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DOCUMENT RESUME

ED 261 257 CE 042 504

TITLE Advanced Woodworking (Industrial Arts) CurriculumGuide. Bulletin 1752.

INSTITUTION Louisiana State Dept. of Education, Baton Rouge. Div.of Vocational Education.

PUB DATE 85NOTE 286p.PUB TYPE Guides Classroom Use - Guides (For Teachers) (052)

EDRS PRICEDESCRIPTORS

MF01/PC12 Plus Postage.Behavioral Objectives; Cabinetmaking; CourseDescriptions; Course Objectives; *Finishing;Furniture Design; *Furniture Industry; Hand Tools;High Schools; *Industrial Arts; Learning Activities;Occupational Information; Safety; State CurriculumGuides; Transparencies; *Woodworking

ABSTRACTThis curriculum guide contains materials for a

12-unit course in advanced woodworking for grades 11-12. It isintended for use by industrial arts teachers, supervisors,counselors, administrators, and teacher educators. A two-page courseoverview provides a brief course description; indicates target gradelevel, prerequisites, course goals, and course objectives; presentsan introduction to the course; and suggests a time frame. Thedetailed, 14-page course outline follows. A unit teaching guide in acolumn format relatescbjectives to topics, student activities,teacher activities, znd.resources. The 12 units cover these topics:orientation to the wood laboratory, review of materials, designingfurniture and cabinets, furniture construction, fasteners andhardware, project planning, review of basic hand tools, portablepower tools, stationary power tools, material processing, advancedfinishing techniques, and occupational information. Extensiveappendixes include a suggested inventory of basic woodworkingequipment; classroom management information and forms; charts;diagrams, sample tests, guides, and forms relating to safety;information on writing resumes; crossword and wordfind puzzles withsolutions; suggested thought questions, suggested resource materials;and a bibliography. (YLB)

**************************************************** ******************Reproductions supplied by EDRS are the best that can be made

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DEPANTMENT Of EDUCATION

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

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Member Congressional District

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EQUAL OPPORTUNITY STATEMENT

In compliance with Title VI, Title IX and Section 504 of the RehabilitationAct of 1973, this Educational Agency upholds the following policy: THIS IS ANEQUAL OPPORTUNITY INSTITUTION AND IS DEDICATED TO A POLICY OFNONDISCRIMINATION IN EMPLOYMENT OR TRAINING. QUALIFIED STUDENTS, APPLICAN1SOR EMPLOYEES WILL NOT BE EXCLUDED FROM ANY COURSE OR ACTIVITY BECAUSE OF AGE,RACE, CREED, COLOR, SEX, RELIGION, NATIONAL ORIGIN, OR QUALIFIED HANDICAP.ALL STUDENTS HAVE EQUAL RIGHTS TO COUNSELING AND TRAINING.

This public document was published at a total cost of $3,255; 700 copies ofthis public document were published in this 1st printing at a cost of $4.65each. The total cost of all printings of this document, including reprintsis $3,255. This document was published by Louisiana Department of Educa-tion, Office of Vocational Education, Post Office Box 94064, Baton Rouge,Louisiana 70804 for the dissemination of vocational education curriculummaterials for new and changing occupational fields under authority of PublicLaw 94-482. This material was printed in accordance with the standards forprinting by state agencies established pursuant to R.S. 43:31.

3BEST COPY AVAILABLE

STATE OF LOUISIANA

DEPARTMENT OF EDUCATION

BULLETIN 1752

ADVANCED WOODWORKING

(Industrial Arts)

1985

Office of Vocational Education

Elaine Webb, Ed.D.Assistant Superintendent

Thomas G. Clausen, Ph.D.State Superintendent

4

CONTENTS

Foreword i

Acknowledgements ii

Course Flow Chart 1

Course Description 2

Target Grade Levels 2

Prerequisite 2

Course Goals 2

Course Objectives 2

Introduction 3

Suggested Time Allotment 3

Course Outline 4

Unit Teaching GuideUnit I Orientation to the Wood Laboratory . . 18

Unit II Review of Materials 21

Unit III Designing Furniture and Cabinets 24

Unit IV Furniture Construction 26

Unit V Fasteners and Hardware 29

Unit VI Project Planning 31

Unit VII Review of Basic Hand Tools 33

Unit VIII Portable Power Tools 35

Unit IX Stationary Power Tools 38Unit X Material Processing 42

Unit XI Advanced Finishing Techniques 46

Unit XII Occupational Information 51

Appendix 1 Basic Woodworking EquipmLn_ (SuggestedInventory) 54

Appendix 2 Safety 85

Appendix 3 Writing Resumes 162

Appendix 4 Woodshop Crossword Puzzles 171

Appendix 5 Suggested Thought Questions 225

Appendix 6 Suggested Resource Materials 229Bibliography 231

5

FOREWORD

This publication is a guide for the improvement of instruction

in Industrial Arts Education for the State of Louisiana. It should

be of benefit to industrial arts teachers, supervisors, counselors,

and administrators. These operational guidelines will help local

administrators, teacher educators, and industrial arts teachers to

determine the extent to which their programs are meeting the needs

of our youth. Industrial Arts Education Programs must be organized

to meet the needs of all students.

