part govern the selection andcost of laboratory equipment. Throughout theprogram, the emphasis should be on the principleswhich serve as the basis for solving so manydifferent construction problems.

A recommended approach to developing labora-tory work and equipping the laboratories is todetermine what experiments and experiences areneeded for each course and then to design theexercises, so far as possible, using standardcomponents and equipment which are representa-tive of those currently being used in the industryor in related government agencies. This approachrequires staff time and effort; but because theexperimental equipment has been assembled todemonstrate some principle or to make a specificexperimental determination with clarity and pre-cision, it usually accomplishes the best teaching.Laboratory equipment and facilities are discussedin more detail in a later section, entitled "Fa-cilities, Equipment, and Costs."

The LibraryIn any evaluation of a technology program,

its strength is indicated by the quality of itslibrary. It is indicated by the qualifications of thelibrarian; the facilities, the quality, quantity, andrelevancy of content; and the staffing and organi-zation of the library.

Dynamic developments causing rapid changesin technological science and practice make itimperative that the student learn to use a library.Instruction for technology students should there-fore be library oriented so that they may learnthe importance of being able to find informationon any of the various courses they are studying.They should form the habit of using the libraryas a tool in learning. This knowledge helpsstudents develop a professional attitude andfurther teaches them to depend on libraries tokeep abreast of new developments.

Instructors of all courses should inform theirstudents that library use is an important part ofthe program. Planned assignments that require

14

the use of the library to prepare reports on perti-nent subjects will enable students to understandthe resources available and their relation totechnology. Open-book examinations that requirethe use of the library provide excellent andobjective experiences. Under the incentive of theexamination and the pressure of time, studentsobtain a clear understanding of their own compe-tency in using the library.

The growth and success of the graduate techni-cian will depend largely on his ability to keep upwith changes in his field.

For this reason a central library under the direc-tion of a professional librarian is important to thesuccess of the technology program. Most instruc-tors have private libraries in their offices fromwhich they may select books of special interest todiscuss in their personal conferences with studentsand thereby stimulate their interest in relatedliterature. However, a central library insures theacquisition and cataloging of the library contentaccording to accepted library practices and pro-vides systematic card files, which facilitate thelocation of reference materials. It also provides acontrolled and orderly system for lending booksto students typical of those in libraries whichthey might use as employed technicians. Provi-sions for lending materials for out-of-library useshould be systematic and efficient. Suitable studyspace should, be provided students for use ofreferences.

The head librarian usually reports to the topadministrative officer of the school and has fullfaculty status. The American Library Association(ALA) standards state: ". . . two professionallibrarians are the minimum number required foreffective service in any junior college with anenrollment up to 500 students (full-time equiva-lent). In addition, there should be at least onenonprofessional staff member. The larger theinstitution, the more appropriate it will be toemploy a higher proportion of nonprofessionalstaff members."

According to ALA, the library budget shouldbe determined in relation to the total budgetof the institution for educational and generalpurposes, but the amount to be allocated to thelibrary should be based upon a program ofoptimum library service in support of the school'sgoals. The execution of the library program, asit is outlined in the ALA standards, normallyrequires a minimum of 5 percent of the total

educational and general budget. This minimumpercentage is for a well-established library withan adequate collection. It would have to be in-creased if there were a rapid increase in the studentbody or in course offerings; it would again needto be increased if the library were made responsiblefor an audiovisual program. The library budgetfor a newly organized institution should beconsiderably higher than 5 percent.

Another ALA criterion for the library budget isthat the funds for acquiring new library materialsshould equal or exceed the total of salaries forthe library staff. This is for established libraries;the expenditure for acquisition of new librarymaterials should be substantially greater forlibraries which are just starting or making majoradditions to programs.

A library must provide adequate literaturecontaining the information encompassed by allsubjects in a program and extending somewhatbeyond the degree of complexity or depth of thatstudents cover in classrooms. Literature dealingwith unusually highly specialized aspects of asubject may be acquired as needed or may beborrowed by the librarian from more comprehen-sive libraries.

The library content should meet the needs bothof full-time students and of the part-time students'supplemental courses to upgrade or update theiroccupational knowledge and skills. In addition,it should serve the day-to-day needs of the in-structors as they keep their own technical knowl-edge abreast of the new developments pertinentto their special field of applied science.

In view of the highly specialized nature oflibrary content for architectural and buildingconstruction technology, the department head orchief instructor of the technology should be amember of the library committee and should beresponsible for approving the reference materialselected for the technology and related courses.The librarian, as chairman of such a committee,may be expected to take the initiative in callingmeetings or informally consulting with the headof the architecture and building constructiontechnology department so that within the limita-tions of the budget and the consideration of totallibrary needs, the department will acquire theappropriate library content.

The teaching staff and the library staff shouldcooperate in determining what materials are to beacquired and should be responsible for the finalselection of the materials that support their tech-

15

nical courses. They must take the initiative inrecommending materials to keep the library cur-rent, pertinent, and useful. The library staffshould supply the teaching staff with a periodiclist of recent acquisitions complete with callnumbers. Technical and trade journals shouldeither be circulated among the teaching staff orbe placed in a staff reserve section for a shorttime before they are made available for generallibrary use.

In addition to reference materials, journals, andtrade publications, a library should have encyclo-pedias available for quick reference and shouldmaintain index material such as the EngineeringIndex and the Applied Science and TechnologyIndex to aid staff and students in finding recentmaterial on specific subjects. If visual aid materialsare centered in the library, they should be reviewedand evaluated by both the librarian and a memberof the teaching staff as they become available.This procedure will inform the teaching staff onwhat visual aids are available and where theymay be used best in the technical programs.

A well-equipped, modern library should havesome type of duplicating service available so thatcopies of library materials may be easily obtainedby students and staff, Such a service allows bothstudents and staff to build up-to-date files ofcurrent articles appropriate to the courses in aprogram. The service should be available to thestudents at a minimum cost and free of personalcost to the teaching staff.

Further suggestions and discussion of librarycontent for the technology are provided inappendix B.

Scientific and Technical SocietiesScientific and technical societies 4 and trade

associations are an important source of instruc-tional materials and other benefits for facultymembers and students. Such societies provide,through their publications and meetings, imme-diate reports and continuing discussion of newconcepts, processes, techniques, and equipmentin the physical sciences and related technologies.The presentation and interpretation of scientificand technical discoveries explain the relationshipof the theoretical scientist's work to the appliedscience practitioner's requirements. They are an

4 U.S. Department of Health, Education, and Welfare, Office of Education.Scientific and Technical Societies Pertinent to the Education of Technicians.OE- 80037. Washington: Superintendent of Documents, U.S. GovernmentPrinting Office, 1960.

invaluable aid in keeping abreast of new develop-ments in a particular phase of science.

Less conspicuous, but extremely important, isthe support which societies may give (1) in helpingto develop evidence of need for a training program,(2) in helping to promote the program, (3) in en-listing members' support for the program, (4) inhelping to provide work experience for students,and (5) in helping with the placement of graduates.

Associations and societies may supply resourcepeople to speak to classes. They may also serve ashosts to student groups on field trips to studyspecific phases of the industry.

Instructors should be encouraged to become ac-tive members of these societies so that they maylearn quickly of new technological developments.Membership will also enable them to meet peoplein the community who are most actively inter-ested in the field. Some educational institutionspay all, or part, of the costs of membership duesand attendance at local or national meetings inorder to encourage staff participation in selectedsocieties.

Early in their studies, students should be re-quired to become acquainted with the literatureand services of scientific, technical, and engineer-ing societies. They should also be encouraged tojoin those which offer affiliate memberships.

Many professional organizations and associa-tions of manufacturers and producers serve thearchitect, scientist, engineer, technician, adminis-trator, teacher, student, and all others dealing witharchitecture and building construction. For ex-ample, the American Institute of Architects (AIA)plays a leading role in development of architectureas a profession and in guiding educational pro-grams. The AIA has an education committee ineach local chapter which may offer assistance andguidance for programs.

Some other scientific, technical, industrialgroups, and agencies whose publications and serv-ices interest teachers and students of architectureand building construction are:

Acoustical Society of AmericaAmerican Concrete InstituteAmerican Institute of Steel ConstructionAmerican Institute of Timber ConstructionAmerican Iron and Steel InstituteAmerican Plywood AssociationAmerican Society of Civil EngineersAmerican Society of Landscape ArchitectsAmerican Society of Testing MaterialsAmerican Society of Heating and Air Conditioning

Engineers

16

Associated General Cvntractors of America, Inc.Building Research InstituteCalifornia Redwood AssociationConcrete Reinforcing Steel InstituteConstruction Specifications InstituteForest Products LaboratoryInstitute of Electrical and Electronics EngineersLumber Dealers Research CouncilMasonry Institute, Inc.National Association of Home BuildersNational Board of Fire UnderwritersNational Bureau of StandardsNational Concrete Masonry AssociationNational Electrical Contractors AssociationNational Electrical Manufacturers AssociationNational Lumber Manufacturers AssociationNational Ready Mixed Concrete AssociationNational Warm Air Heating and Air Conditioning Asso

ciationPortland Cement AssociationSouthern Pine AssociationSteel Joist InstituteSuperintendent of Documents (U.S. Government Printing

Office)Underwriters' Laboratories, Inc.United States of America Standards InstituteWest Coast Lumbermen's AssociationWire Reinforcement Institute

A brief description of some of these groupsand their publications, as of 1965, is given inappendix A.

Advisory Committees and ServicesThe success of technician education programs

depends, to a great extent, on the formal andinformal support of advisory committees. Whenan institution decides to consider the advis-ability of initiating a particular technologicalprogram, the chief administrator or dean shouldappoint the advisory committee.

The special advisory committee for the archi-tectural and building construction technologyprogram should be comprised of representativesof employers and public employment services,scientific, or technical societies and associationsin the field, architects and building constructionengineers or their operating personnel, and knowl-edgeable civic leaders, who meet with and advisethe specialists on the school's staff. Such membersserve without pay as interested citizens; Theyenjoy no legal status, but provide invaluableassistance. The committee normally consists ofabout 12 members (but may range from 6 to 20),who generally serve for a 1- to 2-year period. Thehead of the institution or the department headof the technology is ordinarily chairman. Sincesuch people are always busy, the meetings should

ob.

be called only when committee action can besthandle a specific task or problem.

The committee assists in surveying and definingthe need for the technicians: the knowledge andskills they will require; employment opportunities;available student population; curriculum, faculty,laboratory facilities and equipment; cost andfinancing of the program. When the studiesindicate that a program should be initiated, thecommittee's help in planning and implementingit is invaluable.

Frequently the committee substantially helpsschool administrators to obtain local funds andState and Federal support for the program. Whenthe graduates seek employment, the committeeaids in placing them in jobs and in evaluatingtheir performance. Such evaluations often willresult in minor modifications, which more closelyrelate the program to employment requirements.

The advisory committee can use this guide,designed primarily for planning and developmentof full-time preparatory programs in post highschool institutions, as a starting point and modifyit to meet local needs. The program can also formthe basis for courses to meet the requirements ofemployed adults who wish to upgrade or updatetheir skills and technical capabilities. In this waythe school administration, with the help of thecommittee and special consultants, can effectivelyinitiate the needed program, quickly develop it

17

to a high level of excellence, and maintain itstimeliness.

Very likely this guide will be adapted to suitvarious situations in schools in differing localities.The assistance of an advisory committee and ofspecial consultants has been found to be of muchvalue in initiating and developing programs. Thecourses in guides such as this one have often beenmodified by schools and their advisers to serveemployed adults who need to update or upgradetheir skills and technical capabilities.

The program is not intended to make an indi-vidual student proficient in all the duties he mightbe asked to perform. Proficiency in highly spe-cialized work will come only with practice andexperience. It is impossible to forecast the exactrequirements of the duties assigned to any tech-nician, and it is almost impossible to predictaccurately the course or rate of change of varioustechnologies. Employers generally recognize thatthe recent engineering graduates may require ayear or more to obtain the specific training theyneed and to orient themselves to their responsi-bilities and role in an organization. Similarly,employers of newly graduated architectural orbuilding construction technicians must generallyexpect to provide a 3- to 6-month period of orien-tation on the job. Furthermore, the productivegraduate technician will continue to study through-out his career in order to develop to his fullestcapabilities.

THE CURRICULUM

Course Requirements

Course

First Semester

Hours per weekOut-

Labo- sideClass ratory study Total

Course

Third Semester

Hours per weekOut-

Labo- sideClass ratory study Total

Introductory Architectural Elementary Surveying 1 3 2 6Drawing 1 12 2 15 Advanced Architectural

Technical Mathematics I 5 0 10 15 Drawing (Steel Structures)._ 1 9 2 1.2

Applied Physics (Mechanics Technical Reporting 2 0 4 6and Heat) 3 3 6 12 Building Service Systems

Building Materials and (Mechanical and Electrical) _ 3 3 6 12Construction Methods 3 3 6 12 Statics and Strength of

Materials 3 3 6 12Total 12 18 24 54 History of Architecture and

Construction 2 0 4 6Second Semester.Architectural Drawing and Total 12 18 24 54

Model Building (Wood-Frame Structures) 1 9 2 12

Fourth SemesterTechnical Mathematics II_ ...._ 4 0 8 12 Advanced ArchitecturalApplied Physics (Electricity,

Light, and Sound) 3 3 6 12

Drawing (ConcreteStructures) " 0 9 0 9

Communication Skills 3 0 6 9 Contracts, Codes, Specifica-Construction Planning and tions, and Office Practices_ _ 2 0 4 6

Control 3 0 6 9 Usc of Computers and NewTechniques '2 0 4 6

Total 14 12 28 54 Industrial Organizations andInstitutions 3 0 6 9

General and IndustrialEconomics 3 0 6

Building ConstructionEstimating 3 6 6 15

Total 13 15 26 54

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Brief Description of Courses

Introductory Architectural Drawing

A course which introduces the student togeneral drafting techniques, such as lettering,line work, orthographic projection, perspec-tives, sections, and architectural conventions.

Technical Mathematics I

A course in algebra and trigonometry whichpresents the fundamental algebraic opera-tions, the rectangular coordinate system, aswell as fundamental trigonometric conceptsand operations. The application of theseprinciples to practical problems is stressed.

Applied Physics (mechanics and heat)

A course which introduces the student to basicprinciples of mechanics and heat. The subjectmatter covered should be related as much aspossible to subjects in the architectural field.

Building Materials and Construction Methods

A course which familiarizes the sty; dent withthe physical properties of the materialsgenerally used in the erection of structures,with brief descriptions of their manufactureand use and laboratory study of materialsand construction processes.

Architectural Drawing and Model Building(wood-frame structures)

A course which teaches the student how toprepare presentation drawings and workingdrawings of, light structures from preliminarysketches. Principles of wood-frame construc-tion are introduced. The student also acquiresexperience in using structural tables andmanufacturers' literature. The program forthis course includes construction of a scalemodel from developed working drawings.

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Technical Mathematics II

A course to continue Technical MathematicsI. Topics in analytic geometry and the dif-ferential and integral calculus are studied.

Applied Physics (electricity, light, and sound)

A second course in physics presenting thebasic principles of electricity, light, andsound correlated with technical mathematicsand with corresponding topics as applied tobuildings.

Communication Skills

A course in which the student gains experi-ence in writing, speaking, and listening. Eachstudent's strength and weakness are ana-lyzed so that efforts may be made to remedythe deficiencies. Time allotments to the vari-ous elements of the course must be based onthe class background. Technical reporting isintroduced to aid the student in developingskill in communication.

Construction Planning and Control

A course in construction planning and con-trol which deals with information on thematerials, labor, and equipment necessary inthe proper operation of a construction projectThe course covers the building constructionprocedures from preliminary site planning tofinal job inspection and introduces themethods of construction job scheduling. Thiscourse shows how the proper combination of

men, material, and machines can be used toconstruct buildings successfully.

Elementary Surveying

A course which introduces the use of theengineer's level, transit, and common sur-veying instruments. Emphasis is placed oncontour line determination and the stakingfor building layouts and grading.

Advanced Architectural Drawing (steelstructures)A course in steel-frame construction antypical details found in commercial structures.Study is made of shop drawings and theirinterrelationship to the entire building,emphasizing the need for the drawings for thecomplete structure to be developed logically,completely, and according to currently ac-cepted practices.

Technical ReportingA course in the practical aspects of preparingreports and communicating within groups,using the basic skills acquired in the previouscourse, "Communication Skills." The courseincludes the use of graphs, charts, sketches,and diagrams in presenting ideas and signifi-cant points orally or in formal or informalwritten reports.

Building Service Systems (mechanical andelectrical)An elementary study of mechanical andelectrical systems used in buildings to providecomfort and utility within the structure.This course introduces the interrelationshipof architecture and engineering considerationsand functions.

Statics and Strength of MaterialsA course which familiarizes the student withthe mechanical properties of materials andthe relationship and use of these materialsin construction. Subjects include stress, de-formation, member size and investigation,and connections. Typical members used insteel and in timber frameworks are studied,analyzed, and discussed.

History of Architecture and ConstructionA study of the development of architecturalform and use of materials and methods ofconstruction. This course is a chronologicalstudy ranging from primitive architectureto complex modern engineered and com-puter-controlled building construction.

Advanced Architectural Drawing (concretsstructures)

The last in a series of four courses, in drawing,providing further experience in the develop-

21

went of working drawings, with emphasis onreinforced concrete structures. The back-ground from previous courses is utilized indeveloping a complete set of working drawingsfor a reinforced-concrete commercial structure.

Contracts, Codes, Specifications, and OfficePractices

A study of the administration and operationof an architect's or engineer's office. Throughthe study of legal documents the studentgains an insight into the restrictions, stand-ards, and requirements established by lawto govern the construction of buildings. Thecourse emphasizes the interpretation andpreparation of construction specificationsemploying accepted modern constructionmethods, materials, and practices.

Use of Computers and New Techniques

A course designed to inform the studentabout the new techniques being used byarchitectural offices to increase their efficiency.The course will identify and define the latestsuccessful applications of data processingand other advances in technology to archi-tecture and construction.

Industrial Organizations and Institutions

A study of roles played by labor and man-agement in the development of Americanindustry. Reference is made to the currentaspects of an industrial society and thehistorical events leading up to it. Emphasisis placed on the legal framework within whichlabor-management relations and responsibil-ities are conducted in the democratic formof government.

General and Industrial Economics

A study of general economic principles andan analysis of the factors involved andimportance of cost control in an industrialor public enterprise.

Building Construction Estimating

A course in which the student learns toestimate and prepare material and laborquantity surveys by making complete esti-mates from real working drawings andspecifications.

Content and RelationshipsFunctional competence in a broad field such as

architecture and building construction has atleast three components around which the cur-riculum must be designed:

1. The training should prepare the graduateto be a productive employee in an entry-level job.

2. The broad technical training, together witha reasonable amount of experience, shouldenable the graduate to advance to positionsof increasing responsibility.

3. The foundations provided by the trainingmust be broad enough to enable the graduateto do further study within his field. Thisfurther study may consist of reading journals,studying text materials, or enrolling informal courses.

This curriculum has been designed to meetthese requirements.

A 2-year technology program has certainunusual requirements that influence the contentand organization of the curriculum. Some of theserequirements are imposed by the occupationalfunctions that graduates are expected to perform;some requirements result from the emphasis ofindustry on particular areas of architecture orconstruction; some may be incidental to the needfor special attention to content that will increasethe effectiveness of teachers with special com-petencies; and others result from the limited timeavailable to produce a competent technician insuch a diverse field. This curriculum guide reflectsthree basic requirements: Functional utility,units of instruction in specialized technicalsubjects, and provision for the teaching of prin-ciples of application.

The sequence of courses in a 2-year technicalcurriculum is as important as the content of thecourses if the limited time available is to be usedmost effectively. In general, the subject matter iscarefully coordinated in groups of concurrentcourses which are arranged to progress smoothlyfrom one group of courses to the next. The studentthus gains a deeper undestanding of basic principles while broadening his scope of understandingin the many diverse areas of architecture andconstruction. This is in sharp contrast to thearrangement of the usual professional curriculumin which basic and somewhat unrelated coursesmake up the first part of the study program andspecialization is deferred to subsequent terms.

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The relationship between laboratory time andclass lecture or theoretical study time is of greatimportance in a technical education curriculum.All of the theory, skills, techniques, applied prin-ciples, materials, information, and processes neededby the technician could be taught in the laboratorywithout separate and organized theoretical classes.The converse is not truelaboratory experience,skills, know-how, and capability which are themost characteristic attributes of technicians can-not be acquired in classrooms without laboratories.However, organized and related ideas, concepts,and factual information can be taught in "theory"classes, if the instructor judiciously uses demon-strations and visual aids, employs selected textsand references, and requires regular and syste-matic outside study by the student. Group teach-ing usually makes more efficient use of the in-structor's time in a "theory" class than in alaboratory and tends to emphasize the develop-ment of the student's skills in obtaining knowledgefrom printed sources. Thus, there must be a specialrelationship between the amount of the scientificand technical specialty taught in the "theory"classes and that taught in the laboratory.

This curriculum devotes a large part of the timeto laboratory hours in the,technical specialty dur-ing the first two semesters because the studentshould acquire introductory and elementary lab-oratory skills and knowledge of apparatus, tools,processes, materials, devices and form good habitsof practice in the laboratory as early as possible.Laboratory work can be started before the studentknows much underlying theory. As soon as theunderlying theory can be developed and he under-stands it, it can be incorporated into the laboratoryworkwhich then becomes more significant inteaching the subjects in depth. Architectural draw-ing is emphasized especially because of the im-portance attached to it by many architectural andbuilding construction employers.

Since many basic laboratory skills will have beenlearned in the first year and since enough basictheory underlying the new material will have beenrequired, the laboratory time required to illustrateprinciple and to teach new material in second-yearcourses need not be as long as in the first year.Since more technical specialty courses are studiedin the second year than in the first, the totallaboratory time is greater than that in the firstyear. Experience has shown that the relative num-ber of semester hours of science or laboratorywork in the technical specialty compared to class

theory hours should not be reduced materially inteaching architectural and building constructiontechnicians. Such a reduction usually causes thetypical student to lose interest and fail or toabandon the course; or it produces a graduate whois deficient in the absolutely essential laboratorycapabilities and is unemployable at the technicallevel.

In technical curriculums it is mandatory thatsome specialized technical course work be intro-duced in the first semester. Deferring this intro-duction even for one term imposes serious limita-tions on the effectiveness of the whole curriculum.An early introduction of the technical specialtyhas several important advantages:

1. It provides motivation. Since the studentenrolled in school to study architectural andbuilding construction technology, it is im-portant to start his training immediately inhis specialty. When the first semester con-sists entirely of general subjectsmathe-matics, English, social studiestechnicalstudents often lose interest.

2. It makes it possible for the student to achievegreater depth of understanding in specializedsubjects in the later stages of the 2-yearprogram.

3. It enables the student to see immediateapplication of the principles he studies inthe mathematics, physics, and communica-tion skills.

Safety and careful workmanship must be anunderlying theme throughout the course of study.The technician's work often involves potentialdangers that careful procedures combined withan understanding of the equipment and normalsafety practice can avoid. In addition to protectinghuman life, eyes and body members, practice ofcareful workmanship will also protect the delicateapparatus (such as surveying instruments) thetechnician uses. Safety must be a constant pre-occupation, and its practice must be emphasizedcontinually from the beginning of the course.

Discipline in intellectual honesty must be apart of the training of any technician. He mustreport accurately what he observes. Any modifica-tion of the observed data should be fully explainedin his record of the work. False reporting, ifdetected during the training of a technician,should be dealt with severely by the instructor.The original data recorded by an employed tech-nician may become evidence in a court of law andare therefore of great importance.

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Throughout the course of study the student istrained in the scientific method of observation andin recording his observations in laboratory reports.He should learn to record his observations inlaboratory reports or surveying fieldbooks.Laboratory reports are bound, journal-type note-books which the student is required to maintainthroughout his experimental laboratory work.These reports carefully record data, computa-tions, sketches, diagrams, and related information,as well as observations and conclusions of theexperiment. Surveying fieldbooks are used torecord all data taken from surveying instrumentswhile the student is conducting field laboratorywork. The logical method of recording data andinformation provides a discipline in he technicalcurriculum consistent with the needs of employedtechnicians.

From the total program the student shouldobtain a broad overview of architecture andbuilding construction. Field trips to constructionsites are helpful in creating interest by showingwhat architectural and building constructiontechnicians do.

In the first semester the Introductory Archi-tectural Drawing course begins to teach drawingand drafting skills and helps the student to seethe need for the other basic courses. In thefollowing semesters he must continually improvehis skill in architectural representation andinterpretation. The second semester drawingcourse in Architectural Drawing includes modelbuilding and introduces wood-frame construction.

The Building Materials and Construction Methodscourse introduces the technical specialty byproviding for an intensive study of materials,processes, equipment, construction methods andtechniques, and by enabling students to developskill in the techniques to as high a degree aspossible for the further study in the ConstructionPlanning and Control course in the second semester.

Technical Mathematics I and II present asequence of selected topics in algebra, trigonometry,analytical geometry, and calculus, which make upthe mathematics courses. The inclusion of cal-culus in Technical Mathematics is not intended tomake the student proficient in all aspects of thecalculus but rather to help him to understandconcepts which will permit him to use the calculusas a basic tool in analyzing problems and in com-municating with engineers. The student's back-ground in calculus should be broad enough toallow him to follow, though not necessarily repro-

duce, the development of equations which requirethe use of calculus. Examples might include thedifferentiation of elementary functions for deter-mination of instantaneous velocities and acceler-ations which occur in, the study of physics; andthe use of calculus in the analysis of transientconditions and control systems.

Applied Physics (mechanics and heat) andApplied Physics (electricity, light, and sound)contribute to the student's essential understand-ing of the scientific principles in mechanics, levers,forces, light and heat transmission, and equilib-rium. Laboratory work in the sciences andtechnical courses provides for practical demon-stration and application of the principles he learnedpreviously or is learning at the time.

The third semester's study is based on thestudent's accumulated knowledge of mechanics,heat, electricity, light, and sound and the basics ofarchitecture. He extends and deepens his under-standing of design and drawing in AdvancedArchitectural Drawing (steel structures) and learnsthe elements of steel structure design and construc-tion. In Elementary Surveying, the student spendssome time in studying practice of architecture"on the ground," and learns the elements of layingout and staking for building sites. Statics andStrength of Materials introduces the study ofstructural membersdrawing upon what thestudent has learned from Applied Physics (me-chanics and heat) and Building Materials and Con-struction Methods. In the History of Architectureand Construction course, the student becomesfamiliar with the dynamic developments in archi-tecture as primitive construction has evolved intotoday's professional practice. Building ServiceSystems (mechanical and electrical) teaches theelements of design and installation of heating,cooling, and service systems (such as elevators)necessary in a modern building.

The fourth semester provides for further depthof comprehension and practice in application ofprinciples, techniques, skills, and concepts previ-ously covered. Advanced Architectural Drawing(concrete structures) will further sharpen thestudent's skill in drafting as applied to the con-struction industry. Contracts, Codes, Specifica-tions, and Office Practices shows the student howan architectural firm or a contractor's office mustoperate as a business. The course in Use of Com-puters and New Techniques introduces the studentto modern electronic computer-controlled buildingconstruction, planning and control. In two courses,

24

Industrial Organizations and Institutions andGeneral and Industrial Economics, the studentgains insight into the Nation's economic system,the working relationships between government andprivate industry, the importance of cost and eco-nomic accountability, and the interrelationshipsof labor and management. Finally, Building Con-struction Estimating, a summary course, compelsthe student to apply all that he has learned aboutconstruction methods, materials, and equipmentby making real estimates from real specificationsand drawings.

Close correlation of concurrent courses has notbeen stressed as strongly in the third and fourthsemester courses as in the first and second semestercourses, owing to the diverse areas of study in thesecond year. There is necessary overlap in coursecontent throughout the second year, but in regu-larly scheduled planning sessions of the staffteaching concurrent second-year courses, the mosteffective material may be prepared for each courseto minimize the duplication of material and lossof time.

Communication Skills emphasizes the mechanicsof reading, writing, listening, speaking, and report-ing early in the curriculum (second semester). Inthe third semester the student reinforces his skillsin Technical Reporting. Instructors in technicalcourses should set increasingly high standards ofclarity, conciseness, and neatness for student workin reporting. Freedom to report on technical sub-jects of their own choice may add reality and extramotivation for technology students. In the finalphases of the 2-year program the standards ofreporting should approximate those required byemployers. At the same time instructors shouldencourage the student to develop individual styleand initiative by allowing him as much freedomas possible in reporting, consistent with establishedschool standards. Not all reports should be of atype which require a disproportionately largenumber of hours for preparation. The judicioususe of informal reporting as well as formal report -ing allows for training in both forms with therealism required in employment, and adjusts thetime required of students in writing formal reportsto a reasonable proportion of their time.

