agricultural science & technology facility guidelines · code that specifically dictates...

Catalog No. 9006

Agricultural Science & TechnologyFacility Guidelines

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COMPLIANCE STATEMENT

TITLE VI, CIVIL RIGHTS ACT OF 1964; THE MODIFIED COURT ORDER, CIVIL ACTION 5281, FEDERALDISTRICT COURT, EASTERN DISTRICT OF TEXAS, TYLER DIVISION

Reviews of local education agencies pertaining to compliance with Title VI Civil Rights Act of 1964 and with specific re-quirements of the Modified Court Order, Civil Action NO. 5281, Federal District Court, Eastern District of Texas, Tyler Di-vision are conducted periodically by staff representatives of the Texas Education Agency. These reviews cover at least thefollowing policies and practices:

(1) acceptance policies on student transfers from other school districts;(2) operation of school bus routes or runs on a non-segregated basis;(3) nondiscrimination in extracurricular activities and the use of school facilities;(4) non discriminatory practices in the hiring, assigning, promoting, paying, demoting reassigning, or dismissing of fac-

ulty and staff who work with children;(5) enrollment and assignment of students without discrimination on the basis of race, color, or national origin;(6) nondiscriminatory practices relating to the use of a student's first language; and(7) evidence of published procedures for hearing complaints and grievances.

In addition to conducting reviews, the Texas Education Agency staff representatives check complaints of discrimination madeby a citizen or citizens residing in a school district where it is alleged discriminatory practices have occurred or are occurring.

Where a violation of Title VI of the Civil Rights Act is found, the findings are reported to the Office for Civil Rights, De-partment of Health, Education and Welfare.

If there is a direct violation of the Court Order in Civil Action No. 5281 that cannot be cleared through negotiation, the sanc-tions required by the Court Order are applied.

TITLE VII, CIVIL RIGHTS ACT OF 1964; EXECUTIVE ORDERS 11246 AND 11375; TITLE IX, 1973EDUCATION AMENDMENTS; REHABILITATION ACT OF 1973 AS AMENDED; 1974 AMENDMENTS TOTHE WAGE-HOUR LAW EXPANDING THE AGE DISCRIMINATION IN EMPLOYMENT ACT OF 1967; ANDVIETNAM ERA VETERANS READJUSTMENT ASSISTANCE ACT OF 1972 AS AMENDED IN 1974.

It is the policy of the Texas Education Agency to comply fully with the nondiscrimination provisions of all federal and statelaws and regulations by assuring that no person shall be excluded from consideration for recruitment, selection, appointment,training, promotion, retention, or any other personnel action, or be denied any benefits or participation in any programs oractivities which it operates on the grounds of race, religion, color, national origin, sex, handicap, age, or veteran status (exceptwhere age, sex, or handicap constitute a bona fide occupational qualification necessary to proper and efficient administration).The Texas Education Agency makes positive efforts to employ and advance in employment all protected groups.

ALL RIGHTS RESERVED

Reproduction prohibited without written permission.Instructional Materials Service

Texas A&M University2588 TAMUS

College Station, Texas 77843-2588

2001

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ACKNOWLEDGEMENTSTEXAS EDUCATION AGENCY

Jim Nelson, Commissioner of Education Terry Phillips, DirectorAgricultural Science and

Arturo Almendarez, Deputy Commissioner Natural Resources EducationPrograms and Instruction

Mona Corbett, Program SpecialistRobert Muller, Associate Commissioner Agricultural Science and

Continuing Education and School Improvement Natural Resources EducationAlfredo Acevedo, Managing Director Kenny Edgar, Program Specialist

Continuing Education Agricultural Science andNatural Resources Education

Ann Pennington, Division Director Donna Meyer, Program SpecialistCareer and Technology Education Agricultural Science and

Natural Resources Education

AGRICULTURAL SCIENCE AND TECHNOLOGY FACILITY STANDARDSADVISORY COMMITTEE

Special appreciation is given to the following individuals who served in the development of this docu-ment. This publication is a reflection of the ideas and experience of these professional in educators andindustry.

Curry Allen, Tuscola Dr. Jinny Johnson, TAMU-College StationJosh Anderson, Leander Tim Knezek, IMS, College Station

Dr. Mike A. Barrera, McAllen Joe Liles, HollandReece Blinco, San Marcos Kevin Lynch, Splendora

Brian Brawner, R&B Aquatics, Boerne John Mack, San AntonioRene Cantu, Sr., Edinburg Tom Maynard, Austin

Glen Conrad, TruGreen Landcare, Bryan Judy McLeod, College StationJoe Costanza, J.A. Costanza & Associates Roy Mills, Nacogdoches

Engineering, Inc., Deer Park Chris Morgan, Flower MoundDr. Joe Dettling, IMS, College Station Dr. Joe Muller, SHSU, Huntsville

Dr. John Dillingham, IMS, College Station Mickie Ohlendorff, PearlandMarshall Eaton, Tuscola Lisa Pieper, College Station

Kenny Edgar, Austin Pat Real, ConverseKirk Edney, IMS, College Station Ronel Roberts, Victoria

Dr. Craig Edwards, IMS, College Station Bobby Rosenbusch, FlorenceLarry Ermis, IMS, College Station Javier J. Saenz, Weslaco

Marsha Goodwin, Dallas Dr. Lon Shell, SWTSU, San MarcosDr. Davey Griffin, TAMU-College Station Joe Skinner, Garland

Gina Hale, Orange Grove Marty Spradlin, DaingerfieldDr. Randy Harp, TAMU-Commerce Michael Tondre, San AntonioDr. Billy Harrell, SHSU, Huntsville Dwayne Walters, James E. Blakeman &L.W. (Billy) Hartman, Orange Grove Associates, Inc., Navasota

Janet Hayes, Deer Park Janelle Watson, KleinTom Heffernan, Poteet Tim Wyatt, Plano

Don Henson, Goldthwaite Bobby Yates, ElginMike Horn, Prodigene, Inc. College Station Keith Zamzow, IMS, College Station

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Table of ContentsForward ....................................................................................................................................... 1

Introduction................................................................................................................................. 3

Summary of Agriscience and Technology Programs in Texas ................................................... 5

General Recommendations for Facilities Common to All Agriscience Programs ..................... 7

Safety and Security ................................................................................................................... 27

Students with Disabilities ......................................................................................................... 33

Recommended Facility Standards............................................................................................. 37

Leadership Development and Technology.................................................................... 39

Mechanized Agriculture................................................................................................ 49

Food and Fiber

Agricultural Biotechnology............................................................................... 91

Horticulture ................................................................................................................. 105

Environmental and Natural Resources

Aquaculture..................................................................................................... 117

Forestry ........................................................................................................... 137

Value Added and Food Processing System

Food Technology – Meats Processing ............................................................ 139

Work-Based Learning – Agribusiness ........................................................................ 149

Project/Research Laboratory....................................................................................... 151

Summary ................................................................................................................................. 161

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FORWARD

This publication offers ideas, suggestions, and recommendations of industry professionals, school ad-ministrators, architects, safety consultants, agricultural science and technology teachers, and curriculumspecialists. The purpose of this document is to provide the planning committee with information thatmight otherwise be overlooked. It cannot account for the local needs of every school district. As a re-sult, planning activities should not be limited to suggestions found in this document. Instead, utilize thispublication as a reference to begin the planning phase of the expansion program.

There are no state standards for an agricultural science and technology department. There is no law orcode that specifically dictates agricultural science and technology facility standards. Publication of thisdocument is not to imply that school districts must comply with information provided. There are statestatues or codes that do mandate such areas as classroom size. Where sections discuss mandates, thispublication identifies state statues or codes that are law. They are identified within the document and theschool district must meet those specified requirements.

As a courtesy, this document can be accessed at the Instructional Materials Service (IMS) Web site. Theonline document contains links to the photographs contained in this document. Access the IMS Website at http://www-ims.tamu.edu. Further questions or comments regarding this document can be ad-dressed by calling Instructional Materials Service at (979) 845-6601.

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INTRODUCTION

The suggestions offered in this guide are the re-sult of an advisory committee comprised of ag-ricultural science and technology teachers,school administrators, and industry representa-tives. Many facilities were reviewed. The mis-sion of the advisory committee was to offer rec-ommendations for facilities within the entireAgricultural Science and Technology (AST)curriculum.

It is the purpose of this publication to offertimely information to planners based on experi-ences of the members of the committee. Earlyuse of this publication will allow time for plan-ners to consider these recommendations whilethe district is still in the planning stage of theproject.

The Agricultural Science and Technology cur-riculum makes a diverse selection of semester,agricultural industry, and work-based learningcourses available to students. These courses aregrouped into seven systems, each of which of-fers the student a field of study in an occupa-tional area. This educational format for the ag-riscience program promotes interest in the studyof agriculture. School districts have reason toevaluate their district’s need for an agriscienceprogram. In existing programs, the district maychoose to upgrade facilities chosen. Where ag-ricultural education courses are not offered, thedistrict may choose implementation of an Agri-cultural Science and Technology program.

CURRICULUM DESIGNThe choices available to a school district arevery diverse. Seven systems comprise the ASTprogram:

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

The AST curriculum is divided into two catego-ries. Students have the option of enrolling inagricultural school-based learning (SBL) orwork-based learning (WBL) classes. School-based learning involves each system and iscomprised of both agriscience and agriculturalindustry curricula. Agriscience courses are ½-credit semester courses. Agricultural industrycurricula offer students the opportunity to enrollin one, two, or three-credit courses. The WBLprograms offer junior and senior students an op-portunity to enroll in agricultural cooperativetraining, rotations, shadowing, or internship.

Each AST system has special facility andequipment requirements that should be consid-ered before implementation. The local schooldistrict has the responsibility of conducting aneeds assessment study to determine the type ofcurriculum suited for their clientele. The find-ings of the study should give the district the di-rection needed to begin the planning stage. Re-gardless of the system or systems selected, thispublication is designed to assist the school ad-ministration, the agricultural science and tech-nology teachers, the architects, and others in-volved in the facilities planning.

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The curriculum design and facility planningfactors are

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

Planning should extend beyond the current pro-gram status. Long-range planning should ac-count for all areas of instruction within all sys-

tems. Planners should consider the followingperspectives regarding long-range planning.

• Community needs,• Expansion of curriculum and system offer-

ings,• Potential increases in enrollment,• Additions to the agricultural science faculty,• Emergence of new technologies, and• Student interests.

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SUMMARY OF MINIMUM RECOMMENDED SPACE ALLOCATIONS FORAGRICULTURAL SCIENCE FACILITIES IN TEXAS

TeacherUnits

AST AST/WBLCombination

AST/APMCombination

AST/HortCombination

AST/GAMCombination

One Square feet2400 – laboratory1000 – c.r.1200 – s.o.r.350 – paint

Square feet2400 – laboratory1000 – c.r.1200 – s.o.r

Square feet2400 – laboratory1000 – c.r.

Square feet2400 – laboratory1000 – c.r.1200 – s.o.r.1600 – g.h.600 – h.h.

Square feet2400 – laboratory1000 – c.r.1200 – s.o.r.350 - paint

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

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

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

3000 – laboratory(2) 750 c.r.1500 – s.o.r.1600 – g.h.600 – h.h.

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

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

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

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

3600 – laboratory(2) 750 c.r.(one additional ifneeded)1600 – s.o.r.1600 – g.h.(2)600 – h.h.


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

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

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

4200 – laboratory(3) 750 c.r.(one additional ifneeded)1700 – s.o.r.1680 ea.– g.h.(2)600 – h.h.


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

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

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

3600 – laboratory(4) 750 c.r.*(one additional ifneeded)1800 – s.o.r.1600 – g.h.(2)600 – h.h.

3600 – laboratory(4) 750 c.r.*(one additional ifneeded)1800 – s.o.r.350 – paint

AST – Agricultural Science & Technology ** see pageWBL – Work-based Learning *** see pageAPM – Agricultural Power & Machinery (1) If more than two sections of AgHort – Horticulture Power & machinery are offered,GAM – General Agricultural Mechanics additional stall space will be needed.c.r. – classroom (2) If more than two sections of Horticulture are offered, ans.o.r. – storage, office, restroom, inc. additional 400 sq. ft. of greenhouse space will be neededg.h. – greenhouse (3) If more than two sections of Meats Processing areh.h. – headhouse offered, an additional 600 sq. feet of meats laboratorym.l. – meats lab space will be needed

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

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SUMMARY OF MINIMUM RECOMMENDED SPACE ALLOCATIONS FORAGRICUTLURAL SCIENCE FACILITIES IN TEXAS

- Continued -Teacher

UnitsAST/AP

CombinationAST/Aqua

CombinationAST/MP

CombinationAST/AR Com-

binationOne 2400 – laboratory

1000 – c.r.1200 – s.o.r.

2400 – laboratory1000 – c.r.1200 – s.o.r.

2400 – laboratory1000 – c.r.1200 – s.o.r.1200 – m.l. **


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


3000 – laboratory(2) 750 – c.r.1500 – s.o.r.1200 m.l. **


Three 3600 – laboratory(2) 750 – c.r.(one additional ifneeded)1600 – s.o.r.

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

3600 – laboratory(2) 750 – c.r. (oneadditional ifneeded)1600 – s.o.r.1200 m.l. ** (3)


Four 4200 – laboratory(3) 750 – c.r.(one additional ifneeded)1700 – s.o.r.


4200 – laboratory(3) 750 – c.r. (oneadditional ifneeded)1700 – s.o.r.1200 m.l. ** (3)


Five 4800 – laboratory(4) 750 – c.r. (oneadditional ifneeded)1800 – s.o.r.


4800 – laboratory(4) 750 – c.r. (oneadditional ifneeded)1800 – s.o.r.1200 – m.l. ** (3)


AP – Animal Production ** see pageAqua - Aquaculture *** see pageMP – Meats Processing (1) If more than two sections of AgAR – Agricultural Resources Power & machinery are offered,c.r. – classroom additional stall space will be needed.s.o.r. – storage, office, restroom, inc. (2) If more than two sections of Horticulture are offered, ang.h. – greenhouse additional 400 sq. ft. of greenhouse space is needed.h.h. – headhouse (3) If more than two sections of Meats Processing arem.l. – meats laboratory offered, an additional 600 sq. ft. of meats laboratory

space is needed.

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

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GENERAL RECOMMENDATIONS FORAGRICULTURAL SCIENCE FACILITIES

INTRODUCTIONThe agricultural science and technology (AST oragriscience) classroom is the center of the pro-gram’s facilities. All courses use the classroomfor some part of their curriculum. The ASTclassroom should be part of the main highschool building or the career and technologycomplex. Its design should allow for integrationof the various systems of the agriscience cur-riculum. In addition to serving the needs of highschool students, the design should accommodateadult education classes and other communityactivities.

The design should also consider the needs of thedisabled or handicapped. Many occupationswithin the agriscience curriculum lend them-selves to those individuals with physical limita-tions. In designing educational facilities tocomply with the Americans with DisabilitiesAct, the school district provides the physicalsurroundings for handicapped students to re-ceive training in the industry of agriculture.Proper identification/signage in the classroom isimportant for special needs students and willmake the facilities accessible to visually handi-capped students.

A major factor in the development of an ASTfacility is safety. This consideration should beapplied to all aspects of the total agriscience cur-riculum. Safety concerns account for every as-pect of the programs from mechanized agricul-tural work with power equipment to hazardousmaterials handling in agricultural biotechnologyto proper lighting in the technology department.Any attempt to reduce costs when planning afacility should not result in less than safe sur-roundings for the students or faculty.

The curriculum design and facility planningfactors are

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

Planning should extend beyond the current pro-gram status. Long-range planning should ac-count for all areas of instruction within all sys-tems. Long-range planning should consider

• Community needs,• Expansion of curriculum and system offer-

ings,• Potential increases in enrollment,• Additions to the agricultural science faculty,• Emergence of new technologies, and• Student interests.

To ensure the elimination of architectural barri-ers in all new construction and substantial reno-vation of public buildings (in excess of$50,000), the law requires that plans be ap-proved by the Architectural Barriers Office ofthe State Department of Licensing and Regula-tion in Austin. The website for this agency isfound at the end of this section. Layout and de-sign of the total agricultural science facilityshould meet or exceed minimum standards,where established, by the Texas EducationCode. A science lecture/laboratory room re-quires 50 square feet of free space per student,with a minimum free space of 1,200 square feet.The free space recommendations for agriculturalscience laboratories are exclusive of machineryand equipment areas.

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EARLY CONSIDERATIONSThe design of this facility should accommodateanticipated growth within the department. Ad-ditional students, an increase in faculty, and newcurricula will require adequate space. Planningfor such expansion at this stage will facilitateimplementation at a later date.

LocationIt is recommended that the agricultural sciencefacility be connected to or adjacent to the mainhigh school building or career and technologycomplex and be of similar architectural designand construction.

Since the agricultural science program is an in-tegral part of the total educational program of aschool, considerable thought and careful studyshould be given to locating the facility. In addi-tion to the instruction given to in-school stu-dents, commodity producers and other relatedgroups in the community will receive organizedinstruction in the facility. All groups that willreceive instruction in the facility should be con-sidered when selecting the site.

The site should be easily accessible for schoolpatrons and provide parking spaces. The build-ing should be a single story facility or the ASTfacility should be located on the first floor of amulti-story building. This will allow for easymovement in to and out of the shop and class-room. Such a design will also reduce ADA de-sign considerations. The area around the facilityshould be well drained.

The main entrance should be open to the out-side. When incorporated into a career and tech-nology building, the area should be designed sothat noise will not disrupt other classes. Thebuilding should provide use to both sexes and tostudents with disabilities.

Adjacent vs. Separate FacilitiesThe designing architect or the school districtadministration may have little option as towhether the agriscience facility is connected to

the main school building or exists as a separatefacility. The following offers advantages toeach situation.

Advantages of the Agricultural Science depart-ment connected to the main high school build-ing:

1. The agricultural science department wouldbe more convenient for administrators,teachers, and students.

2. During inclement weather, it would not benecessary for students to leave the mainbuilding to attend classes.

3. It would tend to unite the agricultural sci-ence department more closely with the to-tal high school program.

4. Facilities for all programs in the high schoolwould be comparable.

5. It would be more convenient for custodialand maintenance service.

6. The cost of installing heating and coolingsystems might be decreased.

7. The cost of utilities might be reduced.

Advantages of a Separate Agricultural Sciencefacility.

1. Possibly noise created in the agricultural sci-ence laboratory would cause less disturbanceto other classes.

2. Some areas of learning in agricultural sci-ence create undesirable odors. For example,animals may be temporarily housed at theagricultural science department for teachingpurposes. An agricultural science facilityseparated from the main building wouldlessen the likelihood of any odors reachingthe main high school building.

3. Agricultural science students often partici-pate in external learning activities. A sepa-rate agricultural science building would re-duce disturbance to other classes created bymovement to and from these activities.

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In some, cases, the separation of the classroomand laboratory may be necessary. This situationshould be avoided if possible; however, if thissituation is necessary, a covered walkwayshould be provided between the laboratory andclassroom to protect students from the weather.

The facility should be designed to prevent stu-dent segregation on the basis of race, color, na-tional origin, sex, or handicapping condition.

FoundationThe foundation should be concrete, with athickness and reinforcement that provide maxi-mum strength in both beam and nonbeam areasof the slab. The concrete mixture should bestrong enough to support heavy machinery andequipment. The laboratory floor surface shouldbe sealed to provide durability, ease of cleaning,and a vapor barrier. In the open space area,some facilities have chosen to incorporate flush-fitting machinery tie-downs into the laboratoryfloor. Tile or carpet is the recommended cov-ering for classroom and office areas. Floor cov-erings are less stressful for feet and legs, allow-ing for health considerations.

Water Supply and DrainageWater lines should be installed around the pe-rimeter of the laboratory, near overhead doors,and on the outside apron area. In addition, thewash area and restrooms will require a watersupply. A water supply calls for drainagethroughout the facility. The laboratory floor,restrooms, locker area, and any outdoor facilitiesall require drainage. Floor drains and their as-sociated systems should meet all Texas NaturalResource Conservation Commission (TNRCC)and the Environmental Protection Agency(EPA) regulations. In the laboratory, theyshould fit into a level floor to allow for projectlayout. All outlets should flow into an outsidetrap before entering the storm sewer or into anapproved septic system.

Location Summary

Factors that should be considered in locating theagricultural science facility are:1. Availability of campus space

(a) Space should be available for antici-pated growth.

(b) An area adjacent to the building shouldbe available for conducting demon-strations, parking equipment, and out-side storage.

2. Accessibility to school patrons.3. Parking space.4. Ground level and drainage.

(a) The building should be a single storyfacility or located on the first floor of amulti-story building.

(b) Building should be located in a well-drained area

(c) No steep inclines or ramps should belocated at laboratory entrances.

(d) There should be very little slope at theentrance serving large, overhead doors.

5. Building design.(a) The main entrance should be open to

the outside.(b) The building should be designed to re-

duce disturbance to other classes.(c) The building should provide equal ac-

cess.6. Facility size.

CLASSROOM ENVIRONMENTThe classroom should contain at least 1,000square feet of floor space. A width of 25 feet isconsidered adequate for a single classroom. Thepreferred width is 26 to 28 feet. In a two-teacher department, 750 square feet per class-room is adequate. A width of 40 feet is consid-ered adequate for the laboratory with a 1:1½width-to-length ratio.

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The total classroom environment should belarge enough to meet the needs of the largestgroup to utilize the facility. Where classroomsare used for adult education programs and FFAmeetings, space requirements may need to beincreased to accommodate these groups. Withmulti-teacher departments, a removable sound-proof partition can provide access to a largermeeting area. Departments with this classroomarrangement should have 9-foot-high ceilings.In schools with more than two-teacher depart-ments, classrooms should be provided to meetthe needs of all classes. All AST classroomsshould be part of the total AST facility.

In programs having three or more teachers, ad-ditional classrooms should be provided whenthe schedule requires all teachers to meet classesduring the same period.

Where computer stations are part of the class-room, an additional 15 square feet per unit isneeded. A handicapped station should provide aworkspace of 20 square feet. This may make itnecessary to provide a room wider than the pre-ferred dimensions.

Desks or tables for the classroom should be ac-cording to the teacher’s preference. Someteachers prefer individual desks for studentmanagement. Stools or chairs should also be theteachers preference. Furniture in classroomshould accommodate a minimum of 24 students.Furniture to accommodate special needs stu-dents should be considered.

The classroom should contain built-in storagecabinets around the edges of the room. Wherecomputers are incorporated into the classroom,counter tops should provide space for at least sixcomputer stations. Raised cabinets should beinstalled for storage areas. Built-in cabinetswith locks will provide secure storage for thetelevision, videocassette recorder, and additionalaudio-visual equipment. It is recommended thateach classroom have a television mounted onceiling-mounted rack.

The architect should design a climate-controlledenvironment that provides the maximum venti-lation with the minimum amount of humidity.Humidity will damage electronic equipment.Certain molds that grow in humid areas can alsobe a threat to student and teacher health. If theheating and cooling system does not adequatelycontrol air moisture, a dehumidifier should beinstalled to bring humidity to a safe level.

Classroom lighting designed by the architectshould consider both computer and audio/visualuse and the needs of students with visual dis-abilities. This may require conditions where alight remains on even though main classroomlights may be turned off. Electrical duplex out-lets, 120-volt – 20-amp, should be located noless that 8 feet apart on the walls. Ground faultcircuit interrupters (GFCI) and surge protectionshould be provided to all outlets in the depart-ment. Technology equipment located in theclassroom may require additional electrical out-lets and networking as well as Internet connec-tions.

The department should maintain a li-brary/resource area that is accessible to eachclassroom. In addition, each classroom shouldhave a 4’x 8’ area with shelving and magazineracks for magazines, pamphlets, and referencebooks. A sink and work counter is desirable ineach classroom for diverse curriculum offeringssuch as floral design and food technology.

The design of the total facility should providemaximum use of window space into the labora-tory area for visibility. Windows should bemade of safety glass.

HumidityIn certain areas, humidity can present a seriousproblem. In addition to promoting the growth ofmold in the air ducts, on clothes and books, itcan also cause serious health problems. Airconditioning systems should also dehumidifythe air. In especially humid areas, a dehumidi-

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fier can be installed if air conditioning units cannot significantly reduce humidity levels.

VentilationVentilation is an important consideration for theentire facility but especially the laboratory. Arcwelding and oxyacetylene areas generate largeamounts of waste gases that need to be removedfrom the facility. If noxious gases are present, aspecial ventilation system may be necessary. Itmay be necessary to consult the TNRCC to de-termine if exhaust fumes and gases require spe-cialized systems.

The Council on Educational Facility Planning,International (CEFPI) prefers that facility plan-ners follow the latest American Society ofHeating, Refrigerating, and Air-conditioningEngineers (ASHRAE) recommendations onHeating, Ventilation, Air Conditioning & Re-frigeration (HVAC&R). ASHRAE Standard 62(1999) is entitled “Ventilation for AcceptableIndoor Air Quality,” and these standards shouldbe applied. ASHRAE Standards handbooks areupdated on a four-year cycle. ASHRAE andCEFPI Web sites are found at the end of thissection.

Texas Administrative Code, Title 25, Part I,Chapter 297 describes the Voluntary Indoor AirQuality Guidelines.These guidelines present a set of three voluntaryrecommendations, which are as follows:• Develop guidelines for initial program de-

velopment, a management plan, and schoolboard review for program status and futureneeds of public schools;

• Develop a written preventive maintenanceplan for a healthy learning environment forstudents; and,

• Recommend considerations for studentswith allergies or chemical intolerance, forfood handling, garbage storage and disposal,smoking, and reporting of conditions that arenot conducive to air quality.