A constant concern of educators is the construction and revision

of curriculum. Industry and technology are the core of industrial

arts instruction. Both are constantly changing; therefore, curriculum

and instruction must change in order to provide students a realistic

and accurate understanding of industry and its function in our

complex technological society.

e4c44,,--1THOMAS G. CLAUSEN, Ph.D.STATE SUPERINTENDENT OF EDUCATION

ACKNOWLEDGEMENTS

This publication represents the cooperative efforts of personnel

in the Louisiana Industrial Arts Association and the Industrial Arts

Section in the Office of Vocational Education, Louisiana State

Department of Education. Special recognition goes to Project Director,

Dr. Thomas L. Eppler, Northwestern State University, who was instrumental

in the development of the guide. Special commendation goes also to the

following writing team members who worked diligently to produce this guide:

Charles Backes, Sidney Sanders, Ray Song;, and Sherman Vogel.

Elaine Webb, Ed.D.Assistant SuperintendentOffice of Vocational Education

ii


ORIENTATION

REVIEW OF MATERIALS

DESIGNING FURNITURE

FURNITURE CONSTRUCTION

FASTENERS & HARDWARE

PROJECT PLANNING

[REVIEW OF HAND TOOLS I

PORTABLE POWER TLS1

1-:TATIONABY POWER TOOLS

MATERIAL PROCESSING]

[ FINISHING TECHNIQUES

OCCUPATIONAL INSTRUCTIO

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Title:

Advanced Woodworking

Course Description:

Advanced woodworking is designed for students interested inimproving :.heir knowledge and experiences dealing with the materials,tools, and processes used in the manufacturing of wood products.

Students will design, plan, and build articles of furniture, re-creational products, or any project which serves as a vehiclefor learning and skill development. Students will be supported

in the improvement of their time management skills. They will

also be instructed in effective methods of estimating constructiontime.

x,Target Grade Level s:

Grades 11 - 12

Prerequisite:

Basic. Woodworking

Course Goals:

In Advanced Woodworking, the students will be introduced to the

woodworking lab. This preview will include descriptions of thelabs layout, its management, evaluation methods, and safetyprocedures. They will also be instructed to better understandconsumer behavior, product design, joinery methods, fasteningmaterials and techniques as well as effective project planning

ideas. By spending the majority of their time practicing thesafe use and maintenance of hand tools, portable power tools andstationary power tools, the student will develop a considerabledegree of skill and understanding of desirable work habits.

The students' knowledge will be enhanced in the area of material

processing, These skills will include squaring of stock tofinished dimensions, gluing techniques, and clamping methods.Finally, the students will be supported in improving their aware-ness of various woodworking-related careers through discussions,

introductions, and explorations into their new wooden world.

Course Objectives:

To provide advanced experiences in the types, manufacture, and use

of wood and wood-based products.

To encourage students to appreciate ad develop working drawingsbased on the elements of good design and efficient construction

techniques.

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To provide an understanding of advanced material processes andconstruction techniques.

To encourage safe work habits.

To acquire advanced skills in the use of hand, portable, andstationary power tools.

To provide the information and skills needed to properly selectand use finishing materials found in the woodworking industry.

To encourage thought processes dealing with the evaluation andselection of careers within the woodworking industry.

Introduction

A student may ask, "Why take a course in woodworking in the spaceage?" It may seem in the age of the jet plane, missiles, andsatellites, that woodworking is obsolete. This is not the case,however. The truth is the per capita consumption of lumber in theUnited States is three and one-half times the average of worl' con-sumption. While metal manufacturers employ more semiskilledproduction workers, one's chances for a skilled trade job is farbetter in woodworking. There are approximately 10,000 lumbermills, 150 plywood mills and 16,000 logging operators thatemploy nearly 600,000 workers in the South and the West. Withrelated operations, the woods industry is the fifth largestemployer in the United States. Why take a woodworking classindeed! The woods industry tells us of a glorious past andpromises a bright future for all those related to this industry.

Advanced woodworking is designed to give students an insightand an understanding of the tools, materials, machines, andprocesses of the woodworking industry. Students will discoverand develop abilities, aptitudes and interest reislting totechnical pursuits. They will develop skills in the safe andproper use of tools and machines as well as problem-solvingand creative skills.

Suggested Time Allotment

The suggested time frame for Advanced Woodworking is 174 days.The remaining 6 days are to be used as necessary for the openingand closing the woods laboratory, school functions and in unitswhere the instructor feels additional time is needed.

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A COURSE OUTLINE

I. ORIENTATION TO BASIC WOODS

A. General Overview of Course

1. Course description and contenta. Goalsb. Objectivesc. Activitiesd. Projects (control/individual/MP/GP)

2. Student personnel organizationa. Job descriptionsb. Assignm'nt charts/boardsc. Responsibilitiesd. Chain of Command

B. Grading Procedures

1. Attitudesa. Lab workb. Study assignmentsc. Cooperationd. Attendance and punctualitye. Behavior

2. Testinga. Quizzesb. Semester

3. Project evaluationa. Studentb. Instructorc. Follow-up

C. Tour of Wood Lab and Facilities

1. Identification and location of tools and equipmenta. Hand tool storageb. Machine tool location and identificationc. Location miscellaneous equipment

2. Wood lab safetya. Safety rules for lab

(1) fire exits and drills(2) storage areas(3) supplies(4) overhead extension cords

b. Safety equipment locations(1) eye protection(2) first aid

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(7 fire extinguisherspower panel and master switchpush sticks and devices