The course outlines included in this guide areconcise and comprehensive, intended as guidesrather than as specific plans of instruction to becovered in an inflexible order. They represent ajudgment on the relative importance of eachinstructional unit, especially where time estimates

are shown for the divisions within each course.The instructor is expected to supplement the prin-ciples outlined in these courses with practicalapplications waenever relevant. Field trips addgreatly to the effectiveness of the instruction ifthey are carefully planned so that students under-stand the work, they observe and relate it to thesubject material they are studying at the time ofthe trip. Operational safety should be emphasizedin field trip studies, and liability insurance coveringthe students on such trips should be provided bythe institution.

Outside study is a significant part of the stu-dent's total program. In this curriculum, 2 hoursof outside study time are suggested for each hour ofscheduled class time. For example, a typical weeklywork schedule for a student in the first semesterof this curriculum would be: class attendance, 12hours; laboratory, 18 hours; outside study, 24hoursa total of 54 hours per week. This is a fullschedule, but not excessive for this type of pro-gram.

Whenever possible, summer employment in theconstruction field should be arranged for thestudent between the second and the third semester.Often local architects or contractors will cooper-ate with such a program because they need reliefoperators during the vacation season. Some insti-tutions may organize employment experience as apart of a cooperative plan.

Cooperative Education PlanThis technology is adaptable to a cooperative

arrangement: a plan which offers important ad-vantages to students, to the school, and to em-ployers of technicians. A cooperative educationprogram is a plan for a student to learn throughcoordinated study and employment experience.The student alternates periods of attendance atthe institution where he is studying his technicaleducation with periods of employment in businessor industry. The employment constitutes an es-sential element in his education. The student'semployment should be related as closely as pos-sible to some phase of the field of study in whichhe is engaged.

When a student tests his knowledge of theoryin a work situation, study becomes more meaning-ful. The co-op student learns not only the es-sentials of his technology but also the importancesof reliability, cooperation, and judgment as anemployed worker in his chosen field.

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The co-op student's career choice is stimulatedand shaped by his work experiences. If he findssatisfaction in his work, he returns to the classroomstimulated to learn as much as possible abouthis future career. If he finds through his workexperience that he is not fitted to a specific areaof work, he may decide to change his major fieldof study when he returns to the college. Thisdecision may prevent him from wasting his timeand money on a misguided choice of study.

A class of students in cooperative technicalprograms usually spends the first semester orthe first two quarters in school; then it is dividedso that half the students have a semester orquarter of employment experience while theother half continue to study. During the nextsemester or quarter, the half who have workedreturn to their formal studies at school while theother half are employed. They usually alternateagain so that each student has two semesters orat least two quarters of work experience in hisprogram. The student's technical program is

lengthened beyond the curriculum outlined inthis document by an amount of time equal tothe total length of the employment experience.

Specific employment is obtained, as circum-stances permit, by the educational institutionwith the cooperation of the student. The institu-tion regards the work-experience program as anintegral part of the technician program as awhole. It is not regarded primarily as an oppor-tunity for earning, although each student whileworking is paid at the prevailing wage scale forthe job he holds. Work reports by both the studentand the employer are submitted to the schoolwork program coordinator.

The cooperative work-experience program is

an opportunity for the student to gain directlyrelated experience which makes him more valuableas an employee. As a result of their work-experi-ence in particular establishments, many studentshave been offered permanent positions uponcompletion of their schooling. Cooperating estab-lishments agree, however, not to make offers ofemployment which become effective before thetechnician completes his program.

Cooperative programs provide opportunities forthe educational institution to maintain close con-tact with employers in their various programs.This contact becomes a two-way channel of com-munication which helps the educational institu-tion to keep its knowledge of specific employerneeds in each technical field up to date, and at the

same time keeps employers acquainted with andinvolved in the program of the institution.

Suggested Continuing StudyA 2-year curriculum must concentrate on the

primary needs of science, mathematics, and therelated knowledge and skills in the technical spe-cialty necessary to preparing the student for em-ployment upon graduation.

Obviously, a 2-year program cannot cover indepth all of the subjects pertinent to the tech-nology; certain important, related subjects mayonly be touched upon. In addition, the graduatemay obtain work in an area of the industry so newthat adequate coverage in the training programhas not yet been developed.

For these reasons, some form of continuation ofstudy for graduates of technology programs isdesirable. The student can keep abreast of thetechnical developments in his special field byreading the current literature related to the tech-nology, by attending meetings of scientific andtechnical societies, and by study on his job. Suchstudy tends to build on the organized, technologicalbase provided by the curriculum he studied. For-mal continuation of supplementary courses providesthe most efficient and practical means for thegraduate technician to add important knowledgeand skill to broaden the base of his initial education.Formally organized courses have the advantagesof systematic arrangement of subject matter,disciplined and competent teaching, and class

20

discussion. They may be scheduled for evening orSaturday hours outside of the graduate technician'sworking day.

Rapid advances in architectural and buildingconstruction materials, methods, and systems ant.in areas related closely will require a continuaupdating of the employed graduate technician.

Some continued study suggested for the graduatein architectural and building construction tech-nology might include the following fields orsubjects:

Advanced Study of Strength of Materialsand Design

Architectural DesignBusiness Management, applied to the con-

struction industryCivil Engineering, as related to construc-

tionCritical Path Planning of ConstructionData Processing, for large construction

companiesLaw, as applied to contracts and specifica-

tionsMaterials Testing and Specification De-

velopment, for new materials or con-struction methods

Physics and Mathematics, as applied toarchitecture

Soil MechanicsSpecification WritingSubdivision DesignSupervision and Management

COURSE OUTLINES

The courses outlined suggest the content whichmight be taught in the curriculum. The materialssuggested provide a practical and attainable cover-age of the field and have been reviewed by experi-?aced instructors in successful educational pro-grams for architecture and building constructiontechnicians and by experts representing employersof such technicians.

Successful programs can be conducted as semes-ter, quarter or trimester systems. The two-semester a year system illustrated in this docu-ment can be changed into three quarters or termsif advisable to meet community needs. Coursecontent can be distributed over six quarters. Forexample, the four architectural drawing coursescould be taught over six quarters since they pro-gress from the elementary to the complex andcover specific information. They might be dividedinto six courses with appropriate subject names.The content of other courses might be redistri-buted to conform to a quarter system, but shouldoffer no insurmountable obstacles since the totaltime in six quarters is the same as in four semesters.

The materials will very likely be modified tofill local needs and to take advantage of specialinterests and capabilities of the teaching staff;but the implied level, quality, and completeness ofthe program should not be compromised. .

No examinations have been scheduled in theoutlines. It is clearly intended that time be avail-able for examinations. Therefore, a 17-weeksemester is assumed, and the outlines are designedto cover a full 16 weeks. The.primary objectives ofexaminations would be to evaluate the student'sknowledge and cause him to make a periodic,comprehensive review of the material presented inthe course. The results of examinations may alsopoint out weaknesses in teaching techniques orsubject matter covered.

At the end of each course there is a list of textand reference materials. Each should be analyzedfor its content and pertinency, and new and more

27352-883 0-69-3

suitable ones should be used if they are available.The information needed to cover a particularcourse in technician curriculums, particularly thetechnical specialty courses, is almost never avail-able in one textbook; hence the multiple listing ofreferences. They should usually be considerablyaugmented by current materials from manufac-turers, trade journals, technical societies, and sup-pliers of equipment and materials in the specialfield of applied science being studied.

Suggested visual aids are listed for many courses.Each should be used when pertinent and when itsuse will teach more efficiently than any othermethod. Excessive showing of films at the expenseof well-prepared lectures and demonstration is to beavoided. The suggested outside study periods maywell be used instead of class lecture time for theshowing of some films. All visual aids should beexamined by the instructor before they are shown.Those listed after courses usually show name andaddress of supplier, size in mm., minutes requiredfor showing, and whether they are sound or silent.This provides the necessary idormation for selec-tion to fit projection equipment.

The experienced instructor is expected to makeliberal use of charts, slides, models, samples, draw-ings, and specimens which illustrate special tech-nical aspects of the subject. He usually accumu-lates them from the experience in previous lab-oratory or lecture preparations and updatesregularly when new developments require it. Theyare too specific for any attempt to be made to listthem in this suggested guide.

The laboratory sessions suggested in the outlineand in the course descriptions are not intended tobe a single session but rather to be scheduled inreasonable and effective increments. For example,a 9-hour laboratory total per week for a coursemight be scheduled as three 3-hour sessions, orany other divisions of laboratory time that seemappropriate.

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Technical Courses

INTRODUCTORY ARCHITECTURALDRAWING

Hours Per Week

Class, 1; Laboratory 12

Description

This course introduces representation inconstruction. It covers the fundamentals ofdrafting, including projection, sectioning,pictorial drawings, perspective, shades,shadows, and architectural representation.After principles have been introduced, exer-cises involving each principle are drawn.Applicable exercises in freehand techniquesare also required to develop facility in free-hand expression.

If possible, the weekly lecture period shouldprecede one of the laboratory periods, andthe lecturing should be done before studentshave their drawing equipment in place.Lectures are more difficult when studentshave become involved in making their draw-ings. Topics that are introduced in thelecture should require additional outsidereading by the student.Drawing exercises must be carefully super-vised by the instructor when basic graphicconcepts are involved. Later exercises, pos-sibly involving creative work, should allowstudents to think on their own, even ifcompletion of a project requires the studentsto work outside of the allotted laboratorytime. Students in architectural drawing mustbe motivated to develop creative talents,beginning in this first course.

Early exercises which provide for experiencein the basic principles must also developdrafting discipline in linework, lettering,geometric relationships, measuring, and pro-jection principles. Linework not only must be

28

accurate but must be expressive and darkenough to reproduce on the various types ofmachines. Exercises should be oriented toarchitectural subjects as much as possibleand should progress from the simple to themore complex.

Major DivisionsHours

Labora-Class tory

I. Orientation and Use of In-struments

II. Lettering and Lettering De-vices

III. Geometric Construction_IV. Orthographic Projection,

Points, Lines, and Planes_V. Dimensioning, Scales, and

Material SymbolsVI. Sections and Cutting

PlanesVII. Auxiliary Views

VIII. Pictorial DrawingsIso-metric, Oblique, and Per-spective

IX. Shades and Shadows of Or-thographic and Perspec-tive Drawings

X. Architectural Applicationsof Basic Concepts

XI. Freehand Sketching of Var-ious Types of Drawings_ _

Total

1 6

1 151 12

2 24

1 12

2 301 9

3 30

1 18

2 18

1 18

16 192

I. Orientation and Use of Instruments

A. Units of instruction1. Lecture on class procedure, method of

grading, assignments, and general orien-tation

2. Lecture and demonstration on correct useand care of drawing instruments andequipmenta. Line qualityb. Accuracy in measuring

c. Neatness in workd. Dexterity with instrumentse. Use of templates

B. Laboratory1. Drawing of elementary exercises involving

simple lines and measuring to acquaintstudents with the correct use of equipment

2. Supervision of student procedures toinsure formation of correct habits (forexample-the correct method of usingtriangles and T-squares in drawing verti-cal lines)

II. Lettering and Lettering DevicesA. Units of instruction

1. Basic technical alphabet (capitals)a. Proportionb. Direction and sequence of strokesc. Spacing of characters and words

2. Letter heights and use of lettering guide3. Alphabet classification

a. Capitals and lower caseb. Condensed and expandedc. Lightface and boldface

4. Titles and title blocksa. Letter sizesb. Laying out symmetrical titles

5. Variations of technical alphabetsa. Vertical and inclinedb. Architecturalc. Displayd. Use of transfer letter sheets

B. Laboratory1. Freehand lettering of basic technical

lettering (large size to ensure correctformation and stroke sequence)

2. Exercises in small lettering (38 -inch high)3. Exercises in laying out titles4. Exercises in architectural variations5. Exercises in lower case lettering, in-

cluding numerals and fractions6. Instructor criticism of student lettering-

weaknesses and faults

II. Geometric ConstructionA. Units of instruction

1. Dividing lines with instruments2. Intersections of lines and arcs3. Intersections of arcs4. Drawing basic geometric forms5. Drawing angles with instruments

B. Laboratory1. Exercises in the conventional geometric

intersections and shape drawings, with

29

emphasis on accuracy and drafting disci-pline

2. Exercises in plane figures requiring the useof the various geometric constructions

IV. Orthographic Projection, Points, Lines, andPlanes

A. Units of instruction1. The theory of projection

a. The quadrantsb. The conventional "glass box"c. Projectors

2. Orthographic projectiona. Relationship of viewsb. Planes of projectionc. Selection of viewsd. Appearance of various surfacese. Hidden surfacesf. Layout of a multiview drawing

3. Points, lines, and planesa. Locating a point in spaceb. Locating a line in spacec. Locating a plane in space

B. Laboratory1. Freehand exercises on coordinate paper of

orthographic views (use pictorial objects)2. Exercises in orthographies of missing

view drawings3. Orthographic problems drawn with in-

struments4. Exercises in locating points, lines, and

planes on three views

V. Dimensioning, Scales, and Material SymbolsA. Units of instruction

1. Use of architects' and engineers' scales2. Principles of dimensioning technical draw-

ingsa. Dimension lines, arrowheads, leadersb. Size dimensionsc. Location dimensionsd. Architectual dimensioning conventionse. Notes

3. Material symbols used on drawingsB. Laboratory

1. Exercises requiring student to completeproblems at scales other than full size

2. Exercises requiring correct dimension-ing-selection and placement

VI. Sections and Cutting PlanesA. Units of instruction

1. Types of sections2. Purpose of sections

3. Cutting-plane theory4. Conventions in sections5. Symbol hatching6. Architectural section variations

a. Plansb. Vertical sections

B. Laboratory1. Simple exercises involving the basic types

of section2. Exercises involving nearly complete ob-

jects, with voids and surfaces beyond thecutting planes

3. Exercises in architectural sections in-volving several materials in the construc-tion

VII. Auxiliary ViewsA. Units of instruction

1. Use of auxiliary views2. Relationship of auxiliary planes to prin-

cipal planes of projection3. Construction of auxiliary views4. Intersections of oblique planes and cones,

cylinders, and curved surfaces5. Architectural applications

B. Laboratory1. Exercises in auxiliary surfaces (drawing

true shapes from orthographic views)2. Drawing of a practical problem involving

true length of hip rafter in hip roof3. Exercises in intersections of planes and

various figuresVIII. Pictorial Drawings-Isometric, Oblique

and PerspectiveA. Units of instruction

1. Theory of isometric drawinga. Angles of planesb. Relationship to orthographic viewsc. Methods of construction, drawing iso-

metric circles2. Theory of oblique drawing

a. Variation of axisb. Selection of viewsc. Application to architectural represen-

tation3. Isometric and oblique sections4. Dimensioning pictorial drawings5. Perspective drawings

a. Theory of perspectiveb. Nomenclature; variablesc. Office method

(1) Two-point angular(2) One-point parallel

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d. Perspective plan method(1) Measuring lines(2) Slope vanishing points

B. Laboratory1. Exercises in drawing isometric drawings

from orthographic views2. Exercises in drawing oblique drawings

from orthographic views3. Exercises in angular perspective (office

method)4. Exercises in parallel one-point perspective5. Exercises in perspective plan method

involving measuring lines and slopevanishing points

IX. Shades and Shadows of Orthographic andPerspective Drawings

A. Units of instruction1. Application and use of shadows2. Conventional light source, 45°3. Theory of orthographic shadows4. Constructing orthographic shadows of

typical architectural subjects5. Theory of shadows on perspective

drawingsa. With the light source parallel to the

picture planeb. With the light source oblique to the

picture plane6. Shadows on plot plans

B. Laboratory1. Exercises in projecting shadows on plan

and elevation views2. Exercises in plotting shadows on perspec-

tive drawings-parallel light sources(using drawings previously done inperspective)

3. Exercises in. plotting perspective shadowson buildings with an oblique light source

X. Architectural Applications of Basic ConceptsA. Units of instruction

1. Terminology in architectural projection2. Conventional "plan" views3. Architectural technique in line work,

dimensioning, and lettering4. Elevation views5. Use of section views in architectural

drawing detailsB. Laboratory

1. Exercises in drawing simple residentialplan using conventional architecturaltechnique, symbols, and dimensioning

2. Exercises in simple elevations with theintroduction of orthographic shadows

3. Exercises in typical architectural de-tailssections

XI. Freehand Sketching of Various Types ofDrawings

A. Units of instruction1. Materials for sketching2. Purpose and value of skill in sketching

freehand3. Techniques used as sketching aids

a. Dividing linesb. Proportionc. Sketching geometric formsd. "Blocking in" subjectse. Shading and linework

4. Sketching isometric and oblique5. Sketching in perspective

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B. Laboratory1. Exercises in sketching simple plans over

coordinate paper2. Exercises in sketching elevation views3. Exercises in sketching section details4. Exercises in sketching isometric and

oblique pictorial drawings5. Exercises in sketching "thumbnail" per-

spectives

Texts and References

FRENCH and VIERCK. Fundamentals of Engineering Drawing.GIESECKE and others. Technical Drawing.HEPLER and WALLACH. Architecture; Drafting and Design.LUZADDER. Fundamentals of Engineering Drawing.MARTIN. Design Graphics.MULLER. Architectural Drawing and Light Construction.PATTEN and ROGNESS. Architectural Drawing.

ARCHITECTURALMODEL BUILDISTRUCTURES)

Hours Per Week

DRAWING ANDG (WOOD-FRAME

Class, 1; Laboratory, 9

Description

This is the second of four drawing courses. Itintroduces residential design and wood-frameconstruction and requires the student tostudy additional aspects of housing, aesthetics,and working drawings. The graphic methodsof representation the student has acquired in.Introductory Architectural Drawing arestrengthened in this course, but more em-phasis is placed on creativity. He completesa practical residential design problem, whichprovides him with the groundwork for aprofessional attitude.

Beginning lectures should be devoted toesidential planningincluding information

on interior space utilization, traffic patterns,exterior materials, and good taste in homestyling. ,Later lectures include wood-frameconstruction methods, aspects of footings andfoundations, and available materials andequipment for residences. Emphasis shouldbe placed on good construction details and onthe reason why one method of constructionwould be more satisfactory than another.This course should encourage the student touse manufacturer's literature, Sweet's Cata-log Service, and other reference material andto investigate local building codes and makedrawings that comply with them. He shouldhave access to a drafting room with large(3 by 5 feet) drafting tables and to model-building tools.

Early studies should begin with sketcheswhich the instructor continually reviews toaid students in solving their problem graph-

at

ically before they do the final drafting on theboard.Working drawings should be made on suitablesizes of tracing paper so that trial prints mayshow reproduction qualities. Presentationsshould be done on illustration board fordisplay purposes.

Major Divisions

I. Orientation; ResidentialPlanning and Design

II. Presentation Drawings andRendering Techniques........

III. Wood-Frame ConstructionWorking Drawings andDetails

IV. Architectural Model-Building

Total

Hours

Labora-Class tory

3 12

3 30

8 72

2 30

16 144

I. Orientation; Residential Planning and DesignA. Units of instruction

1. Class procedure and objectives2. Residential planning

a. Scopeb. Housing costsc. Property physical characteristics; codesd. Housing stylese. Structural typesf. Floor plan development

(1) Square footage(2) Traffic flow and patterns(3) Living spaces(4) Kitchen and bath layouts(5) Storage

g, Elevation design(1) Choice of materials; aesthetics(2) Fenestration(3) Roof types and coverings(4) Cornice treatments and overhangs

h. Landscaping

B. Laboratory1. Beginning exercises should consist mainly

of sketches. Students should get a prac-tical residential design problem, indicatingthe square footage required, type offamily to occupy the home, and otherdefinite requisites of the problems. Firstsketches should be floor-plan sketches,until a satisfactory plan has beendeveloped.

2. Students should sketch various elevationsto accommodate the developed plan, andsketch typical sections of proposed wallconstruction.

3. The instructor must supervise sketchesto insure that ideas are compatible andthat students make consistent progresstoward the solution of the problem.

II. Presentation Drawings and Rendering Tech-niques

A. Units of instruction1. Purpose of presentations2. Architectural composition

a. Balance, tone, value, and emphasisb. Spaces, shapes, and textures

3. Pencil renderinga. Architectural materialsb. Light and shadec. Foliage representation; people and

autos4. Pen and ink rendering

a. Architectural materialsb. Line work; light and shadec. Overlay tone'work-sheetsd. Foliage

5. Color techniquesa. Colored pencilb. Pastelc. Water color

B. Laboratory1. Students perform exercise in the various

media.2. A finished presentation is made of the

residential problem previously developed.3. A criticism is made of the completed

presentation.

III. Wood-Frame ConstructionWorking Draw-ings and Details

A. Units of instruction1. Characteristics of wood-frame construction

a. Western frame

88

b. Balloon framec. Post-and-beamd. Trussed-rafter framinge. Crawl-space; slab-on-gradef. Footings and foundationsg. Roof types and framingh. Siding types and selectioni. Ventilation of structures

2. Bearing-wall constructiona. Concrete blockb. Brick

(1) Solid(2) Brick cavity

c. Stone masonryd. Other masonry

3. Working drawingsa. Frame constructionb. Masonryc. Dimensioningd. Symbolse. Electrical plans and layoutsf. Heating and cooling plansg. Typical wall sectionsh. Interior elevationsi. Special constructionj. Organizing sheet layouts or working

drawings

B. LaboratoryLaboratory periods are devoted to the

development of the complete set of workingdrawings for the original residential design.These working drawings should be made on22 by 34 inch tracing paper suitable for re-production. A uniform title block and bordershould be used on each sheet. All workshould be done with instruments on large(3 by 5 feet) drafting tables.

The following drawings or sets of drawingsshould be made:1. Plot plan showing house locations and

other pertinent features (suitable scale)2. Foundation plan or basement plan (g

inch = 1 foot)3. Floor plan (g inch = 1 foot)

4. Four elevations (g inch = 1 foot)5. Typical wall section; window and door

schedule6. Interior kitchen and bath elevations

(i inch = 1 foot)7. Other required sections and details

N. Architectural Model BuildingA. Units of instruction

1. Purpose of models2. Types of models

a. Architecturalb. Structural

3. Construction techniques4. Use and safety of conventional wood-

working tools and machinesB. Laboratory

1. Make a model of a wood frame residence.A residential design should be selected bythe instructor for the model building. Theclass should be divided into groups orcrews of from five to eight for each model.The student originating the selected de-sign should aoLuLptiew chief to superviseand help plan the construction. Referenceshould continually be made to the set ofworking drawings done by the studentwhile working on the models. Omissionsand errors in the drawings will readilybecome apparent.

84

If facilities are available, the modelshould be built to scale structurally. Eachstructural member should be made andassembled as in actual construction. (Sug-gested scale: 3i inch = 1 foot.)

2. Add complete landscaping to the model.If woodworking facilities are not avail-able, architectural models involving onlyexterior appearance rather than the com-plete structure should be made as analternate. Balsa wood or illustration boardwalls can be sized and painted or finishedto resemble the required exterior appear-ance.

Texts and References

FAULKNER and FAULKNER. Inside Today's Home.HALSE. Architectural Rendering.MULLER. Architectural Drawing and Light Construction.SMITH. Principles and Practices of Light Construction.SWEET'S CATALOG SERVICE. Architectural File.TOWNSEND and DALZELL. How to Plan a House.

ADVANCED ARCHITECTURALDRAWING (STEEL STRUCTURES)

Hours Per Week

Class, 1; Laboratory, 9

Description

The third drawing course introduces steelframe buildings, commercial or institutional,and the problems involved in their represen-tation. Steel frame terminology, fundamen-tals of design elements, typical details, fram-ing plans, shop drawings, as well as the archi-tectural design drawings, are covered so thatstudents may have the "total" experience re-quired in making the working drawings forsteel frame buildings.

Information is presented during lecture peri-ods just as it is in previous drawing courses,and specialized topics are introduced duringlaboratory periods. Early exercises might beststart with design information furnished bythe instructor; later exercises should requirethe student to look up information in theManual of the American Institute of SteelConstruction (AISC), and other handbooks.Alter terminology, structural steel symbols,and typical details are introduced, a lectureperiod should be devoted to the conventionalmethods of selecting the necessary sectionsand details to be drawn and the system ofshowing related framing plans and schedulesto make a logical, well-laid-out drawing.

All drawings should be made with pencil ontracing paper. Toning of views for easier inter-pretation may be done on the reverse side ofthe paper. Each student's work should bereproduced by blueprint or blueline machine

85

or other reproduction methods to show itsreproductive qualities.

Major DivisionsHours

I. Orientation; Structural SteelTerminology, Steel Draft-ing Conventions, Manu-facture and Properties ofSteel, Methods of Fabri-

Labora-Class tory

cation and Erection 2 12II. Typical DetailsRiveted,

Bolted, and Welded Con-nections, Columns, andSpecial Connections 6 30

III. Details of Minor StructuralFeatures 2 28

IV. Shop Drawings Related toHeating and CoolingEquipment in Commer-cial Buildings 3 26

V. Planning and Drawing theWorking Drawings for aSmall Commercial Build-ing 3 48.1

Total 16 144

I. Orientation; Structural Steel Terminology, SteelDrafting Conventions, Manufacture andProperties of Steel, Methods of Fabricationand Erection

A. Units of instruction1. Class piocedure and objectives2. Structural steel terminology and abbre-

viations3. Steel manufacture and fabrication

a. Structural steel properties; sizes andweights

b. Fabrication layouttemplatesc. Punching, drilling, and reaming

d. Cutting, sawing, and shearinge. Rolling, bending, and straighteningf. Milling and finishing; riveting and

weldingg. Cleaning, painting, marking, and in-

spection4. Structural steel drafting conventions

a. Symbols for fastenersb. Symbols for typical steel shapesc. Types of steel drawings

(1) Preliminary plans and layouts(2) Projections and sections(3) Framing plans(4) Column schedules(5) Erection schedules and diagrams

d. Conventions of linework(1) Center-lines and break-lines(2) Cutting-plane lines(3) Match-lines and gage-lines

e. Selection and orientation of requiredviews(1) Scales(2) Location and layout(3) Symmetry(4) Relating views for easy inter-

pretationB. Laboratory

1. Make drawings of simple sections anddetails to acquaint students with con-ventional steel symbolsriveted, bolted,and welded.

2. Draw problems of various steel shapestaken from the ALSO Manual.a. Steel beam with riveted connectionb. Steel wide-flange columnc. Angle connection detail

3. Copy the beam details from a given draw-ing in the AISO Manta

4. Draw a detail, showing both shop connec-tions and field connections.

II. Typical DetailsRiveted, Bolted, and WeldedConnections, Columns, and Special Connec-tions

A. Units of instruction1. Design drawings and shop drawings2. Beam detailing connections3. Size and bolted connections

a. Size and spacingb. Allowable loads of rivets and bolts in

shear and bearingc. Simple framed connections

80

d. Beam-to-column connectionse. Seated connectionsf. Stiffened seated connections

4. Welded connectionsa. Types

(1) Butt(2) Fillet

b. Strength and allowable loadsc. Beam-to-girder connectionsd. Beam-to-column connections

5. Column detailsa. Framing plans and schedulesb. Splicesc. Column base platesd. Shear connectionse. Right- and left-hand detailsf. Special connections

(1) Staggered(2) Offset(3) Inclined

6. Dimensioning methods and clearance forfield work

7. Marking, assembly, and erectionB. Laboratory

1. Draw typical problems using riveted,bolted, and welded connections.

2. Draw problems involving the use ofhandbooks in designing and selectingriveted connections.

3. Draw problems involving the use ofhandbooks in designing and selectingbolted connections.

4. Draw problems of column layouts withschedules.

5. Draw problems involving special con-nectionsa. Framed and seated connectionsb. Stiffened and unstiffened riveted con-

nectionsc. Right- and left-hand connections

III. Details of Minor Structural FeaturesA. Units of instruction

1. Types of steel trusses, gusset plates, andfasteners

2. Steel stair, details and drawings3. Concrete floors in steel frame and roof

decksa. Steel forming, corrugated metalb. Open-web joistsc. Bearing-wall details

4. Typical curtain-wall details

B. Laboratory1. Draw the necessary views of a steel truss.

Make a bill of material.2. Design str.sel stairs and show the necessary

details.3. Draw various masonry floor details and

indicate the selected forming material.4. Draw a brick bearing-wall detail and show

the use of an open-web roof joist.5. Draw several typical curtain-wall details

used in steel frame construction.