Refer to Safety in Welding, Cutting, and AlliedProcesses, ANSI Z49.1:1999, available from theAmerican Welding Society or the AmericanNational Standards Institute, whose web site isfound at the end of this section.

If general mechanical ventilation is provided, aminimum exhaust rate of 1,000 CFM per weldershould be provided. When individual exhaustsystems are used, the general ventilation re-quirement of the laboratory can be reduced.

An individual ventilation system should provideat least 100 CFM per arc welding station and200 CFM per oxyacetylene welding/cutting sta-tion (Table 1). Placing exhaust ports for thenoxious gases at the work level and not abovethe operator’s head will prevent exhaust fumesfrom moving past the welder’s face. Portableventilation units are available from various ven-dors. Table 1 will aid in planning local exhaustsystems.

Table 1: Exhaust System PlanningDistance fromarc or torch

Minimum airflow

(CFM)*

Duct diame-ter

(inches)**4” – 6” 150 36” – 8” 275 3 ½

8” – 10” 425 4 ½10” – 12” 600 5 ½

* Increase by 20% for hoods without flanges** To nearest ½ inch based on velocity of 4000

fpm in ductFor further information regarding ventilation inwelding applications, refer to ANSI/AWS StandardF3.1-89, Guide for Welding Fume Control. Thisdocument is also available from Global EngineeringDocuments.

Engine exhaust ventilation situations can effec-tively use local forced ventilation systems in-volving flexible hoses. These hoses attach toengine exhaust and are required for tractormaintenance stations. Table 2 provides infor-mation for use in planning an engine exhaustsystem.

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Table 2: Engine Exhaust System Parameters

EngineCFM per ex-

haust pipe

Minimumdiameter offlexible duct

(inches)Up to 200 hp 100 3Over 200 hp 200 4

Diesel 400 4½

Chalkboard – Dry-Erase Board – WhiteBoard – Projection BoardA 4-foot by 16-foot magnetic board of highquality should be located at the front of theclassroom. A magnetic dry erase board shouldalso be located in the laboratory. A dry eraseboard serves as an excellent projection surface.Each classroom should have at least one dryeraser board, 3’x 12’ mounted 36 inches fromthe floor. Dry erase boards are preferred insteadof chalkboards. Chalkboards discouraged. Dustcreated by the chalk creates health concerns andis harmful to computers and electronic equip-ment.

Bulletin BoardAt least one 4’x 4’ bulletin board area should beprovided. The bulletin boards should be of ade-quate size and available in the classrooms andlaboratory. Bulletin boards, while permittingnormal instructional usage, should be placed sothat they attract the attention of persons enteringor leaving the rooms.

Communication SystemsEach agriscience facility, classroom, and labo-ratory should be equipped with a communica-tion system to receive messages via the schoolintercom. This should include a paging system.The facility should include multiple telephoneline outlets in both the office and the laboratory.A supplemental ringer to the laboratory shouldbe equipped with an on/off switch. A cordlesstelephone, dedicated FAX line, and Internet ac-cess would increase communication access inthe laboratory.

Power OutletsGrounded duplex outlets, 120V – 20A, shouldbe provided about midpoint in each wall, 12inches from the floor, on both sides, at the frontcenter and at the rear center in the classroom.Additional outlets should be provided for com-puter workstations. GFCI protection should beprovided at the circuit breaker.

Bookcases, Magazine Racks, and BulletinStorageSectional bookcases with glass front panels oropen shelves are satisfactory for storing books.Usually, four 3-foot-long sections will be ade-quate. Multi-teacher departments may requireadditional units.

A magazine rack built with adjustable shelves12 to 18 inches wide and at a slight angle is nec-essary to properly display magazines. The rackshould have approximately 20 linear feet ofspace either in tiers or continuous form.

Sufficient space should be provided for storingand filing teaching materials. Agricultural sci-ence teachers use many methods, and a specificfiling method is not recommended. However, if“pigeon-hole” cases are used for filing, it is rec-ommended that sliding or folding doors be pro-vided for covering the “pigeon-holes.”

MultiMedia EquipmentA wall mounted projection screen with both re-flective (video projection) and nonreflective(overhead) surfaces should be installed in eachclassroom. Blackout screen or blinds should beprovided for windows.

Sink and Work CounterA sink and work counter should be placed in theclassroom. The work counter should have elec-trical outlets with GFCI protection in the imme-diate vicinity.

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Office SpaceThe agriscience teacher needs sufficient officespace to conveniently store official records andcorrespondence, develop and store instructionalmaterials, hold private conferences with admin-istrators, teachers, parents, and students, andmeet with small groups of adults.

Each department should provide office space tothe faculty. A single-teacher department shouldhave 120 square feet of space. Add 80 squarefeet for each additional teacher. Add still an-other 15 square feet for each computer station inthe office.

Office design should limit personnel access.The office should not be a hallway from theclassroom to the laboratory or any other area inthe facility. Certain security considerations alsoapply. However, the office should have easyaccess to both the classroom and the laboratory.Safety glass paneling should be located in thewalls of the teacher’s office to permit observa-tion of the classroom and laboratory from theoffice. Visibility is very important for safetyand student management.

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

The agricultural science teacher’s office shouldcarry the same status as any other professional’soffice. It should contain locking files, a securecomputer, telephone, and related equipment.Doors should be equipped with locks. Officeventilation should be considered when planningthe facility. Central air and heat is desirable in

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

STORAGEStorage is an important consideration whenplanning a facility. Agriscience teachers usemany teaching aids in their instructional deliv-ery. These include overhead and video projec-tors, slide projectors, charts, items for demon-stration, and numerous specimens. In a single-teacher department, a minimum of 150 squarefeet should be provided for storage. In multiple-teacher departments, at least 200 square feet isdesirable.

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

RESTROOM FACILITIESRestroom facilities should be available and eas-ily accessible for male and for female students.An agricscience facility may be part of a largercareer and technology center. Where this is thecase, restroom facilities may be shared by allprograms.

Where the agriscience facility is independent ofother departments, separate restroom facilitiesshould be available. Size and accommodationswill depend on the number of students that haveaccess to the facility. In a restroom for males,two urinals and one toilet should be sufficient.In a restroom for females, two toilets should beadequate. It is recommended that requirementsof the ADA be followed when designing thesefacilities.

Where departmental restroom facilities are pro-vided, a shower and locker area is optional. A

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locker area is not necessary since most studentsdo not change clothes for laboratory activities.While these features are not a necessary item inthe facility, some school districts, especiallythose with school-based learning laboratorycourses, do make them available to the students.If lockers are included, they should of the ex-panded metal type. Lockers should be securedwith locks. If a changing area is provided,benches should be permanently installed. Stu-dents will need a storage area for their materials,supplies, and personal items. Laboratory tablesare available with storage compartments under-neath. This storage should provide easy accessfor students and maximize space.

Students should have access to an area wherethey can clean up after laboratory activities arecomplete. An easy-access wash area in the labo-ratory should be available.

FURNISHINGSWhen considering furnishings, several optionsare available. Recommendations for furnishingshave been discussed earlier in this document.The teacher should decide what type of furniturewill be available for the students in a standardclassroom setting. However, if a laboratory isincorporated into a classroom setting, it may benecessary to make special arrangements. Forexample, a biotechnology laboratory should

contain counter top tables of an inert materialcommon to science laboratories. These tablescan also be used in the standard classroom.

Tables and chairs are recommended for theclassroom rather than individual desks or arm-chairs. Table should not be attached to the floorso that they can be rearranged for various class-room activities and individual learning styles.An industrial quality table 30 inches wide, 60inches long, and 30 inches high should be pro-vided with matching chairs for each two studentin the largest class. The teacher should be pro-vided with a lecture stand of convenient heightto permit reference to notes and other teachingmaterials from a standing position.

FLOOR PLANSAttached to this section are example floor planscurrently in use by Agricultural Science De-partments. These represent examples only andare not included to suggest that these are modelclassrooms. Departmental configurations aregiven for one-teacher, two-teacher, and multi-teacher departments. You may contact Instruc-tional Materials Service, 2588 TAMUS, CollegeStation, Texas 77843-2588 if your planningcommittee is interested in any of the configura-tions. We will assist you in contacting theschool that provided the plans for this publica-tion.

15Figure 1. Sample floor plan of a Single Teacher Agricultural Science and Technology Department.

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

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

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

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

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Agricultural Science and Technology Facility Photographs

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

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

9006C3: A wet sink, counter, and cabinet will serve classroom labora-tory activities.

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

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

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SAFETY AND SECURITY

INTRODUCTION

Security AspectsA security system is essential to the entire facil-ity. Safety and security concerns are vital con-siderations in the development of a new pro-gram or addition to an existing one. The systemshould include building/intruder considerations,external motion detectors, and timed securitylighting. The agricultural science laboratory isan instructional area. In districts that do permitrandom entry by maintenance personnel, a spe-cial lock with one-key access is recommended.

Where as this section does not go into explicitdetail, it does identify issues for considerationby the planners. All phases of instructional pro-grams should consider safety of the participantsas well as safety of the facilities. Key elementsto a sound safety program should include

• Safe design of the facility,• Emergency escape or protective shelter,• Safe work procedures (Student and Instruc-

tor),• Procedures for emergency response,• Equipment for emergency response, first aid,

and protection from hazards,• Safety training for school personnel, stu-

dents, and visitors, and• Proactive evaluation of facilities and proce-

dures to identify and correct deficiencies.

SECURITYSecurity is another form of safety, which morespecifically refers to the threat of criminal orcivil violators. The elements to consider forprotection will include school personnel, stu-dents, facilities, information, and physical as-sets. Schools should have an emergency actionplan, which includes security. This

section is a reminder to include security as partof overall program management.

FACILITY SECURITYMaintaining a secure facility begins in the plan-ning stages and carries into set up and operation.Security includes issues of intruders, buildinglock down, inventory, and fire and smoke alertsystems. Early planning for the facility will ad-dress

• Intruder alarm,• Procedures to handle unauthorized intruders,• Building security lock down procedures and

key control,• Control facility access,• Property engraving,• Inventory control,• Security cameras/taping system, and• Fire/smoke alarms (audible and visual).

PERSONNEL SECURITYSecurity of all personnel in the departmentshould be a major consideration to early plan-ners. From notification systems to stu-dent/teacher ratios, personnel security measureswill work to enhance an overall secure environ-ment. These measures include

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

INFORMATION SECURITYInformation security includes storage of infor-mation, procedures to control and authorize ac-cess to that information, and a reliable back upsystem for information. Considerations for in-

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formation control range from passwords on per-sonal computers to locks on files.

SPECIFICATIONS ANDRECOMMENDATIONSSafety considerations are the responsibility of allparticipating parties. Basic facility safety shouldprimarily rest with the designing architect. Thearchitect’s design should include specificationsand recommendations from all federal, state,and local agencies. These include, but are notlimited to, the following:

• National Building Code (NBC)

• National Electric Code (NEC)

• National Fire Protection Association(NFPA)

• Texas Department of Health (TDH)

• Texas National Resources ConservationCommission (TNRCC)

• Environmental Protection Agency (EPA)

Meeting the minimum requirements of the asso-ciated agencies should only be the beginning ofsafety measures. Additional recommendationsby professionals and examples that set prece-dents should be considered to further enhancethe facility and operations. This publication hasbegun such an enhancement process by con-sulting with the following groups and publica-tions:

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

(OSHA)

APPLICABLE SAFETY LAWAt the time of this publication, OSHA governsneither the school personnel nor students. Still,the associated safety standards are consideredreasonable. Therefore, compliance of these

standards is recommended to further enhance asafe environment and instructional procedures.

School personnel are subject to the Texas Haz-ard Communications Act of 1985 and the TexasHealth and Safety Code (also see the HAZCOMsection within this publication).

One general guide to safety regulations and pro-cedures is the “Texas Safety Standards-Kthrough 12,” available from the Texas EducationAgency. Along with a general overview, thepublication contains numerous requirements.

EMERGENCY RESPONSE ANDEVACUATIONSafety programs should include procedures foremergency situations as well as all necessaryequipment.

Planners should develop procedures that includebut are not limited to

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

Evacuation procedures should include

• How to leave the premises,• Where to assemble, and• Where and how to take shelter when dan-

gerous situations arise (e.g., tornado).

The developers of these procedures should alsoconsider all pertinent locations where instructionmay occur. These include, but are not limitedto, the main facility, greenhouses, farms,ranches, lakes, and field trip locations.

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SAFETY AND HAZARD MANAGEMENTThe management of safety and potential hazardsis an ongoing process. Once procedures are es-tablished they will need to be continually re-vised and taught. Anytime a new machine ortask is introduced, there should be an analysisconducted to evaluate the potential risks and ap-propriate safeguards. In addition, routine safetyinspections should occur to confirm complianceand identify potential hazards. Such inspectionsmay be performed with the help of checklists,which are available in the “Texas Safety Stan-dards” publication or may be obtained from theNational Safety Council (NSC) and OSHA.

Hazards will occur within the school and espe-cially the agricultural science department. Oncea hazard is identified the follow strategiesshould be incorporated. First, eliminate the haz-ard if possible. If the hazard cannot be elimi-nated, an attempt should be made to reduce theexposure using engineering controls. Whereengineering cannot fully reduce the hazard, itwill be necessary to use procedural controls. Ifthe previous options are not viable, personalprotective equipment (PPE) may be used as alast resort (See below). This is only if suchequipment provides adequate protection fromthe hazard. If the PPE does not provide ade-quate protection, the task should not be at-tempted.

PERSONAL PROTECTIVE EQUIPMENT(PPE)PPE describes numerous devices which, whenworn, protect against hazards. These productsinclude but are not limited to

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

HAZARDOUS COMMUNICATIONS(HAZCOM)The contents of this section refers to the TexasAdministrative Code, Title 25, Part 1, Chapter502, Hazardous Communications Act.

The requirements of HAZCOM are designed toinform both school personnel and students aboutthe conditions associated with chemicals andother products which may be hazardous if usedor misused. This law is directed toward schoolpersonnel, yet item one (1) below is also re-quired for students. It is recommended the firstthree sections be extended to students. The fourmain sections are as follows:

1. Material Safety Data Sheets (MSDS) foreach hazardous product must be current andreadily available within the facility. Thisapplies to any hazardous product with whichstudents or personnel may have contact.

2. All containers must have a label that clearlyand accurately identifies the content andhazard.

3. An education and training program alongwith a written program must be establishedand conducted.

4. Employers must post and maintain noticesinforming the employee of their rights underthe Hazardous Communications Act.

ILLUSTRATIONSFollowing this section on the website are photo-graphs that represent selected safety concernsthat are part of the agricultural science and tech-nology department. Each illustration contains acaption that further explains the photograph.

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Safety and Security Photographs

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

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

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

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

9006D5: A flame proof storage facility provides safe storage for com-bustible materials.

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STUDENTS WITH DISABILITIES

INTRODUCTIONStudents are entitled to nondiscriminatory edu-cation on the basis of disability. Definitions of“disability” and a “qualifying individual” are inthe Americans with Disabilities Act (ADA)Handbook (EEOC-BK-19). The definition“qualified individual with a disability” is in sec-tion 201(2) of the act. Under the protection ofthe ADA, any qualified individual with a dis-ability shall be allowed to participate in thebenefits or services of any private entity. Publicschools by definition are a public entity. Assuch, they are mandated to provide handicappedstudents with access to any program or curricu-lum the school district provides to all students.

The ADA should be a major resource in theplanning, design, and implementation of facili-ties needed to serve special needs in each agris-cience course of study. It will be less expensiveto construct facilities with the necessary ac-commodations than to redesign or refit existingfacilities. Granted, it is not possible to predictevery need that may arise. Still, with carefulplanning, many of the design and constructionconsiderations may be addressed prior to lettingof bids.

It is not the purpose of this section to provide anin-depth analysis of the Americans with Dis-abilities Act. Instead, this section is to bringattention to selected parts of the ADA and chal-lenge the designer to consider ADA require-ments during the planning stage.

DESIGN AND CONSTRUCTIONFirst, it is mandated that any new constructionor altered facility after January 26, 1992 mustcomply with Section 35.151 of the ADA. Thissection establishes two standards for accessiblenew construction and alteration. The schooldistrict may choose conformance with the Uni-form Federal Accessibility Standards

(UFAS) or with the Americans with DisabilitiesAct Accessibility Guidelines (ADAAG) forBuildings and Facilities. Additionally, Section204(b) of the ADA states that title II regulationsmust be consistent with section 504 regulationsof the Rehabilitation Act and with the ADA.The Department of Justice has determined that apublic entity should be entitled to choose tocomply with either ADAAG or UFAS.

There are eight Federal agencies listed in Sec-tion 35.190(b)(1)-(8). Two have particular con-cern to the Agricultural Science and Technologyprogram. The Department of Agriculture[35.190(b)(1)] has the responsibility for the im-plementation of subpart F of this section. It ad-dresses all programs, services, and regulatoryactivities relating agricultural production, in-cluding extension services.

The Department of Education [35.190(b)(2)] hasthe same responsibility to all programs, services,and regulatory activities relating to the operationof elementary and secondary education systems.If any discrepancy arises between any two agen-cies, section 35.190(c) provides that the Assis-tant Attorney General shall determine which oneof the agencies shall be the designated agencyfor purposes of that complaint.

Public Law 105–17 is the Individuals with Dis-abilities Education Act. Title I, Section 101 areamendments to this act. Part A of this title isGeneral Provisions. It includes Section6129(a)(5), Least Restrictive Environment. Inthis section, the law in general states that to themaximum extent appropriate, children with dis-abilities, including children in public or privateinstitutions or other care facilities, are educatedwith children who are not disabled. The lawstipulates that special education classes, separateschooling, or other removal of children withdisabilities from the regular educational envi-

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ronment can only occur when the nature or se-verity of the disability of a child is such thateducation in regular classes with the use of sup-plementary aids and services cannot be achievedsatisfactorily. Compliance with this law specifi-cally stipulates that disabled students with theability to function in a classroom or laboratorysetting must be provided with the environmentthat allows them the ability to participate inroutine activities.

ACCESSIBLE ROUTESIncluded in this section are space factors to con-sider when planning a facility. Wheelchair

clearance issues regarding doorway width anddepth, pathways, and forward and side reach areaddressed. Not all of the standards are includedin this document. Additional standards are inthe Americans with Disabilities Act Handbook.

ILLUSTRATIONSFollowing this section on the website are photo-graphs that represent selected ADA concernsthat are part of the Agricultural Science andTechnology department. Each illustration con-tains a caption that further explains the photo-graph.

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Students with Disabilities Facility Photographs

9006E1: Ramps allow for access to buildings for individuals that cannotuse steps.

9006E2: Doors can be equipped with automatic openers.

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

9006E4: This type of desktop is designed to facilitate wheelchair ac-cess.

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RECOMMENDED FACILITY STANDARDS

The scope of the Agricultural Science andTechnology curriculum provides students a va-riety of career opportunities within its sevensystems. Classroom facilities may be similar forthe different systems, but laboratory and in-structional equipment requirements can vary.General facility recommendations discussedearlier in this document are generic in nature.The recommendations that follow are specific toeach system or instructional area within a sys-tem.

Regardless of the systems of instruction, aschool district should plan for some type oflearning laboratory. This can serve the mecha-nized agriculture curriculum specifically or itcan be designed to serve multiple system labo-ratory needs.

The importance of stressing safety and ADAconsiderations to the architect in the early plan-ning stages of the total AST facility cannot beoveremphasized.

SCHOOL BASED LEARNINGLABORATORIESThe state Agricultural Science and Technologycurriculum offers fields of study that require

special laboratory facilities. The mechanizedagriculture laboratory can be utilized by most ofthe other systems. However, fumes from weld-ing equipment are lethal to aquatic species whenaquaculture facilities are in the same area. Ameat science laboratory requires facilities thatcan be easily cleansed with hot water. A regularmechanized agriculture laboratory environmentcannot accommodate these needs. The horti-culture system should have a greenhouse to fullymeet the needs of the curriculum. Still, a labo-ratory is necessary apart from the greenhouse.This area can be used for floral design activitiesor demonstration work. A study of the recom-mendations for specific laboratory requirementsshould provide planners and designers with in-formation needed to maximize use of space.

ILLUSTRATIONSFollowing this section are photographs that rep-resent selected facility concerns that are part ofthe agricultural science and technology depart-ment. Each illustration contains a caption thatfurther explains the photograph.

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LEADERSHIP DEVELOPMENT AND TECHNOLOGY SYSTEMSRecommended Class Size: 24 students

Preferred: 20 students

INTRODUCTIONThese two systems are grouped together becausethey use much of the same equipment. Class-room needs are similar and technology equip-ment can easily be utilized in both systems.

Technology is rapidly becoming an importanttool for teachers in agriscience classrooms and amajor course of study for students. The imple-mentation of technology in agriscience includesboth computer and audio/visual curriculum.This section will focus only on the computerand video projection aspects of classroom andlaboratory instruction. This section will alsoaddress the technology needs of the classroomsetting.

Technology is changing at such a rapid pace thatit is difficult to make specific statements aboutthe technologies that are available for imple-mentation into the classroom. Because of this,recommendations for technology education inagriscience will be generalized.

The implementation of technology into the ag-riscience curriculum can take one of two direc-tions. First, the school district may choose toincorporate the computer laboratory into theregular agriscience classroom setting. Second,the school district may choose to develop atechnology center or laboratory separate fromthe regular classroom. Both options are dis-cussed in this technology section.

The school district should provide the hardwareand software necessary to equip the agrisciencedepartment. In addition, considerations forInternet use are discussed in this section.

DEPARTMENTAL EDUCATIONALTECHNOLOGY EQUIPMENTA teacher presentation station should be part ofthe technology laboratory. If a separate class-room is available, this may be a designated sta-tion. Where a technology laboratory is part ofthe classroom or classrooms in an agrisciencedepartment, a portable unit can be shared.

The teacher presentation station should have thefollowing technological equipment.

• Computer• Video projection equipment

1. Data projector capable of acceptingaudio and video from other sources(such as VCR or DVD) with a qualityprojection screen.

2. LCD panel and high quality overheadprojector with quality projection screen.

3. Video scan converter and large screentelevision(s).

The technology laboratory should have com-puter stations. Each station should have LocalArea Network (LAN) and Internet access withthe following:• Unique user ID and password for each user.• Virus protection software at all stations.• Read/execute only on program files.• Metering software to ensure software license

compliance.• Safeguards against adding additional soft-

ware without approval.

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All classroom computers should be networkedwith access to printers. The technology labora-tory should have• A high-speed, monochrome printer,• A digital camera,• A color scanner,• A portable computer and printer for on site

presentation use,• A portable data projection unit and screen

for off-site presentations, and

• A video cassette recorder.

SOFTWARESoftware applications vary with the instructor’sconfidence and skill level with each program.Still, certain types of programs should be avail-able. A graphical user interface based operatingsystem, such as Windows™ or the MacIntosh™Operating System, should be available on eachcomputer. This provides easy access to pro-grams on the computer. Virus protection is es-sential to provide a margin of safety for thecomputer and the network. A Web browsershould be installed to allow quick and easy ac-cess to the Internet.

Several application suites are available. Eachprogram should readily accept data from otherprograms in the suite. This package shouldcontain the following• Word processing program,• Spreadsheet program,• Database program, and• Presentation graphics program.

A graphics editor allows the user to manipulate,enhance, or create illustrations or photos for usein presentations or publications. The programsvary in price and capability. A computer aideddesign (CAD) program should be available fordrawing plans for student constructed projects.This type of software varies greatly in applica-tion use from the very basic to the most com-prehensive. An HTML editor is still anotherprogram useful to a technology class. This pro-

gram allows the user to develop Web sites fordisplay on the Internet.

There are a variety of software programs avail-able for the Agricultural Science and Technol-ogy program from Instructional Materials Serv-ice, Texas A&M University. Of these programs,the Supervised Agricultural Experience (SAE)record-keeping software will provide a meansfor students to maintain records for class credit.The National FFA also provides access to a va-riety of software programs.

INFRASTRUCTUREThe infrastructure is a total package of the am-bient needs in the technology laboratory. Theinfrastructure includes• Electrical fixtures,• Networking,• Lighting,• Climate control,• Furniture, and• Media.

Electrical FixturesDesign of the technology laboratory should in-clude 120-volt outlets along the walls. Theseshould be at desk height. Surge protectionshould be provided. This can be applied to eachcomputer station or to each circuit in the labo-ratory. Where a technology laboratory is incor-porated into a regular classroom, additionaloutlets may be necessary. As with any electricalfixture construction, all wiring must meet stateand local codes for the structure where they areinstalled.

NetworkingNetworking allows all computers to send andreceive files. Files can be transferred to othercomputers, to the printer, or to a projection de-vice. Networking is accomplished by usingcategory 5 unshielded twisted pair cabling.Conduit and raceway is the preferred method ofinstallation. It is also possible to establish a

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wireless networking system. Each system,wireless or cable, has its advantages and disad-vantages.

Network servers, hubs, switches, and othercommunications equipment should be isolatedin a climate-controlled, restricted area wherepossible.

LightingLighting in a technology laboratory is a majorconsideration. Fixtures should be recessed toreduce glare. The lights should be equippedwith an adjustable intensity switch. Zone con-trol is also necessary. This will allow the in-structor to produce variable light intensitythroughout the room as needed. A room withoutwindows is preferred. If windows are part of thedesign, light from the outside should be blocked.