(6) metal containers for oily rags(7) metal cabinet for finishing materials(8) safety metal containers for flammable

liquids

REVIEW OF MATERIALS

A. Tree Growth and Development

1. Hardwoodsa. Identifyingb. Characteristics

c. Usesd. Open grain/closed grain

2. Softwoodsa. Identifyingb, Characteristicsc. Usesd. Open giain/closed grain

B. Lumbering Operations

1. Cutting logs into lumbera. Plain (flat sawed lumber)

(1) characteristics(2) advantage/disadvantage

b. Quarter sawed lumber(1) characteristics(2) advantage/disadvantage

2. Seasoning methodsa. Air dried (AD)

(1) characteristics

(2) advantage/disadvantageb. Kiln dried (KD)

(1) characteristics(2) advantage/disadvantage

c. Combination(1) advantage

(2) disadvantage

3. Grading of lumber

a. Grading of softwoods

b. Grading of hardwoods

c. Defects that affect grading4. Selection of and grading lumber products

a. Plywood manufacturing

(1) veneer core

125

(2) lumber core(3) solid core (particle center)(4) interior/exterior(6) hardwood plywood grades(6) softwood plywood grades(7) marine plywood(8) fibercore(9) uses

b. Hard board(1) uses and applications(2) selection of proper grade(3) standard sizes available

c. Particle board(1) uses and applications(2) selection of proper grade(3) standard sizes available

III. DESIGNING FURNITURE AND CABINETS

A. Determining Needs

1. Usefulness2. Desirability3. Versatility

B. Design Factors

1. Functiona. Strengthb. Capacityc. Overall size

2. Appearancea. Utility/styleb. Colorc. Harmonyd. ,Balance

e. Aesthetic qualities

C. Periods

1. Periods/locale/craftsmen2. Examples of periods

a. Duncan Phyfeb. Chippendalec. Louis XIVd. Queen Annee. Victorianf. Sheridang. Hepplewhiteh. Adams Brothers

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IV. FURNITURE CONSTRUCTION

A. Wood Joinery

1. Common jointsa. Butt

(1) edge-edge

(2) end-end(3) face-face

(4) edge-end(5) edge-face

(6) end-faceb. Rabbetc. Dada/groove

(1) through dado

(2) blind dadod. Mitere. Lap

(1) end

(2) middle

(3) corner(4) crosslap

f. Mortise and tenon(1) open

(2) blind(3) keyed

g. Dovetail (simple)

2. Reinforcement of joints

3. Selection and considerations

4. Trial assemblies

5. Assemblinga. Preparation of materials

b. Sub-assemblies

B. Types of Construction

1. Case worka. Frameb. Leg and rail

c. Chest and case

d. Carcass

e. Frame with cover

f. Panel

2. Drawersa. Lip

B. Flush

3. Doorsa. Hinged

(1) solid

7 14

(a) wood(b) plywood(c) laminate(d) particle board

(2) panel(a) wood(b) plywood(c) plastic(d) metal(e) glass

b. Sliding(1) straight panel(2) solid(3) tambour

4. Miscellaneousa. Plywood edge treatingb. Attaching topsc. Attaching legsd. Attaching shelves

(1) fixed(2) adjustable

(a) shelf pins(b) standards and brackets(c) wood

V. FASTENERS AND HARDWARE

A. Fasteners

1. Screws

2. Nails

3. Staples4. GlueS. Other common fasteners

B. Surface Hardware

1. Considerationsa. Styleb. Finishc. Size

d. Type2. Kinds of surface hardware

a, Knobs, pulls, handlesb. Hinges

(1) cabinet(2) butt(3) decorative

c. Metal cornersd. Locks

e. Hasps and staplesf. Surface trimg. Lamp fittings

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C. Other Hardware

1. Drawer roller hardware and guides2. Catches

a. Frictionb. Magneticc. Elbowd. Bullet

3. Lid chains and stop bars4. Lazy swian bearings5. Metal shelf standards and clips

VI. PROJECT PLANNING

A. Alphabet of Lines

1. Border2. Center3. Object4. Hidden5. Extension6. Dimension

B. Making and Reading Drawings

1. Sketching2. Pictorials

a. Obliqueb. Isometricc. Perspective

3. Orthographic Projectiona. Relationship of viewsb. Selection of aPpropriate viewsc. Use of graph paper

(1) sketching to determine proportionand sizes

(2) sketching to determine necessary views(3) sketching to determine necessary

,detailsd. Working drawings

(1) complete size information(2) complete shape information(3) auxiliary views and/or details

C. Bill of Materials (Basic)

1. Form for bill of materials2. Data to be prepared

a. Type of lumber/plywoodb. How many/how much (Bd. Ft./SF/Lin. Ft.)c. Dimensions

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d. Parts identificatione. Cost

F. Plan of Procedure

1. Steps of construction2. Tool use list

a. Separate list keyed to stepsh. At appropriate steps

VII. REVIEW OF BASIC HAND TOOLS

A. Hand Tool Safety

B. Selection

C. Use

D. Maintenance

VIII. PORTABLE POWER TOOLS (WOODWORKING)

A. Safety

B. Portable Power Tools (General Information)

1. Size/H.P. ratings2. Typ, blades, cutters, and bits3. Basic parts and adjustments4. Changing cutter, bits, and blades

C. Portable Power Tools (Specific Information)

1. Circular sawsa. Capacityb. Types of cutsc. Use of guidesd. Freehanding

2. Drillsa. Typesb. Accessories

3. Sandersa. Typesb. Sanding techniquesc. Shaping and forming

4. Saber sawa. Type cuts

(1) internal(2) external(3) bevel

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c. Limitations(1) curves(2) stock thickness