IV. Shop Drawings Related to Heating and Cool-ing Equipment in Commercial Buildings

A. Units of instruction1. Architectural considerations

a. Space required for equipmentb. Insulation and material selectionc. Accommodating equipment and duct-

work in structure2. Conventional heating-cooling symbols,

terminology, arid drawings3. Procedures in sizing sheet metal ductwork

and registers4. Piping drawings related to heating-cooling

B. Laboratory1. Draw problems to introduce the symbols

and conventions on heating-cooling shopplans.

2. Draw the ductwork and register indica-tions on a typical floor plan.

3. Plan the heating-cooling system for asmall commercial building, and select thenecessary equipment from manufacturer'scatalogs.

V. Planning and Drawing the Working Drawingsfor a Small Commercial Building. (For thisproject the instructor will furnish a small-scale floor plan, elevation, and framing planfor students.)

A. Units of instruction1. Group discussion of the general problems

involved and the conventional proceduresin solving the problems

2. Discussion of the necessary drawings anddetails required; representing the buildingon working drawings

3. Arriving at solutions by trial-and-error4. Planning the layout of the set of drawings

B. Laboratory1. Devote the early laboratory periods to

freehand sketches of preliminary ideas(schematic plan to be furnished by in-structor before students begin actualinstrument drawings).

2. Sheet layouts planned to determine scales.3. Make necessary drawings and details at

proper scales on tracing paper; finish setof working drawings.

87

Texts and ReferencesAMERICAN INSTITUTE OP STEEL CONSTRUCTION. Manual

of Steel Construction; Structural Shop Drafting.BATEMAN. Materials of Construction.HUNTINGTON. Building Construction.JENSEN and CHENOWETH. Applied Strength of Materials.MERRITT. Building Construction Handbook.SWEET'S CATALOG SERVICE. Architectural File.U.S. DEPARTMENT 011- HEALTH, EDUCATION, AND WELFARE)

OFFICE OF EDUCATION. Civil Technology, Highway andStructural Options, A Suggested R-Year Post HighSchool Curriculum.

ADVANCED ARCHITECTURAL DRAWING(CONCRETE STRUCTURES)

Hours Per Week

Class, 0; Laboratory, 9

Description

This last architectural drawing course willenable the student to have further experiencein preparing working drawings of commercialstructures with specific application to rein-forced concrete, Principles of reinforcedconcrete are introduced to provide him witha background in the standards and theconventions of logical detailing.

More of the planning is left to the studentthan in earlier courses, yet emphasis isplaced on. the interrelation of the varioustypes of drawings required and the cleardevelopment of the complete architecturalplan.

Although a formal class lecture period is notshown for this course, group discussions(especially during early periods) must beconducted. The discussions should be heldwhen students begin laboratory work on thevarious problems. Half-hour discussions maybe most satisfactory. The instructors shouldinsist that students make preliminary sketchesand develop them before permitting thepreparation of final working drawings. Pro-fessional standards of drafting should bemaintained.

Major DivisionsLaboratory

hoursI. Symbols, Conventions, Standards of

Reinforced Concrete Drawings__II. Typical Details

III. Precast and Prestressed Concrete_ _

IV. Shop Drawings of Plumbing andElectrical Equipment..

V. Preparation of the Working Draw-ings of a Simple Reinforced Con-crete Building

163620

20

52

Total 144

I. Symbols, Conventions, Standards of Rein-forced Concrete Drawings

A. Make standard sections and views1. Abbreviations and symbols2. Selection of views3. Codes

B. Make engineering and placement drawings1. Reinforcement2. Bends and bar supports3. Columns and splices

C. Illustrate marks and schedules1. Beams2. Columns3. Reinforcement

D. Prepare bar lists and specificationsE. Prepare drawing exercises of introductory

materialF. Discuss and illustrate computer detailing

schedules

II. Typical

A. DrawB. DrawC. DrawD. DrawE. DrawF. DrawG. DrawH. DrawI. Make

Details

concrete floor joistsflat-slab floora waffle flat-slab floora beam-Eind-girder floora two-way flat and beam floorfoundations and columnswall detailsstair detailsa welded wire fabric drawing

III. Precast and Prestressed Concrete

A. General principles: Make drawings of thefollowing:1. Precast reinforced concrete

a. Typical detail problemsb. Floor plansc. Fabrication details

2. Prestressed concretea. Precast and cast in placeb. Typical building detailsc. Roof details

3. Concrete bridge details

B. Detailing procedure. Make detail drawingsof members:1. Precast2. Prestressed

88

N. Shop Drawings of Plumbing and ElectricalEquipment

A. Plumbing drawings. Make example draw-ings showing:1. Symbols and abbreviations2. Typical details3. The plumbing plan

B. Electrical drawings. Make example, drawingsshowing:1. Conventional symbols and abbreviations2. Typical details3. The electrical plan

V. Preparation of the Working Drawings of aSimple Reinforced Concrete Building. (Small-scale architectural floor plan, elevations, andframing plan should be furnished by theinstructor. For variety, a type of commercialbuilding different from that used in theprevious course should be furnished.)

A. Make preliminary sketches:1. Proposals2. Drawing of set layouts and scales

1

B. Make instrument drawings of required plans,details, and schedules

C. Evaluate and criticize the finished work

Texts and References

AMERICAN CONCRETE INSTITUTE. Manual of StandardPractice for Deteling Reinforced Concrete Structures.

DUNHAM. The Theory and Practice of Reinforced Concrete.HOWARD. Structure, an Architect's Approach.LARSON. Portland Cement and Asphalt Concretes.LIN. Design of Prestressed Concrete Structures.MCKAIG. Applied Structural Design of Buildings.MUNCE. Industrial Architecture.PRESTON. Practical Prestressed Concrete.SALVADORI and LEVY. Structural Design in Architecture.U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WEL-

FARE, OFFICE OF EDUCATION. Civil Technology, High-way and Structural Options, A Suggested 2-Year PostHigh .School Curriculum.

WANG and SALMON. Reinforced Concrete Design.WINTER and OTHERS. Design of Concrete Structures.

39

BUILDING CONSTRUCTIONESTIMATING

Hours Per Week

Class, 3; Laboratory, 6

Description

This course introduces the student to thebasic methods of estimating and develops asystem for doing quantity surveys. Thecourse also prepares the student to makesome of the kinds of estimates that arecommonly used in as-thitectural and buildingconstruction.Lecture periods are used to show the studentdifferent methods of estimating for each ofthe major elements which will be preparedin detail in the laboratories to follow. Theclass should be divided into three- or four-man groups; each group should be issued aset of drawings and specifications fromwhich to work.

Major DivisionsHours

I. Introduction to Estimat-ing

II. ExcavationIII. Foundations and Concrete..IV. MasonryV. Waterproofing and Damp-

proofingVI. Wood Construction and

RoofingVII. Structural Steel and Sheet

MetalVIII. Lathing and Plastering..

IX. Doors, Windows, andHardware

X. Painting, Papering, andGlazing

XI. PlumbingXII. Heating and Air Condition-

ingXIII. Electrical

Total

Labora-Class tory

6 184 64 6

5 12

2 3

6 12

33 6

3 3

63 6

3 63 6

48 96

I. Introduction to Estimating

A. Units of instruction1. Kinds of estimates

a. Detailedb. Unit-quantityc. Total-quantityd. Approximate or shortcute. Completef. Quantity surveyg. Contractors' estimatesh. Architects' or engineers' estimatesi. Progressj. Final estimates

2. Qualifications of an estimator3. Preliminary investigations (visiting the

site)4. Five subdivisions of estimating

a. Materialsb. Laborc. Plantd. Overheade. Profit

5. Sources of error6. Checking the estimate

B. Laboratory1. Mensuration; solve sample problems in:

a. Linear measureb. Square measure or measures of surfacesc. Cubic measure or cubical contentsd. Computation of area of a square; rec-

tangle or parallelograme. Computation of area of a trianglef. Computation of circumference of a

circleg. Computation of area of a circleh. Computation of cubical contents of

a circular columni. Computation of cubical contents of

any solidj. Computation by decimal system of

numerals in estimatingk. Computation of board feet

40

II. Excavation

A. Units of instruction1. Cross-sectioning method2. Borrow-pit method

B. Laboratory1. Work a problem using the cross-section-

ing method from a topographical survey.2. Work a problem using the borrow-pit

method from a topographical survey.

III. Foundations and ConcreteA. Units of instruction

1. Piling and bracing2. Footing in cubic yards3. Forms in square feet of form surface4. Walks, drives, retaining walls, floors,

roofs, columns, beams, etc., in cubic yardsor cubic feet of concrete

5. Reinforcing steel in pounds or tons6. Finishing concrete in square feet or

square yards7. Curing concrete in cubic yards or cubic

feet or ill square yards or square feetB. Laboratory

Working from a set of working drawingsand specifications, make quantity surveysfor the following:

1. Footings2. A formed fmndation wall3. Amount of steel in a concrete slab and

columns4. Finishing concrete

IV. MasonryA: Units of instruction

1. Brick masonry and mortar2. Stone masonry and mortar3. Concrete block, brick, and tile masonry4. Hollow clay tile (terra-cotta) masonry5. Gypsum block and tile masonry6. Architectural terra-cotta

B. Laboratory1. Prepare a quantity survey of a brick

veneer wall from a set of working draw-ings and specifications.

2. Prepare a quantity survey of a stonemasonry retaining wall.

3. Prepare a quantity survey of a concreteblock foundation wall, and a Ceramic thebathroom wall.

4. Prepare a quantity survey of an 8-inch,load-bearing the wall.

5. Prepare a quantity survey for a steelcolumn by Using fire-proofing tile.

6. Prepare a quantity survey of a coping ona parapet wall.

41

V. Waterproofing and Dampproofing

A. Units of instruction1. Painting with water-resisting paint or

compound2. Plastering with water-resisting mortar3. Integral waterproofing by adding powder

or compounds4. Placing of membranes

B. LaboratoryPrepare a quantity survey of a basementwall using:

1. Two layers of felt and three coats ofasphalt.

2. An outside membrane and water-resistingpaint.

VI. Wood Construction and Roofing

A. Units of instruction1. Rough carpentry2. Millwork and interior finish3. Roofing

B. Laboratory1. Prepare a quantity survey of the rough

carpentry for a one-story residence.2. Prepare a quantity survey for an asphalt-

strip shingle roof for a one-story building.

VII. Structural Steel and Sheet Metal

A. Units of instruction1. Estimating of structural steel2. Estimating of sheet metal

B. Laboratory1. Prepare a quantity survey of a small,

structural-steel frame building2. Prepare a quantity survey for a one-

story residence for the following sheotmetal work:a. Gutters and leadersb. Flashingc. Termite shields

VIII. Lathing and Plastering

A. Units of instruction1. Kinds of lathing and uses2. Kinds of plastering and uses

B. Laboratory1. Prepare a quantity survey for a one-

story residence, using gypsum lath andmetal lath for bathroom

2. Prepare a quantity survey for a one-story residence, using a three-coat plas-tering job.

IX. Doors, Windows, and HardwareA. Units of instruction

1. Kinds of doors and uses2. Kinds of windows and uses3. Selection of hardware

B. LaboratoryWorking from schedules and specifications,do a quantity survey for:1. Doors2. Windows3. Hardware

X. Painting, Papering, and GlazingA. 'Units of instruction

Kinds of paints and uses, and methodsused in estimating

2. Papering, sizing, and pastea. Where usedb. Methods used in estimating

3. Glazinga. Kinds of glassb. Methods used in estimating

B. Laboratory1. Prepare a quantity survey for a one-

story residence for interior painting2. Prepare a quantity survey for a one-

room, oak floor.a. Fillingb. Shellackingc. Varnishingd. Waxinge. Polishing

3. Prepare a quantity survey for papering aliving room from a set of plans.

4. Prepare a quantity survey for a one-storyresidence for glazing. Assume that allwindows will be glazed.

42

XI.A.

B.

XII.A.

B.

XIIIA.

B.

PlumbingUnits of instruction1. Rough plumbing2. Finished plumbingLaboratory1. From a set of plumbing plans and

specifications, prepare a quantity surveyof the rough plumbing.

2. From a set of plumbing plans andspecifications, prepare a quantity surveyof the finished plumbing.

Heating and Air ConditioningUnits of instruction1. Kinds of heating systems2. Kinds of cooling systemsLaboratory

From a set of heating plans and specifica-tions, prepare a quantity survey for abrick veneer residence (heating and cooling).

. ElectricalUnits of instruction1. Wiring or "rough work"2. Fixtures or "finish work"Laboratory

From a set of electrical plans and spec-ifications, prepare an estimate for ' abrick residence for:

1. Rough wiring2. Finished electrical work

Texts and References

BREED and HOMIER. Elementary Surveying.PULVER. Construction Estimates and Costs.WASS. Building Construction Estimating.

BUILDING MATERIALS ANDCONSTRUCTION METHODS

Hours Per Week

Class, 3; Laboratory, 3

Description

This course is a broad survey of the materialsused in construction, the buildings madefrom such materials, and the manner inwhich these materials and structures are uti-lized. The course will familiarize the studentwith the components of modern constructionso that he can select the material best suitedfor the application, whether from the stand-point of durability and serviceability or fromthat of appearance, or both.The course covers an extremely large subjectarea. The instructor, in preparing a day-by-day outline of items to consider, shouldtherefore limit the discussion to the majoraspects of each topic; more detailed informa-tion on each kind of material will be intro-duced in the laboratory work.As far as possible, depending on class size,student projects in the laboratory shouldcoincide with the background covered in thelecture periods. For example, when lecturesdeal with the characteristics and manufac-ture of brick, projects in the laboratoryshould be in brick construction, possiblysmall exercises in bricklaying, or typicalproblems related to this trade.During the laboratory periods students shouldbecome familiar with building materials andthe techniques of using them. The purpose ofthe laboratory is not to train craftsmen suchas masons or carpenters but rather to enablestudents to gain insight Into the architecturalproperties of the materials by working withthe materials. Ideally, students should havesome experience with the wide range of skills

352-883

commonly found in construction work to gainthe most from the laboratory work.In addition, if possible, the class should maketwo or three visits during the semester tobuildings under construction to acquireknowledge of how materials are utilized.Laboratory time may also be allotted to theviewing of filmstrips and motion pictures andto the reading of assigned articles in relatedmagazines and journ:as.

Major Divisions

I. WoodII. Concrete

III. MasonryIV. MetalV. Finishes and Preservatives_ _

VI. Other Materials

Hours

Labora-Clem tory

8 128 68 6

10 126 98 3

Total 48 48

I. WoodA. Units of instruction

1. Types; characteristics; general use; classi-fication

2. Seasoning; moisture content3. Lumber manufacturing; defects; grading4. Structural use5. Exterior use and interior use

B. Laboratory1. Construct a small project of wood re-

quiring the cutting and truing of edgeswith hand tools.

2. Cut the following typical wood joints:a. Miter.b.. Dadoc. Rabbetd. Molding cuts (cope)e. Spline

3. Build typical carpentry framing details,such as:a. Sill (use full-size 2 x 4's)b. T-post stud wall intersection

43

c. Corner postd. Rafter layouts

II. ConcreteA. Units of instruction

1. Cement; aggregates2. Strength; durability; curing3. Mixing; placing; finishing4. Admixtures5. Structural use6. Exterior use7. Interior use

B. Laboratory1. Mix a 1:2:4 mix of concrete and cast a

splash block.2. Mix and finish concrete specimens with

the following finishes:a. Steel trowel finishb. Float finishc. Broom finish

3. Mix a terrazzo mix; pour, and finish it.III. Masonry

A. Units of instruction1. Concrete block and brick2. Cast stone3. Natural stone4. Fired clay products5. Mortar6. Structural use7. Exterior use8. Interior use

B. Laboratory1. Prepare a batch of mortar for brickwork.2. Lay small wall of solid brick.3. Lay small brick cavity wall.4. Lay small wall of concrete block and brick

veneer.

IV. MetalA. Units of instruction

1. Types; characteristics2. Manufacture of iron and steel3. General properties; use4. Alloys5. Structural use6. Exterior use7. Interior use8. Non-ferrous

B. Laboratory1. Arc-weld a typical steel connection.2. Make a typical riveted connection (use

aluminum rivets).

44

3. Bend reinforcing steel for. a typical con-crete form.

4. Out and thread typical steel pipe speci-men.

5. Out and sweat a copper fitting and joint.6. Prepare a short length of gravel stop from

galvanized iron, copper, or aluminum.V. Finishes and Preservatives

A. Units of instruction1. Paint; shellac; varnish; coatings2. Wood treatments3. Metal treatments4. Vaporproofing; dampproofing; water-

proofingB. Laboratory

1. Finish panel specimens of lead base paint,water base paint, enamel, shellac, or otherfinishes.

2. Finish small project of wood with naturalstain and proper finish.

3. Antique a small painted project.4. Prepare and tape a gypsum board.5. Prepare and paint a galvanized iron

specimen.6. Clean mortar from a small brick wall.

Other Materials. Units of instruction

1. Glass2. Plastics3. Bitumens4. Minerals (asbestos, lime, gypsum, mica,

and the like)5. Paper6. Pulp products

. Laboratory1. Cut and glaze a small light in a window.2. Make a small project from plastic.3. Prepare a small area of a 5-ply built-up

roof with gravel stop.4. Prepare and apply a small area of acous-

tical plaster.

VI.A

B

Texts and References

HORNDOSTEL. Materials for Architecture: An EncyclopedicGuide.

HUNTINGT011. Building Construction: Materials and Typesof Construction.

MERRITT. Building Construction Handbook.SWEET/8 CATALOG SERVICE. Architectural Pile.

BUILDING SERVICE SYSTEMS(MECHANICAL AND ELECTRICAL)

Hours Per Week

Class, 3; Laboratory, 3

Description

This course introduces the study of thematerials and equipment used in the mechani-cal and electrical service systems of buildingsand also presents methods of designing certainparts of the various systems. It provides thestudent with information on how a modernbuilding operates and, at the same time,enables him to make reasonable preliminaryselections of the necessary equipment. Thelaboratory work parallels that of the class-room and in some instances may be an exten-sion of it; for example, a design problem maybe started in the classroom and completedin the laboratory.

The course is not intended to be a comprehen-sive design course. The example problemsshould illustrate general principles and shouldnot become involved in minute design aspects.Each section in the outline can be presentedindependently, but the sequence of certainsections should be preserved. If it is desired torearrange the order of presentation from thatlisted, Sections II, III, IV, V, and VI should besequential.

A laboratory notebook should be required ofeach student in which he keeps the sketches,diagrams, and computations prepared in thelaboratory. The instructor she ald at all timesemphasize the relationship of the subjectmaterial to its use in buildings and shouldguard against treating each subject as aseparate entity. Students should be encour-aged to observe the service systems and equip-ment of buildings so that they may be betterable to realize the intimate relationship of thisequipment to the building as whole.

Major Divisions

Houra

I. Illumination for Buildings_II. Comfort, Heat Loss, and

Heat GainIII. Heating and Heating Sys-

temsIV. Air Conditioning and Cli-

mate ControlV. Water Supply and Fire Pro-

tectionVI. Drainage Systems, Plumb-

ing, and Sewage Dis-posal

VII. Electrical Sources, Mater-ials, and Distribution..

VIII. Elevators and EscalatorsIX. Building Acoustics

Labora-Class tory

6 6

6 6

9 9

6 6

4 4

4 4

6 64 43 3

Total 48 48

I. Illumination for BuildingsA. Units of instruction

1. Definition of terms2. Characteristics of light and its measure-

ment3. Lighting applied to building use

a. Brightnessb. Contrastc. Absorptiond. Reflectione. Diffusionf. Transmissiong. Glareh. Color

4. Luminaires and their characteristics5. Sources of light

a. Typesb. Characteristicsc. Operation

6. Types of lighting systems7. Methods of illumination

45

8. Lighting system designa. Occupancy and use of space; ec-

onomics of lightingb. Reflectance of surfacesc. Fixture selection and locationd. Light output for luminairese. High-lighting and accent-lighting

9. Flood lighting10. Emergency lighting

B. Laboratory1. Make sketches showing the effects of

various luminaire types and placementon visual tasks at the working plane:a. Direct glareb. Reflected glarec. Definition of objects

2. Design general lighting systems forrooms with different occupancy and use.Show fixture layout diagrams, and dis-cuss different possible arrangements us-ing both incandescent and fluorescentlamps.

3. Assume typical costs of fixtures, lamps,and electrical energy. Consider lamp

replacement, maintenance, and fixedcharges; and prepare an annual costcomparison for different lighting systemsdesigned for the same room.

II. Comfort, Heat Loss, and Heat GainA. Units of instruction

1. Conditions affecting human comforta. Relative humidityb. Air temperaturesc. Surface temperaturesd. Duste. Air motionf. Odors

2. Effective temperature3. Average comfort conditions4. Climate control5. Heat transmission through building

materials6. Heat transmission through combined

materials7. Heat losses from ground-supported con-

crete slabs8. Indoor and outdoor design temperatures9. Infiltration and ventilation

10. Vapor barriers and insulations11. Sources of heat gain in buildings12. Thermal pressure effect 61 the sun

46

13. Construction methods and buildingorientation applied to heat gain

14. Methods of heat gain computationsB. Laboratory

1. Calculate coefficients of heat transmis-sion for various floor, wall, and roofconstructions; compare calculated valueswith values from tables in the text or inreferences.

2. Expand the computations begun in No.1 to include the determination of heatlosses from individual rooms; includitinfiltration or ventilation air.

3. Determine the total heat loss for a smallresidence or commercial building.

4. Establish the design conditions andestimate the heat gain for the samebuilding used in No. 3 above.

III. Heating and Heating SystemsA. Units of instruction

1. Methods of supplying heat to buildingsa. Fuelsb. Burnersc. Methods of distribution

2. Heating with warm aira. Systems using individual supply and

return ductsb. Systems using crawl space as a plenumc. Systems with perimeter ductd. Controls and safety devicese. Sample computation of duct size and

register location3. Heating with hot water

a. One and two-pipe systemsb. Systems with individual radiating de-

vicesc. Systems with radiant panelsd. Controls 'nd special equipmente. Sample design computation and pipe

layout4. Heating with steam

a. Relationship of pressure, temperature,and heat content of steam used forheating

b. Air-vent systemsc. One-pipe and two-pipe systemsd. Gravity and mechanical systemse. Zoning for large buildingsf. Sample pipe size determinationg. Controls and special equipment

5. Heating with electricitya. General concepts and suitability

b. Construction considerations to reduceheat loss

c. Types of electric heating equipmentd. Operating costse. Controls and special equipment

B. Laboratory1. Prepare isometric diagrams showing the

various methods of heat distribution.2. Prepare an isometric diagram showing

plenum and duct assembly at a warm-airfurnace.

3. Prepare an isometric diagram showingpiping and controls at a hot-water heatingplant.

4. Prepare a layout diagram of the supplyand return ducts for a small warm-airheating system, and determine the size ofducts and fittings needed.

5. Prepare an isometric layout of the pipingneeded for a small one- or two-pipe hot-water heating system, and determine therequired sizes of supply and return pipefor the system.

6. Prepare a layout diagram of the equip-ment used for a small electrical heatingsystem. Assume the use of (a) baseboardunits, and (b) radiant ceiling panels.

IV. Air Conditioning and Climate Control

A. Units of instruction1. Refrigeration methods2. Definition of terms3. The psychrometric chart4. Humidity control5. Temperature control6. Air flow requirements7. Air conditioning equipment8. Air conditioning systems9. Distribution of conditioned air in build-

ings10. Design temperatures and conditions

B. Laboratory1. Prepare a schematic diagramof the major

sections of a central air conditioning plantusing air distribution. Discuss the use ofeach section as it applies to summer andwinter operation of the system.

2. Prepare a schematic diagramof the majorsections of a central air conditioning plantusing chilled or heated water distribution.Discuss the flow of heat from the condi-tioned space to the atmosphere.

3. Prepare a drawing of a basic psychro-metric chart, and indicate the positionof the major scales, showing the units ofmeasurement for each.

4. Select a point on a psychrometric chartto represent the initial conditions ofan air sample. Construct a circle aboutthis point, and state what must be doneto the initial air sample so that it wouldhave the properties indicated by pointson this circle 30 degrees apart. Recordthe properties of the air sample for eachpoint.

5. Using the psychrometric chart, deter-mine the temperature and moisturecontent of the air in the various sectionsof a central air conditioning unit forthe following uses:a. 100 percent air treated, summer

conditionsb. 100 percent air treated, winter con-

ditionsc. Some air recirculated, summer con-

ditions

V. Water Supply and Fire ProtectionA. Units of instruction

1. Sources of water2. Impurities in water3. Water treatment4. Public water systems5. Private water systems6. Pumps and pumping systems7. Types of pipes and fittings8. Considerations in piping installation9. Hot water requirements, storage, and

heating10. Up-feed distribution systems11. Down-feed distribution systems12. Sample computations for pipe sizes13. Water sprinkler systems14. Standpipe systems

B. Laboratory1. Prepare an isometric diagram of the

cold and hot water piping for a smallresidence or commercial building, usingan up feed water supply system. Deter-mine the necessary pipe sizes.

2. Prepare an isometric diagram of the coldand hot water piping for a small com-mercial building, using a down-feedwater distribution system. Determinethe necessary pipe sizes

47

VI. Drainage Systems, Plumbing, and SewageDisposal

A. Units of instruction1. Components of a building drainage system2. Venting of building drainage systems3. Plumbing fixtures and drainage products4. Tests on plumbing and drainage systems5. Storm and rainwater drainage6. Sample computations for vent and drain

pipe sizesB. Laboratory

1. Prepare an isometric diagram showing themajor drain and vent piping requirementsfor buildings in general

2. Prepare an isometric diagram of the ventand drain piping for a residence. Showrequired pipe sizes

3. Prepare an isometric diagram of the ventand drain piping for a small commercialbuilding. Show required pipe sizes

VII. Electrical Sources, Materials, and Disvribu-tion

A. Units of instruction1. Types of electrical service supplied to

buildings2. Types of electrical service required by

various devices3. Electrical distribution systems4. Electrical materials

a. Conductorsb. Switchboardsc. Panelboardsd. Fuses and circuit breakerse. Raceways

5. Electrical load determination6. Branch circuit and wire size determina-

tionB. Laboratory

1. Prepare a layout of the electricalservice for a medium-sized residence.Include lighting, laundry equipment, andyard lighting. Assume that a heat pumpwill be used with 20 kw additionalresistance heat. Show switching arrange-ments for lights and receptacles

2. Estimate the electrical load requirementsin No. 1 and specify the switchboard andbranch panel requirements

3. Estimate the electrical load for a smallcommercial building. Locate the propercontrol and circuit boards and determinethe feeder-wire sizes

48

VIII. Elevators and EscalatorsA. Units of instruction

1. Types of elevators2. Speed controls3. Safety devices4. Scheduling and timing methods5. Costs of elevator systems6. Sample computations for elevator re-

quirements in buildings7. Freight elevators8. Types of escalators installation9. Size and capacity of escalators

10. Safety considerations11. Fire protection

B. Laboratory1. Assume that a medium-sized office build-

ing (10 or 12 floors) has a population offrom 1,200 to 1,500. Select elevatorshaving various capacities and speeds;determine the number of elevators re-quired, the passenger waiting time, andthe cost of the different systems usingeach of the elevators selected

2. Assume that a large office building (40 to50 floors) has a population of from 4,000to 5,000. Divide this building into threezones. Estimate times and percentage ofthe population of each zone to be moved,and recommend an elevator installationfor this building

IX. Building AcousticsA. Units of instruction

1. Properties of sound2. Reflection, absorption, and transmission

of sound3. Hearing4. Reverberation5. Reduction of noise6. Acoustical properties of materials7. Room size, shape, and occupancy

B. Laboratory1. Prepare plan and section views of several

geometrically shaped rooms and show, ingeneral, the sound propagation in eachroom. Consider the sound source in eachroom to be (a) at one end, (b) in the cen-ter, (c) near the ceiling.

2. Specify floor, wall, and ceiling materialsfor each of the rooms in No. 1; determinethe reverberation time for each room.Suggest changes la the type or location of

the materials used so as to produce aroom having improved acousticproperties.

Texts and Referenc3s

AMERICAN SOCIETY OF HEATING, REFRIGERATION, ANDAIR, CONDITIONING ENGINEERS. ASHRAE Guide andData Book.