Climate ControlTechnology equipment and software is sensitiveto heat and humidity. Also, computers andother hardware will generate additional heat.Thus, the technology laboratory should beequipped with climate controls. Independenttemperature controls should be installed for eachroom containing computers and other heat-generating equipment. If the air conditioningsystem does not reduce humidity levels ade-quately, a de-humidifier may be necessary toprovide the proper environment.

Special considerations apply where the technol-ogy laboratory is incorporated into the regularclassroom setting. In most of these situations,the classroom setting is adjacent to or nearby themechanized agricultural laboratory. This type oflaboratory will generate fumes, smoke, and dust.These products are harmful to technologyequipment. The air supply serving the mecha-nized agricultural laboratory should be segre-gated from the room containing the technologyequipment and software.

Still another consideration is climate controlduring holidays and summer. This equipment

requires a climate-controlled environment 24-hours a day, 365 days a year. Without a con-stant environment, technology equipment can beadversely affected.

FurnitureThe furniture used in a technology laboratorymust meet ergonomic standards. This includesdesks with an adjustable-height keyboards andadjustable chairs. Each computer workstationshould be a minimum of 30 inches deep and 42inches wide, allowing room for the monitor,keyboard, texts, notebooks, and additional mate-rials. Texas Safety Standards recommends 15square feet per computer station, 12 square feetper monitor/VCR/video disc player, and 20square feet per physically impaired student sta-tion.

For students requiring special space, width, andheight requirements, workstations should beplanned with flexibility. Some systems, such asthose used to edit video, may require a doublemonitor system. This would require a largerwork area. Additional tables should be avail-able as work areas. These areas should be freeof all technology equipment.

MediaA variety of media equipment should be avail-able, including but are not limited to• A computer,• A television,• A VCR player/recorder,• A DVD player,• A data projector,• Digital cameras (still and motion),• A projection screen (seamless construction

and 1.3 x height for most applications), and• Marker boards (dry erase with nonglare

matte finish).

Each piece of equipment should be catalogedand the serial number should berrecorded.

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TECHNOLOGY LABORATORYA technology laboratory should allow 36 squarefeet per student at the secondary level, whichwill equal 900 square feet for a maximum classenrollment of 24 students. All constructionshould be in accordance with local and statebuilding codes and meet all ADA requirements.

INCORPORATED TECHNOLOGYLABORATORYAn incorporated technology laboratory is onethat is included in a regular classroom setting.In this setting, an estimated 15 square feet percomputer station, 12 square feet per moni-tor/VCR/video disc player, and 20 square feetper physically impaired student station shouldbe added to the classroom space requirements.When adding a technology laboratory to an ex-isting classroom, the total space requirements ofthat classroom should not be reduced.

FLOOR DIAGRAM ANDILLUSTRATIONSAttached to this section is a floor diagram of atechnology laboratory. It is provided only as anexample of how a laboratory may be configured.

It is not intended to suggest that this is an ideaclassroom layout.

The photographs at the end of this section repre-sent facilities currently in use by the school dis-tricts identified in the caption of each picture. Ifany of these scenes interest the planning com-mittee or architect, please contact the school fordetails. If you cannot locate the school, contactInstructional Materials Service and we will beglad to provide assistance.

REFERENCESSeveral publications are available for additionalinformation to use in the preplanning stage. Inaddition to these hardcopy references, resourcepersonnel with existing technology labs andcomputer specialists are valuable resources.

ILLUSTRATIONSFollowing this section are photographs that rep-resent selected technology laboratory concernsthat are part of the agricultural science and tech-nology department. Each illustration contains acaption that further explains the photograph.

ReferencesTexas Safety Standards: Kindergarten through Grade 12. Austin, TX: Charles A. Dana Center, Texas

Education Agency, 2000.Hubbard, George U., Larry W. Lucas, Kathleen M. Holmes, and Paul Hons. Designing the Technology

Infrastructure for Schools. 2nd ed. The Texas Center for Educational Technology. n.d.CIT Services, Cornell University. (2001). [Online]. Available:

http://www.cit.cornell.edu/computer/instruct/classtech/ [2001, June 6]Remis, Peggy and Carl Hoagland. Telecommunications Applications Handbook for Teachers Grades K-

12. St. Louis, MO. 1997.Frech, Marshall. The Basics of Telecommunications Networks for Schools: A Guide for the Non-

technical Reader. St. Louis, MO. 1997.Technology Advisory Committee

Tim Knezek, Curriculum Specialist, Instructional Materials Service, College Station, TXRonel Roberts, Career and Technology Specialist, Region III Service Center, Victoria, TXTom Heffernan, Retired Agriscience Teacher, Poteet, TXLisa Pieper, AST Teacher, A&M Consolidated HS, College Station, TXTom Maynard, Executive Director, Texas FFA Association, Austin, TX

http://www.cit.cornell.edu/computer/instruct/classtech/

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Figure 6. Sample technology classroom floor plan.

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

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Leadership and Technology Photographs

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

9006G2: Technology classroom that utilizes only computer stations.

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

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

http://www-ims.tamu.edu/freepubs/images/9006g1.jpg




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MECHANIZED AGRICULTURERecommended Class Size: 25 students


INTRODUCTIONThe mechanized agriculture system is composedof five major focus areas: construction andmaintenance, power and machinery, electrifica-tion, structures, and soil and water management.The recommendations presented in this docu-ment represent the needs for the total instruc-tional program as well as technical semestercourses and school-directed laboratory courses.

The maximum number of students enrolled in amechanized agriculture course should not ex-ceed the number of students that can be offeredsafe and effective instruction. The advisorycommittee suggests a recommended maximumclass size of 25 students, with a preferred en-rollment of 15 students for any mechanized ag-riculture course. Texas Administrative Code61.103 defines the maximum number of stu-dents that can be offered safe and effective in-struction in a high school classroom as 25.

Long-range growth needs of the mechanizedagricultural technology program should be con-sidered when planning facilities. In addition,other departmental systems may require spacefor particular program needs. It becomes theresponsibility of the agricultural science teacherto be aware of program needs and convey thatinformation to the responsible party.

Facilities must comply with all minimum state,county, local, and municipal codes. All archi-tectural drawings and construction practicesmust meet or exceed all applicable buildingcodes.These codes and compliance requirements mayinclude• Americans with Disabilities Act (ADA) re-

quirements,• National Fire Protection Association

(NFPA) Codes,

• National Electric Code (NEC) Specifica-tions, and

• Occupational Safety and Health Act(OSHA) requirements.

Planners should also reference such authoritiesas the Southern Building Code (SBC) or otherlocally adopted building codes. It should benoted that these building codes outline mini-mum, not optimum, standards. Minimumstandards should never be interpreted to rep-resent optimum standards.

The recommended starting point is to design themechanized agriculture laboratories to meet theinstructional requirements for Agricultural Sci-ence 221 – Introduction to Agricultural Me-chanics and build from there based on a varietyof additional considerations. These considera-tions include but are not limited

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

FLEXIBILITYThe design of the entire agricultural science fa-cility should respond to change. Withoutchange, the program can become unresponsiveto the students and they will lose interest. Thesechanges require the facility to be adaptable andflexible. Flexibility of design allows forchanges in curriculum design to be introducedwithout loss of instructional space.

BASIC FLOOR PLANThis section includes a table of recommenda-tions for minimum space allocation in mecha-

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nized agriculture laboratories based on the num-ber of teachers in the agricultural science pro-gram and course offerings in the agriculturalscience curriculum. A laboratory should meetcertain minimum space standards for group in-structional areas or project assembly areas. Thisdoes not include the operating space require-ments for equipment or space for other parts ofthe facility such as restroom, office, and storageareas.

SPACE ALLOCATIONSThe information in the following tables is givento show the space allocation for specific areaswithin the agriscience facility. Table 3 providesrecommendations for space needs for storage,office, restroom, and other areas. These are rec-ommendations for a one-teacher department.Additional space will be needed for multipleteacher departments. See pages 4 and 5 for

more details. Table 4 provides recommend-ations for special features included in a labora-tory facility. The amount of space needed foreach piece of power equipment in the agricul-tural science facility is provided in Table 5.

Since the shape and interior arrangement of abuilding affects building utilization patterns andavailable space, the school official responsiblefor facilities planning should become familiarwith the space needs for each area and piece ofequipment. The facilities planner should con-sider several building shapes and interior ar-rangements before selecting a plan. Many expe-rienced agricultural science teachers report thatsupervising students and arranging equipment ismuch easier in a rectangular laboratory. Awidth of 40 feet or more, and a width-to-lengthratio of 1:1½ is recommended for the agricul-tural science facility.

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

Classroom Storage Space 150 square feet

Office Single teacher 120 square feetEach additional teacher 80 square feet

Tool Room for Laboratory 200 square feet

Lab Supplies and Shop MaterialsStorage

300 square feet*

Restroom, Boys and Girls (each)Shower Room

100 square feet**20 square feet**

Locker/Dressing Area 175 square feet**(exposed area for ease in monitoring)

Lumber/Metal Storage Racks 100 square feet

Approved Paint Facility 350 square feet

TOTAL 1,695 square feet* It is recommended that each facility have externally vented, approved cabinets

or store rooms for the storage of combustible materials** These may be combined.

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Table 4. Special Features Recommended for Inclusion in the Laboratory Facility.

Emergency eyewash and drench shower(minimum)

16 square feet

Student wash-up area (in laboratory) 50 square feet

Hazardous materials/waste storage 50 square feetFacilities shall meet the requirements of Individuals with Disabilities Education Act.For physically impaired students, 20 square feet per student station should be allocated.

DETERMINING THE SIZE AND LAYOUTOF THE LABORATORY

State and local program needs and objectivesshould be used to determine the size of the labo-ratory and the machines to be placed in the fa-cility. Planning should also allow for future ad-ditions of machines and equipment.

The following are suggested steps for planningthe equipment layout in the shop.

1. Determine specific laboratory areas (this in-cludes wood, metal fabrication, small en-gines, electricity, plumbing, constructionand assembly).

2. Choose equipment based on safety, conven-ience, flow pattern for materials, and accessto assembly areas.

3. Determine free area (safety zone) needed foreach piece of equipment.

4. Determine which machines to be locatedalong the walls (these include radial armsaw, cut-off saw, drill presses, grinders, andarc welders).

5. Locate machines along walls and providesafety zones.

6. Locate machines in open areas, and usepower islands to provide the most efficientuse of available floor space.

7. Provide assembly areas for project layoutand construction and for placement of wood-and metal-working tables as needed (assem-bly areas inside shop should be 750 to 1500square feet).

8. Mark safety zones in the shop. The ma-chines and equipment should be located in amanner that will require a person to cross ayellow line to get to a machine. A personshould be able to enter and exit the labo-ratory at any door without crossing ayellow line. There should be aisles betweenseparate safety zones for foot traffic andmovement of materials. Refer to IMSCatalog #4624, Safety Color Coding for theShop for information regarding safety zonesand color coding.

In determining the safe floor space requirementsor safety zones needed for machines and equip-ment, a designer should consider

• Use of the machine,• The dimensions of materials that will be

handled,• The flow of material through the machine,

and• The safety space needed for the operator.

COMPLIMENTARY SKILLSFacilities planned for use in one instructionalsystem can be easily incorporated into othersystems. Facility requirements for various sys-tems can complement each other. For example,a school may plan to include course offerings inthe horticulture system in its curriculum. Ahorticulture program does not require a mecha-nized agriculture laboratory as part of the pre-requisite facilities. However, horticulture doesrequire some knowledge of skills that includeelectricity, plumbing, and small engine mainte-

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nance and repair. Access to a mechanized agri-culture laboratory will be useful in the horticul-ture program. The facilities planning processshould take into account complementary skillsfound in the various systems. A mechanizedagriculture laboratory should be adaptable andaccessible to a range of courses in other systemsof the agricultural science curriculum.

METHOD OF DETERMINING SAFEFLOOR SPACE FOR MACHINES ANDEQUIPMENTIn addition to student space, each piece ofequipment also has a safe floor space designatedarea based on the dimensions of the equipmentand it’s typical use.

The table saw is used to rip lumber up to 16 feetlong, and to cut 4’x 8’ sheets of plywood. Freeareas of 16 feet before and behind the saw, 8feet to the left of the blade, and 4 feet to theright of the blade indicate that a safety zone of420 square feet is necessary (12’x 35’ = 420square feet).

The radial-arm saw is used primarily to crosscutlumber up to 16 feet long and may be used to riplumber. Free areas of 16 feet on the right side ofthe blade, 10 feet on the left side of the blade,and 4 feet in front of the saw for the operatorindicates that a safety zone of 182 square feet isnecessary (7’x 26’ = 182 square feet).

Table 5: Recommended Safe Floor Space Needs for Selected Equipment

EquipmentFree Space Dimensions

in feetFree Space Area

in square feetAbrasive/cold cut-off saw 7’x 32’ 224

Air compressor 5’x 5’ 25

Arc welder 5’x 7’ 35

Band saw, metal cutting 10’x 34’ 340

Band saw, vertical 8’x 12’ 96

Computer station 3’x 5’ 15

Drill press 13’x 22’ 286

Grinder, pedestal or bench 8’x 9’ 72

Metalworking table 11’x 16’ 176

Monitor/VCR/videodisc player 3’x 4’ 12

Oxyacetylene rig & cutting table 8’x 24’ 192

Pipe bender 15’x 25’ 370

Radial arm saw 7’x 6’ 182

Sander, combination 10’x 12’ 120

Table saw 12’x 35’ 420

Woodworking table 12’x 13’ 156

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This list may be modified or adapted, basedon various pieces of equipment. For exam-ple, a district will need to plan for safe floorspace needs when purchasing an iron-worker, bender, or other large piece ofequipment.

When planning floor layout for large powertools, allow for dead floor space behindtools (i.e., drill press, radial arm saw, andgrinders). To optimize safe floor space, itis often wise to position these types ofequipment against walls or columns.

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SAFETY PRECAUTIONS FOR THEAGRICULTURAL SCIENCELABORATORYThe Texas Department of Health, Austin, TX,has developed safety standards for most occu-pations. Questions pertaining to laboratorysafety should be directed to this department (theTDH web site is listed at the end of this sec-tion). Agricultural science facilities should bedesigned and managed with safety as a principalconsideration. Several recommendations forimproving safety in agricultural science facilityare discussed in this section.

SAFETY CONSIDERATIONSTexas Education Code, Title 19, Chapter 247.The Code of Ethics and Standard Practices forTexas Educators. Among other things, this leg-islation requires teachers to

• Comply with all written local board policies,state regulations, and applicable state andfederal laws; and,

• Make all reasonable efforts to protect stu-dents from conditions that are detrimental tolearning, physical health, mental health, orsafety.

Safety concerns must be considered to fully planfor a facility that does not jeopardize the safetyof students, teachers, or visitors. The safety ofstudents in the laboratory is not just a matter ofsupervision. The facility must provide the fea-tures necessary to provide a safe learning envi-ronment and allow for action to be taken whenproblems arise. Specific safety issues will re-ceive more detailed discussion later in this sec-tion.

The student/teacher ratio is a major concern thataffects facility size. It is important to rememberthat larger class enrollments require more spacein the laboratory. However, larger classes tendto reduce the opportunity for the instructor toprovide safe and effective instruction and super-vision to all students. The inability to properlysupervise students threatens the safe and effec-tive learning environment by increasing the pos-sibility of student injury. Programs with spe-cial-needs students and substandard facilitiesshould work to further decrease student ratios.Mechanized agriculture professionals in indus-try, secondary education, and higher educationagree that the preferred student/teacher ratiodoes not exceed 15:1. Realizing, however, theconflicts that can occur in scheduling, someschools will opt for a higher ratio. The maxi-mum student/teacher ratio recommended by thegroup is 25:1. This number is contingent on

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adequate space, available equipment, specialneeds of students enrolled, and the course of in-struction. Schools can face serious liability is-sues when exceeding this recommendation.

The mechanized agriculture curriculum is de-signed to provide instruction to the students re-garding safe practices in the laboratory and withequipment and supplies. The laboratory shouldcontain equipment and supplies that will allowstudents to learn safely. There should be emer-gency response lighting and alarms in the class-room and laboratory areas. The facility shouldbe equipped with manually operated pull-typeactivators that will generate an immediate emer-gency warning. These devices may be used forany panic situations (i.e., fire, police, and vio-lence). These signal devices should containboth lights and audible warnings. Evacuationroute signs should be posted in each interiorroom with routes marked and clearly visiblewhen the emergency lighting is active. “Panichardware” should be on all personnel doors.These activators should be clearly marked andhave unrestricted access. All exterior doorsshould be mounted to swing to the outside. Thisallows for ease of evacuation in case of emer-gency.

Beyond these considerations, safety factors thatmust be a part of every laboratory include• Easily accessible first aid kit,• Safety signs & posters prominently dis-

played,• Easily accessible eye wash area, emergency

shower, and suitable floor drain,• Easily accessible fire extinguishers/ suppres-

sant systems,• Easily accessible shunt-type emergency dis-

connect and,• Smoke, heat, and carbon monoxide detec-

tors, installed and operational.

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

This legislation states that teachers mayremove a student from the classroom orlaboratory setting and send that studentto the principal’s office for disruptive be-havior in order to maintain effective dis-cipline and a safe learning environment.

Personal Protective Equipment (PPE)PPE describes numerous devices, which may beworn as a last resort to protect against hazards.These products include gloves, hardhats, hearingprotection, respirators, clothing, shoes, andeye/face protection. Each task within the learn-ing environment should be analyzed to deter-mine the possible hazards. In each instance, thehazard should be eliminated. PPE should beused only as a last resort and only if it can pro-vide adequate protection. Every laboratoryshould maintain an array of personal protectiveequipment (PPE) for each student.

Texas Education Code, Title 19, Chapter 38,Section 38.005 states each teacher and studentmust wear industrial-quality eye protective de-vices (safety glasses or goggles) in appropriatesituations as determined by school district pol-icy. Local districts must adopt rules definingwhen eye protection should be worn and thetype required for specific conditions.

Texas Administrative Code, Title 25, Part I,Chapter 295, SUBCHAPTER F. Standards forFace and Eye Protection in Public Schools. Theprovisions of this chapter “apply to all teachersand students in Texas public schools that par-ticipate in certain vocational, industrial arts, andchemical-physical courses or laboratories wherepotentially hazardous operations exist.”

Legislation stipulates:• Local school boards and administrators fur-

nish eye protection suitable for the type ofactivity;

• Eye protection be worn when there is a rea-sonable probability of bodily injury;

• Eye protection be kept clean and in goodrepair; and,

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• Teachers and students who wear correctivelenses must be provided goggles that can beworn over corrective spectacles withoutdisturbing the adjustment of the spectacles.

Special eye and face protection should be pro-vided when machines or operations present po-tential eye or face injury, such as flying material,splashed chemicals, and hot products. Eye andface protective equipment should meet the re-quirements of the American National StandardsInstitute (ANSI) Practice for Occupational andEducational Eye and Face Protection, Z87.1.One source for this document is Global Engi-neering Documents. The GED web site is listedat the end of this section. Safety glasses andgoggles must be stored in germicidal cabinets ordisinfected regularly.

Students may be expected to provide their ownprotective, natural-fiber clothing such as over-alls, coveralls, and denim jeans and shirts.Schools may choose to provide shop coats andaprons.

ComfortWhen considering safety issues, comfort shouldalso figure into the facilities planning process.Students in uncomfortable learning situationstend to get careless, which can lead to injury.Improving the ergonomic aspects of the labora-tory area can effectively reduce stress and de-crease the opportunity for injury.In providing a safe, comfortable learning labo-ratory environment for students, some consid-erations include:• Restrooms and locker/dressing areas;• Community wash areas;• OSHA compliant guarding on all equipment;• Noise/sound reduction control;• Commercial/industrial quality tools and

equipment, and• Commercial/industrial quality building and

building paraphernalia.

Design considerations should locate equipmentbased on potential noise levels. Good planningwill place “noisy and/or dirty” laboratory areasaway from the classroom(s). For example, sta-tionary abrasive saws and air compressorsshould be located away from the classroom.The noise associated with such equipment candetract from classroom instruction. Planningshould also include the placement of weldingareas. Chipping and grinding activities and as-sociated noise levels can also detract students inadjoining classrooms.

Flammable and Combustible LiquidsMechanized agriculture laboratories use a vari-ety of chemicals that include oil, solvents, paint,pesticides, and fuels. Many of these materialsare flammable and require the use of a fireproofstorage facility. Where possible, this facilityshould be separate from any source of fire orflame. It should also be ventilated, or in a well-ventilated area.

Only approved containers and portable tanksshould be used for storage and handling offlammable and combustible liquids. Flammableliquids should be transported and dispensed us-ing a metal container with a self-closing lid, or“safety can”. Flammable liquids should alwaysbe kept in closed containers when not actually inuse.

A maximum of 25 gallons of flammable orcombustible liquids should be stored in a roomthat does not meet National Fire Protection As-sociation (NFPA) specifications for an approvedstorage cabinet. No more than 60 gallons offlammable or 120 gallons of combustible liquidsshould be stored in any one NFPA approvedstorage cabinet. No more than three NFPA ap-proved storage cabinets may be located in a sin-gle storage area.

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Inside storage rooms should be constructed tomeet the required fire-resistive rating for theiruse. Where an automatic extinguishing systemis provided, it should be designed and installedin an approved manner. Materials that reactwith water and create a fire hazard should not bestored in the same room with flammable orcombustible liquids. Electrical wiring andequipment located in inside storage roomsshould be NFPA-approved for Class 1, Hazard-ous Locations. Every inside storage roomshould be provided with either a gravity or amechanical exhausting system. In every insideroom, one clear aisle at least three feet wideshould be maintained.

Conspicuous and legible signs prohibitingsmoking should be posted in service and refu-eling areas.

Further safety information regarding flammableand combustible materials may be found inOSHA regulations, subpart §1926.155. Theweb site for the Occupational Safety and HealthAdministration is found at the end of this sec-tion.

Hazard Communication (HAZCOM)This paragraph references the Texas Adminis-trative Code, Title 25, Part I, Chapter 502, Haz-ard Communication Act.

The requirements of HAZCOM are designed toinform both school personnel and students aboutthe hazards associated with chemicals and otherproducts that may be hazardous if misused.This law is directed toward school personnel,yet item one (1) below is also required for stu-dents. It is recommended that the first three (3)sections be extended to students.

The four (4) main sections are:

1. Material Safety Data Sheets (MSDS) mustbe current and readily available within thefacility, for each hazardous product to whichthe individual may be exposed.

2. All containers must be clearly and accuratelylabeled with regards to the contents and haz-ard.

3. An education and training program must beestablished along a written program.

4. Employers must post written notices in-forming the employee of their rights underthe Hazard Communications Act.

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

Copyright © 1996, National Fire Protection Asso-ciation, Quincy, MA 02269. This warning is in-tended to be interpreted and applied only by theproperly trained individuals to identify fire, health,and reactivity hazards of chemicals. The user is re-ferred to certain limited number of chemicals withrecommended classifications in NFPA 49 and NFPA325 that would be used as a guideline only.Whether the chemicals are classified by NFPA ornot, anyone using the 704 system to classify chemi-cals does so at their own risk.

Gases, Vapors, Fumes, Dusts, and MistsExposure to toxic gases, vapors, fumes, dusts,and mists at a concentration above those speci-fied in the “Threshold Limit Values of AirborneContaminants” of the American Council of

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Government Industrial Hygienists (ACGIH),should be avoided.

Administrative or engineering controls must beimplemented whenever feasible to comply withThreshold Limit Values (TLV).

When engineering and administrative controlsare not feasible to achieve full compliance, pro-tective equipment or other protective measuresshould be used to keep the exposure of personsto air contaminants within the limits prescribed.Any equipment and technical measures used forthis purpose must first be approved for eachparticular use by a competent industrial hygien-ist or other technically qualified person.

Fire ProtectionInformation regarding fire protection may befound in OSHA standards, subpart §1926.155.NFPA regulations also apply.

Portable fire extinguishers suitable to the condi-tions and hazards involved should be providedand maintained in an effective operating condi-tion. (1999 Standard Fire Prevention Code,608.3.4, Standard Fire Prevention Code2904.2.7)

Portable fire extinguishers should be givenmaintenance service at least once a year with adurable tag securely attached to show the main-tenance or recharge date.

In storage areas, clearance between sprinklersystem detectors and the top of storage areasvaries with the type of storage. For combustiblematerials stored over 15 feet but not more than21 feet high in solid piles, or over 12 feet butnot more than 21 feet high in piles that containhorizontal channels, the minimum clearanceshould be 36 inches. The minimum clearancefor smaller piles or for noncombustible materi-als should be 18 inches between the sprinklersystem and the top of the stored materials.

IlluminationConstruction areas, ramps, runways, corridors,offices, laboratories, and storage areas should belighted adequately (Table 6).

Table 6: Recommended levels of illuminationFoot-candles Area or Operation

30 Storage and restroom70–100 Classroom and office50–75 General laboratory100 Bench work

Facility planners may refer to either ANSI/IESstandard #RP7-91 (industrial lighting) orANSI/IES standard #RP3-88 (educational fa-cilities lighting) for further information. Thesestandards may be purchased from Global Engi-neering Documents.

Medical Services and First AidThe school should ensure the availability ofmedical personnel for advice and consultationon matters of occupational health.

First aid supplies should be readily available andappropriate for the most likely injuries. The ba-sic inventory of first aid supplies, as recom-mended by ANSI Standard Z308.1 MinimumRequirements for Workplace First Aid Kits,consist of

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

Additional contents may include:

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

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

To insure that appropriate quantities adequateitems are selected a physician should be con-sulted.