S. Routera. Surface cutsb. Edge and end cuts

6. Portable planer7. Miter saw8. Buffers/polishers

IX. STATIONARY POWER TOOLS (WOODWORKING)

A. Safety

1. Guards and safety equipment2. Safety operator zones3. Specific safety rules

B. Stationary Power Tools (General Information)

1. Size/HP ratings2. Basic accessories3. Types of cutters, blades, bits4. Important terminology

S. Adjustments6. Maintenance

C. Stationary Power Tools (Specific Information)

1. Circular saw-a. Basic cutsb. Basic set-up for ripping/C.C.c. Types of bladesd. Molding heade. Dado head and bladef. Advanced joinery techniquesQ. Demonstration of specialized jigs

2. Thickness planera. Procedure for rough stock

(1) facing the board

(2) setting for maximum thicknessb. Thickness of cut

c. Cutting feed rated. Planning to finished thicknesse. Wavy grained stock

3. Jointers and uniplanesa. Procedures for warped stock

b. Maximum thickness of cut

c. Minimum length of stockd. Types of basic cuts

e. Push paddles or sticks

1811

4. Tool grindersa. Grinding proceduresb. Sharpeningc. Coolants/lubricants

S. Drill Pressa. Drilling and boringb. Mortising

6. Band sawa. Re-sawingb. Sawing curves

c. Sawing straight cuts

d. Sawing bevel cuts

e. Multiple sawingf. Compound cuts

7. Scroll sawa. Internal cuts

b. External cutsc. Bevel cuts

d. Multiple sawing

8. Lathe

a. Types of turning(1) spindle(2) face place

b. Selection and types of tools

c. Lathe speed selection

d. Mounting stocke. Duplicate turnings

9. Radial arm sawa. Basic cuts

b. Set-up for ripping/c.c.

c. Optional cuts

10. Stationary sandera. Types

b. Size ratings

c. Usage11. Shaper

a. Types of cuttersb. Feed/rotationc. Methods of shaping

X. ADVANCED FINISHING TECHNIQUES

A. Finishing Safety

1. Ventilation2. Storage

a. Oily rags

b. Finishing materials

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B. Surface Glue Elimination

1. Applying correct amount of glue2. Removal procedures

a. Wiping excess with wet cloth before dryingb. Scraping surfacec. Sanding

C. Surface Preparation

1. Planing to smooth mill marks2. Scraping (curly grained woods)3. Sanding

a. Beginning with coarsest grade necessaryb. Progressing to finer gradesc. Final sanding with graind. Assuring all scratches and marks are

removed4. Bleaching

a. Purpose

b. Procedure5. Grain raising

a. Purposeb. Procedure

6. Distressinga. Purposeb. Procedure

7. Wash coata. Purposeb. Procedure

8. Patching and repairinga. Steaming dentsb. Cracks, defects, and nail holes

(1) wood putty(2) plastic wood(3) wood plugs and patches(4) glue and sawdust(5) spackling

D. Finishes

1. Opaquea. Definitionb. Purposec. Specific preparation and applicationd. Types

(1) paints(2) enamels

(3) epoxies(4) lacquers (colored)(5) acrylics

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2. Transparenta. Definitionb. Purposec. Specific preparation and applicationd. Types

(1) varnishes(2) lacquers(3) epoxies(4) shellac(S) sealers

H. Solvents

1. Definition2. Types and uses

a. Turpentineb. Alcoholc. Lacquer thinnerd. Paint thinnerse. Mineral spirits (Varsol, Kerosene, etc.)f. Water

F. Finishing Materials

1. Uses and applications2. Types

a. Bleachesb. Stains

(1) oil(2) water(3) spirit

c. Sealers/wash coatsd. Fillerse. Linseed oilf. Tung oilg. Tinting baseh. Oil colorsi. Powder stains and dyes

G. Finishing Supplies

1. Uses and applications2. Types

a. Brushesb. Rotten stonec. Pumice stoned. Rubbing oile. Rubbing compoundf. Polishing compoundg. Steel woolh. Wet/dry abrasives

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M. Methods of 'Finishing

1. Brush2. Hand rubbed3. Spraying

XI. fit ,TI PROCESSING

A. Squaring Stock to Finished Dimensions

1. Stock cutting sizes (allowance for trimming)

2. Procedure for squaring boards

a. Selection of best fact(1) sap side vs. heart side(2) Advantages/disadvantages

b. Parts and dimensions of a board

c. Steps in squaring to size

B. Gluing and Clamping

1. Common wood gluesa. Pre-mixed

(1) white glue(2) contact cement

(3) liquid hide(4) aliphatic resin

b. Powdered glues(1) plastic resin(2) casein(3) animal (hide)

c. Miscellaneous glues(1) resorcinal (boat)

(2) epoxy(3) model cement

(4) electronic gluing

2. Purpose of gluing woods

a. Increase size of boards

b. Join parts

c. Laminate

d. Reduce warping

3. Laminatinga. Definitionb. Uses

(1) beauty(2) strength

(3) stability(4) forming

C. Bending

1. Uses

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2. Methodsa. Steamb. Kerfingc. Combinationd. Green lumber