CLARK and VIESSMAN. Water Supply and Pollution Control.

ILLUMINATING ENGINEERING SOCIETY. IES LightingHandbook.

JENNINGS. Heating and Air Conditioning.KINZEY and SHARP. Environmental Technologies in Archi-

tecture.MANUFACTURERS' CATALOGS AND PUBLICATIONS.MCGUINNESS and OTHERS. Mechanical and Electrical

Equipment for Buildings.NATIONAL BOARD OF FIRE UNDERWRITERS. National

Building Code.NATIONAL FIRE PROTECTION ASSOCIATION. National Elec-

tric Code.ROGERS. Thermal Design of Buildings.

49

CONSTRUCTION PLANNING ANDCONTROL

Hours Per Week

Class, 3

Description

This course is a general survey of the pointsthat must be considered in a constructionproject. It covers the methods of determiningthe quantity and cost of the materials, labor,and equipment required, the scheduling ofconstruction operations and an introductionto the Critical Path Method (CPM) of sched-uling.The instructor should rely heavily on catalogs,brochures, and descriptive literature of equip-ment manufacturers. For some sections of thecourse students will need handouts of typicalcharts or forms. If practicable, the class shouldvisit several construction sites following itsdiscussion of a particular type of equipmentor phase of operation.

Major DivisionsClasshours

I. Preliminary Considerations 3

IL Job Planning and Organization 3

III. Earthwork and Excavation 6

IV. Subsurface Work 6

V. Materials Handling and Place-ment 6

VI. Cost Estimating 6

VII. Construction Scheduling 6

VIII. Introduction to CPM Scheduling_ 6

IX. Job Inspection 6

Total 48

I. Preliminary ConsiderationsA. Topography of the siteB. Buildings near the siteC. Base lines, reference marks, and levels

50

D. Fuel, power, and water suppliesE. Equipment planning and selectionF. Local ordinancesG. Bonds and insurance

II. Job Planning and OrganizationA. Field organizationB. Office organizationC. Local material and labor supplyD. Coordination of sub-contractorsE. Types of contractsF. Materials delivery and storageG. Safety during constructionH. Public relationsI. Job supervisionJ. Accounting procedures and forms

III. Earthwork and ExcavationA. Types of earthwork equipment and costsB. Air-operated equipmentC. Capacity and operation of tractor-type

equipmentD. Operations with clamshell, dragline, and hoeE. Operations with bulldozer and scraperF. Excavating-and-hauling unitsG. Recordkeeping on excavationH. Soil exploration and types of soilI. Compaction and stabilization of soil

#1'77,77-

Figure 14. Planning and managing the sequence of building opera.Vans is critical and requires that technicians understand materials,design, construction methods, and modem building sequences. Goodplanning provides highquality construction at reasonable costs.

IV. Subsurface WorkA. Pumps and drainage equipmentB. Cofferdams and caissonsC. Piles and pile-drivingD. Sheet pilingE. WellpointsF. Rock excavationG. Underpinning

V. Materials Handling and PlacementA. Elevator and conveyor systemsB. Hoisting equipmentC. Steel frame erection and alignmentD. Riveting, bolting, and welding equipmentE. Concrete mixing and batchingF. Transporting; placing; vibrating equipmentG. Bending, placing, and supporting reinforce-

mentVI. Cost Estimating

A. Preliminary estimates and unit costsB. Job analysis and work requirementsC. Labor and equipment requirementsD. Labor costsK Equipment costsF. Materials and small tool costsG. Overhead and other costs

VII. Construction SchedulingA. General proceduresB. Master scheduleC. Progress reports and chartsD. Labor schedules

51

E. Equipment schedulesF. Materials schedulesG. ReschedulingH. Job communication

VIII.A.B.C.D.E.F.G.H.I.J.

Introduction to OPM SchedulingGeneral considerations and applicationComparison with bar chartsArrow diagramsNetwork diagramsElapsed timeFloat timeDetermining critical pathTime related to costSetting up a CPM networkUsing the CPM network

IX. Job InspectionA. Duties and responsibilitiesB. AuthorityC. Inspector's reportsD. Equipment requirementsE. Relations with labor and other contractorsF. Limitations

Texts and References

CARSON, General Excavation Methods.CLOUGH. Construction Contracting.DEA.THERAGE. Construction Scheduling and Control.MERRITT. Building Construction Handbook.O'BRIEN. CPM in Construction Management.OPPENHEIMER. Erecting Structural Steel.STUBES. Handbook qr Heavy Constructior:.

ELEMENTARY SURVEYING

Hours Per Week

Class, 1; Laboratory, 3

Description

The elementary course in surveying includesthe fundamentals of plane surveying and theuse of surveying equipment. It emphasizesarchitecture-related aspects of surveying andthe development of skills in using surveyingfield information. The measuring of distance,theory and practice of leveling, angles andbearing principles and use of the transit,stadia, contour and topographic surveying,and construction surveying problems arestudied in coordinated class and laboratoryassignments.

The instructor may need to change the se-quence of the subject matter as shown in thecourse outline. In the geographical locationswhere extreme or inclement weather condi-tions occur early in the semester, the indoorwork like computations, plotting, office de-tails, lectures, and demonstrations may needto be given before any field work can be done.However, surveying is an outside activity,and effort should be made to do field workwhenever poss;.ble.

The terrain selected for field problems shouldbe rugged enough to introduce normal com-plexities but not so rugged as to requireexcessive time in execution. The area usedfor surveys should be one in which thestakes can be left in place until the survey iscompleted, after which each survey groupshould remove the stakes and other markings.

Laboratory-field survey periods will generallybe 3 hours, once a week, with a 1-hourperiod for class lectures and problem-solving;however, this arrangement may be altered tofit the circumstances.

52

Field work should approximate industrialpractice, with considerable emphasis on thedegrees of precision required in good survey-ing practice. iField notes should be reduced toa convenient form for the plotting or calcu-lAtion of distances and volumes. Field note-books should be kept according to goodprofessional practice, and errors of closureshould be recorded. If a survey group exceedsthe permissible error on a field problem, itshould repeat the problem outside the regularclass hours. Students should become profi-cient in the duties of each member of a surveygroup by rotating froni. position to position.They should be required to read and studythe daily assignments as homework. Thestudents should also have some computationsto finish outside of class time after startingthem in the classroom.

Major Divisions

I. Introduction to SurveyingInstruments

II. LevelingIII. Transit and Tape (and

Stadia)IV. Contour Surveys and Topo-

graphic MappingV. Construction Surveys

Total

Hours

Labora-Class tory

1 33 9

3 9

5 154 12

16 48

I. 'Introduction to Surveying InstrumentsA. Units of instruction

1. Class procedure and objectives2. The level instrument

a. Hand level.b. Dumpy 10 vel

3. The level rod4. The tape

a. Steel tapeb. Metallic tapec. The plumb bob

d. Steel pinse. Range poles

5. The transitB. Laboratory

1. Practice setting up the level.2. Practice reading the level rod.3. Practice taping:

a. On level groundb. On sloping ground

II. LevelingA. Units of instruction

1. General pinciples of leveling2. The dumpy level

a. Telescope(1) Eyepiece(2) Cross-hairs(3) Parallax

b. Bubble-tubec. Tangent and clamp screwsd. Leveling screws and foot-platee. Tripod

3. Level rods4. Theory of leveling

a. Bench markb. Turning pointc. Backsightd. Height of instrumente. Foresight

5. Field procedurea. Makeup of group membersb. Note-keepingc. Signals

6. Sources of error in levelingB. Laboratory

1. Run a short bench mark level circuitand record in notebook.

2. Run a longer bench mark level circuit.3. Run another bench mark level circuit;

level circuit not checked within allow-able accuracy should be repeated.

III. Transit and Tape (and Stadia)A. Units of instruction

1. Description of transita. Use of instrumentb. Care of instrument

2. Definition of terms as applied to transitworka. Orientationb. Backsight and foresightc. Normal and direct positiond. Inverted positione. Reversal of instrument

53

It

f, Horizontal and vertical motiong. Upper and lower motions

3. Vernier and its usea. Linear and circular scalesb. Vernier readings

4. Setting up transit for usea. Instrument leveledb. Instrument centered over fixed point

5. Measuring horizontal angles6. Prolonging a straight line7. Measuring vertical angles8. Measuring angles by repetition9. Transit-stadia surveying theory

a. Principleb. Stadia constantsc. Interval factord. Horizontal sightse. Inclined sightsf. Reduction of stadia notes

10. Sources of errora. Imperfect adjustment of transitb. Reading the verniere. Sighting and parallaxd. Setting over pointe. Soft groundf. Reading stadia rod; rod not plumb;

length of rodB. Laboratory

1. Practice setting up -tensit and readingangles.

2. Practice measuring distances using tran-sit to prolong a line.

3. Perform a deflection angle traverse,checking distances by stadia.

IV. Contour Surveys and Topographic Mapping

A. Units of instruction1. Characteristics of contours and contour

lines2. Systems of contour points3. Contour line construction4. Contour map problems5. Field methods of procuring information

for contoursO. Horizontal control for topographic sur-

veyinga. Traverseb. Triangulation

7. Vertical control8. Accuracy map9. Scale of map

10. Contour interval

B. Laboratory1. Prepare a contour map from a pre-assem-

bled set of field notes.2. Perform a transit-stadia traverse and

determine the contours for an area.3. Locate and plot contours and topography

for an area from the traverse.

V. Construction SurveysA. Units of instruction

1. Field layout of structuresa. Set temporary stakes for corners of

structureb. Measure diagonals and checkc. Set batter boards P t determined graded. Determine alinement across batter

boards2. Field staking for earthwork

a. Original gradeb. Finished grade

3. Pipeline layout4. Setting screed stakes for concrete work

B, Laboratory1. Perform field layouts for non-rectangular

buildings.2. Set finished grade stakes in contour map

traverse area.

54

Texts and References

BOUCHARD. Surveying.DAVIS and FOOTE. Surveying: Theory and Practice.KISSAM. Surveying.LAURILIA. Electronic Surveying and Mapping.RAYNER and SCHMIDT. Elementary Surveying.SMIIINOFF. Measurements for Engineering and Other Surveys.U.S. DEPARTMENT OF COMMERCE, COAST AND GEODETIC

SURVEY. Sines, Cosines, and Tangents; Ten DecimalPlaces-0 Degrees to 6 DegreesLambert Projections.

. The State Coordinate Systems.

. Topographic Sheets (of school area).U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE,

OnICE OF EDUCATION. Civil Technology, Highway andStructural Options, A Suggested s-Year Post High SchoolCurriculum.

U.S. DEPARTMENT OF THE INTERIOR, BUREAU OF LANDMANAGEMENT. Restoration of Lost or Obliterated Cor-ners and Subdivision. of Sections.

Visual and Training Aids

U.S. Department of Transportation, Bureau of PublicRoads, Washington, D.C. 20553.

Safety in Highway Surveying. 16 mm., 25 min., color,sound.

,ft*.,1t4t.

Mathematics and Science Courses

TECHNICAL MATHEMATICS I

Hours Per WeekClass, 5

Description

The course in algebra and trigonometry dealswith principles and applications in the tech-nology. The choice of topics and the order inwhich they are presented integrate mathe-matics with the technical courses in thecurriculum. The real number system isdeveloped as an extension of natural num-bers; various systems of numbers are intro-duced.

A study of the slide rule is presented, and afew minutes each day for several weeks maybe devoted to the use of the slide rule, sig-nificant figures, and scientific notation, in-stead of concentrating on each topic forseveral periods of continuous study. Funda-mental and advanced algebraic operations,the rectangular coordinate system, and theanalytic geometry of the straight line are stud-ied. Inequalities are considered, along withequations and identities. Determinants areintroduced as a means of solving systems ofequations. Exponential and trigonometricrelationships are explored. Fundamental trigo-nometric concepts and operations are studied,with emphasis on the right triangle andgraphic representation of the functions.

The various topics should be introduced soas to emphasize the basic principles involvedand the important role each plays in archi-tecture and building construction technology.Practical problems, many from the technicalfield, should be assigned to reinforce under-standing of the topics studied.

Since engineering technology is continually

55

changing, periodic reviews of course contentand textbooks are in order. In special applica-tions, such as shear and moment diagrams orcentroids, supplementary materials (hand-outs) and problems may prove beneficial.The students are expected to supplementclassroom work with adequate problem-solving and study for each hour spent inclass.

Major DivisionsClasshours

I. Factoring and Fractions 4II. Algebraic Functions 23

III. Exponents and RadicalsIV. LogarithmsV. Inequalities 4

VI. Linear Variation 2VII. Theory of Equations 4

VIII. Progressions 3IX. Introduction to Trigonometry 10X. Slide Rule 6

XI. Oblique TrianglesXII. Vectors 7

Total

I. Factoring and FractionsA. Review of factoring techniquesB. Operations with fractionsC. Compound fractions

II. Algebraic FunctionsA. Linear equationsB. Quadratic equationsC. Systems of equationsD. Graphical solutionsE. DeterminantsF. Logarithmic equationsG. Exponential equationsH. Worded problems

III. Exponents and RadicalsA. Laws and exponentsB. Positive and negative exponents

80

C. Fractional exponentsD. Properties of radicalsE. Operations with radicals

IV. LogarithmsA. Definition and properties of logarithmsB. Operations with logarithmsC. Use of log tablesD. Relationship of base 10 and base "e" logs

V. InequalitiesA. Linear inequalitiesB. Quadratic inequalitiesC. Graphical solutionsD. Absolute inequalities

VI. Linear VariationA. Direct and inverse variationB. Joint variation

VII. Theory of EquationsA. Factor theoremB. Remainder theoremC. Synthetic division

VIII. ProgressionsA. Arithmetic progressionsB. Geometric progressionsC. Formulas for sum of "n" terms

IX. Introduction to TrigonometryA. Definition of trigonometric functionsB. Values of functions of 30-45-60 degree ter

minal angles

56

C. Use of trig tables and interpolation thereofD. Significant figuresE. Solution of right trianglesF. Radian measureG. Angular motion and arc length

X. Slide RuleA. Multiplication and divisionB. Roots and powersC. Trigonometric scalesD. Solution of right trianglesE. Introduction to log-log scales

XI. Obliclue TrianglesA. Law of sinesB. Law of 'cosinesC. Law of tangents and areasD. Slide rule solutions

XII. VectorA. Definition of scalar and vector quantitiesB. Operations with vectorsC. Applications

Text and ReferencesALLENDOEFER and OAKLEY. Fundamentals of Freshman

Mathematics.ELLIOTT; MILES, and REYNOLDS. Mathematics: Advanced

Course.Juszm and RODGERS. Elementary Technical Mathematics.KEUGLAK and MOORE. Basic Mathematics for the Physical

Sciences.RICE and KNIGHT. Technical Mathematics.

TECHNICAL MATHEMATICS II

Hours Per Week

Class, 4

Description

This course continues Mathematics I. Ad-vanced algebraic and trigonometric topics,including solution of oblique triangles, com-plex numbers as vectors, trigonometric iden-tities and equations, are studied in depth.The fundamental principles of analyticalgeometry and differential and integral calcu-lus are introduced. Topics included are:graphing techniques, geometric and algebraicinterpretation of the derivative, differentials,rate of change, the integral, and basic inte-gration techniques. Application of these con-cepts to practical situations are studied, withemphasis on applying the principles studiedto architecture and building constructiontechnology.

Again, the ever-changing nature of engineer-ing technology requires that the instructorrevi-mr course content and textbooks regu-larly. In special applications, such as shearand moment diagrams or centroids, supple-mentary materials (handouts) and problemsmay prove beneficial. The students are ex-pected to supplement classroom work withproblem-solving and study at home.

Major DivisionsClamhours

I. Complex Numbers 5II. Trigonometric Identities 6

III. Trigonometric Equations 3IV. Inverse Trigonometric Equations.. 2V. Graphs of Trigonometric Func-

tions 4VI. Plane Analytic Geometry 8

VII. Differential Calculus 20VIII. Integral Calculus 16

Total 64

57

I. Complex NumbersA. Algebraic formB. Polar and exponential formC. Operations with complex numbersD. "J" operator applications

II. Trigonometric IdentitiesA. Additional definitionsB. Reduction formulasC. Negative anglesD. Half and double anglesE. Sum and difference anglesF. Factoring formulasG. Identities

III. Trigonometric EquationsA. LinearB. Quadratic

IV. Inverse Trigonometic FunctionsA. Definition of inverse functionsB. Principal valued functionsC. Identities

V. Graphs of Trigonometric FunctionsA. Amplitude; periodicityB. Pik.t, shift; frequencyC. Addition of ordinates

VI. Plane Analytic GeometryA. Straight line, equation, distanceB. Slope, parallel, and perpendicular linesC. Angie between linesD. Circlesstandard formsE. Conic sectionsellipse, parabola, hyperbola,

standard forms

VII. Differential CalculusA. LimitsB. Definition of the derivative and four-step

methodC. Rate of changeD. ContinuityE. Derivatives of powersF. Velocity and accelerationG. Maxima and minima; critical pointsH. Differentiation by formulaI. Differentiation of implicit functions

- "

J. Chain ruleK. Related rates

VIII. Integral CalculusA. Integration as antidiff3rentiationB. Definite integralsC. Calculation of areaD. Fundamental theoremE. CentroidsF. Moment of inertiaG. Fluid pressure and work

58

Texts and References

ANDREE. Introduction to Calculus with Analytic Geometry.ELLIOTT) MILES, and REYNOLDS. Mathematics: Advanced

Course.FORD and FORD. Calculus.Juszw. Analytic Geometry and Calculus.KRUGLAK and MOORE. Basic Mathematics for the Physical

Sciences.RICE and KNIGHT. Technical Mathematics,WASHINGTON. Basic Technical Mathematics with Calculus.

APPLIED PHYSICS(MECHANICS AND HEAT)

Hours Per Week

Class, 3; Laboratory, 3

Description

This course covers the basic principles ofmechanics as applied to solid bodies and tofluids and the basic principles of heat. Itsobjectives extend beyond its immediatepurpose of helping the student understandthe basic principles of mechanics and heat.The emphasis in both laboratory and lectureupon the scientific method is not apparent inthe outline but is of crucial importance.The subject matter taught in physics andmathematics should be closely coordinated toproduce an optimum opportunity for the:student to master both subjects. Emphasisshould be placed upon material from themathematics course, on the use of the sliderule in computation of data in the laboratory,and on the solving of problems.It is suggested that the course consist of onehour of demonstration-lecture, 2 hours ofrecitations and a 3-hour laboratory periodeach week.

Major Divisions

I. Fundamental Quantities_II. Vector3

III. StaticsIV. Linear MotionV. Force and Motion__ _

VI. Work, Energy, and Mo-mentum

VII. Uniform Circular Motionand Gravitation

VIII. Rotational Motion'IX. ElasticityX. Simple Harmonic Motion.-

352-883 0-00-5

Hours

ClassLabora-

tory3 33 36 33 33 3

5 6

2 33 32 32 3

50

Hours

ClassLabora-

toryXI. Fluids 4 3

XII. Temperature and Heat . 4 6XIII. Thermal Properties of

Matter 3 6XIV. Heat transfer 2XV. Thermodynamics 3

Total 48 48

I. Fundamental QuantitiesA. Units of instruction

1. Standards of lengths mass, and time2. MKS and FPS units3. Conversion of units

B. Laboratory1. Study the use of vernier and micrometer

devices.2. Conduct experiments to demonstrate sig-

nificant figures; accuracy; precision.3. Study the theory of errors as applied to

laboratory observations.II. Vectors

A. Units of instruction1. Vectors vs. scalars2. Analytical addition of vectors3. Graphical4. Resolution of vectors

B. Laboratory1. Demonstrate principles of the force table.2. Use force table to determine resultant

and equilibrant of given sets of forces.3. Use graphical method to solve for result-

ant and equilibrant of given sets of forces.III. Statics

A. Units of instruction1. Newton's first and third laws2. Free-body diagrams3. First condition of equilibrium4. Second condition of equilibrium

B. Laboratory1. Demonstrate principles of apparatus

(beam, derrick, etc.) used in studying

2. Confirm the first and second conditionsof equilibrium.

IV. Linear MotionA. Units of instruction

1. Types of motion2. Velocity and acceleration in rectilinear

motion3. Projection motion

B. Laboratory1. Demonstrate and explain principles of

operation of free-fall apparatus.2. Use data to confirm equations for uni-

formly accelerated rectilinear motion.3. Calculate the local value of "g," the

acceleration due to gravity.

V. Force and MotionA. Units of instruction

Newton's second law; inertia, mass, andweight

B. Laboratory1. Demonstrate and explain use of Newton's

second law apparatus.2. Confirm Newton's second law.

VI. Work, Energy, and MomentumA. Units of instruction

1. Work2. Power3. Kinetic and potential energy4. Conservation of energy5. Momentum6. Collisions7. Simple machines8. Friction

B. Laboratory1. Use level and inclined planes to determine

static and kinetic coefficients of friction.2. Determine the ideal and actual mechani-

cal advantages and the efficiency ofseveral simple machines.

VII. Uniform Circular Motion and GravitationA. Units of instruction

1. Uniform circular motion2. Centripetal lime°3. Centripetal acceleration4. Newton's law of universal gravitation5. Variation of "g" and weight

B. Laboratory1. Demonstrate uniform circular motion

apparatus.

(30

2. Calculate centripetal acceleration of andcentripetal force on a body in uniformcircular motion.

VIII. Rotational MotionA. Units of instruction

1. Angular velocity2. Angular acceleration3. The equations of angular motion4, Kinelia energy of rotation5. Moment of inertia6. Combined energy of translation and

energy of rotation7. Newton's laws for rotational motion8. Angular momentum; gyroscopes

B. Laboratory1. Demonstrate apparatus used to determine

rotational moment of inertia.2. Determine the moment of inertia of an

object from known torque and observedangular acceleratic.i. Compare this tothe theoretically calculated value.

IX. ElasticityA. Units of instruction

1. Elasticity2, Hooke's law3. Stress and strain4. Young's modulus5. Stiffness and strength of beams6. Bulk modulus7. Shear modulus

B. Laboratory1. Demonstrate Young's modulus apparatus.2. Verify Hooke's law,3. Determine Young's modulus for an un-

known material.X. Simple Harmonic Motion

A. Units of instruction1. Simple harmonic motion; circle of refer-

ence2. Period, velocity, and acceleration in

simple harmonic motion3. Force and energy in simple harmonic

motion4. The simple pendulum

B. Laboratory1. Demonstrate the Jolly balance.2. Use the Jolly balance with various masses

or pan. Plot and interpret a graph ofperiod squared versus mass.

3. Use a simple pendulum to determine thelocal value of "g", the acceleration duoto gravity.

XI. FluidsA. Units of instruction

1. Pressure2. Pascal's principle; the hydraulic press3. Pressure and depth4. Archimedes' principle; floating bodies5. Density and specific gravity6. Fluid flow7. Bernoulli's equation

B. Laboratory1. Demonstrate the use of Archimedes'

principle in determining the density ofan irregularly shaped object.

2. Determine the density arid specific grav-ity of several unknown solids and liquids.

XII. Temperature and HeatA. Units of Instruction

1. Temperature; temperature scales; ther-mometers

2. Heat as energy; units3. Specific heat; calorimetry4. Change of state5. Mechanical equivalent of heat

B. Laboratory1. Demonstrate the calorimeter and explain

principles involved in its use.2. Determine the specific heat of an un-

known substance by the method ofmixtures.

3. Determine the heat of fusion and theheat of vaporization of water.

XIII. Thermal Properties of MatterA. Units of Instruction

1. Thermal expansion2. Area and volume expansion3. Gas laws4. Kinetic theory

B. Laboratory1. Determine linear expansion apparatus2. Determine the coefficient of linear ex-

pansion of an unknown material.3. Demonstrate the Boyle's and Charles'

law apparatus.4. Verify Boyle's and Charles' laws.

XIV. Heat TransferA. Units of instruction

1. Conduction2. Convection3. Radiation

B. Laboratory (none)

61352-8&3 0-69-6

XV. ThermodynamicsA. Units of instruction

1. First law of thermodynamics2. Second law of thermodynamics3. Isothermal and adiabatic processes4. Heat engines5. The refrigerator

B. Laboratory (none)

Texts and References

BEISER. Modern Technical Physics.JOSEPH, POMERANZ, PRINCE, and SACHER.

gineering Technology.OREAR. Fundamental Physics.RICHARDS, SEARS, WEHR, and ZEMANSKY.

Physics.SEARS and ZEMANSKY. College Physics, Part II.SEMAT. Fundamentals of Physics.SMITH and COOPER. Elements of Physics.WHITE. Modern College Physics.

Physics for En-

Modern College

Visual Aids (Films are black and white, unlesscolor is noted)

American Chemical Society, 1155 16th Street NW.,Washington, D.C. 20036.

Vibrations of Molecules (Linus Pau ling and Richard M.Badger: Collaborators), 16 mm., 12 min., color, sound.

Encyclopedia Britannica Films, Inc., 1150 Wilmette Ave-nue,Wiltuette, Ill. 60091.

Galileo's Laws of Falling Bodies, 16 mm., 6 min., sound.Gas Laws and Their Application, 16 mm., 13 min., sound.Heat; Its Nature and Transfer, 16 mm., 11 min., sound.Laws of Motion, 16 mm., 13 min., sound.Simple Machines, 16 mm., 11 min., sound.Thermodynamics, 16 mm., 11 min., sound.

McGraw-Hill Book Co., 330 West 42nd Street, New York,N.Y. 10036.

Carnot Cycte (Kelvin Temperature Scale),16 mm., 8 min.,sound.Diesel Engine, 16 mm., 8 min., sound.Gasoline Engine, 16 mm., 8 min., sound.Uniform Circular Motion, 16 mm., 8 min., sound,Gas Pressure and Molecular Collisions (J. Arthur Campell:Collaborator), 16 mm., 21 min., sound.Ionization Energy (Bruce H. Mahan: Collaborator), 16mm., 22 min., color, sound.

Norwood Films, 926 New Jersey Avenue NW., Washing-ton, D.C. 20001.

Basic Hydraulics, 16 mm., 9 min., sound.Electron: An Introduction, 16 mm., 16 min., sound.Principles of Dry Friction, 16 mm., 17 min., sound.Principles of Moments, 16 mm., 23 min., sound.Principles of Refrigeration, 16 mm., 20 min., sound.Verniers, 16 mm., 19 min., sound.

APPLIED PHYSICS (ELECTRICITY,LIGHT, AND SOUND)

Hours Per Week

Class, 3; Laboratory, 3

Description

The introductory course in sound, light, andelectrical circuitry and equipment, emphasizesphysical principles as they are applied inarchitectural and building construction. Spe-cial emphasis is placed upon the study ofelectricity because of the increasing impor-tance of electrical and electronic applicationsand controls in buildings. An understandingof light is necessary to architectural andbuilding construction technicians.The course should consist of 1 hour of demon-stration-lecture, 2 hours of recitation, and a3-hour laboratory period each week. Emphasisshould be placed on the solving of problems.

Hours

Major DivisionsClass

Labora-tory

6 3

3 3

6 3

4 3

1 3

8 37 18

3 3

4 3

6 6

48 48

I. SoundII. Light and Illumination_ _ _ ,

III. Reflection and Refraction _IV. Lenses and Optical

InstrumentsV. Interference and Diffrac-

tionVI. Static Electricity_ _ _

VII. Electric CurrentVIII. Magnetism

IX. Induced ElectromotiveForces

X. Alternating Currents andElectronics

Total

I. SoundA. Units of instruction

1. Wave motion

62

2. Sound waves3. Sound sources

B. Laboratory1. Demonstrate the use of a resonance tube

and Kundt's tube apparatus.2. Use the resonance tube to calculate the

velocity of sound in air3. Use the Kundt's tube apparatus to cal-

culate the velocity of sound in air

IL Light and IlluminationA. Units of instruction

1. Nature of light; rectilinear propagation2. Standard sources, luminous flux, illumi-

nance, and the photometer3. Velocity of light; wave length and fre-

quencyB. Laboratory

1. Demonstrate and explain principles ofoperation of the photometer and the foot-candle meter.

2. Use the photometer to measure the lumi-nous intensity of an unknown lamp.

3. Use the foot-candle meter to measure theillumination produced by an electric lampas a function of distance and orientation.