A safety eye wash and deluge shower should bepart of the first aid/safety area. The eye protec-tion germicidal cabinet can also be located here,as well as other types of personal protectiveequipment.

The laboratory should maintain a Right to Knowcenter. This is a Hazard Communications areathat should include a file of material safety datasheets (MSDS) for all chemicals in the class-room, laboratory, or office. This safety centershould have a supply of container labels thatmeet NFPA guidelines. Where toxic fumes mayoccur, facility planners should follow OSHA,TNRCC, and EPA regulations for the manage-ment of these fumes.

Use of Compressed AirThe air compressor and associated piping for thefacility should be sized to provide maximumanticipated compressed-air demand.

Each outlet for compressed air service should beprovided with pressure regulators and a conden-sation removal device. Condensation removalcan be accomplished by placing cutoff valvesabove and below each compressed air outlet.Outlets designed for use with pneumatic tools(i.e., air drills, air grinders) should be equippedwith automatic oilers.

Compressed air used for cleaning should notexceed 30-lb. psi at point of use. Applicationsfor use of compressed air should be equippedwith effective chip guarding measures, and op-

erators should use appropriate personal protec-tive equipment (PPE).

Abrasive GrindingAll abrasive wheel bench and pedestal grindersshould be provided with safety guards that coverthe spindle ends, nut and flange. The safetyguards should be strong enough to withstand theeffects of a bursting wheel.

An adjustable work rest plate of rigid construc-tion should be used on pedestal and benchgrinders and with fixed base, offhand grindingmachines. The work rest plate should be keptadjusted to a maximum clearance of 1/8 inchbetween rest and wheel.

All abrasive wheels should be closely inspectedbefore and during mounting to ensure they arefree from defects. Performing a “ring test” afterinstallation will ensure that they are free fromdefects. See “ring test” under 29 Code of Fed-eral Regulations (CFR) 1910.215.

Cylinders and Compressed Gases Used in theMechanized Agricultural laboratoryThe mechanized agriculture laboratory com-monly used a variety of compressed gasses dur-ing the course of instruction. Gasses most likelyto be present in a laboratory facility are:• Oxygen;• Acetylene;• Propane (LPG);• Argon;• Carbon dioxide• Nitrogen; and,• Branded fuel gasses.

Most of these gasses are flammable, and all areunder high pressure. Requirements for the safestorage of these gasses can be found in the latesteditions of the “Standard Fire Prevention Code”and “National Fire Protection Association” pub-lications. Another useful reference is the latestedition of the Standard Building Code. TheAmerican Welding Society offers a publication

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entitled “Safety in Welding, Cutting, and AlliedProcesses” that should be referenced in planninga mechanized agriculture laboratory. Contactinformation for these organizations is found atthe end of this section.

Compressed gas cylinders should be keptaway from excessive heat, should not bestored where they might be damaged orknocked over by passing or falling objects,and should be stored at least 20 feet awayfrom highly combustible materials. Cylin-ders should be properly secured with a non-flammable device (e.g., chain) when in useand secured with a nonflammable devicewhen in storage.

Cylinders designed to accept a valve protectioncap should have the cap properly attached ex-cept when the cylinder is in use or is connectedfor use. Some cylinders use a shielded valvearea for protection.

Acetylene cylinders should only be stored andused in a vertical valve-end-up position. Thesecylinders contain a liquid, which can escape intothe regulator and hose if the valve is openedwhile the tank is lying flat or at an angle.

Oxygen cylinders in storage should be separatedfrom fuel-gas cylinders or combustible materials(especially oil or grease) by a minimum distanceof 20 feet or by a noncombustible barrier at leastfive feet high having a fire-resistance rating of atleast ½ hour.

Drill PressThe V-belt drive of all machines and equipment,including the usual front and rear pulleys,should be guarded to protect the operator fromcontact.

Hand ToolsSchools should not issue or permit the use ofunsafe hand tools. Electric power tools shouldeither be approved double insulated or be prop-erly grounded with a GCFI device.

Wrenches should not be used when the jaws aresprung to the point that slippage occurs. Impacttools should be kept free of mushroomed heads.The wooden handles of tools should be kept freeof splinters or cracks and should be kept tight onthe tool.

Liquefied Petroleum GasEach system should have containers, valves,connectors, manifold valve assemblies, andregulators of an approved type. All cylindersshould meet DOT specifications. Every con-tainer and vaporizer should be provided withone or more approved safety relief valves or de-vices. Portable heaters should be equipped withan approved automatic shut-off device to stopthe flow of gas in the event of flame failure.Storage locations should have at least one 20-pound A:B:C rated fire extinguisher within 10feet of the fuel gas storage area.

When installed outside, containers should beupright upon firm foundations or otherwisefirmly secured. Operational requirementssometimes make portable use of containers nec-essary. If location outside of buildings orstructures is impractical, then use of containersand equipment inside of buildings or structuresshould be permitted. This should be in accor-dance with the “Safety and Health Standards.”Storage of LP gas within buildings is prohib-ited.

WELDING

General ConsiderationsThe school should thoroughly instruct studentsin the safe uses of fuel gas in welding and cut-ting operations. It is recommended that useddrums, fuel tanks, or other contaminated con-tainers not be cut or welded. Closed containersthat have held combustible or toxic materialsshould not be welded or cut until they have beenproperly cleaned and marked as safe.

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

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cutting operations, removing fire hazards fromthe vicinity, and providing a fire watch) for fireprevention should be taken in areas wherewelding or other “hot work” is being done. Re-fer to OSHA Standard 1926.353, Ventilationand Protection in Welding , Cutting, and Heat-ing.

No welding, cutting, or heating should be donewhere the application of flammable paints or thepresence of other flammable compounds orheavy dust concentrations creates a fire hazard.

Electric Arc Welding ConsiderationsNoncombustible or flameproof shields shouldshield all arc welding and cutting operations.This will protect all persons from direct ultra-violet rays from the arc welder. Electrode hold-ers left unattended should have the electrodesremoved. The electrode holder should be placedor protected to prevent the opportunity of elec-trical contact with a person or conductive object.

All arc welder cables should be completely in-sulated and free from repair or splices. Defec-tive cables should be replaced. The cableshould also be insulated at the point of attach-ment to the welding machine.

Fuel Gas WeldingThe fuel gas hose and oxygen hose should beeasily distinguishable from each other. Thecontrast may be made by different colors or bysurface characteristics readily distinguishable bysense of touch. Fuel gas hoses should be col-ored red for acetylene or propane. The oxygenhose should be colored green. Acetylene hoseshave “Type R” printed on the hose and propanefuel gas hoses should read “Type T”. Acetylenehose fittings have left hand threads and grooveson the shoulders of the fittings. Oxygen hosefittings have right-hand threads and the fittingshave smooth shoulders. Oxygen and fuel gashoses should not be interchangeable.

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

General welding, cutting, and heating operations(not involving conditions and materials de-scribed in Safety and Health Standards) maynormally be done without mechanical ventila-tion or respiratory protective equipment. Wherean unsafe accumulation of contaminants exists,suitable mechanical ventilation or respiratoryprotective equipment shall be provided. Unsafeconditions result from unusual physical or at-mospheric conditions. Air movement of at least1,000 CFM at the point of operation is recom-mended.

For further information regarding ventilation inwelding applications, refer to ANSI/AWS Stan-dard F3.1-89, Guide for Welding Fume Control.This document is available from Global Engi-neering Documents.

Students often perform various types of weld-ing, cutting, or heating activities in the labora-tory. They should be protected by suitable eyeprotective equipment. The Safety and HealthStandards provide the requirements for this typeof protection.

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

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HAND TOOLSSchools should not issue or permit the use ofunsafe hand tools.

Wrenches should not be used when the jaws aresprung to the point that slippage occurs. Impacttools should be kept free of mushroomed heads.The wooden handles of tools should be kept freeof splinters or cracks and should be kept tight inthe tool.

Electric power tools should either be approveddouble insulated or be properly grounded with aground fault circuit interrupter (GFCI) device.

WOODWORKING EQUIPMENT

Saw, RadialRadial saws should be constructed so that theupper hood completely encloses the upper por-tion of the blade down to a point that will in-clude the end of the saw arbor. The upper hoodshould be constructed in such a manner and ofsuch materials that it will protect the operatorfrom flying debris (i.e., splinters and broken sawteeth) and will deflect sawdust away from theoperator.

The sides of the lower exposed portion of theblade should be guarded. This should cover thefull diameter of the blade. A device that willautomatically adjust itself to the full thickness ofthe stock and remain in contact with stock beingcut will give the maximum protection possiblefor the operations being performed.

Radial saws used for ripping should have non-kickback fingers or dogs. Stock should alwaysbe fed into the saw against blade rotation. Ra-dial saws should be installed so that the cuttinghead will return to the starting position whenreleased by the operator. All guarding should bemanufacturer approved and should remain inplace during operation.

Saw, Portable CircularAll portable, power-driven circular saws shouldbe equipped with guards above and below the

base plate or shoe. The upper guard shouldcover the saw to the depth of the teeth, exceptfor the minimum arc required to permit the baseto be tilted for bevel cuts. The lower guardshould cover the saw to the depth of the teeth,except for the minimum arc required to allowproper retraction and contact with the work.When the tool is withdrawn from the work, thelower guard should automatically and instantlyreturn to the covering position.

Woodworking MachineryAll woodworking machinery such as table saws,swing saws, radial saws, band saws, jointers,tenoning machines, boring and mortising ma-chinery, shapers, planers, lathes, sanders, veneercutters, and miscellaneous woodworking ma-chinery should be effectively guarded to protectthe operator and other persons from hazards in-herent to their operation.

A power control device should be provided oneach machine to make it possible for the opera-tor to cut off the power from each machine,without leaving his or her position, and the pointof operation.

“Start-Stop” controls and operation controlshould be easily accessible to the operator,making it unnecessary to reach over the cutter tooperate the equipment. This does not apply toconstant pressure controls used only for setuppurposes.

Each operating treadle should be protectedagainst unexpected or accidental tripping. Non-skid surfaces around power equipment shouldbe provided for the operator. All materialsstored in tiers should be secured to preventsliding, falling, or collapse.

Aisles and passageways should be kept clear andin good repair. Aisles for foot traffic should beat least 36 inches wide. Weeds and grass in out-side storage area should be kept under control.Storage of material should not obstruct exits orprotrude into normal traffic areas. Materials

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should be stored with due regard to their firecharacteristics.

RAILINGS/TOE-BOARDSGuarding/handrails are recommended anytimethere are two adjacent levels that differ by morethan 10 inches, especially at elevated wallopenings and elevated storage areas [29 CFR1926.501 (b)(15)].

A standard railing consists of a top rail, an in-termediate rail, and posts and should have avertical height of 42 inches from the upper sur-face of the top rail to the floor, platform, orsimilar surface.

Railings should be of such construction that thecomplete structure would be capable of with-standing a load of at least 200 pounds in any di-rection on any point on the top rail.

Railings protecting floor openings, platforms,scaffolds, and similar areas should be equippedwith toe-boards when possible for a person topass beneath the open side or if there is equip-ment or moving machinery from which fallingmaterial could cause a hazard.

A standard toe-board should be at least fourinches in height and may be of any substantialmaterial, either solid or open, with openings notto exceed one inch in greatest dimension.

A useful reference is ANSI Standard A 1264.1“Safety Requirements for Workplace Floor andWall Openings, Stairs, and Railing Systems,”available from Global Engineering Documents(Web site at the end of this section).

SPRAY FINISHING OPERATIONSThe laboratory may include an approved paintfacility/booth/room. While a paint room is notdiscouraged, this document includes recommen-dations but does not include specifications.Planners should contact the appropriate stateand federal regulatory agencies for specificguidelines. In Texas, planners should contactthe Texas Natural Resource Conservation

Commission (TNRCC) regarding exhaust emis-sions. The Environmental Protection Agencyalso has regulations regarding the installation ofpaint rooms. The regulations that affect theconstruction and operation of this type of facilityare subject to public review and revision peri-odically, causing printed materials to becomeoutdated quickly.

All spray finishing should be conducted in spraybooths or spray rooms. Spray booths should besubstantially constructed of steel not thinnerthan No. 18 U.S. gauge, securely and rigidlysupported, or of concrete or masonry, exceptthat aluminum or other substantial noncombus-tible material may be used for intermittent orlow volume spraying. Spray booths should bedesigned to sweep air currents toward the ex-haust outlet.

There should be no open flame or spark-producing equipment in any spraying areas orwithin 20 feet thereof, unless separated by afull-closure partition.

Electrical wiring, motors, and equipment notsubject to deposits of combustible residues butlocated in a spraying area should be explosion-proof type, UL-approved for Class I, group Dlocations or Class I, Division I, Hazardous loca-tions. Electrical wiring, motors, and otherequipment outside of but within 20 feet of anyspraying area and not separated therefrom bypartitions should not produce sparks under nor-mal operating conditions and should otherwiseconform to the provisions for Class I, Division2, Hazardous Locations. Refer to NEC Article500 or NFPA Publication 497M for electricmotor applications.

All spraying areas should be provided with me-chanical ventilation adequate to remove flam-mable vapors, mists, or powders to a safe loca-tion and to confine and control combustibleresidues so that life is not endangered.

Electric motors driving exhaust fans should notbe placed inside flammable materials spray

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

The quality of flammable or combustible liquidkept in the vicinity of spraying operationsshould be the minimum required for operationsand should ordinarily not exceed a supply forone day. Conspicuous “NO SMOKING” signsshould be posted at all flammable materialsspraying areas and storage rooms.

Flammable material spraying areas mustmeet all applicable state and federal re-quirements.

ELECTRICALThe electrical concerns of an agricultural sci-ence laboratory must first address all localbuilding codes. All electrical works should bein compliance with the current National Electri-cal Code (NEC).

The next concern is the location of electricalpanels, which should be accessible and in anarea that is not easily blocked. GFCIs at the cir-cuit breaker should be used as required by theNational Electrical Code. In general, GFCIsshould be used on any circuit which suppliescurrent to areas where water or moisture mayoccur or where an extension cord may supply asimilar environment (i.e., water fountains, rest-rooms, wash bays, greenhouses, outdoor out-lets).

The nonconductive metal parts of plug-connected or portable equipment should begrounded. Fixed equipment should begrounded, and portable tools and appliancesshould be protected by an approved system ofdouble insulation or its equivalent.

Extension cords used with portable electric toolsand appliances should be the three-wire type anddouble-insulated. This type of extension is usu-ally round, not the flat, 3-conductor type. Flexi-ble cord should be used only in continuouslengths without splices, except suitable moldedor vulcanized splices may be used where prop-

erly made. Repairs should meet or exceed theinsulating and conductivity specifications at thetime of manufacture. Worn or frayed cordsshould not be used.

The lighting array in the laboratory should pro-duce a higher level of light than in a standardclassroom. Exposed bulbs on temporary lightsshould be guarded to prevent accidental contact,except where bulbs are deeply recessed in thereflector. Power cords should not be used tosuspend temporary lights unless designed forthis purpose.

The laboratory should also be equipped with anemergency energy control, a shunt-type emer-gency disconnect switch often called a “panicbutton”. This emergency tool and machineryshutdown switch is designed to immediatelydisconnect electrical power to predeterminedsites. This master disconnect should cut off thepower to all tool and machinery circuits and allutility circuits. This will give the teacher easyaccess to quickly shut down the equipmentwhen there is a need to stop power tool opera-tion. Other lower-order “panic buttons” may bestrategically located throughout the laboratory.Each emergency shutoff should be clearly la-beled. Labeling identifies which motors, appli-ances, service feeders, or branch circuits theemergency shutoff affects.

HOUSEKEEPINGDuring project construction, alteration, or re-pairs, form and scrap lumber with protrudingnails and all other debris should be kept clearedfrom work areas, passageways, and stairs in andaround buildings or other structures.

Combustible scrap and debris should be re-moved at frequent intervals. Metal containerswith metal self-closing lids should be used fortemporary storage of flammable waste materials(i.e., soiled rags with flammable residue).

Containers should be provided for collectionand separation of all refuse. Appropriate coversshould be provided on containers used for

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flammable or hazardous substances. Some haz-ardous chemicals may be found in the laboratoryas waste substances. Waste storage facilitiesshould be separate from storage facilities fornew or unused materials. Storage facilities forhazardous waste materials should comply withapplicable regulating agencies.

Waste should be disposed of at frequent inter-vals. Frequent disposal of hazardous materialwastes should be conducted according to stateand federal regulations.

Drip pans should be provided to eliminate oilspills.

Safety charts should be permanently displayedas a constant reminder to all concerned.

SAFETY COLOR CODE FORLABORATORY MACHINERY ANDEQUIPMENTColor speaks a universal language when prop-erly used as a visual aid to safety. Standard col-ors for specific purposes help identify safetyequipment and accident hazards. Color, how-ever, is not intended as a substitute for properguarding, for elimination of hazardous condi-tions, or for safe practices.

Too many color identifications constantly in thefield of vision of a worker are both confusingand fatiguing. Each location should, therefore,be carefully studied in order to keep the numberof markings at a minimum, thereby providingeven greater emphasis for the marking used. Re-fer to Table 7 below for Safety Color Applica-tions. This chart is based on the AAVIM publi-cation “Safety Color Coding for the Shop”(IMS#4624).

Table 7: Safety Color ApplicationsColor Purpose Examples of Use

Safety Red Danger and emergency

Stop controls

Signs – white letters on red back-groundFire alarms – exit signsFire emergency equipmentEmergency stop barsPanic buttonsMachinery on/off switches

Safety Orange Warning – machine parts which maycut, crush, shock, or injure. Used toemphasize such hazards when en-closure doors are open or when gears,belt or other guards around movingequipment are open or removed, ex-posing unguarded hazards

Guards on machineryLocate hazardous parts of machineInside covers of shields and switchboxesLocate electrical boxes that containstart-stop buttons and switch levers

Safety Yellow Caution – critical parts of machines Adjusting wheels, levers, and knobswhich the operator uses and controlsthat should be checked before turningon power

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Table 7: Safety Color Applications - ContinuedColor Purpose Examples of Use

Safety Red withSafety Yellow bandaround containermiddle at least ¼ itsheight with contentsidentified thereon

Flammable liquids Safety cans or other containers offlammable liquids or combustiblematerials

Safety Yellow orYellow band aroundcontainer middle atleast ¼ its heightwith contents iden-tified thereon

Flammable waste materials Safety cans for flammable combusti-ble materialsWaste container for flammable mate-rials

Safety Yellow withconspicuous, high-visibility lettering –“Flammable-KeepFire Away”

Caution Storage cabinets of flammable materi-als labeled “Flammable – Keep FireAway”

Safety Yellow withBlack Stripes orCheckers

Caution for striking against, stum-bling, falling, tripping over

Obstacles such as low beams and ex-tensions that protrude

Safety YellowStripes

Outline work areas Work areas around stationary ma-chinesTraffic lanes

Safety Blue Information about and caution againstmachines or equipment that are out oforder or under repair

Signs on machines, “Out-of-Order”

Safety Green Safety and location of first aid andsafety equipment

Location of medical equipment, firstaid kits, eye wash fountains, delugeshowers

Safety Black andSafety Yellowstripes

Radiation hazard Radiation from X-ray radiation types,such as alpha, beta, gamma, neutron,proton, deuteron, and meson

Safety Black andSafety White or acombination of al-ternating black andwhite stripes

Traffic control areas or markings forinformation purposes

Barricades directional arrows, workareas

Safety Gray or VistaGreen

To reduce eye strain – both arepleasing colors

Body of machines, tables, workbenches, floors

Ivory To improve visibility Vertical edges of machines, tables andworkbenches

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Table 7: Safety Color Applications - ContinuedColor Purpose Examples of Use

Aluminum with Or-ange Band ¼ theheight of containeridentifying contents

Waste container for flammable mate-rials

Waste containers

Aluminum withBlack Band ¼ theheight of containeridentifying contents

Waste container for nonflammablematerials

Waste containers

Yellow Band withred lettering

Pipe identification(Check this one out)

Natural gas and steam

Blue Band withwhite lettering

Pipe identification Compressed air

Black Band withwhite lettering

Pipe identification Vent lines

Gray Band withwhite lettering

Pipe identification Water

Green Band withblack lettering

Pipe identification Oxygen

Red Band withblack lettering

Pipe identification Acetylene

UTILITIESPlanning should provide for standard utilities tothe agricultural science facility. These includewater, gas, sewer, electricity, and communica-tions.

Specific needs of machinery and equipment willplay a part in designing some utility aspects ofthe facility. When deciding on the placement ofair compressors, consider starting/operatingnoise, drainage requirements, and access to anadequate supply of fresh air. In many older fa-cilities, air compressors were placed above theclassroom or office. This is not an optimum lo-cation for several reasons:

• Accumulated moisture must drain onto theroof of the classroom or office.

• Starting/operating noise detracts from theclassroom learning environment.

• Intake air supply is sometimes inadequate.

• The compressor is difficult to service,maintain, or replace when in these types oflocations.

LABORATORY INSTALLATION

LocationThe planning and design of the mechanized ag-riculture laboratory should place the facility ad-jacent to the agriscience office and classroom.The agriscience facility should be a part of thetotal school structure. It should not be separatefrom the school. It should have the type of ac-cessibility that will allow for delivery/shippingof materials and supplies, animals, and equip-ment.

Space NeedsThe layout should be designed in accordancewith a modern concept of agricultural science.The replacement of labor with machinery,equipment, and technology has caused a rapidincrease in the use, as well as the size of, agri-

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cultural machinery and equipment and a corre-sponding increase in the demand for people withtechnical mechanical skills.

A laboratory is a necessity if students are to betrained in technical mechanical skills, and theincreased size of agricultural machinery neces-sitates more laboratory space than was formerlyneeded. A minimum laboratory facility formechanized agriculture should contain 2,400square feet, with approximately 1,000 feet offree floor space for project assembly, demon-strations, etc.

Some factors to consider in planning and deter-mining laboratory space requirements are safety,flow of materials and personnel, equipment tobe included, need for an area to assemble proj-ects, and number of students enrolled. A list ofrecommended laboratory equipment and thespace needs for each piece of equipment is givenon pages 38-42 of this document.

One feature that will enhance laboratory freespace is the use of portable welding booths.Permanent booths reduce the amount of usablespace in a laboratory when nonwelding relatedactivities are taking place. Permanent boothsalso limit floor arrangement options. TheMechanized Agriculture program at Sam Hous-ton State University can provide plans for port-able welding booths.

ShapeThe laboratory should not be less than 40 feetwide. Buildings 40 feet or wider usually pro-vide more efficient use of floor and wall space.If there is a possibility of expansion in the fu-ture, the ends of the building should not beblocked by another building or property line.

Type of ConstructionThe agricultural science installation should con-form to the existing architecture of the overallschool plan and be of similar design and con-struction. All applicable building codes andState health Department requirements should bemet. Blueprints and specifications must be ap-

proved by an engineer, stamped with the engi-neer’s seal, and the facility must be erected un-der the supervision of a licensed engineer.

Since the type of construction affects insurancerates, school authorities should check with theirinsurance agent or the State Department of In-surance, Fire Marshal’s Office, Austin, TX, be-fore accepting the blueprints and specifications.The web site for the State Department of Insur-ance is http://www.tdi.state.tx.us/.

Walls, Ceilings, RoofsAccess to the laboratory is critical. The labora-tory should have at least one overhead door,14’0”x 14’0” minimum with 16’0”x 16’0” pre-ferred, and a minimum 14’0” working height.The factors of door height and width impact theutilization of the laboratory and also serve todetermine present and future needs.

In order that the overhead service door may beat least 14’0” feet high, the laboratory walls andceiling must be at least 18 feet high. If a16’x16’ door is utilized, the eave height must befrom 20 to 22 feet to accommodate an overheadcrane or hoist. The hoist or crane should be nearthe overhead door.

The laboratory should contain acoustic materialsto suppress loud noises or maintain acceptablesound levels. An acoustical ceiling is desirable.If the roof structure is exposed, the roof deckingshould be acoustical foam board. If a lift is usedover the open work area of the laboratory, theroof should be designed to carry a 6,000-lb.hoist load.

Supporting columns for the roof are undesirable.Metal buildings should have the inside area ofthe roof insulated to prevent moisture conden-sation in the laboratory area. The insulationused should be fire resistant. Walls should beflameproof. Asbestos or other toxic materialsmay not be used.

Utility and structural components should be in-stalled above light height. This allows for

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

WindowsAll windowsills should be at least 72 inchesfrom the floor to prevent student distractionfrom outside the laboratory and to provide am-ple wall space for equipment arrangement.Windows located at this height will provideadequate natural lighting and ventilation.

The windowsill should slope downward at a 30o

to 45o angle to help prevent dust and debris fromaccumulating and to prevent students fromleaving tools on the sill.

If windows are not needed for light and ventila-tion, they should not be included in the facilitydesign. This will limit unwanted access andalso addresses additional security concerns suchas vandalism or breaking and entering.

In place of windows, it is recommended to in-stall translucent Lucite™ panels in either 3-footor 4-foot lengths at the tops of the sidewalls.These panels will effectively increase interiorlighting levels.

Internal Storage FacilitiesStorage requirements vary within each depart-ment. Still, there are considerations that shouldbe consistent throughout any facility. In theclassroom, shelving, cabinets, and magazineracks provide storage areas for student supplies,textbooks, references, and periodicals. Theseareas must be functional in size and easily ac-cessible.

Tool storage is a major concern in any labora-tory area. Locating the storage area/tool roomcentrally provides the accessibility needed fordaily lab activities. A wire mesh front wall pro-vides an open front and maximum visibility.