D. Veneers

1. Definition2. Uses

a. Plywood (panels and molded)b. Overlayc. Inlayd. Marquetry

XII. OCCUPATIONAL INFORMATION

A. The Wood Industry

1. Constructiona. Housingb. Office buildingsc. Bridgesd. Schoolse. Churches

2. ManIfacturinga. Furnitureb. Cabinetsc. Doorsd. Windows

3. Servicea. Repairsh. Engineeringc. Architects

4. Transportationa. Logs and millb. Lumberc. Product

B. Career Opportunities Considerations

1. Personality2. Mental abilities3. Physical abilities4. Interests5. Job requirements

C. Job Classifications

1. Unskilleda. No required trainingb. Physicalc. Material moving/handling

16

tit)

2. Semi-skilleda. Some special trainingb. O.J.T.

c. Machine operators3. Skilled

a. Craftsman/tradesmanb. Performs all tasks of the trade

c. Journeymen(1) apprenticeship(2) classroom instruction

d. Skilled crafts(1) carpentry(2) cabinetmaking

(3) pattern making4. Semiprofessional

a. Foresterb. Engineerc. Architectd. Furniturefdesignerse. Real estate broker

f. Banker

g. Managementh. Teachers

1724

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11.4

as

UNIT I: ORIENTATION TO 1Nt WOOD LABORA1ORY

INTRODUCTION

(PURPOSE/RATIONALE/INTENTION) UNIT GOAL(S) GENERAL UNIT OBJECTIVES

Introduce the students to the advancedwoodworking course. Students will bebriefed on grading procedures, coursecontent, activities, tools/equipment.and general safety rules.

25

To introduce students to the IndustrialArts Wood LaboratorySts layout, managementevaluation, and safety procedures.

Students should be able to:

1. understand the broad scope of course contentand activities.

2. understand the grading procedures.3. identify locations of tools and equipment.4. observe and comply with general safety rules.5. successfully complete test on general safety

rules.

BEST COPY AVAILABLE

!WIT I.. nriFmTATiny Tfl unnn :Jen TARY J noucm

OBIECT1VES TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Studwats should be able to: A. General Overview of Course Note taking Present material. State Guides

develop and display responsible

1. Course Description andcontent

behavioral attitudes which a. goals Discuss expectations. realities.are required in industrial b. objectives and common points of agreement Act as ooderator for studentand educational envirooments. c. activities with teacher. discussions.

2. Student Personnel Organize-tion

a. job assignments forlaborat)

b. assignment charts/boardsc. responsibilitiesd. chain of command

Discuss past experiences relatedto woodworking.

Make job assignment chart or jobassignment board.

Resource Person and/ormaterials

Interpret the value of all B. Grading Procedures Write grading procedure on Selected Visual Aids:activities used in establishing 1. Attitude board and explain with ex-grades. a. lab work Copy grading procedure in notebocks amples on board how the

b. study assignmentsc. cooperation

procedure works. (Report cards.charts)

f-a d. attendance/punctuality Have discussion. question/answer Moderate discussion. Parish Grading Scale$.0 e. behavior period.

2. Testinga. quizzesb. testsc. semester exams

3. Project Evaluationa. studentb. instructorc. follow-up

Identify and locate tools and C. Tour of Wood Lab and FacilitielObserve locations of equipment Conduct tour of wood labequipment found in the woodslaboratory.

1. Identification and locationof tools and equipmenta. hand tool storageb. machine tool locationsc. location of miscellaneou

equipment

and supplies. equipment and supplies.

..

2728

UNIT I: ORIBKATION TO WOOD LABORATORY (Continued

OBJECTIVES TOPICS STUDENT ACTIVITIES TEACIER ACTIVITIES 'ESOURC S

Students will be able tosuccessfully pass a generalsafety test concerning the woodlab, its equipment, supplies,and operational procedures.

NCD

2. Wood lab safetya. safety rules (review

general safety)(1) fire exits and

drills(2) storage areas(3) supplies(4) overhead extension

cordsb. safety equipment

location(1) eye protection(2) first aid(3) fire extinguishers(4) power panel and

master switch(5) push sticks and

devices(6) metal containers

(oily rage)

(7) metal cabinet(finish materials)

(8) safety containersfor flammableliquids

(9) ventilation

Review general safety rules

Practice emergency shopevacuation.

Administer safety test.

Students must practice shop safetyat all times.

Explain what life would be likewithout the full benefits ofnormal sight and hearing abilitiesor the full use of hinds, legs anda healthy beck.

Present general safety rulesof class and lab.

Discuss specific lab safetyrules.

Have school nurse give saferdemonstration in class.

21)

Representatives fromindustrial or areasafety council.See appendix 2.

Sec General IndustrialArts Curriculum Guide.

School Nurse

29

UNIT II: REVIEW OF MATERIALS

INTRODUCTION(PURPOSE/RATIONALE/INTENTION) UNIT COAL(S) GENERAL UNIT OSJECTIVES

Review materials available for woodworking

projects, and methods of preparation ofthese materials for use in the furnitureand cabinetmaking industries.

31

Students will become consumerorientedtoward lumber and lumber products.

Students will be able to identify and display a workingknowledge of available lumber, products.

AIM MOO MS MIN _ IIIMII NOM

32

UN

OBJECTIVES TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Students should be able.to. A. Trace Growth and DevelopmentHardwoods/Softwoods

Observe displays. Display samples of lumber.exhibiting various

Local lumber yard

1. Identifying Take notes in notebooks. characteristics anddistinguish between hardwoodsand softwoods.

2. Characteristics3. Uses Participation in class discussion. qualities of each.

Identify and discuss lumber-4. Open grained/closed Take sample woods identification ing operations. and tree Selected tests

display a working knowledge ofthe characteristics and usesof various lumbers.

grained

B. Lumbering Operations

table. growth and development.