III. Reflection and RefractionA. Units of instruction

1. Reflection2. The plane mirror3. The spherical mirror, concave and convex4. The sign convention and standard rays

for mirrors5. Spherical aberration and the parabolic

mirror6. Refraction7. Indices of refraction; critical angles8. Atmospheric refraction; mirages9. Dispersion; the rainbow

B. Laboratory1. Demonstrate use of the optical disk.2. Use the optical disk to verify laws of

reflection and refraction. Sketches shouldshow aberration and dispersion.

IV. Lenses and Optical InstrumentsA. Units of instruction

1. Simple lenses

2. Standard rays for lenses3. The single lens; the lens equation4. Combinations of lenses5. The lens maker's equation6. Lens defects7. The eye8. The camera9. The telescope

10. The microscopeB. Laboratory

1. Demonstrate use of the optical bench.2. Determine the focal length of single and

combinations of lenses.3. Set up lenses to illustrate principles of

microscope and simple telescopes.V. Interference and Diffraction

A. Units of instruction1. Double-slit interference2. The interferometer3. Diffraction4. The diffraction grating

B. Laboratory1. Demonstrate use of diffraction grating2. Use grating to determine wave length of

light.VI. Static Electricity

A. Units of instruction1. Electric charges; Coulomb's law2. The electric field; lines of force3. Electrostatic induction; the electroscope4. Potential and potential difference; equi-

potential surfaces5. Capacitors and dielectrics6. Energy stored in a capacitor7. Capacitors in parallel and in series

B. Laboratory1. Demonstrate and explain operation of the

capacitance bridge.2. Use capacitance bridge to determine the

value of an unknown capacitor.3. Verify the equations for capacitors in

series and in parallel.VII. Electric Current

A. Units of instruction1. The electric current; Ohm's law2. Joule's law of heating3. Resistivity4. Temperature coefficient of resistance5. Resistors in series and in parallel6. Electromotive force7. The electric circuit8. Sirchoff's laws

63

9. Wheatstone's bridge and the potenti-ometer

10. Electrochemical and thermoelectric ef-fects

B. Laboratory1. Demonstrate and explain methods of

connecting circuit components.2. Verify Ohm's law. Verify equations for

equivalent resistances of resistors con-nected in series and in parallel.

3. Verify Joule's law for heating effect ofan electric current.

4. Measure resistance by the voltmeter andammeter method.

5. Demonstrate and explain the simpleslidewire form of Wheatstone's bridge.

6. Measure resistance using Wheatstone'sbridge.

7. Demonstrate and explain the simpleslidewire form of the potentiometer.

8. Measure emf using the potentiometer.9. Run calibration curves on a thermo-

couple.

. Magnetism. Units of instruction

1. Magnetic field due to a current2. Magnetic forces on a moving charge3. Galvanometer, ammeter, and voltmeter4. Coils, solenoids, and other current con-

figurations5. Permanent magnets6. Coulomb's law for magnetic poles7. Permeability and the magnetizing field8. HysteresisLaboratory1. Discuss the use of ammeter shunts and

voltmeter multipliers.2. Convert a given galvanometer to an

ammeter and to a voltmeter of desiredcharacteristics.

Induced Electromotive ForcesUnits of instruction1. Magnetic flux: the Weber2. Faraday's law of electromagnetic induc-

tion3. Lenz's law4. Motional electromotive force5. Mutual inductance6. The transformer; the induction coil7. Self-inductance8. The emf in a rotating loop9. Collecting rings and commutators

10. The generator11. The motor

B. Laboratory1. Demonstrate induction apparatus.

Determine the factors upon which thevalue of the induced emf depends.

X. Alternating Currents and ElectronicsA. *Units of instruction

1. The alternating emf, effective value2. Inductive reactance3. Capacitive reactance4. The AC circuit, impedance, resonance5. Theimionic emission6. The diode; the diode as a rectifier7. The triode; the triode as an amplifier8. The triode oscillator, the transmitter, and

the receiver9. The oscilloscope; TV; radar

B. Laboratory1. Demonstrate electrical-resonance appara-

tus. Discuss functions of the variouscomponents of an electron tube.

2. Construct and interpret a phase diagramfor a series AC circuit.

3. Plot the characteristic curves for a triode.

64

Texts and References

The same as the references for Applied Physics (Mechanicsand Heat)

Visual Aids (Films are black and white)

Encyclopedia Britannica Films, Inc., Wilmette, Ill. 60091.Series and Parallel Circuits, 16 mm., 11 min., sound.What is Electricity?, 16 mm., 13 min., sound.Electro-Dynamics, 16 mm., 11 min., sound.Magnetism, 16 mm., 16 min., sound.

Norwood Films, 926 New Jersey Avenue NW., Washing-ton, D.C. 20001.

Capacitance, 16 mm., 31 min., sound.Diodes: Principles and Applications, 16 mm., 17 mine,sound.Ohm's Law, 16 mm., 19 min., sound.RCL: Resistance Capacitance, 16 mm., 34 min., sound.Voltaic Cell, Dry Cell, and Storage Battery, 16 mm., 18min., sound.

U.S. Atomic Energy Commission (Obtainable from anyregional office)

The International Atom, 16 mm., 27 min., sound.

STATICS AND STRENGTH OFMATERIALS

Hours Per Week

Class, 3; Laboratory, 3

Description

This course introduces the student to thebasic principles of statics and structuralmechanics and to the effects of loads andloading on building elements and frames.Methods are developed for determining pre-liminary sizes of certain key building elements,knowledge of which is essential to properbuilding layout and development. The ma-terial presented makes it possible for thestudent to understand the interaction of thevarious elements used in a framing system.The laboratory consists of computationalwork and using the testing machine. Studentsshould be required to keep a laboratory note-book containing sample computations for anddescriptions of all tests performed. Theproblems specified for laboratory use aregeneral and should be adapted to fit the classdiscussion. To save time, the instructor maywish to issue drawings and diagrams forlaboratory use instead of having the studentsprepare them.

Maim. DivisionsHours

I. Materials, Stress, and De-

Labora-Clan tory

formation 4 3II. Properties of Sections 5 6

III. Gravity Loads on BuildingFiames 4 3

IV. Shear and Bending inBeamsStatically De-terminate 6 6

V. Stresses in Beams andBeam Sizes 6 6

65

Hovers

Labora-Class tory

VI. Beam Deflection 6 6VII. Shear and Bending in

BeamsStatically Inde-terminate 5 6

VIII. Stresses in Columns andColumn Sizes 6 6

IX. Riveted and Welded Con-nections 6 6

Total 43 48

I. Materials, Stress and DeformationA. Units of instruction

1. Properties of construction materials2. Types of stresses in members3. Ultimate and allowable stresses4. Direct stress; deformation5. Elasticity and Hooke's law6. Stress-strain diagram

B. Laboratory1. Discuss the operation and use of a testing

machine.2. Demonstrate axial loading in tension and

compression (direct itress).3. Demonstrate Hooke's law, using mild

steel bars.4. Determine, by test, the modulus of elas-

ticity of steel.5. Prepare a stress-strain diagram for

steel, and discuss the critical pointsthereon. (Test to failure in tension.)

II. Properties of SectionsA. Units of instruction

1. Centroids and -moments of area2. First moment -1 area3. Second moment of area4. Parallel axis theorem5. Radius of gyration6. Section modulus

B. Laboratory1. Compute the location of the centroid for

various geometrical shapes. Check results

by comparing with values obtained fromtables.

2. Determine the location of the centroid ofvarious irregularly shaped areas.

3. Compute moment of inertia, radius ofgyration, and section modulus of com-posite shapes. Include some standardsteel sections, and check values withthose given in tables.

III. Gravity Loads on Building FramesA. Units of instruction

1. Basic framework types2. Live loads3. Dead loads4. Floor and roof loads5. Wall and partition loads6. Equipment loads7. Application of loads to framing members8. Uniformly distributed loads9. Concentrated loads

10. Loading diagramsB. Laboratory

1. Prepare a framing plan of a small build-ing, using "beam-and-girder" framing.Identify each member, and dimensionthe span lengths. (Some members shouldbe unsymmetrically loaded.)

2. Assume a floor and exterior wall con-struction and occupancy; determine thegeneral surface loads to be applied to theframing system.

g. Construct a loading diagram for eachbeam, girder, and column shown on theframing plan. (Neglect the weight of themembers.)

IV. Shear and Bending in Beams-StaticallyDeterminate

A. Units of instruction1. Reactions and shear2. Symmetrical loading3. Unsymmetrical loading4. Sheaf diagrams5. Moment diagrams6. Cantilever and overhanging members7. Critical sections for moment and shear

B. Laboratory1. Construct shear and moment diagrams

for the beams and girders of the framingplan prepared for the previous:lab. (PartIII.)

66

2. Prepare a framing plan and select loadsand spans suitable for use with timberconstruction.

3. Construct loading diagrams, and computevalues of maximum moments and shearsfor the members of the timber-framedbuilding.

V. Stresses in Beams and Beam SizesA. Units of instruction

1. Tensile and compressive stresses2. Shear stresses3. Allowable loads on beams4. Timber beam selection5. Steel beam selection6. Beams without proper lateral support

B. Laboratory1. Select standard rolled steel sections suit-

able for the beams and girders indicatedon the framing plan prepared in Part III(steel frame). Use lateral support condi-tions as provided by the framing. (Includeweight of the members.)

2. Specify a depth restriction for certainmembers and determine a suitable builtupsection.

3. Specify conditions so that certain mem-bers do not have proper lateral supportand select sections suitable under theseconditions.

4. Select solid or builtup timber sectionssuitable for the beams and girders indi-cated on the framing plan prepared inPart IV (timber frame). Check horizontalshear and bearing.

VI. Beam DeflectionA. Units of instruction

1. Elastic curve, stress, and moment2. Moment diagrams by parts3. Moment-area principles4. Deflection equations by moment-Yea5. Use of deflection equationsLaboratory1. Determine the general deflection equa-

tions for standard loading conditions usingmoment-area principles.

2. Using the deflection equations, computethe expected deflection for certain mem-bers chosen from those selected for theframing plans in Part 1:%

3. Compute the expected deflection for alaboratory test beam under various load-

B.

ing conditions, and compare values withmeasured deflections of the beam.

VII. Shear and Bending in Beams--StaticallyIndeterminate

A. Units of instruction1. Definitions2. Three-moment equation3. Use of three-moment equation4. Fixed-end beams5. Reactions and shear6. Shear and moment diagrams7. Positive and negative moments

B. Laboratory1. Determine the moments at the supports

in several continuous beams having threeor more supports and supporting variousloads. Using these loads and moments,determine the shear in the member at thesupports and the moments at the middleof the span.

2. Develop equations for moments at theends of fixed-end members, using standardloading conditions.

3. Specify the live load and dead load to besupporf:,d by a three-span, continuousbeam, and draw the moment envelopeproduced by all possible arrangements oflive and dead loads on the spans. De-termine which loading arrangement pro-duces maximum moments at midspan.

VIII. Stresses in Columns and Column SizesA. Units of instruction

1. Rolled steel column sections2. Builtup column sections3. Column-end conditions4. Effective length5. Allowable stresses for timber columns6. Allowable stresses for steel columns7. Timber column selection8. Steel column selection9. Eccentrically loaded columns

B. Laboratory1. Select and check several standard rolled-

steel sections used as columns. Use theloads from the beams and girders ob-tained in Part V.

2. Provide builtup steel column sections forcertain members of the same framingsystem.

67

3. Select and check solid, spaced, and built-up timber column sections, using loadsfrom the timber framing system in PartV.

IX. Riveted and Welded ConnectionsA. Units of instruction

1. Types of iiveted connections2. Allowable stress in shear3. Allowable stress in bearing4. Load capacity of riveted connections5. Number of rivets required.6. Eccentrically loaded riveted 0)nnections7. Types of welds used in connections8. Allowable stresses in welds9. Required length of welds

B. Laboratory1. Determine the number of rivets and

length of weld required for various con-nections in tension and compressions.Prepare a drawing of the connection,showing how the rivets or the welds willbe arranged.

2. Determine the force applied to each rivetin an eccentrically loaded, riveted con-nection in shear; and select the rivet size.

3. Demonstrate failure of riveted connec-tions on the testing machine. Before test-ting, compute the load that the connec-tion is expected to sustain; and estimatethe failure mode.

Texts and References

AMERICAN INSTITUTE OF STEEL CONSTRUCTION. Manual ofSteel Coneruction.

AMERICAN INSTITUTE OP TIMBER CONSTRUCTION. TimberConstruction Manual,

BASSIN and BRODSKY. Shales and Strength of Materials.JENSEN and CIIENOWETII. Applied Strength of Materials.LEVINSON. Mechanics of Materials.LOTIIERS. Design in Structural Steel.Mc Comm Structural Steel Design.MILLER and DOERINGSFEliD. Mechanics of Materials.NATIONAL FOREST PRODUCTS ASSOCIATION. National

Design Specification for Stress-Grade Lumber and ItsFastenings.

PARKER. Simplified Mechanics and Strength of Materials.TIMBER ENGINEERING CO. Timber Design and Construction

Handbook.

Auxiliary or Supporting TechnicalCourses

HISTORY OF ARCHITECTURE ANDCONSTRUCTION

Hours Per Week

Class, 2

Description

This course covers the evolution of buildingdevelopment from primitive to modern, and isconcerned with the chronological history ofarchitectural construction.

The history of construction is considered to bea very important part of history in general,since civilizations of the past are indicated inlarge measure by what man built. This courseshould teach the student how people wor-shipped, lived, loved, and died; and what theyglorified and what they fearedas evidencedby their buildings. It should also teach him theesthetics of good architecture.

Films and slides may be used to illustratelectures, along with the instructor's black-board sketches. Each student should keep anotebook.

Major Divisions

I. Introduction: the Science ofArchitecture

II. Prehistoric and Tigro-EuphratesValley Civilization

III. Egyptian ArchitectureIV. Greek ArchitectureV. Roman Architecture

VI. Early Christian, Byzantine, andRomanesque Architecture_ _

VII. Islamic ArchitectureVIII. Gothic Architecture

IX. Renaissance ArchitectureX. Revivals of Architecture

Classhours

4

23

44

3

3

3

22

68

XL Eclecticism, Beaux Arts, andArchitecture of Today 2

Classhours

Total 32I. Introduction: the Science of Architecture

A. Objectives of courseB. Influences in architecture

1. Geographical2. Geological3. Climatic4. Religious5. Social

C. Basic principles of construction1. Post and lintel2. Corbel and cantilever3. Arch and vault4. Truss

D. Architecture as a science as well as an art1. Esthetics2. Convenience, strength, and beauty

E. Four categories of religious buildings1. Temple2. High place3. Tomb-like shrine4, Meeting place

II. Prehistoric and Tigro-Euphrates Valley Civi-lization

A. Kinds of shelters built by prehistoric manB. Babylonian Period; temples, canals, and

irrigationC. Hittites; use of stone in architecture and

royal palacesD. Assyrian Period; house, palace, and temple

forms, along with surface decorationsE. Babylonian Empire; marvels of Babylon

1. Hanging gardens2. Ziggurat3. Banks, storehouses, and commercial build-

ingsF. Persian Period

1. Palace platforms at Persepolis2. Columns

III. Egyptian ArchitectureA. Egyptian dynasty history

1. Ancient kingdom2. Middle kingdom3. New empire

4. Ptolemaic period5. Roman period

B. Column developmentC. Tombs

1. Mastabas2. Pyramids3. Rock-hewn tombs

D. TemplesIV. Greek Architecture

A. An order in classic architecture1. Doric2. Ionic3. Corinthian

B. Proportion of the orders; moduleC. Temples and the Acropolis

1. Parthenon2. Erechtheum

D. Civil buildingsE. AgoraF. TheatresG. Tombs

V. Roman ArchitectureA. Proportions of the orders by VignolaB. Etruscan temples and tombsC. Roman forumsD. Roman rectangular templesE. Roman circular and polygonal templesF. BasilicasG. Roman bathsH. Roman theatres and amphitheatresI. CircusesJ. Triumphal archesK. Roman palaces and housesL. Aqueducts, bridges, and fountains

VI. Early Christian, Byzantine, and RomanesqueArchitecture

A. Development of the pendentive system indome construction

B. Santa Sophia; ConstantinopleC. St. Marks; VeniceD. Ferr hi system and structures builtE. Monastic system and structures builtF. The Romanesque church

VII. Islamic ArchitectureA. Mohammed's influence in styles of archi-

tectureB. Mosque architecture

1. Domes2. Arches

C. Tomb architectureD. Surface development 'n structures

69

VIII. Gothic ArchitectureA. Departure from classic lines and develop-

ment If the pointed archB. Stability of Gothic CathedralsC. Notre Dame; ParisD. Amiens CathedralE. Salisbury Cathedral; BritainF. Gothic architecture in Germany; Belgium,

Holland, Spain, and ItalyIX. Renaissance Architecture

A. The dawn of the Renaissance1. The dome of the Florence Cathedral2. Palaces and churches

B. The High Renaissance1. Leon Batista Alberti: "Beautiful archi

tecture is that from which nothing can betaken away and to which nothing can beadded without harming it."

2. St. Peter's Cathedral, Rome; Architectswho worked on this cathedrala. Bremanteb. Peruzzic. Sangallod. Berninie. Michelangelof. Others

3. City palaces and villasC. Renaissance in FranceD. Renaissance in Northern EuropeE. Renaissance in Spain

X. Revivals of ArchitectureA. The Early Classic RevivalB. Classic Revival ideasC. Classic Revival in the United Status

XI. Eclecticism, Beaux Arts, and Architectureof Today

A. Influence of the Beaux Arts SchoolB. Science and art of city planningC. National variations (eclecticism)

1. Germany2. England3. France4. United States

D. Early architects of Modern Architectureand their work1. Louis Sullivan"Chicago School"2. Frank Lloyd Wright"Organic Archi-

tecture"3. Le Corbusier"Geometrical Composi-

tion"4. Walter Gropius5. Mies van der Rohe

6. Eero Saarinen7. Pier Luigi Nervi8. Edward Duren Stone9. Others

Texts and References

FLETCHER. A History of Architecture.HITCHCOCK. World Architecture: A Pictorial History

CONTRACTS, CODES, SPECIFICATIONS,AND OFFICE PRACTICES

Hours Per Week

Class, 2

Description

This course explains organization and opera-tion of the architect's, engineer's, or contrac-tor's office. It includes the study of officepractices, accounting. methods, and generaladministration and of the codes, restrictions,standards, and the legal documents governingthe construction of buildings. Considerableattention is devoted to the interpretation andpreparation of good specifications, which arealso treated as legal documents. Referencesare made to manufacturers' catalogs andstandards accepted in the constructionindustry.

Topics in the lecture periods should be illus-trated by real examples and constructionsituation to the fullest extent possible fromthe instructor's experience. The student'sinspection of contract documents will addgreatly to the reality of lecture information.Considerable reading of reference booksshould be assigned throughout the course.Tests may best be given after the completionof major topics shown in the outline. Oppor-tunity should also be provided for the studentto prepare and write construction specifi-cations.

Major Divisions Classhours

I. Orientation; Contracts 6IL Codes 6

III. Specifications 16IV. Office Practices 4

Total1111.1111111101111.1.111111

32

71

I. Orientation; ContractsA. Architect-contractor-owner relationship

1. Duties, responsibilities, and rights2. Fees and payments

B. Contract documents1. Types2. Intent and interpretations3. Correlation and execution4. Rights of parties involved5. Liens6. Arbitration

C. Subcontracts

II. CodesA. National

1. Fire Underwriters2. Military, FHA, and other Federal codes

and specifications3. National Electrical Code

B. Local (city or county)1. Requirements bawd on occupancy2. Requirements based on fire zones3. Requirements based on type of construc-

tion4. Requirements based on plans for land

use5. Engineering and construction require-

ments

III. SpecificationsA. Relationship to working drawings

1. Precedence of information2. Where information is best indicated

B. Specification material sources1. Codes2. Testing societies3. Government agencies4. Manufacturers' catalogs (for example,

Sweets' Catalog Service)5. Manufacturers' associations (for ex-

ample, Portland Cement Association)6. Model specifications

7. Previously done specifications8. Federal specifications9. Books and magazines

10. United States of America StandardsInstitute (formerly the American Stand-ards Association)

C. Specification formats1. General conditions2. Trade sections3. Small-job formats4. Work orders and changes5. Construction Specifications Institute

formatD. Specification standards

1. Federal specifications2. Government specifications (FHA)

E. Methods of preparing specifications1. Writing original specifications2. Revising similar specifications3. Assembly by "cut-and-paste" method4. Use of machine printout specifications

F. Qualities of good specifications1. Clarity2. Logical organization3. Consistency4. Correct spelling, grammar, sentence

structure, and word usage5. Proper designation of responsibility0. Correit cross-referencing

G. Standard methods of printing and binding1. "Ditto" (spirit-carbon)2. "Mimeograph" (stencil)3. Offset4. Other (blue-line, etc.)

72

IV. Office PracticesA. Organizational structures

1. Small offices2. Large offices

B. Cost accounting systems1. Double-entry accounting2. Principles of cost accounting3. Interorganizational flow of cost figures

C. Reporting forms1. Office2. Field

D. Construction estimates1. Breakdowns2. Addenda3. Alternates4. Variations in trade classifications5. Computation methods

Texts and References

ABBETT. Engineering Contracts and Specifications.CLOUGH. Construction Contracting.COHEN. Public Construction Contracts and the Law.DEATHERAGE. Construction Company Organization and

M ana gement .

. Ccnstruction Office Administration.DYER. Specification Work Sheets.EDWARDS. Specifications.NAT/ONAL BOARD OF FIRE UNDERWRITERS. National

Building Code.SWEET'S CATALOG SERVICE. Architectural File.U.S. FEDERAL HOUSING ADMINISTRATION. Minimum

Property Standards.UNITED STATES OF AMERICA STANDARDS INSTITUTE.WATSON. Specifications Writing for Architects and Engineers.

TECHNICAL REPORTING

Hours Per Week

Class, 2

Description

This course, an extension of CommunicationSkills, is intended to help the student achievegreater facility in the basic skills he previ-ously acquired. It introduces the student tothe practical aspects of preparing reportsand communicating within groups. The useof graphs, charts, sketches, diagrams, anddrawings to present ideas and significantpoints is an important part of this course.Emphasis should be upon techniques forcollecting and presenting scientific data ininformal and formal reports and special typesof technical papers. Forms and procedures fortechnical reports should be studied, and apattern established for all forms to be sub-mitted in this and other courses.Much of the subject matter will probably bereports written for technical courses. Thesubject matter in this course should becoordinated with material and techniques inarchitectural and building constructioncourses.

Major Divisions Classhours

I. Introduction to Reporting 2II. Use of Data ill Reporting 6

III. Planning Preparation of Reports_ _ 4IV. Writing Rough Drafts 6V. Use of Visual Aids in Reports___ 4

VI. Editing, Redrafting, and Sub-mitting Reports 4

VII. Special Problems in Oral Re-porting 4

VIII. Conferences and Briefings 2

Total 32

73

I. Introduction to ReportingA. Importance of reportsB. Types of reportsC. Purpose of reports

1. Readers' needs and types of readers2. Background situations of reports

II. Use of Data in ReportingA. Data as bases for reportsB. Sources of dataC. Methods of recording dataD. Evaluation and analysis of data

III. Planning Preparation of ReportsA. Need for planningB. Outlining and types of outlinesC. Methods of preparing reports

1. Writing from "scratch"2. Revising existing reports3. Using glue-pot and scissors in preparing

reportsD. Duplication methods, format, and physical

makeup1. Duplication methods2. Format3. Headings, pagination, footnoting, and

the like4. Binding5. Special effects (typography, variation

in color of ink, etc.)

IV. Writing Rough DraftsA. Writing of rough draftsB. Characteristics of effective style

1. Conciseness2. Objectivity3. Clarity4. Completeness5. Readability6. Accuracy

C. Characteristics to be avoided1. Slang2. Inconsistencies3. Obscurity4. Gobbledygook5. Technical errors

D. Typical problems in writing1. Definitions2. Statements of problems, principles,

conditions3. Recommendations4. Descriptions5. Comparisons6. Narratives7. Proposals8. Inspection reports9. Progress reports

E. Precautions to be observed1. Confidential information2. Classified informati,m3. Copyrights and trademarks4. Liability

F. Other parts of a written report1. Cover2. Title page and other preliminary pages

V. Use of Visual Aids in ReportsA. Importance of visual aids in both written

and oral reportsB. Types of visual aids

1. Tables2. Engineering drawings and plats3. Technical illustrations and perspectives4. Graphs and charts5. Photographs

C. Selection of appropriate visual aids1. Analysis of reader or listener2. Analysis of information to be shown3. Analysis of available materials

D. Reproduction of visual aidsE. Projection or other use of visual aids for oral

reports1. Readability2. Clarity3. Contrast4. Timing

VI. Editing, Redrafting, and Submitting ReportsA. Correcting errors in usage

1. Vocabulary2. Capitalization

and

74

3. Abbreviation4. Punctuation5. Symbols and numerals6. Grammar

B. Correcting factual errorsC. Editing for conciseness and clarityD. Working with typists and other writersE. Checking the final draftF. Submitting the final report

VII. Special Problems in Oral ReportingA. Organization of material for effective pre-

sentationB. Preparation of formal and informal oral

reportsC. Use of noteD. Use of slides and other visual aidsE. Proper control of the voiceF. Proper control of the body; gesticulationG. Elimination of objectionable mannerismsH. Maintenance of audience interest

VIII. Conferences and BriefingsA. Group communication

1. Leading conferences2. Participating in conferences3. Solving problems in conferences and

meetingsB. Briefings

1. Arranging and preparing briefings andpresentations

2. Conducting briefings and presentations

Texts and ReferencesBROWN. Communicating Facts and Ideas in Business.COMER and SPILLMAN. Modern Business and Industrial

Reports.DEAN and BRYSON. Effective Communication.GRAVES and HOFFMAN. Report Writing.HAYS. Principles of Technical Writing.MARDER. The Craft of Technical Writing.RHODES. Technical Report Writing.THOMAS. Composition for Technical Students.WEISMAN. Basic Technical Writing.WEISS and MCGRATH. Technical Speaking.ZETLER and CROUCH. Successful Communication in Science

and Industry.

USE OF COMPUTERS AND NEWTECHNIQUES

Hours Per Week

Class, 2

Description

This course may well be one of the mostdynamic in the program of architectural andbuilding construction technology. The coursewill expose the student to the latest successfulapplications of data processing and otheradvances in technology to architecture andconstruction.The course outlined below is only a frame-work. Any rigid prescriptions of equipmentor techniques would soon become obsoleteand hence defeat the purpose of the course.The instructor must make certain that (1) hekeeps up with the most recent advances intechnology, (2) he revises this coursewithin the framework suggested belowasfrequently as needed. He must take ad-vantage of opportunities to attend seminarson new architectural and building tech-niques; to visit architectural, civil engineeringand construction offices and sites; and toundertake outside study. In short, he mustprepare himself to instruct his students inthe latest techniques being applied in histechnology.

The outline is based on the assumption thatthe school will have or will have access to acomputer or a data-processing unit or thecapability to use computer facilities byremote computation access equipment.

Major Divisions

I. Survey of Recent Developments inArchitecture and Building Con-struction Technology

Classhours

4

75

II. Utilization of Computers and OtherData Processing Equipment

III. Familiarization With Computersand Other Data Processing Equip-ment

IV. Other New TechniquesV. Future Techniques To Be Im-

portant in Architecture and Con-struction_

Total

Classhours

6

010

6

32

I. Survey of Recent Developments in Architectureand Building Construction Technology

A. ResearchB. EquipmentC. TechniquesD. Personnel. and trainingE. Relationships with other technologies

II. Utilization of Computers and Other DataProcessing Equipment

A. Possible applications of equipment and sys-tems

B. Limitations of equipment and systemsC. Hardware and softwareD. Inputs and outputsE. Economics of equipment and systemsF. Decisions about use of equipment and sys-

tems

III. Familiarization With Computers and OtherData Processing Equipment

A. Field tripsB. Practical 'demonstrations

IV. Other New Techniques

A. Management and technical approaches toproblem-solving

B. Design and testing; simulation of field prob-lems

C. Scheduling and work controlD. Conservation of labor and materials

--.-Weabrax+/.1...............

V. Future Techniques To Be Important in Archi-tecture and Construction

A. Research reports; articles in professionaljournals

B. Trends

Texts and ReferencesAIA. Emerging Techniques of Architectural Practice.

. Check List of Drafting Room Practice.