All tools, including special application tools,should have a designated storage space. Theinstructor should develop and maintain a toolcheckout procedure. Rollouts are convenient for

maximizing tool storage space when working onsmall engines or tractors. A well-maintainedtool and equipment storage area facilitatesmaintenance of tools and equipment.

An effective laboratory instructional programrequires many tools that must be convenientlyand safely stored when not in use. Space is alsoneeded for the storage of supplies and materialsused in the agricultural science laboratory.Without storage space, the laboratory quicklybecomes untidy in appearance, inefficient in op-eration, and possibly dangerous to the learners.

The tool storage room should contain a mini-mum of 200 square feet of floor space. It maybe necessary to provide cabinets, either wall orbench mounted, in the laboratory area. Portablecabinets may also be used to supplement wallcabinets and to conveniently move special toolsfrom the tool storage room. A minimum of 100sq. ft. should be provided for storing lumber andmetal in the laboratory. Ground-level storage ismost desirable, but this may be provided byoverhead or balcony-type storage is acceptable.

Welding-gas cylinders stored inside a building,except those in actual use or attached ready foruse, shall be limited to a total capacity of 3,000cu. ft. Compressed gas storage exceeding thisamount shall be in a separate room provided forby 1999 Standard Fire Prevention Code 2903.5,or cylinders shall be kept outside or in a separatebuilding. Buildings, rooms or compartmentsdesigned for cylinder storage must be welllighted and be without open flame heating orlighting devices. (1999 Standard Fire PreventionCode 2903.1)

Overhead or balcony-type storage may be con-structed over the tool room, office, restrooms,and project storage area. This will utilize spacethat may not be used otherwise and makes anideal storage area for materials and items suchas demonstration boards, which are used onlyoccasionally. If this type of storage is used, itshould be accessible from the laboratory; stairswith hand railings should be provided.

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Overhead storage areas and storage higher thansix feet above the ground requires fall protec-tion. A movable step unit or platform providescontrolled access to these areas and minimizesloss of space. All overhead storage areas shouldbe enclosed with approved toe-boards and rail-ings.

Special considerations should be made for thesafe storage of paints, fuels, and solvents.Specifications for an approved fire-resistantcabinet may be found in OSHA regulations,subchapter §1926.152.

In storage areas, clearance between sprinklersystem detectors and top of storage areas varieswith the type of storage. For combustible mate-rials stored over 15 feet but not more than 21feet high in solid piles, or over 12 feet but notmore than 21 feet high in piles that contain hori-zontal channels, the minimum clearance shouldbe 36 inches. The minimum clearance forsmaller piles or for noncombustible materialsshould be 18 inches between the sprinkler sys-tem and the top of the stored materials.

Electrical Power RequirementsThe service entrance should be adequate for pre-sent and future needs. The layout of the labo-ratory and proposed equipment will determinethe number and size of circuits and outlets.

If the laboratory is to be served with single-phase and three-phase power, the three-phasevoltage supplied should be 240 volts. Single-phase power should be available at 120/240volts or 240/440 volts. Single-phase services of120/240 volts is not recommended for the agri-cultural science laboratory. If 120/208-voltageservice is supplied, equipment rated at 208 voltsmust be used for satisfactory operation.

Single-phase motors of ½-horsepower or largershould be operated on 240 volts. Where three-phase service is readily available, three-phaseequipment is recommended because of thelower initial investment.

Power control for the laboratory should be cen-tralized on a master control that can be locked.This allows the instructor to have full controlover the use of power tools at all times. It is de-sirable that this control be equipped with a pilotlight. Individual auxiliary switches capable ofbeing locked should be provided on all majorpower tools. “Emergency disconnect” or “panicbuttons” should be strategically locatedthroughout the laboratory, including one by theoffice. The master disconnect should disconnectthe power to all tool and machinery circuits andall convenience circuits. This will allow the in-structor immediate access to quickly shut downpower to all equipment when there imminentneed to stop power tool operation. If properlyinstalled, this type of master disconnect will al-low the lighting and emergency circuits to re-main operational. Other lower-order “panicbuttons” may be strategically located throughoutthe laboratory. This type of safety feature is ex-pensive, and two “panic buttons” may provesatisfactory in most situations. Each discon-necting means for motors, appliances, and eachservice feeder or branch circuit at the pointwhere it originates should be legibly marked toindicate its purpose unless located and arrangedso the purpose is evident.

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

Power OutletsGrounded duplex outlets with GFCI protectionat the circuit breaker, rated at 120 volts/20amps, should be provided every 10 feet alongthe walls, approximately 42 inches above thefloor. It is desirable that power for portabletools be available at all workbenches and openwork areas. Reel-type drop outlets are recom-mended on open work areas. No more than fourgrounded duplex outlets should be placed onone circuit. More than 4 outlets per circuit maycause circuit breakers to trip when using exten-sion cords and power tools.

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

One 240-volt/50-amp and one 120-volt/20-ampgrounded type power outlet should be providednear the service door and apron to allow for theuse of power tools and an electric welder out-side. The receptacles for these outlets should beweatherproof.

LightingEase of maintenance should be considered whenplanning the lighting system. Pilot lightswitches should be located at each entrance.Table 8 contains recommendations for light in-tensity based on location.

Table 8:Recommendations for light intensity

LocationIllumination

LevelStorage & restrooms 30 ft-candlesClassroom & office 70100 ft-candles

Laboratory 5075 ft candlesBench areas 100 ft candles

Interior lighting fixtures should be mounted atthe 7 to 10 foot levels. To provide the levels oflight intensity recommended in the table, lampspacing should be equal to mounting height.

Strategically placed incandescent lighting can beuseful for security and safety applications. Sup-plemental rapid-start fixtures may be placed onfluorescent lighting for efficiency. Heavy-dutyfixtures with mercury vapor or metal halidelamps are recommended for use in the labora-tory.

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

cilities lighting for further information. Thesestandards may be purchased from Global Engi-neering Documents.

DoorsAt least three entrances must be provided to thelaboratory. One entrance should be a largeservice door at least 14’0”x 14’0”. This doorshould be located at least 10 feet from the cornerof the building. In an area where large equip-ment will be brought into the laboratory, a16’0’x 16’0” service door is needed. Next tothe service door should be a personnel entrancedoor. The third entrance may be from the class-room. If the office joins the laboratory, thereshould be an entrance from the office to thelaboratory.

Heating and CoolingThe heating and cooling of the agricultural sci-ence classroom and laboratory should be indi-vidually controlled.

VentilationArtificial ventilation is needed in the laboratoryto remove welding fumes, exhaust gases, wooddust, and other vapors. An overhead exhaustsystem should be provided for the welding area.See ventilation recommendations on page XX.

Refer to Safety in Welding, Cutting, and AlliedProcesses, ANSI Z49.1:1999, available from theAmerican Welding Society or the AmericanNational Standards Institute, whose web site isfound at the end of this section.

If general mechanical ventilation is provided, aminimum exhaust rate of 1,000 CFM per weldershould be provided. When individual exhaustsystems are used, the general ventilation re-quirement of the laboratory can be reduced.

An individual ventilation system should provideat least 1,000 CFM per arc welding booth and200 CFM per oxy-fuel welding station. To pre-vent the exhaust fumes from moving past thewelder’s face, it is recommended the inlets for

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the exhaust gases be placed at the work leveland not above the operator’s head. Portableventilation units are available from various ven-dors. Table 9 should provide helpful informa-tion when planning local exhaust systems.

Engine Exhaust VentilationWhen dealing with engine exhaust ventilationsituations, local forced ventilation systems, in-volving flexible hoses that can be attached toengine exhausts, are required for tractor mainte-nance stations. Table 10 will be helpful in plan-ning the engine exhaust system

Table 9: Exhaust System PlanningDistance fromarc or torch

Minimum airflow

(CFM)*

Duct diame-ter

(inches)**4” – 6” 150 36” – 8” 275 3 ½

8” – 10” 425 4 ½10” – 12” 600 5 ½

* Increase by 20% for hoods without flanges** To nearest ½ inch based on velocity of 4000

fpm in ductFor further information regarding ventilation inwelding applications, refer to ANSI/AWS StandardF3.1-89, Guide for Welding Fume Control. Thisdocument is also available from Global EngineeringDocuments.

Table 10: Engine Exhaust System Parameters

TypeCFM per ex-

haust pipe

Minimumdiameter offlexible duct

(inches)Up to 200 hp 100 3Over 200 hp 200 4

Diesel 400 4½

LockersA locker room or locker/dressing area of at least175 square feet should be provided. The lockerfacilities should be located in an area adjacent tothe laboratory. The projected number of stu-dents enrolled in the largest class will determinethe number of lockers. Two-tiered or three-tiered lockers are desirable.

VisibilityVisibility in the entire facility should be maxi-mized to decrease student opportunities to loiterand to assist the instructor in keeping studentson task. Safe visibility should apply to the toolstorage areas, wash areas, dressing/locker areas,classroom, office, personnel access, and otherstorage areas.

Washing FacilitiesAn industrial-type wash basin or sink equippedwith both hot and cold water should be providedin the laboratory area, adjacent to the lockersand restrooms.

Water FountainA drinking fountain should be provided. It maybe placed near the wash basin, and the samecold water line and drain used for the wash ba-sin may be used. The water fountain must beaccessible to handicapped individuals.

DrainsA floor drain is necessary in the restroom. If apaint spray room is provided, it should have adrain as well. It is also advantageous to have adrain in the laboratory assembly area.

Interior FinishThe ceilings and upper portion of the wallsshould be painted a light color for improvedlight reflection. The lower portions of the wallsshould be painted a color that will not readilyshow dirt. The exposed structural steel or “rediron” of all pre-engineered steel buildingsshould be painted white.

Surface ApronA paved apron near the service entrance to thelaboratory will provide an additional instruc-tional area for demonstrating various skillsdealing with livestock, machinery, and equip-ment. The areas will be more serviceable if it iscovered with a roof. It is desirable to provide asteam cleaning or pressure washing area on the

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apron. The apron should be equipped with a dirtand grease trap. The grease trap must meet allTNRCC, EPA, and local requirements.

Outside StorageOutside storage areas are important to the labo-ratory. Access to an outside storage area makesit possible to move materials, machinery, andequipment not used on a regular basis out of theinstructional area. It should be noted that insidefloor space is designed for instructional use, notfor the storage of portable equipment.

A fenced or protected covered concrete apronshould be provided for outside storage of mate-rials. The storage area should be enclosed witha chain link or other type of security fence. Toenhance the appearance of the outside storagearea, the fence should be opaque (i.e., plasticstrips in fence, brick).

The area should be complete with GFCI electri-cal service, compressed air, water, and drainage.This can also provide an increased teaching areajust outside the service entrance and adjacent tothe laboratory.

The outside storage area can also be used tostore surplus or used materials. These types ofmaterials should not be stored in the laboratory.They detract from the safety, housekeeping, andthe overall image of the laboratory. Thereshould be storage racks and bins for both woodand metal.

New and recycled wood and metal should bestored separately from materials that lack sal-vage value. A school’s refuse bins or dumpstersshould not be located specifically behind theagricultural science building. School refuse binsshould be located at a designated site in a com-mon service area.

Workbenches and/or Work tablesMetal working and woodworking tables are rec-ommended. Tables will free wall space for lo-cation of equipment and may be moved to pro-vide free area for assembly of large projects.

Locks and KeysThe number of keys required for the facilityshould be kept to a minimum to insure securityand student safety. The tool room and labora-tory should be separately keyed for the protec-tion of the teacher who is responsible for in-ventory and maintenance of tools and equip-ment. It is not advisable for the laboratory to beused except under the supervision of the appro-priate teacher.

Water and Compressed Air OutletsA minimum of three water outlets should beprovided: one at the wash basin or water foun-tain, one inside the laboratory near the serviceentrance door, and one in the spray room, if ap-plicable. Water may be delivered through pull-down hose reels.

Compressed air for the laboratory requires asystem designed for uses ranging from tool op-eration to spray painting. The compressor forthe system should be located in a secured over-head or external area, where the noise will notinterfere with instruction. A manifold systemwill deliver the compressed air to drop outletslocated around the perimeter of the laboratory.Outlets should be located at 30-foot intervals. Ifthere is an agricultural power and machinerycourse offered through a school-based labora-tory curriculum, a compressed air outlet shouldbe located at each work station.

Each outlet should have a shut-off valve aboveand below each connector. The lower shut-offvalve will allow the systems to be drained ateach outlet drop. The use of 45° couplers ateach outlet is another safety recommendation.An industrial quality overhead hose reel willprovide safe access to compressed air near thecenter of the laboratory. Hose reels for com-pressed air are also a recommended option nearthe service entrance doors. Each hose reelshould be equipped with a regulator. When de-signing the manifold system, facility plannersshould refer to AWS or NFPA standards.

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MECHANIZED AGRICULTURELABORATORY EQUIPMENTTo teach the skills needed by students seekingcareers in the broad industry of agriculture, suf-ficient tools and equipment must be available tothe teacher. The student must actually use thetool in order to learn and develop a skill. Fre-quently, a teacher is expected to teach a skillwith only enough equipment for demonstration.Skills that involve both manipulative and mentalskills cannot be taught by demonstration alone.If this were possible, the instructor could simplydemonstrate the use of a personal computer to aclass of students and they would acquire thenecessary skills in computer applications.

A decision must be made as to the number ofeach kind of tool or piece of equipment to pur-chase. If each student has a hacksaw, it is mucheasier to teach its use, and the skill could betaught to the entire class at one time. To reducethe ratio of hacksaws to the number of studentswould have the same implications as reducingthe number of personal computers to the numberof students. When all students do not have theuse of a tool at one time, the teacher must use arotation system. This requires more time, is lesseffective, and reduces the number of skills thatcan be taught.

It is essential that commercial or industrial ratedhigh quality standard equipment be purchased.The essential knowledge and skills for themechanized agriculture system include instruc-tion in the subject matter areas such as basichand and power tools, metal fabrication, struc-tures, electrical power, mechanical power, soiland water management, and electronics. Fourpoints justify the purchase of quality tools:• Greater life expectancy,• Improved quality of workmanship,• Lower frequency of repair, and• Ease of service.

For budgeting and funding purposes, equipmentcan be divided in to two categories based oncost. Controllable equipment that has an acqui-

sition cost of at least $5,000, a useful life of oneyear or more, and is placed on the district in-ventory is generally regarded as capital outlay.These items can be purchased partially or com-pletely with federal (Carl Perkins) funds for ca-reer and technology education, but generally re-quire prior approval.

Items costing less than $5,000, or having a use-ful life of less than one year, or not generallyplaced on district inventory, can be regarded asstandard equipment. Items such as drill bits,saw blades, abrasive discs, and inexpensivepower and hand tools are generally regarded asconsumables. These items generally have shortlife expectancies or are subject to loss due tosize or other factors.

Equipment purchased with state career andtechnology funds must be used in accordancewith the guidelines established in SAS309 –Guide for Funding (TEA document). Equip-ment purchased completely or partially withfederal funds must be recorded, inventoried, andproperly maintained. Out-of-date or damagedequipment may be disposed of according toguidelines listed in the SAS309 (TEA docu-ment).

Tool storage and inventory procedures are im-portant considerations when completing the fa-cility plan. Expensive tools and equipment willnot be available for instruction if they are notproperly stored and secured, or if inventory pro-cedures are not implemented to prevent loss.Hinges on tool room and storage room doorsshould be mounted on the inside to prevent re-moval by unauthorized individuals.

The method of tool display selected should lenditself to ease of inventory monitoring. Contact-paper silhouettes on plywood walls are an eco-nomical method of tool display. Tools shouldbe placed in a manner that allows easy access tofrequently used tools. Tools used less oftenshould be stored out of the way of main traffic.It is recommended that precision measuringtools be stored in a lighted, locking case. Thelighted case will help prevent moisture build-up

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on these expensive tools and extend the usefullife of this equipment.

A checkout system should be developed to tracktool use. This procedure should monitor whattools are in use, who checked out the tools, andthe time the tool was removed from the storagearea. The tool storage area should have limitedaccess.

TOOLS AND EQUIPMENTThe following hand tool and equipment list (Ta-ble 11) specifies the recommended quantities ofeach tool needed to teach a class of twenty stu-

dents. This is the recommended number oftools that a school should purchase for eachcourse in the mechanized agriculture system.

ILLUSTRATIONSFollowing this section are photographs that rep-resent selected mechanized agricultural labora-tory concerns that are part of the agriculturalscience and technology department. Each illus-tration contains a caption that further explainsthe photograph.

Table 11: Mechanized Agriculture Equipment List by CourseEquipment List Course

Item Description7&8121

Applied102

Intro221

PowerLab421

MechLab422

Air compressor 5 hp, stationary 1 1 1 1Portable 1 1

Anvil 100 lb., hardy & cutter 2 2Arc welding machines With accessories, AC/DC 10 5 5

Portable 1 1GMA, with accessories 1 1GTA, with accessories 1 1

Axes 2 2Awls 4" scratch 8 8Battery Charger, heavy-duty 1 1

Lifter 1 1 1Terminal brushTool set 1 1 1

Bearing packer 1 1Benches Woodworking or shop 5

Metalworking 4Bender Sheet metal

Tubing, hydraulic 1Bevels Sliding T, 8"10" 5 5Booster cables HD, set 1 1 1Brushes Desk or bench dusting 5

Parts cleaning 5 5 5Rotary steel wire 2Paint 2Steel 10 10 10

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Table 11: Mechanized Agriculture Equipment List by Course - ContinuedItem Description 121 102 221 421 422

Bit set Twist drill 1 1 1 1Spade or electrician's 1Countersink 4

Bushing drivers Set 1 1Cabinet Flammable materials 1 1 1 1Cabinet - safety goggle U-V sanitized 1 1 1 1CAD equipment Hardware and software 5 5Calipers Set, inside and outside 1 1 1Chain tape 100 foot 1Chalk lineChisels Cape 2 2 1 1

1/2" cold 5 10Wood, set 1 1 1

Clamps Wood - 10" 8 8 4Bar or pipe 4 4 4"C" 6 6 6

Concrete mixer Portable 1 1Conduit bender 1/2" and 3/4" 2 2Connectors Crimp-type, set 2 2Containers Cutting oil 1

Drip pan 10 2Oil 6Solvent 1Gasoline 1Safety 1 2 1

Cutters Bolt 1 1Glass 6 6Pipe 1 2Tubing, with flaring set 1 1 2PVC 4 1 4

Deglazer Cylinder 1Dressers Any type 2 2 2Drill motor 1/2" 1 1 1

3/8" 1 1 11/4" 3 1 1

Drill press Heavy duty 2 1 1Dynamometer 1Edgers Concrete 4 4

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Electric test devices Ohm-meter 1 1 2Armature growler 1 1Dwell meter 1Test lamp 1 2Timing light 1 2 1Coil & condenser 1 1 1Digital multimeter 4

Engraving tool Electric 1Extension cords 50', with grounded cap 2 2

25', with grounded cap 2 2Face shields Clear visor 5 5Files Assorted, with handles 20 10 20Fire extinguishers Dry chemical - 20 lb. 4 4 4 4 4First aid kit Industrial quality 1 1 1 1Floats Concrete 6 6 4Flywheel holder Small engineFunnels Assorted 3 3 3Gauge Marking 1

Screw pitch or thread 1 1 1Compression, with adapters 1 1Sheet metal 1 1Drill 1 1 1 1Vacuum, set 1 1

Gloves Welding - pair 20 20 20Grinder Bench, 1/2 hp 2 2 2

Bench, 2 hp 1 1Portable electric 2 1 1

Groovers Concrete 2 2 2Gun Caulking 1 1

Paint spray 1 1Soldering - 350 watts 1 1 2 1Stapler 1 1 1Grease, cartridge-type 1 1 1

Hammer Brick 1Dead-blow 1 1Wooden mallets 2 2Nail, curved claw, 13 oz 10Nail, semi-rip, 16 oz 7Plastic-tipped 1 1Sledge, 68 lb. 2 2Tack, magnetized 1Ball pein 3 3

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Hatchet Roofer's 1 1 1Broad 1 1

Hoe Mortar 1 1 2Hoist Portable, 2,000# minimum 1 2 1

A-frame 1Ceiling 1"Come-along" 1 1

Hone Cylinder 1 1Hoses Water, 50' 2 2

Air, 50' 1 2Hydraulics tester Universal kitHydrometer Battery 1 1 1

Radiator 1 1Injector tester Diesel 1 1Iron worker Fabrication tool 1 1Jack stands Assorted pairs 2 6 4Jacks Hydraulic, 8 ton 2 2 2

Floor, portable hydraulic 1 1Jointer 6" or 8" 1Knives Linoleum, pruning, putty 3 2Lab tables Science-type 2Ladder Step, 8' 1 2 2

Extension - 24' 1 2Level sets Surveyors or laser 1 2Levels Carpenter's aluminum 2 2

Masons wood, 48" 2 2Torpedo

Magnetic pick-up Flex-head 2 2Media/AV equipment Video player & monitor 1

Nonreflective screen 1 135 mm slide projector 135 mm/digital camera 1Video camera 1Pentium III computer 1Color printer 1T-1 line/Internet access 1

Nail set Assorted 4 4Nibbler Metal cutting 1Nut drivers Set 4 4Oil stones Combination 3Oxyacetylene rigs WITH accessories 3 3 3Pick Railroad, 6 lb. 3 3Parts washer 40 gallon recirculating 1 1

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Pipe bender Hydraulic 1Plasma arc torch 1 1Pliers Combination, slip-joint 14 10

Diagonal, 6" 2 2End nipper 1Blacksmith's tongs 2 2Hose clamp 2 2Ignition 1 1Lineman's 8" 2 8Locking-type 10Lock-ring 5 5Long-nose 4 8Needle-nose 8 8Water pump 2 2

Piston ring compressors 10 10Piston ring expanders 10 10Post hole diggers 1 1

Press Hydraulic, 20 ton 1 1Pressure washer 1 1Propane torch 1 1 1Pry bar Rolling head, 17" 1 1 1

1/2" X 16" 2 2 2Precision tools

Dividers 1 1 1 1Hole gauge 1 1Inside micrometer 1 1 1Micrometers, set 1 2 2Telescoping gauge 1 2 2Vernier caliper 1 2 2

Pullers Gear 1Fuse 2 2 2

Punches Assorted set 1 2 2Radiator tester Pressure cap 1 1Rasp Wood 10 1 10Reamer Pipe de-burring, with flutes 1 1 2

Valve guide bushingRespirators Disposable cartridge type 2 2 2Riveter "Pop-rivet gun" 1 1 1Router Portable 2 2 2

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Rulers Blacksmith steel - 36" 2 2 3 3Metal - 12" 6 6 3 3Wooden 6 6 10Push-pull tape 5 5 10 10100' steel tape 2 2 2 2

Safety goggles 1 per student 20Sander Belt 1

OrbitalSaws Assorted hand 6

Abrasive cut-off 2Back, 14 pt 2 4Compass, 12" 4Coping 4Keyhole 1 1Draw-cut, metal 1Metal bandsaw 1 1Vertical band, wood 1Contractor's portable 2 2Hacksaw 4 4 4Hand crosscut, 810 pt 10Hand rip 2Radial arm 1

Saws - Continued Sabre 1 2"SawzAll" type 1Table, tilting arbor 1

Screen Aggregate 1Screwdrivers Assorted sets 6 6 6 10 10Screw extractor Set 1 1 1Shear Metal, fabricator 1Shop vacuum Wet/dry, HD 1 1 1Shovels Assorted 6 6Small engine Blade balancer 1Small engine 1/25 hp 5 10Snips Set - RH, LH, aviation 1 1 4Spark plug tap Set 2 2Square Carpenter 5 5 5

Combination 5 5 5Miter 5 5 5SpeedTry - 6" 5 5 5

Stencil set 1", 2", 3", 4" 1 1 1Tachometer Hand held 1 1Tap & die set NC & NF 1 1 2

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Template Pipe cutting 1Thread repair kit 1/2" maximum 1 1Threader Pipe, 1/2", 3/4", 1"Tool cabinets Wall mount 2 2 4 4Tow chain 2 2Trowels Brick, 5" X 10" 4 4 4

Concrete finishing 4 4Plastering, 5" X 12" 4 4 4

Valve face grinder 1Valve lapping tool 1 1Valve seat narrower 1 1Valve spring compressorsVises Assorted 10 10 10 10Weld tester Guided-bend 1Wheelbarrow Contractor's 2 1Wrenches Adjustable, set 1 1 1

Combination, 12 pt 1 5 3Combination, 1/8" 2" 1 1Set of pipe 1 5 5Socket, 1/2" drive, 6 pt 1 5 2Socket, 1/2" drive, 12 pt 1 5 2Deep socket, 3/8 " 12 pt 1 2 2Socket, 1/4" drive, 6 pt 1 5 2

Wrenches - Continued Tappet, set 1 2Torque 2 2Allen, set 5 5 2Ignition, set 1 1 2Oil filter 2 2Basin 1 2Impact 1 1

Wrecking bar 24" gooseneck 2 230" gooseneck 2 2

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Table 12: Electrical Components, with GFCI

Item Description 121 102 221 421 422Switch box 5 5 5Breaker box 100 amp 1Junction box Light 3Outlet box 240 v 1

120 v 2Welder/range 1Duplex 120 v 2GFCI 2

Receptacles Lamp 1Receptacles Keyless 1Relay 120 v/2 pole 1

240 v/2 pole 1Switch Reversing 1

Magnetic starter 1Single-pole 23-way 24-way 2

Motor Capacitor, 1/2 hp 1Split phase 1Universal 13-phase 1

Table 13: Welding Accessories

Item 121 102 221 421 422Helmets 10Cape sleeves 10Cutting goggles 10Leather gloves, pair 10Slag hammers 10Spark lighters 3Welding helmets 10

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Additional References and Web SitesAgricultural Wiring Handbook. 12th ed. Columbia, MO: National Food and Energy Council. nd.