Discuss two methods for saw- Book 9, P. 160D

1. Cutting Logs into Lumber: Students will note the differencein lumber.

Characteristics. Advantages of cross-cutting a piece of stock Teacher will observe closelyPaxton-Patterson Guide

and Disadvantages of: that has been kiln dried and air the student cuttinga. plain (flat) saved

lumberb. quarter sawed lumber

dried. operations.

2. Seasoning Methods: Lumber samples.Characteristics, Ad-vantages, and Disadvantagesof:

NIb.)

a. air dried (AD)b. kiln dried (KD)c. mbination (AD/KD)

3. Gracing of Lumbera. grading of softwoodsb. grading of hardwoodsc. defects that affect

grading

View filmstrips.

Visit local mills.

Local lumber mill

4. Selection of and GradingLumber Products

Study assigned pages in textbook. Make and administer studyassignments from textbooks

Textbook

a. plywood manufacturing Take test on unit. on materials.(1) veneer tom(2) lumber core(3) solid core (particle

center)

Review test. Discuss the grading ofplywood.

Plywood samples.

(4) interior/exterior

,

33

ATF Cn tinupd)

I. TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

(5)ardwood plywood Identify the different types of Explain and discuss he Fiberboard samplesgrade plywood. plywood grades ch4rt.

(6) softwoodExplain the manufacturing process

Book 19. p. 534

(7) marine plywood(8) fibercore

in making plywood. Book 19. p. 536

(9) usesb. hard board Identify the major advantages of Displivi samples of hard

(1) service hard board. board and particle board.(2) unteapered(3) tempered

c. particle board List the advantages and dis- Demonstrat: the techniques Local lumbar yard(1) uses and appli-

cationsadvantages of using partials board. required when working with

particle board and hard(2) advantages . board.(3) disadvantages

35.

36

RCCT min, AI/A ii Aril r

MI NM IMO MEIN IMO OM- UM MN MP -IMO MINI NMI MN =IN INN UM ME

UNIT TITLE III: DESIGNING 'FURNITURE AND CABINETS

INTRODUCTION(PURPOSE/RATIONALE/INTENTION) UNIT GOAL(S) GENERAL UNIT OBJECTIVES

Develop students' skills in selecting anddesigning furniture.

To recognise and identify furniture periodsand styles.

Students will learn the selection processand design principles used in furnitureconstruction.

BEST COPY AVAILABLE


1. recall and use the most important factors toconsider when designing furniture.

2. identify and name the various periods andstyles of furniture.

38

OLIECTIVES TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Students should be able to A. Determining Needs Assess individual needs, discuss Lead discussion of factors Magazines, furniturechoose a product for constructionbased on needs, styling/period,and incorporation of good designfeatures.

1. Usefulness2. Desirability3. Versatility

possible project ideas (individualgroup, or mass production).

involved in determining needsdesign/styles/periods.

cstalogs, media,texts, tic.

B. Design Factors1. Function2. Appearance

Make notes mf ideas in notebooks,along with references.

C. Periods1. Periods/Locale/Craftsman

Have students write an essay on aperiod or style of furniture.

2. Examplesa. Duncan Phyfe Identify periods of furniture Obtain examples or pictures Magazines, furniture

b. Chippendalec. Louis XIVd. Queen Annee. Victorianf. Sheridan

from pictures or actual examples. of period furniture. catalogs, texts, etc.

p.a

tn

G. HepplewhiteH. Adam Brothers

D. Styles1. Early American

Identify styles of furniture frompictures or actual examples

2. Contemporary3. Spanish4. French ProvincialS. Traditional

List the styles of furniture youhave at home.

6. Italian Provincial7. Primitive

.

394 0

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UNIT IV: FURNITURE CONAUCTIO4

INTRODUCTION(PURPOSE/RATIONALE/INTENTION)

Provide information on the selection andconstruction of joinery methods used infurniture construction.

UNIT GOAL(S)

Students should be able to identify andselect woodworking joints.

GENERAL UNIT OBJECTIVES


1. determine the best joinery and assembly methodsto use for certain types of projects.

2. identify types of case construction, door, drawer,and shelf construction.

3. select hardware necessary for furniture construction.

UNIT IV: FURNITURE CONSTRUCTION S Hours

OBJECTIVES TOPICS

A. Wood Joinery

1. Common jointsa. butt

(1) edge-edge(2) end-end(3) face-face(4) edge-face(S) edge-end(6) end-face

b. rabbetc. dado/groove

STUDENT ACTIVITIES

Observe and discuss purposes,advantages, and disadvantages ofthe common joints used in wood-working.

__MACHER ACTIVITIES

Demonstrate and discuss thecommon joints used in wood-working.

Demonstrate procedures to beused for laying out the commowood joints.

Supervise student activities.

RESOURCES

Text, samples,andfurniture

Stanley Tool Guide-Form No. 7S-10/72


identify and select advancedwood joints.

organize and plan assemblyprocesses.

(1) through(2) blind

d. mitere. lap

(1) end

(2) middle

Illustrate the importance ofa properly fitted joint andallowable tolerances.

I.).4

(3) corner(4) cross

f. mortise and tenon(1) open

Demonstrate the relativestrengths and weaknesses ofeach.

(2) blind(3) keyed

g. dovetail (simple)

Explain importance of trialassemblies.

2. Reinforcement of joints3. Selection considerations4. Trial assemblies

.