ACKOFF. Scientific Method.Booz, ALLEN, and HAMILTON. New Uses and Management

Implications of PERT.DARLINGTON, ISENBERG, and PIERCE. Modular Practice.EVANS. AIA Research Study.HANSEN. Practical PERT.HUNT. Comprehensive Architectural ServiceGeneral Prin-

ciples and Practice.SHAFFER, RITTER, and MEYER. The Critical Path Method.WALDRON. Fundamentals of Project Planning and Control.

76

General Courses

COMMUNICATION SKILLS

Hours Per Week

Class, 3

Description

The course emphasizes exercises in writing,speaking, and listening. Analysis is made ofeach student's strengths and weaknesses. Theinstruction is planned principally to helpstudents improve skills in which they areweak. The time allotments for the variouselements within major divisions will dependupon the background of the class.

Technical reporting should be considered earlyin the course because of its importance in theorientation of the technician to his develop-ment and use of communication skills.

Major Divisions

I. Communication and the TechnicalSpecialist

II. Sentence StructureIII. Use of Resource MaterialsIV. Written ExpressionV. Talking and Listening

VI. Improving Reading Efficiency

Classhours

264

2010

6

Total 48

I. Communication and the Technical Specialist

A. Summary of the technical specialist's needfor proficiency in communication

B. Discussion of written communication as anessential skill1. Statements and facts2. Expression of ideas3. Technical reporting

1. Formal2. Informal

77352-8843 0-09---7

4. Use of graphics to illustrate writtencommunications

C. Discussion of oral communications as anessential skill1. Person-to-person expression of ideas and

thoughts2. Verbal reporting

D. Diagnostic testing of studentsII. Sentence Structure

A. Review of basic parts of speechB. Study of complete, clear, and correct sen-

tencesC. Use and placement of modifiers, phrases,

and clausesD. Study of sentence concisenessE. Exercises in sentence structure

III. Using Resource MaterialsA. Orientation in use of school library

1. Location of reference materials2. Mechanics for effective use3. Dewey Decimal System (or Library of

Congress system, as appropriate)B. Study of use of dictionaries

1. Types of dictionaries2. Use of dictionaries3. Meanings of diacritical markings and

accent marksC. Introduction to other reference sources

1. Technical manuals and pamphlets2. Bibliographies3. Periodicals4. Applied Science and Technology; Readers'

Guide; and other indexes5. Technical handbooks6. Standards and specifications

D. Exercises in use of resource materials1. Card catalog2. Readers' Guide and other indexes3. Atlases4. Encyclopedias; dictionaries5. Other resources

IV. Written Expression (emphasis on studentexercise)

A. Diagnostic testing of studentsB. Study of paragraph construction

1. Development

2. Topic sentence3. Unity; coherence

C. Study of types of expression1. Narration, description, and exposition2. Inductive and deductive reasoning; syl-

logisms3. Figures of speech; analogies; comparisons

and contrasts4. Cause-and-effect reasoning5. Other

D. Written exercises in paragraph constructionE. Study of descriptive reporting

1. Organization and planning2. Emphasis on sequence, continuity, and

delimitation to pertinent data or infor-mation

F. Study of letter writing1. Business letters2. Personal letters

G. Review of mechanics1. Grammar (reviewed as required)2. Punctuationwhen to use

a. Period, question mark, and exclama-tion point

b. Commac. Semicolond. Colone. Dashf. Parenthesesg. Apostrophe

3. Capitalization4. Spelling

a. Word divisionsyllabificationb. Prefixes and suffixesc. Word analysis and meaningcontext

clues and phoneticsH. Exercises in mechanics of written expression

V. Talking and Listening (emphasis on studentexercises)

A. Diagnostic testing of studentsB. Organization of topics or subjectsC. Directness in speakingD. Gesticulation and use of objects to illustrateE. Conversation courtesiesF. Listening faultsG. Taking notesH. Understanding words through context cluesI. Exercises in talking and listening

VI. Improving Reading EfficiencyA. Diagnostic testing of studentsB. Improvement of reading habits

1. Correct reading posture

78

2. Light sources and intensity3. Developing proper eye-span and move-

ment4. Developing speed and comprehension ap-

propriate to the purpose5. Scanning; sentence reading6. Taking notes for careful study

C. Footnotes, index, bibliography, and cross-references

D. Developing skill in summarizing1. Outline2. Digest or brief3. Criticism

E. Exercises in reading improvement1. Reading for comprehension2. Reading for speed

Texts and ReferencesBAIRD and KNOWER. Essentials of General Speech.BEARDSLEY. Thinking Straight: Principles of Reasoning for

Readers and Writers.BUCKLER and McAvoY. American College Handbook of

English. Fundamentals.COWAN. Plain English Please.DEAN and BRYSON. Effective Communication.DEVITIS and WARNER. Words in Context: A. Vocabulary

Builder.Gizmos and WEBSTER. Guide and Handbook for Writing.HODGES and WHITTEN. Harbrace College Handbook.KIRSCHBAUM. Clear Writing.LEGGETT) MEAD, and CHARVAT. Handbook for Writers.PERRIN and SMITH. Handbook of Current English.ROGET. New Rogers Thesaurus of the English Language.STEWART and others. Business English and Communication.THOMAS. Composition for Technical Students.WATKINS, MARTIN, and DILLINGHAM. Practical English

Handbook.WITTY. How to Become a Better Reader.ZETLER and CROUCH. Successful Communication in Science

and Industry: Writing, Reading, and Speaking.A current dictionary

Visual AidsCoronet Films, Inc., Coronet Building, Chicago, Ill. 60601.

Improve Your Punctuation, 16 mm., 11 min., sound, b/wor color.

National Education Television Film Service, Audio VisualCenter, Indiana University, Bloomington, Ind. 47405.(The following films are black and white)

The Definition of" Language, 16 mm., 29 min., sound.Produced by Henry Lee Smith. (Language in LinguisticsSeries)Dialects, 16 mm., 29 min., sound. Produced by Henry LeeSmith. (Language in Linguistics Series)How to Say What You Mean, 16 mm., 29 min., sound.Produced by S. I. Hayakawa. (Language in ActionSeries)

Language and Writing, 16 mm., 29 min., sound. Producedby Henry Lee Smith.. (Language in Linguistics Series)The Task of the Listener, 16 mm., 29 min., sound. Pro-duced by S. I. Hayakawa. (Language in Action Series)What is the Meaning? 16 mm., 29 min., sound. Producedby S. I. Hayakawa. (Language in Action Series)

Du Art Film Laboratories Inc., 245 West 55th Street, NewYork, N.Y. 10019.

Films which may be available for loan:Effective Writing, 16 mm., 19 min., sound, b/w. U.S.Department of the Air Force. Order No. TF1-5072.

70

Practical English Usage, Lecture 1: The Tools of Language,16 mm., 30 min., sound, b/w.Practical English Usage I, Lecture 10: Writing ClearSentences: Making Words Agree, 16 mm., 30 min., sound,b/w.Practical English Usage I, Lecture 18: Dressing UpSentences: Parallelism: Avoidance of Shifts, 16 mm., 30min., sound, b/w.Practical English Usage I, Lecture 14: Dressing UpStiatences: Word Economy (Word Reduction), 16 mm.,30 min., sound, b/w.Practical English Usage I, Lecture 15: Dressing UpSentences: Variation, 16 mm., 30 min., sound, b/w.

GENERAL AND INDUSTRIALECONOMICS

Hours Per Week

Class, 3

Description

The course in economics enables the studentto understand the basic principles of eco-nomics and their implications, to develop theability to follow an informed personal financeprogram, to aid him in becoming an intelligentconsumer, and to understand the underlyingrelationship of finance and cost control tosuccess in construction enterprises.

The programs or problems worked upon byarchitectural and building construction tech-nicians ultimately must be measured byanalyses. To be aware of this fact and to havea knowledge of elementary economics pre-pare the student for the cost-conscious en-vironment of his future employment. It issuggested that the instructor adopt a prag-matic approach and that he encourage thestudent to study examples from constructionand other industry as he learns about indus-trial cost analysis, competition, creation ofdemand, economic production, and the relatedaspects of applied economics.

Major Divisions

I. Introduction: Basic EconomicConcepts

Classhours

2II. Economic Forces and Indicators.._ 3

III. Natural Resources: The Basis ofProduction 3

IV. Capital and Labor 3V. Business Enterprise 7

VI. Factors in Construction and OtherProduction Costs 8

VII. Price, Competition, and Monop-oly 5

VIII. Distribution of Income.. 2IX. Personal In lome Management_ 2

80

Classhours

X. Insurance, Personal Investments,and Social Security 3

XL Money and Banking 3

XIL Government Expenditures, Fed-eral and Local 3

XIII. Fluctuations in Production,Employment, and Income 2

XIV. The United States Economy inPerspective 2

Total 48

I. Introduction: Basic Economic ConceptsII. Economic Forces and Indicators

A. Economics definedB. Modern specializationC. Increasing production and consumptionD. Measures of economic activity, including:

1. Gross national product2. National income3. Disposable personal income4. Industrial production5. Employment and unemployment6. Consumer Price Index7. Housing starts8. Construction contracts9. Federal Reserve indexes

III. Natural Resources: The Basis of ProductionA. Utilization and conservation of resourcesB. Renewable resourcesC. Nonrenewable resourcesD. Future sources

IV. Capital and LaborA. Tools (Capital)

1. The importance of saving and investment2. The necessity for markets

B. Large-scale and mall-scale enterprisesC. Labor

1. Population characteristics2. Vocational choices3. General education4. Special training

5. Management's role in maintaining th©labor supply

V. Business EnterpriseA. Forms of business enterprise

1. Individual proprietorship2. Partnership3. Corporation

B. Types of corporation and other securities1. Common stocks2. Preferred stocks3. Bonds4. Debentures5. Mortgages6. Convertible issues

C. Mechanics of financing business1. Equity financing2. Debt financing

D. Company organization and managementVI. Factors in Construction and Other Pro-

duction CostsA. Buildings and equipment

1. Initial cost and financing2. Repair and maintenance costs3. Depreciation and obsolescence costs

B. Materials1. Initial cost and inventory value2. Handling and storage costs3. Accountability of materials

C. Processing and production1. Methods of cost analysis2. Cost of labor3. Cost of supervision and process control4. Effec:, of losses in percentage of original

product compaied to finished product(yield)

D. Purchasing and orderingE. Packaging, storage, and shippingF. Indirect costs, including taxesG. Cost of sellingH. Process analysis, a means to lower costsI. Profitability and business survival

VII. Price, Competition, and MonopolyA. Function of pricesB. Price determination

1. Competitive cost of product2. Demand3. Supply4. Interactions between supply and demand

C. Competition, benefits, and consequences1. Monopoly and oligopoly2. Forces that modify and reduce compe-

tition

Al

3. History of Government regulation ofcompetition

D. Competitiveness of the economyVIII. Distribution of Income

A. Increasing real incomesB. Marginal productivityC. Supply in relation to demandD. Income resulting from production

1. Wages2. Interest3. Rents4. Profits

E. Income distribution todayIX. Personal Income Management

A. Consumption-ale core of economicsB. Economizing definedC. Personal and family budgetingD. Analytical buying

1. Applying quality standards2. Consumers Union and similar groups

E. The use and abuse of creditF. Housing-owning or renting

X. Insurance, Personal Investments, and SocialSecurity

A. Insurance definedB. Life insurance

1. Group, industrial, and ordinary lifepolicies

2. Types of policies; their advantages anddisadvantages

C. Casualty and other insurance1. Liability2. Workmen's compensation3. Federal Housing Authority4. Housing and urban development

D. Investments1. Savings accounts and government bonds2. Annuities3. Pension plans4. Corporation bonds5. Corporation stocks6. Other speculations

E. Social Security and other insurance andretirement plans1. Old age and survivors insurance2. Unemployment compensation3. Medicare4. Other retirement plans

XL Money and BankingA. Functions of moneyB. The Nation's money supply; money stand-

ards

C. Organization and operation of banks, sav-ings and loan associations, and other finan-cial institutions1. Sources of deposits and shares2. The reserve ratio3. Expansion of bank deposits and shares4. Sources of reserves5. Secondary financing

D. The Federal Reserve System1. Service functions2. Control of money supply

E. Federal Depositors Insurance Corp.F. Federal National Mortgage AssociationG. Small Business Administrationif. Federal Savings and Loan AssociationI. Insurance companies

XII. Government Expenditures, Federal and

Local

A. Economic effectsB. Functions of governmentC. Analysis of government spendingD. Future outlookE. Financing government spending

1. Criteria of sound taxation2. Tax revenues in the United States3. Federal and State personal income taxes4. Corporate income tax5. Property and other taxes6. Commodity taxes7. Government indebtedness

F. Governmental-private; combination financ-

ing

XIII. Fluctuations in Production, Employment,and Income

A. Changes in aggregate spendingB. Output and employmentC. Other factors in economic fluctuations

1. Cost-price relationships2. Fluctuations in demand for durable goods3. Involuntary fluctuation of supply of

commodities4. Inflation and deflation of currency value5. Economic effects of inventions and auto-

mation6. Economic effects of government actions

related to constructionD. Means of implementing fiscal policyE. Government debt

1. Purpo.ses of government borrowing

82

2. Extent of the debt burden3. Problems of debt management

XIV. The United States Economy in PerspectiveA, Recent economic changes

1. Increased productivity and construction;well-being

2. Effects of war and depression3. New products and industries4. Increase in government controls

B. Present economic problems of U. S. economy1. The world market-a community of

nations2. International cooperation3. Maintenance of prosperity, progress, and

production4. Economic freedom and security

C. Communism: nature and control by SovietState

D. FascismE. SocialismF. Problems common to all economic systemsG. Special economic problems of the United

States

Texts and References

DONALDSON and PFAHL. Personal Finance.DUNLOP. Automation and Technological Change.DYE. Economics: Principles, Problems, Perspectives.EDWARDS. The Nation's Economic Objectives.GORDON. Economics for Consumers.KATONA. The Mass Consumption Society.LYNN. Basic Economic Principles.Mc Commit. Economics: Principles, Problems, and Policies.

REYNOLDS. Economics: A General Introduction.SAMUELSON. Economics: An Introductory Analysis.SCHULTZ. The Economic Value of Education.Business Week Magazine.Consumers Union Reports.Engineering News-Record Magazine.Fortune Magazine.Harvard Business Review.

Visual Aids

McGraw-Hill Book Co., Inc., 330 West 42nd Street, Now

York, N.Y. 10036.Basic Economic Concepts, 35 mm., filmstrip-set of 4filmstrips, average 40 frames each, black and white,

Business Cycles and Fiscal Policy.Money, Prices, and Interest.Savings and Investments.Supply and Demand.

INDUSTRIAL ORGANIZATIONS ANDINSTITUTIONS

Hours Per Week

Class, 3

Description

This course describes and analyzes the rolesof labor and management in the economy ofthe United States.' Approximately half ofthe classroom time is devoted to labor-management relations, including the evolu-tion and growth of the American labormovement and the development and struc-ture of American business management. Astudy is made of the legal framework withinwhich labor-management relations are con-ducted and the responsibilities of each in ademocratic system of government. The secondhalf is devoted to labor-economics as appliedto the forces affecting labor supply anddemand, problems of unemployment andwage determination on the national, plant,company, and individual levels. Emphasiscenters upon current aspects of industrialsociety, with historical references only as abackground.

Major DivisionsClasshours

I. Labor in an Industrial World 9IL Management in an Industrial So-

ciety 9

III. The Collective Bargaining Process_ 12IV. Dynamics of the Labor Market_ _ _ _ 8V. Wage and Salary Determination 7

VI. The Balance Sheet of Labor-Man-agement Relations 3

Total 48

I. Labor in an Industrial WorldA. The nature and scope of the Industrial

Revolution

88

1. The factory system2. Occupational trends3. Mechanisms of adjustments

B. The evolution of American labor unions1. Nature of early unions; basic system of

craft unions2. Organizations by unions for solving

problems3. Development of business unionism4. The changing role of government

C. Structure and objectives of American unions1. Objectives in collective bargaining2. Political objectives and tactics3. Structure of craft and industrial unions4. Movement toward unitythe AFL-CIO

merger5. Conduct of local unions

II. Management in an Industrial SocietyA. The rise of big business

1. Economic factors2. Dominance of the corporation3. Government, public policy, and big

businessB. The managerial revolution

1. Changing patterns of ownership andmanagement

2. Scientific management3. Twentieth-century trends

C. Structure and objectives of American in-dustry1. Production for profit: an affluent society2. Structure of industryorganizational

forms3. Ethics in a competitive economy

III. The Collective Bargaining ProcessA. Legal framework

1. Common law provisions2. The growth of statute laws3. National Labor Relations Board rulings4. Specific laws; court decisions

a. The antitrust laws; effects on collectivebargaining

b. The Adamson and La Follette lawsc. Norris-LaGuardia law

d. Walsh-Healy lawe. Wagner lawf. Fair Labor Standards lawg. Taft-Hartley lawh. Landrum-Griffin law and beyond

B. Management and collective bargainingC. Bargaining procedures and tactics, including

mediationD. Issues and areas of agreement in collective

bargaining1. Security issues2. Working conditions3. Safety provisions and safety education4. Money matters

E. Strikes and lockouts; tactics and preventionF. Evaluation of collective bargaining

IV. Dynamics of the Labor MarketA. Labor supply and the market

1. Level and composition of the labor force2. Changing patterns of employment3. Some questions about labor supply and

the marketB. Reduction and control of unemployment

1. Types of unemployment2. Proposed schemes of employment stabili-

zation3. Continuing problems

C. Labor mobility1. Types of labor mobility2. Deterrents to labor mobility3. Suggested programs to improve labor

mobility

V. Wage and Salary DeterminationA. Wages, salaries, processes, and employment

1. Definition of wages and salaries2. Wages and the productive process3. The problem of inflation

B. Wages and the national income1. Concepts of measurement and productiv-

ity2. Determinants of productivity3. The distribution of national income

C. Wage structures1. Occupational differences2. Geographic patterns

84

3. Industry patterns4. Wage determination; plant level; indi-

vidual wages

VI. The Balance Sheet of Labor-ManagementRelations

A. The control and zlimination of poverty in amodern industrial state1. The extent of poverty2. The attack on poverty3. Trends and portents

B. Justice and dignity for all in an industrialdemocracy1. The worker-status and goals2. Management-rights and responsibilities3. The future of capitalistic society

Texts and References

ADRIAN. State and Local Governments.BACH. Economics: An Introduction to Analysis and Policy.BELL. Crowd Culture.BIESANZ and MAVIS. Modern Society: An Introduction to

Social Science.BISHOP and HENDLE. Basic Issues of American Democracy.CARR) BERNSTEIN, and MORRISON. American Democracy in

Theory and Practice.CHAMBERLAIN. Sourcebook on Labor.CIIINOY. Society: An Introduction to Sociology.GEORGE). Management in Industry.limn and PROTHRO. The Politics of American Democracy.Mimic and SLATER. Economics in Action.Oaa and RAY. Essentials of American Government.FELLING. American Labor.PHELPS. Introduction, to Labor Economics.ScROKIN. Cri818 of Our Age.WALLETT. Economic History of the United States.

Visual Aids

Encylopedio, Britanniea Films, 1150 Wilmette Avenue,Wilmette, Ill. 60001.

Man and His Culture, 16 mm., 15 min., sound, black andwhite.,Productivity-Key to Plenty, 16 mm., 20 min., sound,black and white.

McGraw-Hill Book Co., Inc., 330 West 42nd Street,Now York, N.Y. 10036.

Social Classes in America, 16 mm., 16 min., sound, blackand white.The Rise of Organized Labor, 10 mm., 18 min., sound,black and white.

FACILITIES, EQUIPMENT, AND COSTS

General Planning of Facilities

Drawing rooms, laboratories, classrooms, offices,and storage facilities for teaching architecturaland building construction technology do not re-quire unusual conditions. Most well-constructedbuildings with suitable facilities for water, heat,light, ventilation, plumbing, and other utilitiesmay be used. Even multistory buildings lendthemselves to accommodating drawing rooms,classrooms, and offices where satisfactory stair-ways and halls permit the necessary student trafficand communication.

Laboratories with heavy equipment should beplaced on the lower floor. In particular, the mate-rials laboratory, requiring a heavy machine, shouldbe located on ground level where solid foundationswill support the concentration of weight. Other-wise, a building having abundant windows fornatural lighting, preferably north light, will beespecially suitable for this program.

Adequate washroom and toilet facilities shouldbe provided. In multilevel buildings these facilitiesshould best be provided on each floor. If wash-rooms must be placed remote from drawing rooms,small fixtures should be provided in or near thedrawing rooms so that students may wash theirhands without inconvenience. Both warm andcold water should be provided in washrooms and inall laboratories. Space must be allowed for properstorage of janitorial equipment and supplies.

Electrical services should provide both 110- and220-volt current for the materials and model-building laboratories. Most of the equipment inthese laboratories will be more economicallyoperated with 220-volt circuits. The drawingrooms and classrooms and other areas should bewell provided with 110-volt duplex outlets. Con-trol panels for electrical apparatus should be cen-trally located, with the circuit breaker for eachcircuit with ample capacity to prevent overloading.Laboratories with considerable electrical equip-

85

rnent should have separate distribution controlpanels which can be locked for security.

Both classrooms and laboratories as well asoffices should be well lighted. A minimum of 70foot-candles of light is recommended on all worksurfaces of classrooms, offices, and general labora-tories. In all rooms where drafting must be done, aminimum of 100 foot-candles of light, exclusive ofnatural light, should be provided. Fixtures shouldbe selected to provide a comfortable, uniformlight throughout the room; usually fluorescent-type light is the most satisfactory. Lightingfixtures should be arranged diagonal to the tablesin drafting rooms (see figs. 15 and 16). Thisarrangement of lighting prevents drawing-equip-ment shadows from appearing on the drawingsurface.

Mechanical equipment which provides constanttemperature and humidity control within draftingrooms is very desirable. Air in these areas shouldbe within comfortable temperature and humidityranges and should be circulated with sufficientamoi:nts of outside air to keep air in roomssuitably fresh. In warm climates, year-round airconditioning is recommended.

Faculty offices may best be placed in smallclusters near classrooms and laboratories. Nomore than two faculty members should be placedin each office, but several offices can be combinedwith an outer office for a secretary or recep-tionist so that several instructors may sharesecretarial service. As in drawing rooms, airconditioning (in warm climates) is desirable.Each faculty member should have a minimum of150 square feet of office space.

If plans are being made to start an architec-tural and building construction program in aninstitution which already offers programs in othertechnologies, a careful analysis should be made ofexisting classrooms and laboratories to determinethe feasibility of using them. Some of the spaceprovisions might not have to be duplicated forthe new program. This discussion assumes thatconventional classrooms, offices, lecture rooms,

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86

and the necessary related accommodations arealready available. Therefore, only the physicalfacilities specifically identifiable with the technicalspecialty are described. Since the classrooms,laboratory facilities, and laboratory equipmentrequired for the two physics courses for architec-tural and building construction technology areconventional, the details are not presented here.

The requirements for the technical specialtyare unusual. Therefore, the minimum facilitiesand equipment required are described in somedetail. Facility plans and estimates are based on 24studentsthe maximum number recommendedin the specialty courses. If the facilities areavailable, lecture courses may be larger, possiblyup to 50 students.

ARCHITECTURAL DRAWINGLABORATORIES

Two typical drawing room floor plans areshown in figures 15 and 16. The floor plan infigure 16 calls for small (24 by 30 inch) draftingtables. The small tables can be used for beginningdrawing courses requiring only small drawings.This room lends itself to lecture and problem-solving classes where students must work frombooks, tables, and drawings or sketches. Theroom also is suitable for beginning drafting classestaught as service courses for other curriculumsand for adult evening classes which are usuallytaught in institutions providing technician edu-cating programs.

Figure 15 shows the standard 3 by 5 feet drawingtables recommended for the full range of archi-tectural drawing courses. Heavy-duty tables withadjustable basswood tops should be purchased;sturdy, steel drafting stools will be found to bemost serviceable. Each table should be equippedwith a parallel bar to provide each student with aconvenient and professional work station. The3 by 5 feet drawing tables are recommended forall drawing courses after the beginning drawingcourse.

As shown in the figures, a standard blackboardis provided on the front wall, and a 16-inch highplatform is provided to allow students at thedrawing tables to see and hear the instructorsatisfactorily. A table for models and demonstrationequipment should be available in the front ofthe room. Cabinet space should be provided for

87

storage of supplies and equipment. Cork boardsfor display of students' work may best be placeddirectly outside the room in a hall or passageway.

Sufficient lighting is of paramount importancein drafting rooms. Provisions should be as gen-erous as possible for natural lighting, whichshould be from the left, as indicated on the lay-out. However, no direct sunlight should be allowedto fall upon the drafting tables. Artificial lightingshould be adequate to allow for dark days andnight classes; and fluorescent fixtures, placed in adiagonal position in relation to the tables, shouldprovide at least 100 foot-candles of comfortablelight on the tabletops. Walls and ceilings shouldbe painted in light, pleasing colors to reflect lightand provide a comfortable atmosphere for con-centration. Vinyl tile flooring of intermediate toneprovides a bright yet durable and resilient floorsurface.

MATERIALS TESTING LABORATORY

This laboratory (see layout figure 17) shouldhave ample floorspace and worktable space fortest materials and representative models ofstructures. Note the spacing of the testing machinewith sufficient floorspace around it to provide fortesting structures and also to enable students toobserve tests being performed.

The layout of this laboratory revolves aroundthe placement of the testing machine. Thislaboratory should therefore be placed on theground floor to accommodate the dead weightconcentration; a double door is necessary toallow for the installation of the testing machine.

Since demonstrations must be made at themachine and students must be directly around itto observe them, at least 6 feet of clearanceshould be allowed around the testing machine.Worktables are shown for eimputations andblackboard discussions, and the instructor hasaccess to both the blackboard and the testingmachine during lectures. A supplementary tableis shown for display of tested and rupturedmaterials. An isolated storage room for suppliesand equipment is needed, with entrance doors into a hallway and the laboratory.

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MODEL BUILDING LABORATORY

The worktables in this laboratory allow studentsto construct architectural models in group projects(see figures 18 and 19).

Safety precautions must be continually em-phasized. The small woodworking machines arepurposely placed away from the work stationsfor safety. A sturdy workbench is shown in thecorner for supplementary layout and manualwork. Well-designed woodworking machines with

88

guarded belts and pulleys should be selected.On-and-off switches should be easily accessible oneach machine. Demonstrations, stressing safetyprecautions on the use of woodworking machines,must be given before students are allowed to useany of the power tools.

Provision must be made for lumber and ply-wood storage, and for a separate toolroom withadequate cabinets and racks for handtool storage.

.1

MATE2I1 LS TE.s-rino LAI50QATOI2YFigure 17.Materialstesting laboratory.

Small stools should be provided at the work sta-tions. Circuits of 220 volts are necessary foroperating the power tools in this laboratory, andsufficient 110-volt duplex outlets should be in-stalled near the work stations. Hot and cold watershould be provided at a washbasin for cleanup andfor model-building work. If paints are stored in thelaboratory, a fireproof storage area must be in-stalled. Fluorescent fixtures providing 70 foot-candles of light on the worktables and machinesare recommended. Forced ventilation will preventthe accumulation of dust from the machines andprovide comfortable ab within the area.

REPRODUCTION ROOM

The drawing instructors and students must haveaccess to a reproduction machine, whicl: usually islocated in a separate room (see figure 20). Moderndiazo machines are versatileeven capable of

89

making transparencies for overhead projectorsand should be located in a separate room in thebuilding near the drawing rooms. Machines usingammonia for developing require a roof vent di-rectly from the machine; even an auxiliary ventwith a forced fan to the outside from the room it-self is recommended. A 220-volt circuit is usuallyrequired to operate the larger machines.

Sufficient space should be provided for a work-table near the machine. A large paper cutter is alsosuggested to facilitate cutting various sized repro-ductions. A water outlet and fixture are needed inor near this room. Storage of sensitive reproduc-tion paper in areas other than the reproduction roomis recommended. The minimum size recommendedfor a reproduction room is 150 square feet.

Before purchasing any types of reproductionmachines and other required equipment for schooluse, officials should thoroughly investigate theavailability of Federal surplus equipment. Often

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90

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considerable amounts can be saved if the equip-ment available meets the requirements of aschool program. (See page 96 for further informa-tion on procurement of Federal surplus materialsfor school use.)

BUILDING MATERIALS DISPLAY AREAAND LECTURE ROOM

Because of their functional compatability, theseareas may be combined into one room, as shown infigure 21. However, if space is available, separaterooms for each activity may be a better arrange-ment.