Guide for Planning Educational Facilities Phoenix, AZ: Council of Educational Facility Planners, Inter-national, 1991.

Guide for School Facility Appraisal. Phoenix, AZ: CEFPI, 1995

Texas Safety Standards, Kindergarten through Grade 12. 2nd ed. Austin, TX: Charles A. Dana Center,2000.

Shell, Lon, Ph.D., “Writing Educational Specifications.” San Marcos, TX: Southwest Texas State Uni-versity, Agriculture Department. nd.

Useful Web SitesAmerican Council of Government Industrial Hygienists http://www.acgih.orgAmerican National Standards Institute http://www.ansi.orgAmerican Society of Heating, Refrigerating, http://www.ashrae.org

and Air-Conditioning EngineersAmerican Welding Society http://www.aws.orgCouncil on Educational Facility Planning http://www.cefpi.orgEnvironmental Protection Agency http://www.epa.govGlobal Engineering Documents http://global.his.comNational Fire Protection Association http://www.nfpa.orgOccupational Safety & Health Administration http://www.osha.govStandard Fire Prevention Association http://www.sbcci.orgTexas Department of Health http://www.tdh.state.tx.usTexas Department of Licensing & Regulation http://www.tdi.state.tx.usTexas Natural Resource Conservation Commission http://www.tnrcc.state.tx.usUnderwriter’s Laboratories, Inc. http://www.ul.com

Mechanized Agriculture Advisory CommitteeDr. Billy Harrell, Sam Houston State University, Huntsville, TXDr. Joe Muller, Sam Houston State University, Huntsville, TXDr. Lon Shell, Southwest Texas University, San Marcos, TXDwayne Walters, Safety Consultant, College Station, TXMichael Tondre, Sandra Day O’Connor High School, Northside ISD, San Antonio, TXDon Henson, Goldthwaite High School, Goldthwaite, TXKirk Edney, Instructional Materials Service, College Station, TX

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Figure 20. Basic mechanized agriculture floor plan.

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Mechanized Agriculture Photographs

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

9006H2: Oxygen and acetylene cylinders should be stored upright, se-cured, and separated by a walled petition outside of the mechanized agri-culture laboratory facility.

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

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

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

http://www-ims.tamu.edu/freepubs/images/9006h1.jpg





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FOOD AND FIBERAgricultural Biotechnology

Recommended Class Size: 25 studentsPreferred: 15 students

INTRODUCTIONThe biotechnology curriculum offers each stu-dent the opportunity to explore a variety of oc-cupational areas through practical, hands-onlaboratory activities. These activities require ahigher degree of safety than does the ordinaryclassroom setting. It is the safety concern sur-rounding class activities that makes the class-size recommendation necessary.

CLASSROOM/LABORATORYFACILITIESThe minimum total square footage in the class-room/laboratory should be a minimum of 1,500square feet. This student work area does notinclude the storage room or a separate “cleanroom.” The “clean room” should be no lessthan a 15’ x 15’ room. The classroom shouldconsist of built-in work benches or tables. Thecounter tops should be of an inert materialcommon to science laboratories. Classroomconfiguration should include four student sta-tions clusters in the center of the room. Eachstation cluster should accommodate four stu-dents.

WORK AREAThe minimum peripheral bench space useshould be 40 linear feet for equipment. Therecommendation is that the bench type andquality should be Sergent-Welsh, equal or bet-ter. The counter top for the bench space shouldbe the same as that used for the student stations.

A minimum of two deep stainless steel sinksshould be provided, each in a separate area ofthe lab. A fume hood and counter is a labora-tory option that is strongly recommended. Acentral gas, air, or vacuum is necessary for thelaboratory. All floor areas should be tile con-struction.

STORAGEA storage area should be available for equip-ment and supplies. A room adjacent to the labo-ratory/classroom will provide easy access. Ad-ditional glass cabinetry above the bench spaceabove the peripheral benches is also recom-mended.

CHECKLIST FOR AGRICULTURALBIOTECHNOLOGYThe agricultural science and technology facili-ties in every school should receive an annualevaluation to ensure a safe learning environmentfor the instructor and the students, as well asothers visiting the facility. Use the attached acopy of an Agricultural Science and TechnologySafety Checklist or one designed by the schooldistrict. The building principal, the Career andTechnology Director, or a designated represen-tative other than the instructor should completethe checklist. This, along with notification inwriting, should allow for appropriate action tobe taken to correct any problem. By includingthis checklist in a planning guide, a school dis-trict may eliminate potential problems or con-cerns early. See Table 14 of the AgriculturalBiotechnology Safety Checklist.

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TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST

Communications√ √

GradesCommunication System 6-8 9-12

• Intercom system available

• Telephone accessible and nearby

• General fire-alarm system functioning for entire building

• Fire-drill instructions posted in each room

• Emergency lights available in rooms without exterior windows

Personal ProtectionEmergency Showers 9-12

• Shower (ADA compliant) present in biotech laboratory rooms

• Shower unobstructed

• Valve handle functional

• Floor drain present

Eye/Face Wash Stations 6-8 9-12• Available in all laboratory rooms (5% ADA compliant)

• Stations marked with a sign

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

• Stations flushed for five minutes each week

Protective Clothing 9-12• Laboratory aprons or coats available for each student

• Gloves (acid resistant and heat resistant) if available

Safety Goggles 6-8 9-12• Approved ANSI safety goggles available for each student and teacher

• Materials available for disinfecting goggles after each use

• Face shields available when appropriate

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TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST - Continued

Personal Protection – Continued √ √First Aid 6-8 9-12• Kits available in each laboratory

• Kits clearly marked and visible

• Kits checked on a regular basis and supplies replenished

• Located near sink

Chemical Storage

Combination BC Fire Extinguisher (flammable liquids & electrical) 9-12

• Extinguisher located in room where chemicals are stored

• Fire extinguisher properly charged; checked quarterly; safety seal intact

• Located near exit, clearly visible, and marked with sign

Class D Fire Extinguisher (flammable solids) 9-12

• Extinguisher properly charged

• Extinguisher in rooms using metals (sodium, potassium)

Fire Blankets 9-12

• Standard fireproof blanket in each chemical storage room

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

Fire or Emergency Exits 9-12

• Two emergency exits; visible signs marking exits

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

Other Fire Protection 9-12

• Exit signs clearly visible

• Emergency lights available in rooms without exterior windows

• General fire-alarm system functioning for building

• Fire-drill procedures posted in storage rooms

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

• Utility carts available to transport chemicals

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Chemical Storage – Continued √

Ventilation 9-12

• Six air changes per hour

Preparation and Equipment Storage √ √

General Storage Requirements 6-8 9-12

• Combination BC extinguisher in preparation rooms

• Work surface of nonporous chemical-resistant materials

• Large sink with hot water available

• Emergency shower accessible

• Material Safety Data Sheets (MSDS) available

• Room well lighted and clutter free

• Space to store chemicals

• Chemical-waste container and broken-glass container available

• Two emergency exits with locks on doors

• Smoke detectors present

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

• Adequate storage space (15 square feet per student)

• Ventilation (six air exchanges per hour)

Laboratory Facilities

Laboratory Work Stations 6-8 9-12

• Number of students does not exceed number of work stations

• Work surfaces nonporous and chemical resistant

• At least one work station that is ADA compliant

Master Utility Controls

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

• Electrical shut-off valve present, labeled with room identification

• Water shut-off valve present, labeled with room identification

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Laboratory Facilities - Continued √ √

Fume Hood 6-8 9-12

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

• Not used for storage

• Correct air movement provided at hood face

• Vented to outside above roof level away from vents

• Located away from doors and windows

Spill Control Kits 6-8 9-12

• Chemical spill kits available

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

Sinks 6-8 9-12

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

• One equipped with hot water

• 5% of sinks ADA compliant

Ventilation 6-8 9-12

• Forced floor to ceiling

• Six air changes per hour

• Emergency exhaust fan available

General Safety Requirements 6-8 9-12

• 45 square feet of space per student

• Safety rules posted and visible

• Space available for chemical storage

• Material Safety Data Sheets (MSDS) readily accessible

• Broken-glass container present

• Two emergency exits in laboratory rooms larger than 1000 square feet

• Safety and exit signs posted and visible

• Room not cluttered; movement in work area unobstructed

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Laboratory Facilities - Continued √ √

Fire Protection 6-8 9-12

• Type ABC (dry chemical) fire extinguisher located by exit

• Class D (flammable solids) available in rooms using metals

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

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

Electrical Safety √ √

Electrical System 6-8 9-12

• Electrical outlets equipped with ground fault circuit interrupters (GFCI)

• Sufficient electrical outlets to eliminate extension cords

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

• Electrical system equipped with accessible circuit breaker box

• Circuit breakers identified by area or item controlled

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EQUIPMENT, SUPPLIES, ANDMATERIALSIncluded with this section is a listing of equip-ment, supplies, and materials that will be neededto adequately conduct this course (Table 15). Areview of the equipment and supplies by the ar-chitect should provide sufficient information tomake determinations regarding space and de-sign.

An approximate cost for each item is also pro-vided in these sections. These estimates shouldgive some idea of the value of the equipmentand supplies needed for this course (Table 16).Because quality varies, these values should helpidentify the quality of items when bids are re-leased.

Table 17 (Assorted Household Items) providesadditional materials a listing of common itemsthat should be readily available in the biotechlaboratory. Table 18 (Chemicals) provides a listof chemical supplies that will be needed to con-duct biotechnology laboratory exercises.

ILLUSTRATIONSFollowing this section are photographs that rep-resent selected biotechnology laboratory con-cerns that are part of the agricultural science andtechnology department. Each illustration con-tains a caption that further explains the photo-graph.

Table 15: Major Equipment List Item Preferred Tabletop autoclave 1Microcentrifuge 2Tabletop clinical centrifuge 1Spectrophotometer 1Bench-top laminar flow hood 1Incubator 1Microwave 1Hot plate stirrers 6Water bath 1Refrigerator 1Freezer (upright/chest type) 1Orbital shaker 1Balance 1Power supply for gel electrophoresis 3Micropipettes: 20 ml 6Micropipettes: 200 ml 6pH meter 1Vortexers 6

OPTIONALStudent microscopes 6

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Table 16: Biotechnology Supply List (Based on 12 Students in Class) Item Item *UV Goggles Petri dishes*Assorted size beakers (100 ml x 15 ml - disposable)

50 ml, 500 ml, 1,000 ml Disposable cuvettesAssorted size Erelemeyer flasks (for spectrophotometer)

5 ml, 500 ml, 1,000 ml Stir bars (assorted sizes)*Culture Tubes: 15 ml Weighing paper*Tube racks Assorted sizes of glass bottles with lids*Microtubes: 1.5 ml disposable Spray bottle (6)Assorted size funnels Latex gloves*Assorted size cylinders Assorted batteries

10 ml, 100 ml, 500 ml Support stands and ringsScalpels Aprons or lab coats for studentsForceps and instructor (Optional)Thermometers - oC & oFGlass stir rodsMicropippet tip (disposable)*Essential Items

Table 17: Assorted Household Items (on hand at all times)Aluminum foilAntibacterial hand soapAssorted plastic containersBleachBoric acidCottonDish soapDistilled waterFood coloringPlastic wrapSalt (noniodized)Table sugar (sucrose)

Table 18: ChemicalsAgarAgaroseDNA (purified)E. coli bacteriaEthyl alcohol - denatured, 95%HClIsoproponal acetone - 70%LB brothMethelene blue stainNaOHRestriction enzymesTBE buffer (prepackaged)

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Reference Materials:• “DNA Science” Carolina• Videos• Additional Reference Materials

Biotechnology Advisory CommitteeJinny Johnson - [email protected], Department of Biochemistry and Biophysics, Texas A&M Univer-

sity, College Station, TXMike Horn - [email protected], ProdiGene, College Station, TXBob Yates - [email protected], AST Teacher, Elgin High School, Elgin, TX

mailto:[email protected]



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Figure 21. Diagram of basic biotechnology floor plan.

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Biotechnology Photographs

9006I1: Emergency eyewash and shower provide the students and in-structor with a fast method of removing harmful materials from the eyesor body.

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

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

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

9006I5: The biotechnology laboratory should be designed to provideaccess to a variety of research equipment and still allow for student ac-tivity.

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HORTICULTURERecommended Class Size: 25 students


INTRODUCTION

The horticulture system is a multifaceted cur-riculum that encompasses plant production,landscaping, and floral design. To adequatelyprepare students for careers in the horticultureindustry, a laboratory should include equipmentand supplies to address their total needs. In ad-dition to a regular classroom setting, the horti-cultural system should provide a greenhouse anda laboratory facility.

Classroom specifications discussed earlier out-lined those needs. Where the classroom candouble for a working laboratory, student accessto a separate work facility is recommended. Awell-planned laboratory can meet the needs forplant production, floral design, and landscapingactivities. The greenhouse should be separatefrom the classroom or the lab areas. A produc-tion lab can be incorporated into the greenhousebut cannot fully serve the floral design or land-scaping needs of the class. This document willprovide the detailed information to develop agreenhouse and a lab for the horticultural sys-tem.

GREENHOUSE STRUCTUREThe recommended size structure for a green-house ranges from 1,600 to 1,800 square feet. Astructure with a 35-foot width and a 48-footlength would yield a 1,680 square foot facility.It is also recommended that the width of thestructure not exceed 35 feet. Width is the mostimportant factor in designing a greenhouse.Length can always be adjusted. Where possible,the structure should face from north to south.This will prevent shading by greenhouse struc-tural members. Greenhouse style can be either

Quonset or even span. The frame should begalvanized steel or aluminum. Wood is not rec-ommended. The recommended covering mate-rial is corrugated polycarbonate. These smoothsurface, clear panels are durable and do not losethe ability to transmit light with age.

If possible, a shade house of the same dimen-sions (35’x 48’) should adjoin the greenhousestructure (Figure 14). It can share a commonwall with the greenhouse. The structural frameshould be either galvanized steel or aluminum.If it adjoins the greenhouse, it will have thesame orientation (north to south). If it is sepa-rate from the greenhouse, it should still have thesame north to south orientation. It should pro-vide 50 percent minimal shade. A woven poly-propylene shade fabric is an effective covermaterial.

Horticultural employment opportunities servepersons with handicaps very well. The designof this facility should meet the requirements ofthe American with Disabilities Act. This in-cludes a four-foot entrance door and five-footwalkways. There should be two doors in thefacility for accessibility and as a fire safety pre-caution. A door should not be located on thesame wall as the cooling pads.

The greenhouse should have a concrete floorthat slopes slightly toward drains. There shouldbe one drain for each 20 feet of length of thegreenhouse. The concrete flooring provides forweed and insect control within the greenhouseas well as for the mobility needs of handicappedstudents in wheelchairs.

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

INTRODUCTIONA two-foot wide, two-foot deep area of washedgravel should encircle the outside perimeter ofthe greenhouse. This will provide an area fordrainage off the greenhouse slab and a barrier toprevent pests from entering the greenhouse. En-close the entire facility with a 6-foot chain linkfence. Leave enough space around the green-house to provide for easy maintenance.

COOLING, HEATING, & VENTILATIONThe pad and fan is the preferred cooling systemfor greenhouses. Where possible, the coolingexhaust fans should be located on the north walland the cooling pads should be on the side of theprevailing winds, usually the south side. Thecooling pad system must be a continuous section

along the entire greenhouse wall to prevent dryair spaces within the greenhouse structure.Summertime may also require the use of shadecloth over the structure.

Gas-fired, force-draft unit heaters with stainlesssteel burners and heat exchangers are the rec-ommended source of greenhouse heating in thewinter. Solar heat will provide considerablewarmth during the daylight hours but extremelycold weather and nights will require supple-mental heat.

The use of a perforated convection tube attachedto a fan-jet system will distribute the heat evenlythroughout the greenhouse. It will also aid inmaintaining proper greenhouse humidity levels.

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An aluminum ventilation fan will outlast eithergalvanized or stainless steel.

The use of a thermostat will provide the controlfor both the heating and cooling systems in thegreenhouse. Locate the thermostat sensor aboutone-third the distance from the fan end of thegreenhouse. Place it near the center of width ofthe greenhouse, approximately 12 inches abovethe height of the crop. Automatic climate con-trols should be a part of all temperature regu-lating devices and humidistat controls for thecooling pads and ventilation systems.

ELECTRICAL REQUIREMENTSMost climate-control equipment for greenhousesoperates most efficiently on 240-volt service.Each bench should have at least one 120-voltground fault circuit interrupter (GFCI) outlet.Each receptacle should be housed in a weatherproofed receptacle box. All wiring should be inelectrical conduit and wired to local electricalcodes. Locate each receptacle along the walland above the growing level of the plants.

WATER REQUIREMENTSWater quality should be a concern when plan-ning a greenhouse facility. Either municipalwater or groundwater can serve the needs of thegreenhouse. Regardless which source serves thegreenhouse, five water quality concerns couldseriously jeopardize the success of the program.Table 20 identifies each of the categories andidentifies the tolerances for each. They are:

• Conductivity• Salts• Sodium Content• Boron• PH

Municipal water is often the preferred source ofwater even though there are water quality factorsthat require consideration. Either groundwateror surface water may be the source for the mu-nicipal water in a given area. Even thoughtreated before available for public use, munici-pal water may carry contaminants and pollutantsthat could harm plants. Groundwater as asource of municipal water is generally the safest.Although contaminants and pollutants can getinto groundwater, deep wells generally providequality water.

Table 20: Categories of Irrigation Water Quality as Determined by Chemical Properties.z

QualityCategory

Conductivitymillimho/cm

Saltsppm

Sodium ContentPercent as Na SARY

Boronppm

pHx

Excellent <0.25 175 <20% 3 <0.33 5.5 to 6.5

Good 0.25 to .075 175 to 525 20-40 % 3 to 5 0.33 to 0.67

Permissible .075 to 2 525 to 1,400 40-60% 5 to 10 0.67 to 1

Doubtful 2 to 3 1,400 to 2,100 60-80% 10 to 15 1 to 1.25 >8.4

Unsuitable >3 >2,100 >80% >15 >1.25z

Taken from: L.V. Wilcox. The quality of water for irrigation use. USDA Technical Bulleting 962; and D. Reed. 1992. Awater quality primer. Grower Talks. November 1992: pp. 47+.YSAR, sodium absorption ration is a ratio calculated from the content of sodium, calcium, and magnesium in the water.x Optimum pH is hard to define because the alkalinity (bicarbonate/carbonate content) of the water must be considered. Gen-erally, a slightly acid pH is considered desirable.

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A 1½- to 2-inch main water line with a mini-mum of 40-psi water pressure should supply thegreenhouse. This is the minimum pressure tooperate automatic watering systems and mistingsystems. The waterline can be reduced to a ¾-inch line wherever necessary. With water con-ditions less than permissible, a filter will in-crease the quality. The type of filter will dependon the nature of the water quality problem. Afilter will also help prolong the life of mistingnozzles and other equipment where the watersupply has a high mineral content.

GREENHOUSE BENCHESApproximately 6070 percent of the total green-house area should be usable growing space.Peninsular bench arrangement allows for thegreatest growing efficiency. If these benches arefixed, or at least not easily movable, valuablespace is lost. Rolling benches allow for themaximum efficiency of growing space. Galva-nized steel tubing and expanded metal are themost durable materials for these benches.Locking casters prevent the table from movingonce it is in place. The expanded metal tops onthe benches allow for proper drainage and aircirculation around the plants.

Bench length depends on the width of thegreenhouse. A 35-foot wide greenhouse with afive-foot walkway, and a 2-foot allowance forwalls would equal 28 feet. Divide that by twoand the result is two 14-foot-long benches to fitacross the width. This will vary with the widthof the greenhouse. Bench width should not bemore than 6-feet wide. Its height should not ex-ceed 30 inches.

Once a rolling bench is filled with plants, it canbe rolled to end of the greenhouse. Each addi-tional full bench can be rolled within 6 inches ofthe previous bench. This provides for maximumproduction space. Regarding the American withDisabilities Act, it should be noted that frontbenches must be wheelchair accessible. Spacebetween all the benches does not have to main-tain the same accessibility for handicapped stu-dents.

WORK AND STORAGE AREASThe greenhouse growing area should never dou-ble as classroom space. Even the work (prepa-ration) room and storage space should be sepa-rate from the greenhouse growing area. Storesupplies and equipment in a building that isseparate from the greenhouse. This facility mustbe large enough to store wheelbarrows, lawn-mowers, tillers, edgers, cord trimmers, plus pro-duction supplies. The storage area can be partof the main shop/laboratory facility if the green-house is located within a reasonable distancefrom the main agriscience facilities.

The location of the greenhouse may not be adja-cent to the main agriscience facility. Underthese conditions, a laboratory separate from thegreenhouse is necessary. This building willserve as a work area and contain restroom fa-cilities, a sink with hot and cold water, worktables, tool equipment storage, and supply stor-age areas. Worktables should provide 15 squarefeet of surface area per student. The tablesshould be mounted on lockable casters. It isimportant that the preparation room be separatefrom the greenhouse.

LAND REQUIREMENTSAlthough a chain link fence should enclose thegreenhouse, space or land accessible to the hor-ticulture program. This land would provide anarea for fruit and vegetable production as well asnursery stock plant production. Nursery stockplants will provide the horticulture classes withthe foundation stock from which students cantake cuttings. These plants may be part of theschool landscape or grown in a designated pro-duction area.

TOOLS AND EQUIPMENTThe horticulture department requires a variety ofequipment, tools, and supplies for production,floral design, and landscaping activities (Tables2126). The following is a listing of these itemsand the recommended number needed to servethe program needs.

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ILLUSTRATIONSFollowing this section are photographs that rep-resent selected horticultural facility concernsthat are part of the agricultural science and tech-nology department. Each illustration contains acaption that further explains the photograph.

EQUIPMENT, TOOLS, AND SUPPLIES(Recommended for training a maximum of 20 students per class.)

Table 21: Greenhouse Equipment RECOMMENDED

AREA DESCRIPTION QUANTITY

COOLING Woven polypropylene shade fabric (maximum 50 percent shade)*(sufficient to cover the greenhouse)

Fan-jet ventilation with perforated convection tube 1Exhaust fans with automatic shutters 2Pipe distribution system and return for cooling pad system 1

(including pad frames, pump, cooling pads, motorizedshutters and relays)

sump tank for water circulating in cooling pad system 1(Size based on length of cooling pads)

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

HEATING Gas-fired heaters, forced-draft heaters with stainless steel 2Burners and heat exchangers and automatic controls(Size determined by local conditions)

Maximum-minimum thermometer 3

FERTILIZATION 1:100 fertilizer injector 1

1:16 brass siphon fertilizer mixer 1

PROPAGATION Mist system (including nozzles, automatic controls, and 1programmable electric timers.)