S. Assemblinga. preparationsb. sub-assemblies

Demonstrate the use of sub-assemblies.

43 44

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AIM MS MEI MIMI MIMI MN INN Ma ME ma II= Awn rim

UNIT IV: FURNITURE CONSTRUCTION Conti u d


Students should be able to: B. Types of Construction Observe examples from text, draw- Provide students with ex- Book 14, p. 281

identify and be familiarwith the common use of each

1. Caseworka. frameb. leg and railc. chest and case

ings, or actual furniture. amples and opportunity fordiscussion.

type of case construction. d. carcasse. frame with coverf. panel

)

identify the types of drawers 2. Drawers Observe examples from text, draw- Provide students with examplemBook 14, pp. 289-291and joinery associated with a. types ings, or actual furniture. and opportunity for dis-advanced drawer construction. (1) lip cussion.

(2) flush

b. types of joinery3. Doors

a. hingedBook 6, p. 606

(1) solid

(a) wood(b) plywood

IQco

(c) laminates(d) particle board

(2) panel

(a) wood(b) plywood(c) plastic(d) metal(e) glass

b. sliding(1) straight panel(2) solid

(3) tambourExplain methods for trimming the 4. Miscellaneousedge of plywood, and attachingfurniture tops, legs, and shelves.

a. plywood edgetreatingb. attaching topsc. attaching legsd. attaching shelves

Observe techniques as demonstrated.Demonstrate techniques.

ook 6, pp. 651-658(1) fixed(2) adjustable

(a) shelf pins .!

(b) standards andbrackets

(c) wood cleats and

slots 4 6

115

UNIT V: FASTENERS AND HARDWARE

IN1RODUCTION(PURPOSE/RATIONALE/INTENTION) UNIT GOAL(S) GENERAL UNIT OBJECTIVES

To enable students to identify, select, anduse fasteners in joining woods and otherobjects to wood.

To review fasteners used to join woods andother object.: to wood, and hardware used incabinetaak1ng.

Students will be able to select and usethe proper fasteners for a project.

Students will be able to select and use theproper hardware for a project.


1. precisely identify, select, and use fastenerson projects.

2. select and use proper hardware on projects.

48

UNIT V: FASTENERS AND HARDWARE 5 Hours

OBJECTIVES 4 TOPICS $ zDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Students should be able to: A. Fasteners Assemble and label a display of Obtain samples forirltruc- Text, Lab inventory1. Screws fasteners which are used in ad- tion.

identify, select and usefasteners, and hardware as

2. Nails3. Staples

vanced woodworking.

needed in advanced cabinet-4. Glue Short report on advantages and

making. S. Other common fasteners disadvantages of each.

select and install the B. Surface Hardware Install examples. Obtain samples for instruc- Lab inventoryappropriate style of surface 1. Considerations tion.hardware, a. style

b. finishc. sized. type

Use on projects.

2. Kinds of surface hardwarea. knobs, pulls, handlesb. hinges

(1) cabinet

(2) butt(3) decorative

c. metal cornersd. locks

es, hasps and staples

f. surface trimg. lamp fittings

C. Other Hardware1. Drawer roller hardware

and guides2. Catches

a. frictionb. magneticc. elbowd. bullet

3. Lid chains and stop bars4. Lazy Susan bearingsS. Metal shelf standards and

clips

r ri49

OwIT VI: PROJECT PLANNING


To review the basic components in projectplanning. Including the working drawing.bill of materials. And the plan of procedure.

51

To further the students knowledge ofplanning an advanced project.


1. identify the alphabet of lines and symbols.

2. know how to make and read a working drawing.3. complete a bill of materials for a project.4. complete a plan of procedure for a project.

UNIT VI: .PROJECT ?LANNDIC 13 Hour.

OBJECTIVES IIIIIIPIIIIIIIIIIIA. Alphabet of Lines

1. Border

2. Center3. Object

Sit) ACT I E; HER .CT V T1 . RESOURCESStudents should be able toidentify the alphabet of linesand symbols.

4. HiddenS. Extension6. Dimension

B. Making and Reading Drawings1. Sketching2. Pictorials

a. obliqueb. isometricc. perspective

3. Orthographic projectiona. relationships of viewsb. selection of viewsc. use of graph paper

(1) sketching for pro-

to portiont..1 (2) sketching for

details

(3) sketching for sized. working drawings

(1) complete size in-formation

(2) complete shade in-formation

(3) auxiliary views

C. Bill of Materials1. Form for bill of materials2. Data to be prepared

a. type of lumber/plywoodb. how many /how much

c. dimensionsd. parts identification

D. Plan of Procedure1. Steps of construction2. Tool use list

a. list of stepsb. at appropriate steps

sm p

UNIT Vii: RE7IEW OF BASIC NAND ToQLS


Review the selection and safe use of handtools, as well as the maintenance of handtools

55

Students will be able to identify, select,and develop skills in the use and care ofbasic hand tools.


I. compute fractions and use the ruler accurately.2. properly use woodworking hand tools.3. maintain woodworking hand tools.

56

NIT VII: REVIEW OF BASIC HAND TOO 3 Hours

WEI 1111

OBRCTIVES TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Students shoOld:Make a list of the hand toolssafety rules. Discuss thepositive rewards of recommended

Describe how a safe wood-worker should act and work.

Book 19, pp. 48-49

be able to select and safelyuse hand tools in the wood-working lab.

be able to maintain the handcools used in the woodworkinglab.