Building materials can be displayed in a typicalclassroom with samples and specimens of materialsavailable. Material samples must be organizedand carefully maintained in this lecture room.Experience has shown that without proper shelvingor cabinetwork to accommodate such teachingaids, they soon deteriorate and clutter the room.The shelving, indicated in figure 22, should be ofsturdy steel that can be assembled at variousheights to fit various sizes of material samples.Some sample materials are best kept in glass-

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enclosed cabinets to prevent dust from ruiningthe samples and to allow students to see them.

A good quality 16 mm. projector is satisfactoryfor most technical films. It should, be permanentlymounted on a stand near the back of the room.A retractable 6 by 8 feet screen can be conven-iently mounted above the blackboard on thefront wall and pulled down in place when needed,forming a satisfactory, yet versatile arrangement.Complete blackout shades for all windows mustbe installed.

As figure 21 indicates, 48 tablet armchairs arerecommended in this room to provide space forpossible double sections viewing a film. (Occa-sionally other large groups require school projec-tion room facilities.) The room should have goodacoustical qualities and ample forced ventilationto make the viewers comfortable when blackoutshades are in place.

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91

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SUGGESTED CAE5InETWO121.4 POARCHITECTURAL MATERIALS DISPLAY

Figure 22.Typical cabinetwork for architectural materials display.

CONSTRUCTION MATERIALSLABORATORY

An example of a plan for this laboratory is shownin figure 23. It provides for four major kinds ofactivitywood, masonry, metals, and finishing.The tools and equipment are those commonly re-lated to building construction. Experience ia thevarious activities should coincide with lecturesgiven in the course on building materials andconstruction methods. The intent is to give stu-dents introductory practice with real materials andinformation on what is involved in their use. Lab-oratory projects should illustrate and confirminformation presented in lectures, rather thandevelop skills in building construction trade work.

Balancing of the activities to rotate studentsthrough the various work spaces in the laboratorywill need careful attention. Closely supervised in-structions may be restricted to only two or threespaces at any one time, but the whole laboratoryrequires continual surveillance by an alert in-structor. The entire laboratory can be supervisedby one instructor, however, because of glass par-titions, even if groups of students are working ineach of the four different spPles. Large projectscan be easily taken out -of -doors through the largedoors and completed on the concrete apron ornearby grounds. However, during bad weather,work projects can and must be conducted inside.

Provision must be made for adequate storage ofall tools and equipment so they can be easily ac-

02

counted for. Adequate time must be allotted tothe instructor for the continual maintenance of alltools, equipment, and supplies.

SURVEYING EQUIPMENTSTORAGE ROOM

Careful attention should be given to the designof storage areas for surveying equipment. Most ofthe equipment is costly and must therefore becared for carefully. Moreover, a properly laidoutroom will save much time in issuing equipment forsurveying crews and checking it back in. Unlessthe equipment is continually inspected for possibledamage when it is checked in after laboratory ex-ercises, full life expectancy of the equipment can-not be realized.

A workable layout such as that shown in figure24 provides a checkout counter near one end of theroom with one door for students to enter, and an-other door near the other end of the counterthrough which they leave after receiving theirequipment. Shelves placed on the wall betweenthe doors provide a handy place for students toset textbooks, field books, and other gear whilethey are checking out the equipment.

Cabinets and racks must be provided for storingequipment in an organized way. Notice that anA-frame storage rack (see figures 25 and 20) in thecenter of the room is convenient for storing tripodsand rods and is still accessible.

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GENERAL STORAGE ROOMThe department should have ample provision

for storage of miscellaneous items, such as exam-ples of student drawings, teaching aids, and otherequipment necessary to the program. Most of theequipment and supplies can be stored in a roomequipped with wide shelving. The shelving shouldbe designed to accommodate the equipment.

DISPLAYING STUDENT WORKAttractive display of student work in an arehi-

tectural and building construction technologydepartment must be considered. The display ofstudent work and an occasional display of pro-fessional work are effective means of motivatingstudents. Large cork boards can be used if placedin prominent areas of halls or passageways. Tablesshould be reserved for display of models and three-dimensional exercises; in order to maintain inter-

. est, exhibits should be continually kept up-to-datewith current work.

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05

Equipping The Laboratoriesand Their Costs

The cost of equipping an architectural andbuilding construction department is not excessive.Ideally, a program should start with fully equippedlaboratories; but if necessary, the required labora-tories can be equipped as the program develops;the outlay of funds before the first year of theprogram is thus reduced to a minimum the firstyear, and the costs of equipment needed for thesecond year can be spread over the first year'soperation.

Experience has shown that the departmenthead or one of the technical specialty instructorsis the best qualified person to make final decisionson the selection of laboratory equipment. Hisbackground in the technical specialty will usuallyprevent costly mistakes which often occur whennontechnical employees select or buy equipment.

Surplus equipment, from either private orpublic organizations, can be an important sourceof good materials and hardware for equippinglaboratories. Government surplus property mayoften be an especially attractive source of eitherstandard or specialized components, units, as-semblies, mechanisms, instruments, and systemsthe cost of which usually is only a small fractionof the cost when new. Educational institutionsare high on the priority list of agencies to whichgovernment surplus property is made available.

Acquisition of surplus property within the Statesmust be made through State agencies for surplusproperty. Most such State agencies maintain oneor more distribution centers at which authorizedrepresentatives of eligible schools or school sys-tems select materials for educational use. Usuallyone or more officials of a school or school systemare designated as authorized representatives.Technical educators should communicate withthe authorized representative of their school orschool system, if one exists, to arrange to visittheir State agency's distribution center; or writeto the director of their State agency for surplusproperty to obtain information on how to acquireequipment.

The State director of vocational and technicaleducation in each State can provide specific

00

information on the location of the governmentsurplus distributing agency in his State and thename of the person in charge. Information ongovernment surplus property may also be ob-tained by writing to:

Chief, Surplus Property Utilization DivisionU.S. Department of Health, Education,

and WelfareWashington, D.C. 20201

Experience has shown that it is important toexercise judgment and care in acquiring surplusequipment. Specific plans for the use and soundjustification for the need should be establishedclearly for any piece of surplus equipment. Acareful analysis should be made of its total cost,transportation, space required, cost of installation,repair or parts replacement (if incomplete), andmaintenance; and the likelihood of the equipmentbecoming obsolescent within a short time.

Only technically competent, responsible, andimaginative persons should select surplus equip-ment, and then only after a thorough on-siteinspection. Such persons avoid the temptation ortendency to acquire equipment that is attractive,but obsolete, irrelevant, bulky, or in excessiveamounts. With these precautions in mind, re-sourceful department heads or instructors canusually obtain testing instruments, apparatus, andother essential up-to-date equipment for theirlaboratories at very reasonable cost.

The estimates that follow are based on the costsof equipping architectural and building construc-tion laboratories for 24 students, with new equip-ment, of good quality but not fancy. The estimatesare based on the purchase price at the date of thispublication. The estimates do not include costs ofoffice furniture, conventional classrooms, androoms or laboratories necessary fo conventionalbasic courses. They are specifically for laboratoriesand rooms needed for the technical specialty. Noinclusion is made for conventional firefighting equip-ment, or for the janitorial equipment necessaryto maintain a school building.

Major items of equipment necessary for eachlaboratory are listed, and an estimate of their costis given below as a gross figure with a reasonablerange to reflect variations in costs of brand names

and local areas. Since comparable equipment mayvary in cost in various locations, individual itemsare not priced. Costs of equipment may vary alsoif purchased in larger quantities. It is suggestedthat at least three bids be obtained before obtain-ing any of the equipment. Detail prices can beprovided by suppliers when purchases are to bemade. Again, it is worthwhile stating that only

97

good quality equipment should be purchased forschool instruction.

Supplies that students need in the drawinglaboratory are listed merely for convenience incase the institution provides these supplies for thestudent. In most technical schools the studentprovides his own supplies, even though standard-ized materials are used.

ESTIMATES FOR SPECIFICFACILITIES DRAFTING LABORATORYEQUIPMENT AND SUPPLIES

Large Drafting LaboratoryNumber

Item requiredDrafting tables, 3' x 5' wood, adjustable

basswood tops 24Parallel bars, wood, 5' long, plastic edges__ 24Drafting stools, steel, round-top 24Storage cabinets, steel 2Demonstration table, wood, 4' x 6' 1

Rostrum and stool (ea.) 1

Coatracks 2Wastepaper basket 1

Blackboard, 3' x 18' 1

300--60° triangle, 14" 2445° triangle, 10" 24Architect's scale, 12" triangular 24Civil engineer's scale, 12" triangular 24Irregular curves 24Pencil pointers 24Erasing shields 24Sets of drawing instruments 24Protractors 24Adjustable triangles 24Lettering guides 24Dusting brushes 24Architectural brushes 24Erasers 24Electric erasing machine 1

Rolls of drafting tape 24Semi-automatic pencils 24Sets of assorted leads 24Rolls of sketching paper 24Rolls of tracing paper (or cut sheets) 24Sets of assorted sheets of drawing, paper__ _ 24Set Sweet's Catalog Service 1

Estimated costtotal, $7,000 to $8,500

Beginning Drafting Laboratory

ItemDrafting tables, 24" x 30"Drafting stools, steel

Numberrequired

3030

ItemNumberrequired

T-squares 30Display table, 3' x 6' 1Blackboard, 3' x 16' 1Rostrum alid stool (ea.) 1Platform 1.

Steel cabinets 2Coatracks 2Cork display board 1

Wastepaper basket 1

Assorted supplies of paper, as required_ 1

98

Estimated costtotal, $5,000 to$6,000

Model Building Laboratory

ItemNumberrequired

Model building tables 4Low stools, steel 24Blackboard, 3' x 10' 1

Workbench, with vise 1

Set of toolroom racks and cabinets 1

Power disk sander 1

Power belt sander, 6" 1Table saw 1Drill press 1Jigsaw 1

Waste receptacle 1

Sets of model-building hand tools, eachincluding 4

Stanley cutting knives 3Framing square.. 1

Back-band hand saw 1Try square 1

Coping saw 1Shears 1Architect's scale 1

Metal straight-edge 1Small hammer 2Paint brushes, 1"Sheets sandpaper, medium 1Tweezers 1Sharpening stone 1Mitering saw 1

Estimated costtotal, $3,500 to$4,500

Reproduction Room

ItemBlue line reproduction machineSpirit duplicator ("Ditto" machine)Mimeograph machinePaper cutter, 24"WorktableStorage cabinetLarge paper shearsInitial supply of blueline paper

Estimated costtotal, $4,000 to $5,500

Numberrequired

1

1

1

1

1

1

1

Building Materials Dizp lay and LectureRoom

NumberItem required

Movie projector, 16 mm 1

Roll-down screen, 6' x 8' 1

Overhead projector 1

Tablet armchairs 48Blackboard, 3' x 16' 1

Rostrum 1

Demonstration slide rule, 7' 1

Set of adjustable shelving and cabinets___ _ 1

Coat racks_ 2Set blackout screens 1

Estimated costtotal, $2,500 to $3,000

Construction Materials Laboratory (WoodStation)

ItemNumberrequired

Woodworking benches, w/vises 4Tool cabinets 1

Lumber storage rack 1

Disk sander 1

Miter box 1

Nail hammers, 16 oz 6Nail hammers, 13 oz 6Ratchet braces and assorted bit sets 2Wood chisel sets, assorted sizes 2Try squares, 10" 6Framing squares, 24" 6Level, 24" 1Steel rules, 12" 6Nail set, assorted sizes 2Screwdriver sets, assorted sizes 2Ripsaw, 5point 1

Crosscut saws, 10-point 6Keyhole saw 1

Coping saws 4Hand planes, 9" 6

Item

Miscellaneous hand tools, setLumber and plywood suppliesAssorted Plexiglas and other plastic ma-

terialsEstimated cost (wood station), $2,500 to

$3,000

Numberrequired

1

(Masonry Station)

ItemNumberrequired

Workbench, built-in 1

Cabinets, storage 1

Concrete mixing machine, electric 1Rubber. hose, 50 ft 1

Shovels, square point 3Trowels, bricklayers, 11" 6Hammers, bricklayers 3Brick chisels, 4" 3Jointing tools, brick pointing _ _ _ _ 3Levels, 24" 3Steel finishing trowels 6Wood floats, 12" 6Level, 48" 1

Edging tools, concrete 3Mortar mixing box 1

Steel tapes, 50 foot 2Bricklayers' rules 6Mixing hoe 1

Miscellaneous equipment set 1

Suppli6, cement, mortarmix, aggregate,brick, and block.

Estimated cost (masonry station),$1,500 to $2,000.

(Metal Station)

ItemNumberrequired

Metal working table 1

Bench and cabinet work 1

Sheetmetal brake, bench model 1

Arc welder, portable, with screen 1

Set of hand tools for welder 1

Drill press, floor model 1

Electric soldering tool 1

Bench vise, machinist's 1

Hammers, ball peen 6Sheet metal shears 6Steel squares, 24" 2Hack saws 6Scratch awls 6

99

Item

Pliers, assorted sizesSteel rules, 24"Steel rules, 12"Pipe visePipe cutter and reamerPipe threading tool, assorted diesPipe wrenches, largePipe wrenches, mediumHand torch, butaneHand filesScrewdrivers, assortedAdjustable wrenchesRiveting tool setMetal supplies

Estimated cost (metal station), $2,500 to$3,000

Numberrequired

6331

1

1

221

6631

(Finishing Station)

ItemFinishing tablesStorage cabinetsBenchDrying rackFireproof waste receptaclePutty knives, 1%/1 widePutty knives, 4" wideGlass cuttersPaint brush sets, assorted sizesBrush storage containerSteel rules, 24"Mixing pans and containersSandpaper and steel wool suppliesMiscellaneous equipmentSupplies, other

Estimated cost (finishing station), $1,500to $2,000

Estimated' cost for the laboratorytotal,$8,000 to $10,000

Numberrequired

21

1

1

1

6634236

ItemNumberrequired

Resistance strain indicator 1

Work tables, 30" x :18' 3Low stools, steel 24Blackboard, 3' x 16' 1

Demonstration counter, wood, 2' x 10'____ 1

Set of storage shelves 1

Estimated costtotal, $28,000 to $32,000

Surveying Equipment Storage Room (in-cluding surveying field equipment and supplies)

Built-in checkout counter 1

Rod and pole rack, wood 1

Tripod rack 1

Built-in storage cabinet 1

Steel tapes, 100', surveyor's 6Chaining pins, 11/set 6Range poles 6Metallic tape, 50' 6

Plumb bobs 6Hand axes 6Clamp handles, for taping 6Dumpy levels 8Philadelphia level rods, extension type with

target 8Hand levels 8Transits, vernier reading to 1 min. 6

Estimated costtotal, $12,000 to$14,000

General Storage Room

1Item

Steel shelving as requiredEstimated costtotal, $50( to $1,000

Materials Testing Laboratory

ItemUniversal testing machine, (120,000 lbs.

Numberrequired

min. capacity) and accessories 1

Rockwell hardness tester 1

Set miscellaneous strain reading equip-ment 1

100

Numberrequired

Summary of Costs

The list of equipment and supplies is basic anddoes not include items for specialized programs orsituations. In addition to the cost of basic equip-ment, a further sum of from $3,000 to $5,000should be earmarked and included for the cost ofinstalling equipment and special built-in furnish-ings in the various laboratories. It is assumed thata continuing budget is provided for the repairand maintenance of the laboratories in thedepartments.

The total cost of laboratories and equipment,excluding conventional classrooms and offices, forAn architectural and building construction tech-nology program, based upon 1969 prices, may beestimated as follows:

Laboratory FacilityLarge drafting laboratory equipment

Estimated Cost

and supplies $7, 000 to $8, 500Beginning drafting laboratory 5, 000 to 6, 000Model-building laboratory 3, 500 to 4, 500Reproduction room 4, 000 to 5, 500Building materials display and lecture

room 2, 500 to 3, 000Construction materials laboratory 8, 000 to 10, 000

Laboratory Facility Estimated CostMaterials testing laboratory 28, 000 to 32, 000Surveying equipment and storage

room 12, 000 to 14, 000General storage 500 to 1, 000Installing of various equipment 3, 000 to 5, 000

Total estimated cost of laboratoryequipment and supplies $73, 500 to $89, 500

The foregoing estimates do not provide for thecost of the building itself; if it is constructed for theprogram, the cost may be roughly calculated atfrom $12 to $15 per square foot of unfurnishedlaboratory space.

101

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Deatherage, George E. Construction Company Organizationand Management. New York: McGraw-Hill Book Co.,Inc., 1964.

. Construction Office Administration. New York:McGraw-Hill Book Co., Inc., 1964.

. Construction Scheduling and Control. New York:McGraw-Hill Book Co., Inc., 1965.

De France, Joseph J. General Electronics Circuits. New York:Holt, Rinehart and Winston, Inc., 1963.

DeVitis, A. A. and J. R. Warner. Words in Context: AVocabulary Builder. New York: Appleton-Century-Crofts, Inc., current ed.

Donaldson, E. F. and J. K. Pfahl. Personal Finance. NewYork: Ronald Press, 1966.

Dunham, Clarence W. The Theory and Practice of Rein-forced Concrete. New York: McGraw-Hill Book Co.,Inc., 1966.

Dunlop, John T. Automation and Technological Change.Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1962.

Dye, Howard S. Economics: Principles, Problems, Perspec-tives. Boston: Allyn and Bacon, Inc., 1966.

Dyer, Ben. Specification Work Sheets. Washington: Amer-ican Institute of Architects, 1961.

Edwards, Edgar 0. The Nation's Economic Objectives.Chicago: University of Chicago Press, 1964.

Edwards, H. Griffith. Spe'cifications. Princeton, N.J.:Van Nostrand, 1961.

Elliott, William W., E. Miles, and W. Reynolds.Mathematics: Advanced Course. Englewood Cliffs, N.J.:

Prentice-Hall, Inc., 1962.Evans, B. H. AIA Research Study. Washington: The

American Institute of Architects, 1965.Faulkner, Ray and S. Faulkner. Inside Today's Home.

New York: Holt, Rinehart and Winston, Inc., 1960.Fletcher, Bannister. A History of Architecture. New York:

Scribner, 1061.Ford, Lester R. and Lester R. Ford, Jr. Calculus. New

York: McGraw-Hill Book Co., Inc., 1062.Foster, Norman. Construction Estimates from Take-Off to

Bid. New York: McGraw-Hill Book Co., Inc., 1962.French, Thomas E. and C. J. Vierck. Fundamentals of

Engineering Drawing. New York: McGraw-Hill BookCo., Inc., 1960.

A Manual of Engineering Drawing for Students andDraftsmen. New York: McGraw-Hill Book Co., Inc.,current ed.

French, Thomas E. and William Turnbull. Lessons in Let-tering. New York: McGraw-Hill Book Co., Inc., 1960.

George, Claude S. Management in Industry. EnglewoodCliffs, N.J.: Prentice-Hall, Inc., 1964.

Giachino, J. W. and Henry Beukena. Engineering-TechnicalDrafting and Graphics. Chicago: American TechnicalSociety, 1061.

Giesecke, Frederick E. and Others. Technical Drawing.Now York; Macmillan Co., 1066.

Gordon, Leland J. Economics for Consumers. Now York:American Book Co., current ed.

Grant, Hiram E. Engineering Drawing Problems Series I.Now York: McGraw-Hill Look Co., Inc., 1005.

Graves, Harold P. and Lyn Hoffman. Report Writing.Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1065.

Griggs, Irwin and David H. Webster. Guide and Handbookfor Writing. New York: American Book Co., 1064.

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Halse, Alberto. Architectural Rendering. New York:McGraw-Hill Book Co., Inc., 1960.

Hamlin, Talbot. Architecture Through the Ages. New York:Putnam, 1953.

Hansen, B. J. Practical PERT. America House, 1964.Harris, Norman C. Experiments in Applied Physics. New

York: McGraw-Hill Book Co., Inc., 1963.Harris, Norman C. and E. M. Hemmerling. Introductory

Applied Physics. New York: McGraw-Hill Book Co.,Inc., current ed.

Hays, Robert. Principles of Technical Writing. Reading,Mass.: Addison-Wesley, 1965.

Hepler, Donald E. and Paul Wallach. Architecture; Draft-ing and Design. New York: McGraw-Hill Book Co.,Inc., 1964.

Hitchcock, H. World Architecture, a Pictorial History. NewYork: McGraw-Hill Book Co., Inc., 1963.

Hodges, John C. and Mary E. Whitten. Harbrace CollegeHandbook. New York: Harcourt, 1962.

Hoelscher, Randolph P. and C. H. Springer. EngineeringDrawing and Geometry. New York: John Wiley & Sons,1961.

Hornbostel, Caleb. Materials for Architecture: An En-cyclopedic Guide. New York: Reinhold, 1961.

Howard, H. Structure, An Architect's Approach. New York:McGraw-Hill Book Co., Inc., 1968.

Hunt, William Dudley. Comprehensive Architectural Serv-ices: General Principles and Practice. New York:McGraw-Hill Book Co., Inc., 1965.

Huntington, Whitney C. Building Construction. New York:John Wiley & Sons, 1063.

. Building Construction: Materials and Types ofConstruction. New York: John Wiley & Sons, 1963.

Illuminating Engineering Society. IES Lighting Handbook:The Standard Lighting Guide. New York: 1966.

Irish, Marian D. and J. W. Prothro. The Politics of Ameri-can Democracy. Englewood Cliffs, Prentice-Hall,Inc., 1965.

Jennings, Burgess H. .7Pating and Air Conditioning. Scran-ton, Pa.: International Textbook Co., current ed.

Jennings, Harold L. and Calvin R. Tracy. Handbook forTechnical Writers. Chicago: American Technical Society,1061.

Jensen, Alfred and H. Chenoweth. Applied Strength ofMaterials. Now York: McGraw-Hill Book Co., Inc.,1007.

Joseph, A., and K. B. Pomeranz, J. Prince, and D. Sacher.Physics for Engineering Technology. New York: JohnWiley & Sons, 1006.

Juszli, Frank L. Analytic Geometry 'end Calculus. EnglewoodCliffs, N.J.: Prentice-Hall, Inc., 1901.

Juszli, Frank L. and Charles Rodgers. Elementary TechnicalMathematics. Englewood Cliffs, N.J.: Prentice-1N%Inc., 1062.

Katona, George. The Mass Consumption Society. NewYork: McGraw-Hill Book Co., Inc., 1004.

Kinzoy, Bertram Y. and Howard M. Sharp. Environ-mental Technologies in Architecture. Englewood Cliffs,N.J.: Prentice-Hall, Inc., 1063.

Kirschbaum, Leo. Clear Writing. Now York: Meridian,1001.

-ewssfaro,

Kruglak, Haym and J. T. Moore. Basic Mathematics forthe Physical Sciences. New York: McGraw-Hill BookCo., Inc., 1963.

Larson, Thomas D. Portland Cement and Asphalt Concretes.New York: McGraw-Hill Book Co., Inc., 1963.

Laurilia, Simo H. Electronic Surveying and Mapping.Columbus, Ohio: Ohio State University, Institute.

Leggett, Glen, C. D. Mead, and W. Charuat. Handbookfor Writers. Englewood Cliffs, N.J.: Prentice-Hall,Inc., 1965.

Le Grand, Rupert. The New American Machinist's Hand-book. New York: McGraw-Hill Book Co., Inc., currented.

Lehman, Warren. Practical Law. New York: Doubleday,1961.

Levin ion, Irving J. Mechanics of Materials. EnglewoodCliffs, N.J.: Prentice-Hall, Inc., 1963.

Lin, T'Ung-Yen. Design of Prestressed Concrete Structures.New York: John Wiley & Sons, 1963.

Lothers, John E. Design in Structural Steel. EnglewoodCliffs, N.J.: Prentice-Hall, Inc., 1965.

Luzadder, Warren J. Fundamentals of Engineering Draw-ing. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1965.

Lynn, Robert A. Basic Economic Principles. New York:McGraw-Hill Book Co., Inc., 1965.

McConnell, Campbell R. Economics: Principles, Problems,and Policies. New York: McGraw-Hill Book Co., Inc.,1963.

McCormac, Jack C. Structural Steel Design. Scranton, Pa.:International Textbook Co., 1965.

McGuinness, William J. and others. Mechanical and Elec-trical Equipment for Buildings. New York: John Wiley& Sons, 1964.

McKaig, Thomas H. Applied Structural Design of Buildings.Now York: McGraw-Hill Book Co., Inc., 1963.

Marder, Daniel. The Craft of Technical Writing. NowYork: Macmillan, 1960.

Mark, Shelley M. and Daniel M. Slater. Economics inAction. Belmont, Calif.: Wadsworth, 1965.

Martin, Leslie C. Design Graphics. New York: Macmillan,1962.

Merritt, Frederick S. Building Construction Handbook. NewYork: McGraw-Hill Book Co., Inc., current ed.

Miller, F. E. and H. A. Doeringsfeld. Mechanics of Ma-terials. Scranton, Pa.: International Textbook Co.,current ed.

Iit odern Building Encyclopedia, The. Edited by N. W. Kay.London: Oldhams Press, current ed.

Muller, Edward J. Architectural Drawing and Light Con-struction. Englewood Cliffs, N.J.: Prentice-Hall Inc.,1967.

Munce, J. F. Industrial Architecture. New York: McGraw-Hill Book Co., Inc., 1960.

National Board of Fire Underwriters. National BuildingCode. New York: National Board of Fire Underwriters,current ed.

National Fire Protection Association. Handbook of theNational Electrical Code. New York: McGraw-Hill BookCo., Inc., current ed.

National Forest Products Association (Technical ServicesDivision>. Manual for House Framing. Washington: TheAssociation, 1961.

104

. National Design Specification for Stress-Grade Lum-ber and Its Fastenings. Washington: The Association,1962.

. Plank-and-Beam Framing for Residential Buildings.Washington: The Association, 1961.

. Wood Construction Data. Washington: The Asso-ciation, current ed.

N.C. Department of Insurance. North Carolina StateBuilding Code. Raleigh: The Department, current ed.

Oberg, Erik and Franklin D. Jones. Machinery's Handbook.New York: Industrial Press, current ed.

O'Brien, James J. CPM in Construction Management:Scheduling by the Critical Path Method. New York:McGraw-Hill Book Co., Inc., 1965.

OGG, Frederic A. and P. Orman Ray. Essentials of Amer-ican Government. New York: Appleton-Century-Crofts,Inc., 1963.

Oppenheimer, Samuel P. Erecting Structural Steel. NewYork: McGraw-Hill Book Co., Inc., 1960.

Orear, Jay, Fundamental Physics. New York: John Wiley &Sons, 1961.

Pare, E. G. and Others. Descriptive Geometry. New York:Macmillan, 1965.

Parker, Harry E. Simplified Mechanics and Strength ofMaterials. New York: John Wiley & Sons, 1961.

Patten, Lawton M. and M. L. Rogness. Architectural Draw-ing. Dubuque, Iowa: W. C. Brown, 1962.

Pelling, Henry. American Labor. Chicago: University ofChicago Press, 1960.

Perrin, Porter G. and G. H. Smith. Handbook of CurrentEnglish. Glenview, Ill.: Scott, Foresman and Co., 1962.

Phelps, Orme W. Introduction to Labor Economics. NewYork: McGraw-Hill Book Co., Inc., 1961.

Portland Cement Association. Cement and Concrete Refer-ence Book. Chicago, Ill.: The Association, current ed.

Preston, Howard K. Practical Prestressed Concrete. NewYork: McGraw-Hill Book Co., Inc., 1960.

Pulver, Harry E. Construction Estimates and Costs. NowYork: McGraw-Hill Book Co., Inc., 1960.

Rayner, W. H. and M. 0, Schmidt. Elementary Surveying.Princeton: Van Nostrand, 1963.

Reynolds, Lloyd G. Economics: A General Introduction.Homewood, Ill.: Richard D. Irwin, 1066.

Rhodes, Fred H. Technical Report Writing. New York:McGraw-Hill Book Co., Inc., 1963.

Rice, Harold S. and R. M. Knight. Technical Mathematics.New York: McGraw-Hill Book Co., Inc., 1963.

Richards, James A., F. W. Sears, M. R. Wehr, and M. W.Zemansky. Modern College Physics. Reading, Mass.:Addison-Wesley Co., Inc., 1962.

Rogers, Tyler Stewart. Thermal Design of Buildings. NewYork: John Wiley & Sons, 1964.

Roget, Peter. New Roget's Thesaurus in Dictionary Form.New York: Putnam, 1965.