Propagation mat, 22” x 60” electric 2

WATERING Commercial heavy-grade water hose, ¾” x 50’ 3

Water breaker heads and wands 2

Plastic watering can 2

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

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Table 22: Workroom Equipment RECOMMENDED

ITEM DESCRIPTION QUANTITY BROOM Commercial grade push type 2BRUSH Utility, hand-held counter brush 5CABINETS Tool and chemicals (lockable) 2CARTS 2 shelf, 30”x60” with flat, expanded metal shelves 2

1 shelf, 30”x60” with flat, expanded metal shelves 2CONTAINERS 5-gallon, nonbreakable for gasoline 1

2½-gallon mixed gas 1

COOLER Walk-in, 8’x8’x7’, temperature range 34o70 oF 1(to include rolling racks)

EXTENSION CORD Heavy duty (14 gauge), 50 foot 2GLASSES/GOGGLES Safety, one per student plus extra for visitors 21*GRINDER Bench type, ½ hp electric motor with two 7-inch wheels 1KITS First Aid 1LADDERS 4-foot step 1

8-foot step 1MAGNIFIER Pocket, 1020X 3MASKS Gas mask, full-view face 1

MEASURING DEVICES Spoons, 1/8 teaspoon to 1 tablespoon set 1Cups, ¼ cup to 1 gallon set 1Graduated cylinders for liquids 1

(8-ounce capacity with 1/8-ounce increments)METERS Light, to determine lumination levels 2MICROSCOPE Dissection, 1NURSERY BINS Mobile, for storing growing media components 4SCALES Tabletop, ½ ounce increments, 5 pound maximum 1

Utility, 40 pound, ¼-pound increments 1SOIL MIXER ½ yard capacity with 1½ hp electric motor 1SPRAYERS 1-quart hand held 3

Hose end, adjustable 12-gallon capacity, pump sprayer 2

SPREADERS Broadcast, single axle, adjustments on handle 1STAPLING TACKER 1TREE DOLLY Heavy duty 1VISE Mechanic’s, solid base with 3½” jaws 1

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Table 22: Workroom Equipment - Continued RECOMMENDED

ITEM DESCRIPTION QUANTITY

WHEELBARROW Commercial grade, 5 cubic foot capacity, pneumatic tire 3

WORK TABLES Movable, with castors, 15 square feet/student *

Table 23: Hand Tools and Equipment RECOMMENDED


CHISELS Cold set, ¼”, ½”, ¾”, center punch 1Wood set, ¼”, ½”, ¾” 1

COME-A-LONG 1EDGER Gasoline powered, 8-inch blade 1FILES Flat, 10-inch and 12-inch 2

Half-round, 10 inch and 12 inch 2Mill, 10 inch 2Rattail, 10 inch 1

FORKS Seed 1Spading (clay) 2

GLUE PAN Low temperature glue-melting unit 2GRINDER Portable, electric, 4-inch right angle 1HAMMERS Ball peen, 8 ounce 2

Curve claw, 16 ounce 5Sledge, 3 pound and 6 pound 2

HOES Garden 10Mattock 2

KNIVES Horticultural multipurpose (2¼” blade with 4” handle) 10LAWN MOWER Rotary type, mulching, 22 inch, 6 hp 1

Reel type, 18 inch 1LEVEL Carpenter’s 24 or 36 inch 1LINE TRIMMER Straight Shaft, 2-cycle engine, 17-inch cut 1PLIERS Slip joint, 6 inch 2

Diagonal, 6 inch 2Lineman’s, 8 inch 1Adjustable locking grip 1Fencing 1

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Table 23: Hand Tools and Equipment - Continued RECOMMENDED


POST HOLE DIGGER Heavy duty, high carbon steel blades, 6½-inch spread 2RAKES Lawn 2

Bow 2RASPS Wood, 10 inch half round 2RULERS 100-foot tape 1

25-foot tape 1Measuring wheel 1

SAWS Bow, 24 inch 2Pruning, heavy duty 2Hacksaw, 12 inch 2Pole pruning/saw 2

SCISSORS Utility, 8 inch 2SCREWDRIVERS Assorted lengths of Phillips and flat head 12SHARPENING STONES Oil, combination 6SHEARS Pruning, hand 10

Pruning, hedge 2Pruning, lopping 4

SHOVELS D-grip, round point 2Round point 3Square point 3Sharp shooter 3Scoop, grain 1

SQUARES Carpenter’s framing 1Combination 2

TILLER Rotary, 18-inch width, 12-inch tines 1TREE CALIPER Aluminum alloy, 9½ inch 1TROWELS Commercial grade, assorted 6WRECKING BAR Landscape chopper/scrapper (rock bar) 1

Gooseneck 1WRENCHES Open-end adjustable set, 6-inch, 9-inch, & 10-inch 1

Standard, combination open-end/boxed end set,1/4 ” – 7/8” 2

Metric, combination open-end/boxed end set,6mm15mm 2

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Table 23: Hand Tools and Equipment - Continued RECOMMENDED


WRENCHES – Continued Pipe wrenches 3Socket set, 3/8” drive, 3/8” – 7/8” sockets 1Allen wrenches, short arm set 1Allen wrenches, long arm set 1

Table 24: Floral Tools and Equipment RECOMMENDED


FLORIST KNIVES Floral fixed straight blade, 7 inch 20

HOT GLUE GUNS 5

ROSE STRIPPER Metal 2

SHEARS Florist clippers, 8 inch 5

Ribbon scissors, 8 inch 20

Hand pruning 5

STAPLER Hand held 10

STEEL PICKING 1MACHINE

UNDERWATER STEMCUTTER Heavy gauge 1

WIRE CUTTERS 6 inch 20

Table 25: Floral Supplies RECOMMENDED


ANCHOR TAPE Roll 5DESIGN BOWLS Standard/utility bowls, box 1FLORAL ADHESIVE For fresh flowers, bottles 2FLORAL FOAM For fresh flowers, box 1

For preserved & silk flowers, box 1FLORAL TAPE Moss-colored, 12 rolls per box 2RIBBON #1.5 assorted colors, bolts 5

#3 assorted colors, bolts 10#9 assorted colors, bolts 10

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Table 25: Floral Supplies - Continued RECOMMENDED


RIBBON - Continued #16 assorted colors, bolts 2

#100 assorted colors, bolts 2

SPRAYS Paint, regular assorted colors, cans 6

Paint, translucent, cans 3

Paint, glitter (gold, silver, opaque), cans 3

“Crowning Glory,” concentrated bottle 1

Surface sealer, can 1

Leaf shining agent, can 1

WATER BOTTLES with Spray nozzles 3

WATER TUBES Bag (100/bag) 1

WAXED TISSUE PAPER Bag (400 sheets/bag) 1

WIRE #28 gauge (box) 1

#26 gauge (box) 1

#22 gauge (box) 1

#20 gauge (box) 1

#16 gauge (box) 1

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


COMPASS 1CIRCLE TEMPLATE 1DRAFTING BOARD 1SCALE Architect 1

Engineer’s 1

TRIANGLES 30o60o, 45o90o 2T-SQUARE 24-inch 1

Horticulture Advisory CommitteeKeith Zamzow, Staff Specialist, IMS, TAMUJoe Skinner, Naaman Forest, GarlandChris Morgan, Marcus, Flower MoundGlen Conrad, TruGreen Landcare, BryanMarsha Goodwin, Skyline, Dallas

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Horticulture Photographs

9006J1: Greenhouse with corrugated polycarbonate sheeting over a gal-vanized frame.

9006J2: Cooling pads with automatic louvers regulate inside tempera-ture of the greenhouse.

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

9006J4: Storage shed allows for storage of equipment and supplies out-side of the greenhouse.

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

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ENVIRONMENTAL AND NATURAL RESOURCESNatural Resources: Aquaculture

Recommended Class Size: 25 students

INTRODUCTIONAquaculture is an emerging part of the Agricul-tural Science and Technology curriculumthroughout the nation. It can be taught as anagriscience semester course or offered as a year-long agricultural industry course.

Students benefit from this set of curricula byreceiving instruction not only in the care andproduction of aquatic species but in testing wa-ter quality. This training provides the individualwith the skills necessary to enter the aquacultureindustry as a semiskilled technician. The train-ing also provides the student with marketableskills in water-quality testing and maintenance.These skills are beneficial to industries and mu-nicipalities where maintaining water quality is aprimary concern.

CLASSROOM AND LABORATORYThe classroom for an aquaculture class shouldbe consistent with that of other agricsciencecourses, with a separate but adjoining labora-tory. If possible the area should be climate con-trolled. An area lacking the ability to controlambient temperatures will encounter considera-bly more production problems. An outdoorpond may be part of the local aquaculture pro-gram. Production requires planning to culturespecies that can tolerate climatic variances.

An indoor laboratory facility should be a mini-mum of 30’0”x 50’0”. This will allow for a va-riety of recirculating systems and raceways. A500-gallon production tank with a settlingchamber and bio-filter recirculating system canfit into a 3’0”x10’0” space. This does not allowfor room to move around the system. Adequate

space should be allowed for students to movefreely and easily around each system. It is alsonecessary to provide storage space and a workarea involving chemicals, supplies, feeds, andequipment.

WATER SUPPLYWhether indoors or outdoors, the laboratoryshould be equipped with the necessary pumpingequipment to move the water as efficiently aspossible.

The heart of the aquaculture program is the wa-ter. Water quality is important to productionand the environment. The facility should haveaccess to a water source capable of producingquality water for aquaculture. When ground-water is not available, then a surface watersource would be acceptable. In the absence ofboth surface and ground water, municipal watercould be used. However, water in an aquacul-ture system must be chlorine free.

Chlorine-free water is available from eithergroundwater or surface water. It may be possibleto obtain surface water by access to supplies,such as ponds, lakes, bays, or rivers. Waterfrom this source will contain plant and animalorganisms. These organisms can be harmful tothe aquacrop. A filter screen attached to the in-let pipe will collect these organisms.

Groundwater is only available from water wells.Regardless of whether the source is surface orgroundwater, it may necessary to obtain a permitfrom the Texas Natural Resource ConservationCommission (TNRCC) or other local governingagencies.

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Municipal water is still another source for in-door systems. This source has two disadvan-tages. First, municipal water contains chlorine.Most chlorinated water can be chemicallytreated to remove the chlorine. All chlorinatedwater can be filtered with a carbon filter. Thesecond disadvantage is the cost of municipalwater. This source is expensive for use in apond facility.

Water considerations should include planningfor a water reserve. This water should be im-mediately available and capable of replacing noless than 25 percent of the total volume of waterin all laboratory units. A partial change out isessential when nitrogen problems affect waterquality. The water reserve also provides asource of water for replacing water lost toevaporation and leakage.

Planning for the water source must also includeplans for discharge of used water. Disposing ofwastewater in recirculating systems or ponds isa concern that is part of the planning phase. Inmost educational situations, the volume of dis-charge is usually not sufficient to require a per-mit. Floors with a gentle slope and simple floordrains will handle most systems. Pond drainageshould include a drainage ditch or drain pipethat diverts water into a settling basin, such as adeveloped wetland area or a cultured aquaticplant system, before allowing it to discharge..An aquatic plant area will work to reduce settle-able solids and nitrogen wastes created by thefish. In either situation, contact with theTNRCC will ensure that the school facility is incompliance with existing regulations.

AQUACULTURE PRODUCTIONSYSTEMSThere are a variety of production systems thatcan be useful in incorporating the Texas Essen-tial Knowledge and Skills into the aquaculturecurricula. Each can be used as an independentsystem or as a part of a multifacetted productionprogram. A school can plan a production pro-gram designed to meet the needs of the studentsand budget of the school district. In most cases,

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

AquariaAquaria can be used as an independent systemor part of the total program. An aquarium canfunction independently or as a part of an array.As an independent unit, water quality parame-ters are specific to the unit. A student or groupof students may be assigned the responsibility ofmaintaining water quality and the overall pro-duction of the unit. As part of an array, the en-tire system can share a common bio-filter. Thiswill allow for students to conduct research re-garding such variables as production gain orfeed quality. Either an aquaria array or individ-ual tanks can serve as an entry-level program forstudents with an interest in aquaculture.

Recirculating SystemsRecirculating systems vary in size and type.The common element in each is that waterleaves the production chamber moves through abio-filter and returns to the production chamber.There is zero discharge unless nitrogen prob-lems call for a partial water exchange. Water isalso lost due to evaporation and leakage.

Design of a recirculating system will include aproduction chamber, a settling chamber, and thebio-filter. PVC pipes carry the water from onesection to the next. Water can be moved usingpumps or an airlift.

In an airlift system, a regenerative air pump de-livers a high volume of air at low pressure. Anair compressor that produces low volume at highpressure does not meet the needs of any aquac-ulture system. The air pump should be mountedaway from the classroom and laboratory in asound box, mechanical room, or outside. Thiswill effectively reduce the noise level created bythe pump.

Setup of the system puts the water in eachchamber at the same level. Air injected in theinlet pipes bubble water into the chamber. The

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same pump supplies air used to aerate the bio-filter and production chamber.

LABORATORY CONSTRUCTIONCONCERNSThe laboratory floor should be below graderelative to the floors in adjoining rooms. If thisis not possible, the room should have a 4’0”concrete water curb on all four walls. This is tocontain any water that might spill. The labora-tory floor should be equipped with double-screened drains with floors sloped toward thedrains at a 1” to 10’0” slope. The laboratorywalls should be waterproofed with a marine-grade sealer or with textured fiberglass wallpanels. The laboratory facility should be cli-mate controlled with central heating and airconditioning. The system should be independ-ent from other classrooms or facilities.

The lighting should be double the recommendedamount for regular classroom facilities. Twoduplex outlets spaced every eight feet along thewall and every four feet at the lab counter/tables.Each pair of duplex outlets should carry its own20-amp circuit. Every outlet must be a groundfault circuit interrupter (GFCI). New concretefloors should be broomed or brushed beforecuring to prevent a slick finish. Existing floorsshould be resurfaced with a nonskid coating.The nonskid surface should be continuallymaintained.

The aquaculture laboratory should be equippedwith store room or storage cabinet. Storage fa-cilities provide a place for aquatic chemicals,spare parts, and feeds. A refrigerator or chest-type freezer should be provided to maintainquality of feeds containing products with a highfishmeal content.

The laboratory should be equipped with a large,deep-well stainless-steel sink and counter. For-mica type material can be used for the counteralthough stainless steel is the preferred surface.For programs incorporating marine or saltwatersystems, a reverse osmosis unit should be pro-

vided. This also works well for fish species re-quiring softwater.

The laboratory facility should be equipped withrollup or double access doors. There should bewindows between the laboratory and the class-room or office. External windows make envi-ronmental control more difficult. If windowsare incorporated into the facility, they should bemounted high on the wall.

OUTDOOR LABORATORY/PONDA pond system would add a dynamic dimensionto any agriscience program implementingaquaculture into the curriculum. Either a single-pond or multiple-pond system would providestudents with near-industry production experi-ence. Soil testing should identify a clay contentthat would allow the pond to hold water. Soilshould also be tested for residue from chemicalsthat may have been dumped or spilled on thesoil. Oil, herbicide residue, pesticide residue, orother toxic substances will render a site unus-able.

The recommended pond size in an educationalsetting should range between 1/3 acre (75’0”wide and 200’0” long) to ½ acre (110’0” wideand 200’0” long). The pond should have a 3:1or 4:1 slope on all banks. The levee surround-ing the pond should be at least 12’0” wide andlevel to allow for vehicular traffic. The bottomof the pond should have a 6” slope per 100 feet.The deep end of the pond should be no less thansix feet from the top of the levee. This will al-low for a one-foot freeboard and a maximumpond depth of five feet. The deep end of thepond should be equipped with a drainage sys-tem, either a Kansas Kettle type system or aturn-down pipe.

The pond design should allow for a drainageditch to carry the water to a settling pond. Thesettling pond can provide the opportunity foradditional aquaculture studies. The settlingpond should have access to a discharge areasuch as a drainage ditch, bayou, gully, creek,stream, or river.

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The pond could be equipped with a pier orwalkway that extends a minimum of 10 feet intothe water. Preferably, the pier would be locatedat the deep end of the pond. This will allow foraccess to a proper site to conduct water qualitytests. A pier may interfere with seining or har-vesting activities conducted in the pond. Theinstructor and students should have access to

both chemical and metered water quality testingequipment. An oxygen meter is the most criticalfor pond water quality. Table 27 provides a listof equipment and supplies that are useful whenoperating a pond facility. It includes a salescounter that will allow the students to markettheir produce.

Table 27: Pond Equipment and Supplies RECOMMENDED


AERATOR Paddlewheel, infuser, air jet, or similar type 2

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

SALES COUNTER* Fresh retail counter with scale and printer 10 ft.

CUFFS Boning, 6” wide 17

FIRST AID KIT WITH cold packs to treat snake bite 1

METER Oxygen meter and replacement parts 1

SEINE 120 feet x 5 feet 1

WADDERS Chest type 6

RECIRCULATING SYSTEMSA basic recirculating system has four majorcomponents. First is the production or culturetank. Although many types of materials canwork for this tank, a round fiberglass tank is themost efficient and versatile. A tank with a six-foot diameter and 34-inch depth will hold ap-proximately 575 gallons of water. It is recom-mended that the tank have a viewing window. Itshould also be equipped with two 2-inch cou-plings: one in the center on the bottom and onehigh on the side.

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

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

A production system may be set up in a varietyof ways using more than one type of bio-filter.

Photographs at the end of this will show addi-tional systems to consider when planning anaquaculture program. Each has its advantagesand disadvantages. Other systems that can be apart of the aquaculture programs are also identi-fied.

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

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production system can vary in type, size, andnumber.

AQUATIC PLANT PRODUCTIONAn aquaculture program does not have to limititself to production of animal species. Aquaticplants are a viable commodity in the aquacultureindustry. Production can incorporate aquapon-ics (discussed later in this section) or operateseparately from other production systems.

A pond production facility should range from 12to 24 inches in depth. It can be an earthen pondor a structure using a pond liner and beam sup-ports. Available space would limit the size ofthe production pond.

Production facilities could also be setup in agreenhouse for environmental control or inside abuilding under grow lights.

AQUAPONICSAquaponics uses aquaculture wastewater withhydroponic production. This approach brings anew dimension to aquaculture. Space is usuallythe limiting factor of the size and scope of anaquaponics laboratory. Aquaponics can add anew dimension to an existing horticulture pro-gram or be part of the aquaculture curriculum.

Nitrogen-rich water from the production cham-ber is directed to a settling chamber. From thereit will pass over the root system of the plants.The plants cannot remove all of nitrogen wastesfrom the water. Thus circulation of the waterthrough a bio-filter is necessary before returningit to the production chamber.

Production facilities can include grow lightsover production trays made from PVC pipe orrain-gutter material. Facilities can also consistof a greenhouse that houses both the recirculat-ing system and plant production site.

Table 28: Recirculating Equipment and Supplies RECOMMENDED


PRODUCTION Complete with production chamber, settling chamber, *SYSTEM bio-filter and media, plumbing, valves, air supply system

*Quantity sufficient to meet the needs of the program.

DRAIN HOSE 2” reinforced drain hose with quick connect couplings 1

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

NET Food fish 1

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

NET Fingerling 2

NET Sampling

OUTLETS GFCI (ground fault circuit interrupters) 4

TEST KIT Nine-parameter water quality test kit 1

TEST KIT Individual dissolved oxygen kit 4

TEST KIT Individual nitrate nitrogen kit 4

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Table 28: Recirculating Equipment and Supplies - Continued RECOMMENDED


TEST KIT Individual nitrite nitrogen kit 4

TEST KIT Individual chloride/salinity kit 4

TEST KIT Individual pH kit 4

TEST KIT Individual carbon dioxide kit 4

TEST KIT Individual alkalinity kit 4

TEST KIT Individual hardness kit 4

THERMOMETER Fahrenheit and Celsius scale with aluminum case 3

THERMOMETER Fahrenheit and Celsius scale with plastic case 3and fittings

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

SUPPLIES AND MATERIALSThe safe and effective instruction of aquaculturerequires a variety of accessory supplies and ma-terials. Table 31 provides a list of the mostcommon items used in an aquaculture labora-tory. Depending on the system selected and sizeof the program, additional supplies and materi-als may be necessary. Local policy and programdirection will dictate the need. A variety ofaquaculture supply catalogs provide both de-scription and uses of supplies and materials.

FACILITY GROWTHFacility development should allow for theaquaculture program to expand. Another recir-culating system of equal or larger size should beimplemented, necessitating additional equip-ment to maintain and monitor all of the systems.Table 30 contains a list of items that should beconsidered as the program grows.

MARICULTURE PRODUCTIONAnother facet of the aquaculture program ismariculture. Implementation of the marine sci-ence aspect is not limited to coastal areas. Thesame type of equipment used for freshwatersystems can also be incorporated into maricul-ture production. Although certain species (i.e.,red drum and hybrid stripped bass) can grow infresh water, they need saltwater to reproduce.Other species (i.e., shrimp) need saltwater togrow. Sea salt mixes can be added to fresh wa-ter to produce the desired level needed for thespecies in cultivation. Table 29 is a list of itemsthat are unique to mariculture production.

There are a number of items that is necessary tomaintain both fresh and saltwater systems.Following is a list of the more common itemsthat are used daily or recommended to be kepton hand. The listing of materials and supplies(Table 29) are needed to adequately and safelytrain students and prepare them for occupationswithin the aquaculture industry.

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Table 29: Saltwater Production RECOMMENDED


KIT Marine sampling kit 1METER Refractometer 2SKIMMER Protein skimmer (per system) 1TEST KITS Individual sodium chloride kit 4

CURRICULUM MATERIALS ANDREFERENCESThere are a variety of resources that provide in-structional materials for the aquaculture pro-gram. Instructional Materials Service, 2588TAMUS, College Station, Texas 77843-2588has student materials, curriculum guides, testbank, keys, videos, and miscellaneous other ref-erences.

Five regional aquaculture centers produce bul-letins on various aquaculture topics. The fivecenters are the North Central, North Eastern,Southern, Western, and the Tropical and Sub-tropical. Of the five, the Southern Regional

Aquaculture Center (SRAC) has the largest se-lection of publications. SRAC AdministrativeOffice is located at the Delta Research and Ex-tension, Stoneville, Mississippi. MississippiState University serves as the host institution.In addition, most states support a state aquacul-ture association. This can be a valuable re-source for locating resource personnel, potentialjobs for graduates, and specialists that can helpwhen problems arise.

The Internet is an emerging educational resourcetool for all instructional areas. The concern withthis resource is the line between valid informa-tion and opinion. The researcher should alwaysquestion the credibility of the source.

Table 30: Expansion Accessories RECOMMENDED


ALARM Telephone alarm/monitoring 8 system 1CHILLERS For use with cold water species (i.e., trout) 1FEEDERS Automatic scatter feeder - per pond 1FEEDERS Vibrator feeder for fry production 2FEEDERS Automatic belt feeder for recirculating systems - per system 1GENERATOR Gasoline or diesel auto start electric generator 1

or oxygen backup systemKIT Dissecting kit complete with trays 6METER DO meter 1METER Salinity, conductivity, temperature meter 1METER pH/mV/oC meter 1

MICROSCOPES Basic 3 power laboratory microscope 4

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Table 30: Expansion Accessories - Continued RECOMMENDED


SCALES Triple beam 3

SCALES Hanging scale, 25-pound capacity 3

SCALES Floor type, 50250-pound capacity 3

STERILIZER Ultra-violet sterilizing unit 11

Table 31: Supplies and Materials RECOMMENDED


AIR STONES Assorted sizes from .1 to 1.0 CFM 30

BASKET Polyethylene with heavy duty handles 3

BROOMS Fiber, 12” pushbroom, heavy duty 3

BROOMS Whiskbroom, heavy duty 4

BRUSHES Clean-up brushes, 8” with nylon filling 4

BRUSHES Test tube, bottle, and scrub brushes, assorted 10

CLIPBOARDS Plastic 10

FEED Meet the requirements of species in production

FILTER Sand filter system 1

KNIFE Air knife for skinning 6

NET Plankton net 1

NET Cast net, 6’ radius, 1

SECCHI DISK To test turbidity in ponds, with line and weight 1

SQUEEGEE Heavy duty 2

TAGGING Tag gun and tags 1

TOWELS Cloth or paper

RECIRCULATING SYSTEM DIAGRAMSIncluded in this section is a diagram of a recir-culating system. The first shows a single tankproduction system complete with settling cham-ber, biofilter, piping, and air supply.

The second diagram illustrates the same type ofrecirculating system except with two productionchambers. It is capable of using the same air

generator to operate both systems. Each systemhas its own settling chamber and biofilter.

POND SYSTEM DIAGRAMSThere are three diagrams presented in this sec-tion. The first is a single-pond system. Thesecond is a multiple-pond system that uses acrawfish production area as the first settlingchamber before water is released into a wetland

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area. The wetland area is also used for the pro-duction of aquatic plants.

The final pond system is located on the coast.The saltwater resource allows the school the op-portunity to work with marine production. Afreshwater well also provides the opportunity towork with freshwater species.

ILLUSTRATIONSFollowing this section are photographs that rep-resent selected aquaculture facility concerns thatare part of the agricultural science and technol-ogy department. Each illustration contains acaption that further explains the photograph.

Aquaculture Advisory CommitteeReece Blincoe, Career and Technology Director, San Marcos ISD, San Marcos, TXBrian Brawner, R&B Aquatic Distribution, Inc., Boerne, TXJanet Hayes, Career and Technology Director, Deer Park ISD, Deer Park, TXTim Wyatt, Vines High School, Plano, TX

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

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

131Figure 24. Aquaculture recirculating system laboratory floor plan.

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

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Aquaculture Photographs

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

9006K2: Recirculating systems provide an economical, yet realistic ap-proach to aquaculture education.

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

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

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

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ENVIRONMENTAL AND NATURAL RESOURCES

Natural Resources: Forestry

Recommended Class Size: 10 students

INTRODUCTIONForestry is one of the established curriculums inAgricultural Science and Technology. An agris-cience course, forestry is TEA approved for ½-credit. As such, the classroom standards for thiscourse of study are the same for those of thesystems. However, to be truly effective withthis curriculum, the class should have easy ac-cess to a forest and preferably a logging and/ormilling operation.

LABORATORY FACILITYIn addition to classroom, office, restrooms, stor-age, and library facilities, there should be aschool-based laboratory available for thiscourse. The need for a laboratory can easily beincorporated into a mechanized agriculture fa-cility designed to meet the needs of an addi-tional agribusiness course.

TOOLS AND EQUIPMENTA list of tools and equipment (Tables 32 and 33)follow this discussion. The recommendedquantity is based on the recommended enroll-ment of 10 students. Additional tools andequipment will be needed as more students en-roll in the course.

TRANSPORTATIONUnless the school is located adjacent to a standof timber and industry, transportation should beavailable for use by the instructor. If the in-structor does not have the necessary certificationto transport students, a certified driver should beprovided on the days field trips are scheduled.The vehicle should equipped to carry the toolsand equipment the class will need on varioustrips. It can be a school bus, van, or any type ofsafe, reliable means of transporting students toand from their destination.

SAFETYSafety is always an issue with every phase ofeducation. Student and teachers should haveapproved safety measures to work with toolsand equipment. Much of the laboratory workwill involve the outdoors exposing everyoneinvolved to everything from insect stings andbites to attack from animals, such as snakes. Afirst aid kit should be available and equipped tohandle such emergencies. In addition, the in-structor should have access to a cell phone.This will allow for prompt notice and calls forassistance, should the need arise.

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Table 32: Power Equipment RECOMMENDED


SAW Gas-powered chain, minimum size 4.0 cu.in. 2for direct drive or 2.3-cu.in for gear driven)

Table 33: Hand Tools and Equipment RECOMMENDED


AX Double bit 3

BORERS Increment, 8” 2

COMPASSES Cruising, professional quality 3GPS/GIS instrumentation 2

COOLER Water, 10 gallon 1

FILES Flat, assorted 4

GOGGLES Safety 1 per person

GUN Tree marking 1

HANDLES File tang 1 per file

HATS Hard, safety 1 per person

INJECTOR Tree 1

FIRST AID KIT Industrial quality 1

LEVEL Laser 1Topographic abney 1

MACHETTE with leather sheath 2

PADS Tally, for timber cruising 5

STICKS Scale 10

SQUARES Timber cruising prism, 10 factor 5

TAPES Engineer’s, 100 ft 1Diameter 5Logger 1

WEDGES Metal 2

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VALUE ADDED AND FOOD PROCESSINGFood Technology - Meats ProcessingRecommended Class Size: 15 students


INTRODUCTIONThe meats processing curriculum provides bothtechnical and hands on instruction to studentswith career goals in the food technology indus-try. Knowledge and skills gained through thisarea of study will prepare students for immedi-ate employment.