Salvadori, Mario George and M. Levy. Structural Design inArchitecture. Englewood Cliffs, N.J.: Prentice-Hall,Inc., 1963.

Samuelson, Paul A. Economics; An Introductory Analysis.New York: McGraw-Hill Book Co., Inc., 1064.

Schultz, Theodore W. The Economic Value of Education.New York: Columbia University Press, 1963.

Sears, Francis W. and M. W. Zemansky. College Physics.Reading, Mass.: Addison-Wesley Co., Inc., 1960.

Semat, Henry. Fundamentals of Physics. New York: Holt.Rinehart, and Winston, Inc., 1966.

Shaffer, Louis R., J. B. Ritter, and W. L. Meyer. TheCritical Path Method. New York: McGraw-Hill BookCo., Inc., 1965.

Smirnoff, Michael. Measurements for Engineering andOther Surveys. Englewood Cliffs, N.J.: Prentice-Hall,Inc., current ed.

Smith, Alpheus W. and J. N. Cooper. Elements of Physics.New York: McGraw-Hill Book Co., Inc., 1964.

Smith, R. C. Materials of Construction. New York: Mc-Graw-Hill Book Co., Inc., current ed.

. Principles and Practices of Light Construction.Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1963.

Sorokin, P. A. Crisis of Our Age. New York: E. P. Dutton,current ed.

Stewart, M. and Others. Business English and Communica-tion. New York: McGraw-Hill Book Co., Inc., 1961.

Stubbs, Frank W. Handbook of Heavy Construction. NewYork: McGraw-Hill Book Co., Inc., current ed.

Sweet's Catalog Service. Catalog File: A Classified Collec-tion of Manufacturers' Catalogs: i.e. Architectural. NewYork: F. W. Dodge Corp., current ed.

Thomas, Joseph D. Composition for Technical Students.New York: Scribner, 1065.

Timber Engineering Company. Timber Design and Con-struction Handbook. New York: McGraw-Hill Book Co.,Inc., current ed.

Townsend, Gilbert and J. Ralph Dalzell. How to Plan aHouse. Chicago, Ill.: American Technical Society, cur-rent ed.

U.S. Department of Agriculture. Wood Handbook. Wash-ington: The Department, current ed.

U.S. Department of Commerce, National Bureau of Stand-ards. Screw-Thread Standards for Federal Services.Washington: The Department, current ed.

U.S. Department of Commerce, Coast and Geodetic Sur-vey. Sines, Cosines, and Tangents; Ten Decimal Places.-0 Degrees to 6 DegreesLambert Projections. Washington:The Department, current ed.

. The State Coordinate Systems. Washington:The Department, current ed.

. Topographic Sheets (of school area).Washington: current ed.

U.S. Department of Health, Education, and WelfareOffice of Education. Civil Technology, Highway andStructural Options, a Suggested 2-Year Post High SchoolCurriculum. (0E-80041) Washington: U.S. GovernmentPrinting Office, 1966.

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. Occupational Criteria and Preparatory CurriculumPatterns in Technical Education Programs. (0E-80015)Washington: U.S. Government Printing Office, 1962.

. Pretechnical Post High School Programs, aSuggested Guide. (0E-80049) Washington: U.S. Govern-ment Printing Office, 1967.

. Scientific and Technical Societies Pertinent to theEducation of Technicians. (0E-80037) Washington:U.S. Government Printing Office, 1966.

U.S. Department of the Interior, Bureau of Land Manage-ment. Restoration of Lost or Obliterated Corners and Sub-division of Sections. Washington: The Department,current ed.

U.S. Federal Housing Administration. Minimum PropertyStandards for One and Two Living Units. Washington:The Administration. 1964.

Wallet, Francis G. Economic History of the United States.New York: Barnes and Noble, 1963.

Waldron, A. James. Fundamentals of Project Planning andControl. Haddonfield, N.J.: Waldron, 1963.

Wang, Chu -Kia and C. G. Salmon. Reinforced ConcreteDesign. Scranton, Pa.: International Textbook Co.,1965.

Washington, Allyn J. Basic Technical Mathematics withCalculus. Reading, Mass.: Addison-Wesley, 1964.

Wass, Alonzo. Building Construction Estimating. EnglewoodCliffs, N.J.: Prentice-Hall, Inc., 1963.

Watkins, Floyd C. and Edwin T. Martin, and Dillingham.Practical English Handbook. Boston: Houghton Mifflin,1965.

Watson, Donald A. Specifications Writing for Architectsand Engineers. New York: McGraw-Hill Book Co.,Inc., 1964.

Weisman, Herman M. Basic Technical Writing. Columbus,Ohio: Merrill, 1962.

Weiss, Harold and James B. McGrath. TechnicallySpeaking. New York: McGraw-Hill Book Co., Inc.,1963.

White, Harvey E. Modern College P, hysics. Princeton, N.J.:Van Nostrand, 1966.

Winter, George and Others. Design of Concr4te Structures.New York: McGraw -Hill Book Co., Inc., 1964.

Witty, Paul. How to Become a Better Reader. Chicago:Science Research Associates, 1962.

Zetler, Robert L. and W. G. Crouch. Successful Communi-cation in Science and Industry: Writing, Reading, andSpeaking. New York: McGraw-Hill Book Co., Inc.,1961.

APPENDIX A

Societies and Agencies Pertinentto the Educationof Architectural andBuilding Construction Technicians

Some of the professional, scientific, and technical soci-eties or associations concerned with arnhitectural andbuilding construction engineering and its applications arouseful sources of instructional information and referencedata.

Tho selected list which follows is not a complete listingof all such organizations; and inclusion does not implyspecial approval of an organization, nor does omissionimply disapproval of an organization. Details regardinglocal chapters or sections of societies have been omitted.

Teachers and others desiring information from theorganizations listed below should address their inquiriesto "Tho Executive Secretary" of the organization. A re-quest for information about the organization and itsservices or for specific information can usually bo answeredpromptly by them.

AMERICAN CONCRETE INSTITUTE, Post OfficeBox 4754, Redford Station, Detroit, Mich. 48219.

History: Founded 1905: A technical society of engineers,architects, contractors, educators, and others interestedin its purpose.

Purpose: To improve techniques of design, construction,and maintenance of concrete products and structures.

Total membership: 11,600.Publications: Journal of the 401, monthly.

AMERICAN INSTITUTE OF ARCHITECTS, 1735New York Avonuo NW., Washington, D.C. 20006.

History: Founded 1857: Professional society of architects.Absorbed (1889) Western Association of Architoots.Maintains library of 12,000 volumes.

Purpose: Grants honor awards, scholarships, and fellow-ships. Works through commissions which coordinatoand review committee activities in their respective areasof responsibility. Sponsors American Institute of Archi-tects Foundation. Affiliated with National Institute forArchitectural Education; Producers Council.

Total membership: 15,270.Publications: AIA Journal, monthly.

AMERICAN IRON AND STEEL INSTITUTE, 150East 42nd Street, Now York, N.Y. 10017.

History: Founded 1855; from 1855-65American IronAssociation; from 1865 to 1908American Iron andSteel Association: A nonprofit organization of the ironand steel industry of the Western Homidphere, engaging

106

ins activities of common interest to all members of theindustry.

Purpose: To promote the interests of the iron and steelindustry, to collect statistics and other information con-cerning the industry, to engage in investigation andresearch, to provide a forum for the exchange of infor-mation and discussion of problems relating to theindustry, and to promote the use of iron and steel.

Total membership: Eighty-three company members andover 2,800 individual members.

Publications: Numerous publications available uponrequest.

AMERICAN PLYWOOD ASSOCIATION, 1119 A.Street, Tacoma, Wash. 98400.

History: Founded 1936; formerly Douglas Fir PlywoodAssociation. Members are manufacturers of fir plywoodand allied products. Sponsois Plywood Research Foun-dation and Plywood Fabricator Service.

Purpose: Conducts trade promotion through advertising,publicity, merchandising, and field promotion; main-tains quality control in accordance with the commercialstandards and grade techniques.

Total membership: 118.Publications: Production Report, weekly; Forecast of De-

mand, monthly.

AMERICAN SOCIETY FOR TESTING AND MA-TERIALS, 1916 Race Street, Philadelphia, Pa. 19103.

History: Founded 1898: Engineers, scientists, and skilledtechnicians holding membership as individuals or as rep-resentatives of business firms, government agencies,educational institutions, laboratories.

Purpose: To promote the knowledge of materials of engi-neering, and the standardization of specifications andtesting methods. Sponsors more than 125 research proj-ects: leSUOS various awards for research and significantcontribution in this area. Has developed standard testmetho is, specifications, and recommended practices nowin use.

Total momborship: 11,800.Publications: Materials Research and Standards Journal,

monthly; Proceedings, annual; Yearbook; Index to Stand-ards, annual; Book of Standards, annual. Numerous tech-nical papers and reports.

CONSTRUCTION SPECIFICATIONS INSTITUTE(CSI), 632 Dupont Circle Building, Washington, D.C.20006.

Ronald S. Ryner, Executive DirectorFounded: 1948Persons who are concerned with the spac

cifications and documents used in connection with thedesign, construction, maintenance, and equipment for

o

construction projects; includes architects, professionalengineers, teachers and research wori-ers in architecturaland engineering fields, representatives of architects andengineers who are supervising construction projects,specification writers, building maintenance engineers,technical representative of nonprofit organizations of theconstruction industry.

Total membership: 5,300; staff 6 local groups, 50.Publications: Construction Specific, monthly.Convention/Meeting: Annual.

FOREST PRODUCTS LABORATORY, 'U.S. Depart-ment of Agriculture, Madison,Wis. 53700.

NATIONAL FOREST PRODUCTS ASSOCIATION(formerly National Lumber Manufacturers' Associa-tion), 1619 Massachusetts Avenue, Washington, D.C.20036.

History: Founded 1902: Federation of 17 regional lumbermanufacturers' associations, representing major regional,species, and product groups in the incIngtry.

Purpose: To promote use of forest products through Na-tional Wood Promotion Program; conservation and re-newal of forest properties and uses of wood and woodproducts through its affiliated Timber Engineering Com-pany. Sponsors Economic Council of the Lumber Indus-try, which considers economic problems of the industryon a national basis.

Total membership: 17.Publications: Lumber Letter, weekly; Promotion Progress;

Monthly Statistical Report of Lumber and hardwood Floor-ing; also publishes booklets, pamphlets for home owners.

PORTLAND CEMENT ASSOCIATION, 33 W. GrandAvenue, Chicago, Ill. 20600.

History: Founded 1916: Members are manufacturers ofportland cement. Gives lectures and demonstrations forarchitects, contractors, and others; provides informationto schools, colleges, farm organizations, and technicalgroups; assists with instruction on improved methods ofconcrete design and construction.

Purpose: To improve and extend the uses of portlandcement and concrete through scientific research andengineering field work.

Total membership: 75; staff: 750.Publications: 400 booklets which are circulated, along

with motion picture film and other materials on usesof cement and concrete in road paving, structures,conservation, housing and farm buildings.

107

SOUTHERN PINE ASSOCIATION, Post Office Box1170, National Bank of Commerce Building, NewOrleans, La. 70100.

History: Founded 1914: Members are manufacturers ofSouthern pine lumber. Affiliated with Southern PineInspection. Bureau; Southern Pine Industry Committee.

Purpose: To conduct research programs in productimprovement, timber, design, gluing of lumber, exteriorand interior finishes, wood quality effects of spacing inplantations. Promotes public education in improvedland use in protection, growing and harvesting trees.

Total membership; 152.Publications: Manual and textbook on timber engineering

and specifications.

UNITED STATES OF AMERICAN STANDARDSINSTITUTE, 10 East 40th Street, New York, N.Y.10016.

History: Founded 1918; formerly the American StandardsAssociation. Composed of industrial firms, trade associa-tions, technical societies, consumer organizations, andgovernment agencies.

Purpose: Serves as a clearinghouse on nationally coordi-nated voluntary safety, engineering and industrial stand-ards. Gives status as "USA Standard" to projectsdeveloped by agreement from all groups concerned insuch areas as definitions, terminology, symbols, andabbreviations; materials, performance characteristics,procedure and methods of rating; methods of testingand analysis; size, weight, volume and rating; practices;safety; health; and building construction. Providesinformation on foreign standards and representsUnited States interests in international standardizationwork.

Total membership: 2,300.Publications: Magazine of Standards, monthly; News-

letter, monthly; Proceedings, annual; individualstandards.

WEST COAST LUMBERMEN'S ASSOCIATION, 1410S. W. Morrison Street, Portland, Oreg. 97205.

History: Founded 1911: Mills and fabricating and treatingplants in the Douglas fir region that use Douglas fir,West Coast hemlock, Western red cedar, White fir,and Sitka spruce.

Purpose: To bring to the general public knowledge of themanufacture of different species of lumber throughadvertising and promotion; carloading; car supply;general maritime; lumber costs and reports; publicrelations; traffic and insurance.

Total membership: 180.Publications: Technical reports.

APPENDIX B

Suggestions on Library Contentfor the Technology

The library content may be classified as basic encyclope-dic and reference index material, reference books pertinentto architectural and building construction technology,periodicals and journals, and visual aids.

Encyclopedic and Reference Index Material.

This part of the library content is basic in that it con-tains the broadly classified and organized cataloging of allavailable information pertinent to the objectives the li-brary serves and the program it supports.

The following is a typical list of general reference mate-rial that might be found in a publicly controlled technicalinstitute. Though many are general, all of these referenceshave some bearing on architectural and building construc-tion technology. Some or all of these might appropriatelybe a part of the library which supports an architectural andbuilding construction technology program. This list is notcomplete, since it is presented as an example. In orderingany of the references, specify the latest edition.

AMERICAN COLLEGE DICTIONARY: RandomHouse, Inc., 457 Madison Avenue, Now York, N.Y. 10022.

APPLIED SCIENCE & TECHNOLOGY INDEX: H. W.Wilson Co., 950 University Avenue, Bronx, N.Y. 10452.

ASTM STANDARDS: American Society for TestingMaterials, 1916 Race Street, Philadelphia, Pa. 19103.

BIBLIOGRAPHY INDEX, THE: H. W. Wilson Co., 950University Avenue, Bronx, N.Y. 10452.

BUSINESS PERIODICALS INDEX: H. W. Wilson Co.,950 University Avenue, Bronx, N.Y. 10452.

CHEMICAL ABSTRACTS: American Chemical Society,1155 16th Street N.W., Washington, D.C. 20006.

CHEMICAL INDUSTRY FACTS BOOK, THE: Manu-facturing Chemists Association, Inc., 1825 ConnecticutAvenue, Washington, D.C. 20009.

COLLIERS ENCYCLOPEDIA: Collier-Macmillan Li-brary Service Division, 60 Fifth Avenue, New York,N.Y. 10011.

COMMERCIAL ATLAS AND MARKETING GUIDE:Rand McNally & Co., Box 7600, Chicago, Ill. 60680.

CUMULATIVE BOOK INDEX: H. W. Wilson Co., 950University Avenue, Bronx, N.Y. 10452.

DICTIONARY OF APPLIED CHEMISTRY: J. Thorpe,John Wiley & Sons, Inc., 605 3d Avenue, New York,N.Y., 10316.

DICTIONARY OF ARCHITECTURAL ABBREVIA-TIONS, SIGNS AND SYMBOLS: Odyssey Press, 55Fifth Avenue, Now York, N.Y. 10003.

ENCYCLOPAEDIA IIPITANNICA: Encyclopaedia Bri-tannica, Inc., 425 N. Michigan Avenue, Chicago, Ill.60611.

ENCYCLOPEDIA AMERICANA, THE: AmericanaCorporation, 575 Lexington Avenue, New York, N.Y.10022.

ENCYCLOPEDIA OF CHEMICAL REACTIONS:C. A. Jacobson and Clifford A. Hampel, Reinhold Pub-lishing Corp., Book Division, 430 Park Avenue, NowYork, N.Y. 10022.

ENCYCLOPEDIA OF CHEMISTRY, THE :. Clark andHawley, Reinhold Publishing Corp., Book Division, 430Park Avenue, New York, N.Y. 10022.

ENCYCLOPEDIA OF MODERN ARCHITECTURE:H. N. Abrams, 6 W. 57th Street, New York, N.Y. 10019.

ENCYCLOPEDIA OF THE SOCIAL SCIENCES: TheMacmillan Co., 60 Fifth Avenue, New York, N.Y. 10011.

ENCYCLOPEDIA OF WORLD ART: McGraw-HillBook Co., Inc., 330 W. 42d Street, New York, N.Y.10036.

ENCYCLOPEDIC DICTIONARY OF PHYSICS: J.Thowlis, Porgamon Press, 44-01 21st Street, LongIsland City, N.Y. 11101.

ENGINEERING INDEX: Engineering Index, Inc., 345E. 47th Street, Now York, N.Y.

ENGINEERING MATERIALS HANDBOOK: CharlesL. Mantel', McGraw-Hill Book Co., Inc., 330 W. 42dStreet, New York, N.Y. 10036.

HANDBOOK OF CHEMISTRY AND PHYSICS:Chemical Rubber Publishing Co., 2310 Superior AvenueNE., Cleveland, Ohio 44114.

INTERNATIONAL CRITICAL TABLES: McGraw-Hill Book Co., Inc., 330 W. 42d Street, Now York, N.Y.10036.

INTERNATIONAL DICTIONARY OF PHYSICSAND ELECTRONICS: D Van Nostrand Co., Inc.,Princeton, N.J. 08540.

LABOR POLICY AND PRACTICE: Bureau of NationalAffairs, Inc., 1231 24th Street, Washington, D.C. 20037.

LIBRARY OF CONGRESS CATALOG: U.S. Library ofCongress, Washington, D.C. 20000.

MANUAL FOR PROCESS ENGINEERING CAL-CULATIONS: McGraw-Hill Book Co., Inc., 330 W.42d Street, New York, N.Y. 10036.

McGRAW -HILL ENCYCLOPEDIA OP SCIENCEAND TECHNOLOGY: McGraw -Hill Book Co., Inc.,330 W. 42d Street, Now York, N.Y. 10086.

MLTALS HANDBOOK: American Society for Metals,Technical Book Dept., Novelty, Ohio 44072.

MOODY'S INDUSTRIAL MANUAL: Moody's In-vestor's Service, 00 Church Street, New York, N.Y.10007.

108

NUCLEAR SCIENCE ABSTRACTS: U.S. Atomic En-ergy Commission, Washington, D.C. 20000.

OXFORD ENGLISH DICTIONARY: Oxford Univer-sity Press, Inc., 417 Fifth Avenue, New York, N.Y.10016.

POOR'S REGISTER OF CORPORATIONS, DIRECT-ORS, AND EXECUTIVES: Standai :d and Poor'sCorporation, 345 Hudson Street, New York, N.Y. 1C '4.

READER'S GUIDE TO PERIODICAL LITERA-TURE, THE: H. W. Wilson Co., 950 University AvenueBronx, N.Y. 10452.

RESEARCH AND DEVELOPMENT ABSTRACTS:U.S. Atomic Energy Commission, Washington, D.C.20000.

SCIENTIFIC AND TECHNICAL SOCIETIES OFTHE UNITED STATES AND CANADA: NationalAcademy of Sciences, National Research Council, 2101Constitution Avenue NW., Washington, D.C. 20000.

STATISTICAL ABSTRACT OF THE U.S.: Departmentof Commerce, Washington, D.C. 20402.

SWEET'S INDUSTRIAL CONSTRUCTION FILE:Sweet's Catalog Service, F. W. Dodge Corp., 119 W.40th Street, New York, N.Y. 10014.

TEMPERATURE-ITS MEASUREMENT AND CON-TROL IN SCIENCE AND INDUSTRY: AmericanInstitute of Physics, 335 East 45th Street, New York,N.Y. 10017.

THOMAS REGISTER: Thomas Publishing Co., 461Eighth Avenue, New York, N.Y. 10001.

VAN NOSTRAND'S SCIENTIFIC ENCYCLOPEDIA:D. Van Nostrand Co., Inc., 120 Alexander Street,Princeton, N.J. 08540.

WEBSTER'S INTERNATIONAL DICTIONARY: G. &C. Merriam Co., 47 Federal Street, Springfield, Mass.01102.

WELDING HANDBOOK: American Welding Society,345 East 47th Street, New York, N.Y. 10017.

WOOD HANDBOOK: U.S. Department of Agriculture,Washington, D.C. 20250.

Technical Journals, Periodicals, and Trade MagazinesThe importance of this part of the library content must

be reemphasized. The publications listed represent themost authoritative, most recent, and most thorough pres-entation of new information and new applications ofprinciples to a given specific area of applied science. It isessential that both instructor: and students make frequentand systematic use of such literature to keep their techno-logical information, up to date.

Careful selectivity should be exercised in retaining,binding, or microfilming periodicals for permanent libraryuse. Some represent important reference material whichmay be used for many years. However, some, especiallythe trade journals, should not be bound for permanentreference material because the important material whichthey contain will usually become a part of a handbook ortextbook or be presented in a more compact and usableform within a year or two.

The following is a typical list of technical journals,periodicals, and trade magazines which would be desirablein the library. This list is given as an example which maysuggest appropriate publications to those who are con-cerned with this type of content for a library supporting

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architectural and building construction technology teach-ing programs.

AIR CONDITIONING, HEATING AND VENTILAT-ING: Industrial Press, 200 Madison Avenue, NewYork, N.Y. 10016.

AMERICAN BUILDER: Simmons-Boardman PublishingCorp., 30 Church Street, New York, N.Y. 10007.

AMERICAN CONCRETE INSTITUTE JOURNAL:Box 4754, Redford Station, Detroit, Mich. 48219.

AMERICAN HOME: Curtis Publishing Co., Indepen&ence Square, Philadelphia, Pa. 19105.

AMERICAN INSTITUTE OF ARCHITECTS JOUR-NAL: The Octagon, 1735 New York Avenue NW.,Washington, D.C. 20006.

AMERICAN 1:1,00FER AND BUILDING IMPROVE-MENT CONTRACTOR: Shelter Publications, 180 N.Wacker Drive, Chicago, Ill. 60606.

ARCHITECT AND BUILDING NEWS: Iliffe TechnicalPublications, Ltd., Dorset House, Stamford Street,London S.E.1, England.

ARCHITECTURAL FORUM: American Planning andCivic Association, 111 W. 57th Street, New York, N.Y.10019.

ARCHITECTURAL RECORD: McGraw-Hill Book Co.,Inc., 330 W. 42nd Street, New York, N.Y. 10036.

ASHRAE JOURNAL: HEATING, REFRIGERA-TION & AIR CONDITIONING: 345 E. 47th Street,New York, N.Y. 10017.

BETTER HOMES AND GARDENS: Meredith Publish-ing Company, 1716 Locust Street, Des Moines, Iowa50303.

BUILDING CONSTRUCTION: Industrial Publications,Inc., 5 S. Wabash Avenue, Chicago, Ill. 60603.

BUILDING ENGINEER: Building Press, Ltd., 7Chesterfield Gardens, Curzon Street, London W.1,England.

BUILDING RESEARCH: (Building Research Institute)1725 De Sales Street, NW., Washington, D.C. 20036.

BUSINESS WEEK: McGraw-Hill Book Co., Inc., 330 W.42nd Street, New York, N.Y. 10036.

CONCRETE CONSTRUCTION: Concrete ConstructionPublications, Inc., Box 444, Elmhurst, Ill. 60126.

CONSUMER REPORTS: Consumers Union of U.S.,Inc., 256 Washington Street, Mount Vernon, N.Y.10550.

CONSTRUCTION REVIEW : (U.S. Department of Com-merce) Superintendent of Documents, Washington,D.C. 20402.

CONSTRUCTION SPECIFIER: Specifications Institute,Inc., Dupont Circle Building, Washington, D.C. 20006.

CONSTRUCTION WORLD: Mitchell Press, Ltd., Box6000, Vancouver, British Columbia, Canada,

CONSTRUCTOR; THE MANAGEMENT MAGAZINEOF THE CONSTRUCTION INDUSTRY: MagazinePublishing Division, Reuben H. Donnelley Corporation,466 Lexington Avenue, New York, N.Y. 1001'i.

CONTRACTOR NEWS: Hagan Publications, Inc.,Bloom-field Avenue, Montclair, N.J. 07042.

CONTRACTORS AND ENGINEERS MAGAZINE:Buttenheim Publishing Corp., 757 Third Avenue, NewYork, N.Y. 10017.

ENGINEERING AND CONSTRUCTION WORLD:757 Third Avenue, New York, N. Y. 10017.

ENGINEERING NEWSRECORD: McGraw-Hill BookCo., Inc., 330 W. 42nd Street, New York, N.Y. 10036.

ENGINEERING AND CONTRACT RECORD: HughC. MacLean Publications, Ltd., 1450 Don Mills Road,Don Mills, Ontario, Canada.

FORTUNE: Time, Inc., 540 N. Michigan Avenue, Chic-ago, Ill. 60611.

HARVARD BUSINESS REVIEW: Harvard Univer-sity, Graduate School of Business Administration,Soldiers Field, Boston, Mass. 02163.

HOUSE AND HOME: McGraw-Hill Book Co., Inc., 330W. 42nd Street, New York, N. Y. 10036.

HOUSE BEAUTIFUL: Hearst Corporation, 250 W. 55thStreet, New York, N. Y. 10019.

IRON AND STEEL ENGINEER: Association of Ironand Steel Engineers, 1010 Empire Building, Pittsburgh,Pa. 15222.

MATERIALS IN DESIGN ENGINEERING: ReinholdPublishing Corporation, 430 Park Avenue, New York,N.Y. 10022.

MATERIALS RESEARCH AND STANDARDS: Ameri-can Society for Testing and Materials, 1916 Race Street,Philadelphia, Pa. 19103.

MODERN STEEL CONSTRUCTION: American Insti-tute of Steel Construction, Inc., 101 Park Avenue, NewYork, N.Y. 10017.

PRESTRESSED CONCRETE INSTITUTE JOUR-NAL: 205 W. Wacker Drive, Chicago, Ill. 60606.

PROGRESSIVE ARCHITECTURE: Reinhold Publish-ing Corp., 430 Park Avenue, New York, N.Y. 10022.

SCIENCE NEWS: Science Servile, Inc., 1719 N. StreetNVV., Washington, D.C. 20006.

SCIENTIFIC AMERICAN: 415 Madison Avenue, NewYork, N.Y. 10017.

STRUCTURAL CONCRETE: 14 Howick Place, Lon-don S.W.1, England.

TILE AND ARCHITECTURAL CERAMICS MAGA-ZINE: Wilson-Loveton Publications, 2900 RowenaAvenue, Los Angeles, Calif. 90039.

WOOD AND WOOD PRODUCTS: Vance PublishingCorp., 59 E. Monroe Street, Chicago, Ill. 60603.

The Book Collection

The American Library Association states that "a 2-year institution of up to 1,000 students (full-time equiva-

lent) cannot discharge its mission without a carefullyselected collection e at least 20,000 volumes, exclusiveof duplicates and textbooks. Institutions with broad cur-riculum offerings will tend to have larger collections; aninstitution with a multiplicity of programs may need aminimum collection of two or three times the basic figureof 20,000 volumes. The book holdings should be increasedas the enrollment grows and the complexity and depthsof course offerings expand. Consultation with many juniorcollege librarians indicates that for most, a convenientyardstick would be the following: The bookstock shouldbe enlarged by 5,000 volumes for every 500 students(full-time equivalent) beyond 1,000."

At the initiation of an architectural and building con-struction technology program, the head of the programand the librarian should review the current pertinentreference books available and list books to be placed inthe library as regular reference material. A recommendedpolicy is to place in the library only those reference bookswhich are not a part of the regular textbook material forthe various architectural and building construction tech-nology courses.

At the beginning of an architectural and building con-struction technology program, the library should containat least 200 or 300 reference books on various aspects ofarchitectural and building construction technology and itsrelated fields. Beyond the initial 200 or 300 books thereshould be regular and systematic additions to the refer-ence materials in the library supporting the technologyfrom year to yea:, and eventually a weeding out of thosereferences which have become obsolete.

Visual AidsThe procedure outlined above for the acquisition of

books pertinent to the architectural and building construc-tion technology program is also suggested fonr placing thevisual aids in the library. Both the librarian and the headof the program should review and evaluate visual aidsmaterials as they become available; and those which areconsidered appropriate should be borrowed for special useor purchased for regular use.

In addition to the visual aids for teaching physicalscience principles, there are valuable films and otherpertinent materials showing research or production whichshould be used selectively in teaching architectural andbuilding construction technology.

110U.S. GOVERNMENT PRINTING OFFICE:1969 0-352-883