Working with animal carcasses, sharp knives,and possibly around live animals presents haz-ards not common to the typical classroom set-ting. As a result, class size is an extremely im-portant consideration when planning to imple-ment this curriculum. The key factor for classsize recommendation is safety concerns.

CLASSROOM REQUIREMENTSThe facility standards in this subject area are thesame as those suggested for the food and fibersystem. Common facility standards includeclassroom space, classroom equipment, studyand library area, storage space, and office space.

MEATS PROCESSING AGRICULTURALINDUSTRY FACILITIESThese recommendations for a school-directedlaboratory meats processing program representrequirements for two classes with a maximumof 15 students in each. As mentioned, exceed-ing this capacity seriously jeopardizes the safetyof the students and instructor. These recom-mendations also address those needs other thanclassroom and space requirements.

A meats processing laboratory should have afloor space of 1,200-square feet. An additional800-square foot facility, adjoining the process-ing area is required for a slaughter laboratory. Aschool system may choose to make more thantwo classes available during the class day. For

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

additional 600 square feet of floor space for theprocessing area.

APPROVAL OF PLANS ANDSPECIFICATIONSThe Division of Veterinary Public Health, TexasState Department of Health, must review andapprove plans and specifications for the pro-posed school-directed meats processing labora-tory. This process should be completed beforereleasing bid information. Either the schooldistrict office or the architect should contact theDivision of Veterinary Public Health, TexasState Department of Health, 1100 West 49thStreet, Austin, Texas 78756. Written final ap-proval should be secured before the plans andspecifications are let out for bid.

GENERAL CONSTRUCTIONCONSIDERATIONSWall construction consisting of a steel studframe is recommended. Wall covering shouldbe glassboard (FRP).

WIRINGThe walls should be equipped with ground faultcircuit interrupter (GFCI) duplex outlets. Theyshould be spaced no greater than 10 feet apartaround the walls of the laboratory. Each shouldbe 120-volt service on a 20-amp circuit. Outletsshould also be available for power equipmentrequiring 240-volt power. Placement of theseoutlets will depend on layout pattern of theequipment.

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GASThere should be a minimum of one (1) naturalgas (or equivalent) outlet provided in the workarea.

TOOL AND EQUIPMENT PURCHASESThe purchase of any tools and equipment for themeats processing facility should conform withdesign and construction requirements to meet alllocal, state, and federal guidelines for safety.The tools and equipment should also be consis-tent with industry standards.

Tables 34 through 37 include a listing of alltools and equipment that should be consideredfor a meat-processing laboratory. The tools andequipment presented are needed to adequatelyand safely train students and prepare them foroccupations within the meats processing agri-

cultural industry. The quantity recommenda-tions are based on a class size of 15

students and a maximum of two classes. Asmore classes are added, additional tools andequipment should be made available. Any itemmarked with an “*” refers to optional equipmentthat is recommended when funds become avail-able.

ILLUSTRATIONSFollowing this section are photographs that rep-resent selected food processing – meats labora-tory concerns that are part of the agriculturalscience and technology department. Each illus-tration contains a caption that further explainsthe photograph.

Table 34: Fabrication Room RECOMMENDED


APRONS Boning, white neoprene coated, 14” x 18” 15BASKETS Freezer, 5” x 17” x 28” 56BOOT DIP MAT Disinfectant boot dip matCLIPPING SYSTEM One bag clipping systemCOUNTER* Fresh retail counter with scale and printerCUFFS Boning, 6” wide 17CURE PUMP Complete with all accessoriesCUTTERS Paper, hold 9” diameter rolls and 2

widths of 15”, 18”, & 24”DOLLY Double lug, 15¾” x 28¼” x 33” 2DOLLY Four lug, 15¾” x 28¼” x 33” 4DOLLY Single tote 2DISPENSER Tape, adjustable to measure desired length 6DUST REMOVERS For removal of bone 6FIRST AID KIT Designed to attend to major injuries 1FROCK For freezer use 2GLOVES Metal mesh, thumb and two fingers - pair 16HOOKS Boning hooks 5HOIST ½-ton capacity for loading dock 1

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Table 34: Fabrication Room - Continued RECOMMENDED


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

HOSE Mixing hot and cold water station 3

KNIVES 2-knife set, complete with plastic handles 166” flexible blade for boning8” blade for breaking

4-knife set, with plastic handles, 1breaking knives: 8”, 10”, 12”, and 14” bladesfor laboratory use

Steak, with plastic handle and 12” blade 38” blade for breaking

Wizard*

LAVATORY Stainless steel base sink with backsplash,foot/knee operation 1

LOCKERS Clothes lockers, male and female facilities 40(20 lockers each)

LUGS Curing bin, 500-pound capacity 3

Tote, 13” x 12½ x 30” inside measurement 20

MOLD Hamburger patty press, hand operated 2

PACKAGING Vacuum packaging system

PLATTERS Aluminum, ¾” x 12½ x 30” 36

Utility, stainless steel, 24-quart capacity 2

PLATTER DOLLY 12 platter 3

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

SAUSAGE STUFFER Manual or Electric, 1

SAUSAGE LINKER* Fresh sausage

SAWS Meat, stainless steel frame with plastic handle, 43/8” x 25”, 12 tooth

SCABBARDS Plastic or aluminum with removable froth, 4½” x 13”; 16chain belts with two swivel hooks

SCALES Beam type, heavy duty, 550-pound capacity upper 1beam, and 50-pound capacity lower beam

Electronic with retail labeling operations 1

Electronic with digital portion control 1

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Table 34: Fabrication Room - Continued RECOMMENDED


SCALES - Continued Platform with 1,000-pound capacity 1

2-pound capacity 4

SHARPENER Sharpening stone, multi-oilstone, set 2

SHARPENER Electric for knives 1

SINK Double sink/drain board combination, stainless steel, 1each sink unit 24” x 24”each with a 24” x 36” drain board

STAMPS Complete hand set, single line, for meat cuts 1

STEELS 12” blade 16

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

TABLES Cover, Durasan plastic, ¾” x 30” x 6’0” 5

TABLES Trimming and boning table, stainless steel frame, 630” x 34” x 72”, equipped with Durasan tops (above)

TABLES Utility and wrapping table, stainless steel top, 332”x36”x96”

THERMOMETERS Digital

TREES Meat type, stainless steel, in-line hooks, 212 hooks with 8” between hooks, 48” long

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

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

TROLLEYS Overhead rail, long hog, standard 15Galvanized wheel with galvanized hook

TRUCKS Freezer, tray supports, intervals for baskets 6

VACUUM TUMBLER

WATER COOLER* Drinking fountain 1

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Table 35: Power Tools and Equipment RECOMMENDED


BOWL CUTTER*

COOLER 1

EXTRUDER*

FLAKER/CHOPPER* Frozen meat flaker/chopper

MIXER/GRINDER Power operated, stainless steel, complete 1

SLICER Power operated 1

SLICER* Power operated, bacon slicer with stacker & shingle

TENDERIZER Power operated with safety switch, rigid stripper 1transparent hopper with stainless steel case

PATTY MACHINE* Power operated 1

BANDSAW Meat quality, sliding table, 3 hp 1

SMOKER Complete with accessories 1

SMOKE HOUSE* Computer operated

Table 36: Suggested List of Meat Processing Supplies ITEM DESCRIPTION

Aprons Plastic or cloth

Brooms Fiber, 12” push broom, heavy duty

Brooms Whiskbroom, heavy duty

Brushes Clean-up brushes, 8” with nylon filling

Brushes Scrub brush for cleaning equipment

Clipboards Plastic

Earplugs Disposable

Hairnets Disposable

Oil Packers white oil, five gallons

Pencils

Squeegees Floor and table

Tags Tag gun and tags

Teaching Materials Bulletins, student materials, videos, slides, CD ROM,

Towels Cloth or paper

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Table 37: Slaughter Room Facilities and Equipment RECOMMENDED


CHUTE Stun chute 1

CRADLE Skinning cradle 2

GAMBRELS 10

HOIST One-ton capacity 1

KNIFE* Air knife for skinning 1

Table 37: Slaughter Room Facilities and Equipment - Continued RECOMMENDED


LIFTS* Hydraulic lifts 1

RAIL Landing rail system 1

SAW Splitting saw 1

SCALES Rail scales 1

SCALES Livestock scales 1

SINK Deep, double sink 1

STERILIZER 180oF water capability 1

TABLE Offal table 1

TROLLEYS Drop-rail system 1

TRUCK Viscera table 1

VAT* Scalding vat and dehair machine 1

WASH AREA Complete with head rack 2

HIDE PULLER* 1

APRONS Neoprene 16

Meat Science Advisory CommitteeJohn Mack, James Madison High School, San Antonio, TXMarty Spradlin, Daingerfield High School, Dangerfield, TXJoe Liles, Holland High School, Holland, TXDr. Randy Harp, Texas A&M University-Commerce, Commerce, TXDr. Davey Griffin, Texas A&M University, College Station, TXDr. Steve Stoops, Texas A&M University, College Station, TX

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Figure 27. Floor plan of Conroe High School Food Technology-Meats Laboratory, Conroe, Texas.

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Food Technology – Meats Laboratory Photographs

9006M1: A classroom setting inside the meat laboratory (left) shouldhave direct rail access to the locker area.

9006M2: Students, instructors, and visitors should have easy access toprotective clothing for use in the meats laboratory and harvest area..

9006M3: Meat slicers should be equipped with the proper safety devicesand be maintained in good working order.

9006M4: Shrink wrap machines provide the students the opportunity topackage the meat according to industry standards.

9006M5: A commercial meat grinder (left) and a commercial scale(right) should be a part of the meat laboratory equipment.

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WORK-BASED LEARNINGAgribusiness

Work-based learning (WBL) is inclusive of partof the education system that extends out of theschool atmosphere into an actual work situation.The relationship between the student, theschool, and the employer can exist in any ofseveral options. While attending school, an em-ployer may hire the student to work a minimumof 15 hours for 3 hours credit or 10 hours for 2hours credit. With this option, the student re-ceives a salary and has a regular work schedule.Refer to the Student Attendance AccountingHandbook available from the Texas EducationAgency for detailed information.

The next WBL option is internship. An internusually works in a field that is directly related toa profession the student is pursuing. The lengthof time can fluctuate with the professionaltraining received. Where this position is oftensalaried, a student can waive the salary to re-ceive training when an employer is unable or

unwilling to pay for providing training to an ap-prentice.

The last option involves the student ‘shadowing’an individual during normal work hours. Shad-owing can last several days but not normallymore than two weeks at a site. The student willarrive at a predetermined time and can eitherobserve or assist the cooperating individual.This activity can either be for wages or volun-tary on the part of the student.

All three of these WBL programs require aschool-based meeting area or classroom. Stu-dents receive instruction in a controlled envi-ronment, designed to reinforce the training theyreceive on the job. Much of this work is done asindependent study with a teacher or facilitator toguide and assist the student. Some of the in-struction is offered to the entire group at onetime. In either type of learning situation, a stan-dard classroom is sufficient to meet the educa-tional needs for these programs.

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PROJECT/RESEARCH LABORATORY

INTRODUCTIONA project/research laboratory serves as an edu-cational learning center for extended activities.Students gain personal skills in responsibility,teamwork, record keeping, and technical skillsinvolving plant, animal, and soil sciences whileparticipating in supervised laboratory experi-ences.

A project/research laboratory is one that requiresdetailed planning to successfully meet the needsof all students and the agriscience program.Planning should include establishing an area forstudents to meet the guidelines of the Super-vised Agricultural Experience (SAE). This isimportant where zoning restrictions or buildingcodes prohibit activities adjacent to a student’shome. Through a SAE program, agrisciencestudents can gain skills they will use their entirelives. As a requirement for satisfactory comple-tion of most agricultural science courses, a stu-dent must meet certain requirements. A plant oranimal project cared for by the student maymeet partial needs of this requirement. The fa-cility can also allow room for research activitiesthat can benefit all students by supplementingthe classroom experience. Students can also usethis facility to conduct research for agriscienceprojects outside the classroom.

District educators must know the attitude oftheir clientele to promote the type of facility thatwould be accepted and supported. The purposeof this section is to identify the types of facilitiesand key issues that should be addressed in theplanning, promoting, and implementation of aproject/research laboratory for the agriculturalscience and technology program.

TYPES OF FACILITIESA facility with a broad scope will serve a di-verse population of the students in the agris-cience program. Such a facility may be de-signed to serve students having a single

species of plant or animal project, students withdiverse plant or animal interests, or those stu-dents with the desire to conduct specific re-search activities.

There are three basic types of field laboratoriesand numerous combinations that can serve theagriscience program. Listed in terms of pur-pose, they are as follows:

• Project Center• Exhibition Facility• Learning/Research Laboratory

Project CenterA project center is a facility that makes spaceavailable to students who, for whatever reason,are unable to keep a project at or near theirhome. The use of the facility can designate thetime of year it is open. For example, dependingon the species for targeted exhibition events, theuse may be limited. If students raise projectsyear round, the facility will be used regularly.Options for such a facility include crops or ani-mals for exhibition, breeding animals, and cropsand animals for sale to the market or for homeuse. Project facilities for animals will includebut are not limited to species specific pens forcattle, sheep, swine, goats, and poultry or plotsor acreage for gardens or crops.

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Exhibition FacilityAn exhibition facility provides the agriscienceprogram with space for students to gain show-manship skills while handling, training, and ex-ercising their animal projects. This facility pro-vides a location for student learning and compe-tition within the local agriscience department. Italso allows the department to host invitationalexhibitions involving neighboring agrisciencedepartments.

This type of facility can be designed to include awork area. Such an area would provide studentsand faculty a place to gather, groom, and prepareanimals for exhibition. It would also provide asite to weigh animals or restrain animals re-quiring veterinary care or routine treatment. Fa-cilities should be designed to meet the manage-ment needs of all species of livestock.

A confining fence should surround this type offacility and prevent animals from roaming.There should be a covered arena, preferably en-closed for all-weather usage.

Learning/Research LaboratoryThe learning/research laboratory allows space,facilities, and equipment for a variety of activi-ties both during and outside of the classroom.Students involved in an independent study pro-gram may use the facility to conduct a wide va-riety of research activities. Such activities canbe incorporated directly into the classroomlearning environment or as indirect laboratoryactivities. These activities could include learn-ing or research work involving plants, soils, theenvironment, structures, equipment, or animals.

Combination FacilitiesThe facility can be any combination of the labo-ratories. A needs assessment conducted by theschool district should be used to determine thetype of facility.

LOCATIONLocation is a major concern when consideringan outdoor laboratory facility. Zoning ordi-

nances affecting residential and business areas,accessibility and proximity to the school, secu-rity, and safety are major site considerations.

Ideally, the site should be a comfortable walkfrom the classroom. The location should be anarea that does not affect nearby residences, orbusinesses. The site should support an all-weather road and parking facility.

SECURITYSecurity is an issue for a learning/ research labo-ratory. Numerous students will have access tothis area. Security fencing with locking en-try/exit gate(s) is strongly recommended. Pass-card security gates allow access only to peoplewith a card. The gate should have a by-passsystem allowing it to remain open wheneverhigh activity is expected.

All pens and storage areas should be equippedwith locks and locking procedures incorporatedto maximize their effectiveness. An officebuilding should be equipped with a telephonewith long-distance block or students shouldhave access to a pay phone.

Students have very demanding schedules and itis not always possible for them to care for theirproject during daylight hours. Outside lightingwith a solar switch will provide a safer workingenvironment. In addition, such lighting will addanother dimension to the security of the facilityand the students.

SUPERVISIONOnce the facility is operational, the school dis-trict should designate a supervisor for the site.The supervisor should have immediate andcomplete control over activities within the area.Regardless of whether the site is a project cen-ter, exhibit area, outdoor laboratory, or combi-nation unit, the supervisor should coordinate itsactivities. An agricultural science instructorwould be the logical choice for this responsibil-ity. However, the school district may choose anindividual to serve as a full-time care-taker/supervisor.

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In addition to overseeing security, this individ-ual would also control and schedule activitiesconducted on the site. If a full time supervi-sor/caretaker is available, the related issues ofliability are diminished. If an agriscienceteacher is the supervisor, full-time site manage-ment is not always possible. School securitypersonnel can provide an extra measure of at-tention by including the site in the patrol area.

WASTE MANAGEMENTWaste will be a problem primarily when the siteis used as an animal project area. Problemsarise from containment and disposal or removalof the solid wastes. Wastes addressed in thissection refer primarily to fecal matter and ani-mal bedding materials. Not only will these ma-terials have to be properly managed, they willgenerate an odor that surrounding businesses orresidents may find objectionable.

If a lagoon system is incorporated into the over-all waste-management plan, issues of liabilityarise. Water- and/or waste-retention ponds sig-nificantly raise the issue of liability. This typeof structure should be isolated with a securityfence or other means to prevent access by indi-viduals.

Other wastes will also be generated by the facil-ity including feed bags and empty containers.These materials can easily be removed using theexisting school campus waste management pro-gram (i.e., providing a large container to collectwastes and providing access to the same collec-tion agency that manages school wastes).

DRAINAGEA project/research facility has two drainage is-sues. First is the issue of heavy rainfall andrunoff. The site should be constructed to allowexcess water to move away from the animalpens, roads, and parking. Waste containmentareas should be managed to minimize the vol-ume of water that leaches through the material.Nutrient-rich runoff should not be allowed todrain into waterways. Providing a greenbelt to

filter these waters will work to reduce the effectsof nutrient-rich water.

The second drainage issue refers to the workarea. Animals are washed and groomed duringtheir production. Providing a wash rack withproper drainage will provide a safe work areaand keep wet spots from forming around thepens.

PLUMBINGPlumbing should first meet the building codesof the area where the facility is located. In ad-dition, as an outdoor facility, there should beample use of shut-off valves, back-flow “pre-venters,” and freeze protection devices.

Properly constructed washing facilities aid indrainage of water. These areas should beequipped with traps, or “catch basins” for ani-mal washing facilities. The trap is designed tocontain soil particles that are too heavy to stay insuspension. Easy cleaning of the traps is also afactor in their use.

ELECTRICITYElectrical needs must be available for both 120-volt and 240-volt service. The number and lo-cation of outlets should accommodate easy ac-cess at each pen. In addition, the office area andthe work area should also contain adequate out-lets. Ground fault circuit interrupters (GFCI)should be installed on every circuit. A GFCIbreaker may also be needed anywhere water ordampness may come in contact with the workarea. A breaker box should be easily accessibleand all circuits clearly marked.

Electrical considerations should include the useof fans, misting systems, normal lighting, floodlighting, and appliance use. Heavy load circuitsshould be available for equipment such as hot-air blowers for use in drying animal hair coat.

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AMERICAN WITH DISABILITIES ACTCONSIDERATIONSRegardless of the type of outdoor laboratory theschool district selects, consideration should bemade for individuals with disabilities. Eventhough the task of raising animals or crops is initself limiting, facility design can be made toaccommodate the students and teachers.

Where possible, concrete walkways should beinstalled. Handicapped parking and restroomaccommodations are a necessary factor in allfacilities planning. Additional considerationsinclude lower light switches and receptacles.Feeding pens and tack rooms should be easilyaccessible.

Other ADA considerations and factors are im-portant to the total facilities planning. Enlistingthe assistance of an ADA representative orworking with an architect with this experiencecould possibly prevent expensive renovations ata later date.

FLEXIBILITY IN DESIGNIt is virtually impossible to foresee the growthand future demands that will be placed on theoutdoor laboratory. For this reason, the facilitydesign should contain a degree of flexibility.This can range from allowing for additions tothe facility to the ability to convert pen use fromone species to another (i.e., converting steerpens to lamb pens).

This would require changing of panels, gates,and square footage of pens. By implementingthis type of flexibility, the facility becomes “pli-able” in that it can change with the changinginterest of the students.

PERIPHERAL FACILITYCONSIDERATIONSWhere an outdoor laboratory serves as an exten-sion of the classroom, a building should beavailable for the students. This on-site class-room/laboratory room would allow the studentsto gather data and immediately analyze or

evaluate it. This room should be a completeclimate-controlled classroom and contain stor-age for equipment and supplies.

Where a classroom/laboratory room is notneeded, a facility should be provided for stu-dents to meet, work on activities, or do outsideassignments. Separate restroom facilities shouldbe adjacent to either type of building. In addi-tion to these buildings, a storage facility forfeed, hay, equipment, and supplies should beavailable for the students. If possible, largelockers or storage rooms should be available foreach student. This will prevent problems withstudents using other students’ materials withoutpermission. Only the student and teacher shouldhave access to these areas.

During livestock or plant production, studentsand teachers will use syringes, scalpels, vac-cines, pesticides, insecticides, and variouschemicals. To accommodate disposal of emptyor used materials, biohazard contain-ers/receptacles should be easily accessible to allindividuals using the facility.

The design of the facility should also be suchthat it allows for the safe use of baits, traps,chemicals, and other devices used to controlflies, rats, birds, and other nuisances and pests inand around the facilities.

Animals in confined areas need exercise or“turn-out” areas. The need varies with eachspecies and the area should be adjacent to eachspecies section.

The outdoor lab will need access and interiorgates. Drive through barns should have gates ateach end of the alley and “swing-outs” to facili-tate loading and unloading of animals.

The texture of concrete areas is a concern foranimals. The finish of concrete flooring in washareas and along walkways should have a coarse,broom finish to provide sound footing for ani-mals. Pens that will have a sand or bedding onthe concrete can have a smoother finish.

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Useful recommended equipment items that canbe budgeted accordingly include but are notlimited to the following: a riding mower andother lawn maintenance equipment; a manurespreader or similar waste disposal equipment; ahigh-pressure washer; and livestock sprayerequipment.

NONCONSTRUCTIONCONCERNS/SUGGESTIONSThe students will be investing time and moneyinto their projects. It is essential to be honestabout the level of teacher expertise/knowledgeconcerning project care and feeding. Wherenecessary, an outside consultant should be con-tacted.

Preplanning a facility should involve site visitsto existing facilities. An interview with the ag-riscience teachers as well as other school districtpersonnel will provide insights not obtained inany publication.

While still in the planning stage, all city, county,or state rules, regulations, laws, and codesshould be carefully considered.

The facility should exist as a cost-recovery, ornear cost-recovery facility. As a result, a realis-tic fee structure must be established to coveritems that include but are not limited to depos-its, sand and bedding, cleanup, waste removal,electricity, and water.

Parents and students must agree to project cen-ter/laboratory rules and policies, which include“eviction” procedures. These rules should bediscussed and agreements signed at a mandatorystudent/parent meeting. Signed copies shouldbe kept on file by the students/parents and theagricultural teachers.

The school district should prearrange facilitymaintenance responsibilities and resolve suchissues as:

• Who is responsible for grounds mainte-nance?

• Who is responsible for plumbing and elec-trical repairs?

• Who is responsible for road maintenance?

ILLUSTRATIONSFollowing this section are photographs that rep-resent selected project/research laboratory con-cerns that are part of the agricultural science andtechnology department. Each illustration con-tains a caption that further explains the photo-graph.

Project/Research Laboratory Advisory CommitteeCraig Edwards, Curriculum Specialists, IMS, Texas A&M University, College Station, TXKevin Lynch, AST Splendora High School, Splendora, TXMickey Ohlendorf, Career & Technology Director, Pearland ISD, Pearland, TXPat Real, AST Judson High School, Judson, TXJanelle Watson, Career & Technology Director, Klein ISD, Klein, TX

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Figure 28. Deer Park High School Project/ResearchLaboratory, Deer Park I. S. D., Deer Park, Texas.

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Project/Research Laboratory

9006O1: A project/research laboratory area can provide a facility forclasses to meet, supplies to be stored, or grooming and care activities ofanimals to take place.

9006O2: Where a facility is used to stable livestock, a exhibit arenaprovides an area for students to exercise their animals or compete withother students in simulated exercises.

9006O3: Pen construction should be low maintenance and yet durableenough to withstand long term use.

9006O4: A wash facility can be opened for larger animals only or en-closed and covered allowing access to all livestock.

9006O5: Covered facilities with open sides allow for air to circulate. Itmay be necessary to provide for additional ventilation and coolingthrough the use of fans and mist systems.

http://www-ims.tamu.edu/freepubs/images/9006o1.jpg





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SUMMARY

The task of planning any facility is a complexprocess. The diversity of the Agricultural Sci-ence and Technology curriculum adds additionaldimensions to this process. No longer is agri-cultural education in high schools a matter of aclassroom and a shop. The school district willmake available systems of the AST curriculumguided by the student enrollment, teacher certi-fication, and community support. Administra-tion, counseling staff, and teachers working to-gether will make decisions that directly affectthe students. The facilities should provide thesetting for the systems of instruction availablewithin the school district.

This reference should provide the foundation forplanners to come together collectively to reviewthe needs for the new department or additions toa department. Hopefully, it will provide insightinto program planning to assist in providing thetype of facility that will foster a safe, effectivelearning environment.

Instructional Materials Service • 2588 TAMUS • College Station , TX 77843-2588