A. Hand Tool Safety

B. Selection

dress and behavioral standardsin the shop.

Select right tool for right job. Demonstrate the importanceof using the right tool forthe job.

C. Use Identify ten common layout tools.Measure lumber provided to thenearest 1/16 inch.

Demonstrate and discuss theproper use of the hand tools.

D. Maintenance Have students demonstrate thecorrect procedure for honing

Explain the importance ofproperly maintaining working

Yo! plane irons and chisels. areas, tools and machines.

5 7

Allow students to disassembleand reassemble hand plane.

r--, ...,t) (-1

UNIT VIII: PORTABLE POWER TOOLS


Students will be given instruction andexperiences in safe and proper use ofportable power tools.

To exercise caution and seek parentalpermission as students are trained anddirected to use the required power tools.

59

Students will demonstrate the skillsnecessary for safe operation of portablepower tools.

Students should be able to use portable power toolssafely and properly.

60

A Honre- . ..... ---

OBJECTIVES TOPICS SllIDENT ACTIVITIES Tux= ACTIVITIES RESOURCESStudents should be familiar with A. Safety List apnlicable safety rules for Discuss general portable Texts, manuals, film-the safe use of portable powertools and demonstrate a workingknowledge of each such aid in the

'each machine.

Successfully pass with 100 per-cent a safety test on each tool.

power tool safety. strips, appendix 2,suggested resources.

woodworking lab.B. Portable Power Tools Cjeneral Using an "old" or cutaway portable Prepare a tool for instructio Tool manual, local

Information1. . Size/H.P. ratings

2. Types of blades, cuttersand bits

power tool identify the basicinternal parts such as brushes,armature, switch connections, etc.

and students' "hands-on" use. repair shops.

'3. Basic parts and adjust-ments

Remove and reinstall brushes,switches, cords, etc.

4. Changing cutters, bits,and blades Identify and install different

types of blades, cutters, andbits.

Demonstrate and displayblades, cutters, and bits.

Lab inventory, text,charts, posters.

Observe demonstration by servicerepair technician on field tripor in woods lab.

Lob C. Portable Power Tools (§pecific0% Information)

1. Circular saws Observe demonstration on each Demonstrate the safe anda. capacity tool. correct use of each tool andb. types of cutsc. use of guides Watch filmstrip on each tool. any special jigs or fixtures

which may apply.BibliographyOwner's Manuals, texts

d. freehanding Demonstrate the correct use of filmstrips, trans-2. Drills

a. types

b. accessories

each tool. parencies.

3. Sandersa. types

b. sanding techniquesc. shaping and forming

r, ...:

4. Saber sawa. type blade/materialsb. type cuts

62

UNIT VIII: PORTABLE POWER TOOLS (Continued)

OUJWCIVES TOPICS sImui ACTIVITIES TEACHER ACTIVITIES RESOURCES

(1) internal(2) external(3) bevel

c. Limitations(1) curves(2) stock thickness

S. Routera. surface cutsb. edge and end cuts

6. Portable planer7. Niter sawB. Buffers and polishers

tO.4

k)6 '64

RFST OOP? AVAILAbLi.

UNIT IX: STATIONARY POWER TOOLS

.INIRODUCTION(PORMISURAIIONALC/INIENflON)

To serve as an introduction for thosestudents who were in programs which did notcover stationary power tools in its basicwoodworking course.

To serve as a review and skill developmentcourse for those students who were Anprograms which introduced stationary powertools in its basic woodworking course.

be

65

UNIT GOAL(S) GENERAL UNIT OBJECTIVES

The students will demonstrate the skillsnecessary for safe operation of stationarypower tools.


BESTQOM AVAILAILE

1. identify and safely use stationary power tools.

2. be familiar with the parts and maintenance ofeach stationary power tool in the shop.

3. use special set-ups. jigs and fixtures, asneeded for advanced cabinetry and furniture making.

6t3

UNIT IX% STATIONARY POWER TOOLS 15 Hours

oB.U3:11VES TOPICS S11)1)1147 ACTIVITIES T.ACIER ACTIVITIES RESOURCES

Before using the stationary power A. Safety Observe demonstration and lecture Discuss safe working habits Suggested Resourcestools, students must be able to 1. Guards and safety equip- and take test(s) on tools. and share personal working (1), (4), and (5)pass a safety test on each tool. lent experiences.

2. Safety operator zones3. Specific safety rules

The students should be able toU.ntily, safely use, anddemonstrate a working knowledge

B. Stationary Power Tools(General Information)1. Size/H.P. ratings

Observe lecture and demonstrations,complete study guides on safety,parts, usage, etc., to prepare

of each stationary power tool inthe shop.

2. Basic accessovies3. 'types of cutters, blades,

bits4. Important terminology

for demonstration.

Identify and explain the usage,advantages, and disadvantages

Demonstrates an: display

blades, cutters, andLab inv4ntory, text,charts, posters, film-

S. Adjustments of different types of blades, accessories. strips, trans-6. Naintemse cutters, and accessories. earenciss.

Observe demonstration by servicerepair technician on field tripor in woods lab.

1.04, Assist teacher in tool maintenance

as needed.llow students to assist inintenance of tools.

C. Stationary Power Tools Demonstrate the correct use of ea. upervise the students as(Specific Information)1. Circular saws

a. basic cutsb. basic set-up for

ripping/c.c.

power tool through the construe-tion of project(s).

Watch filmstrips on the use ofthe machine(s).

they use each tool..

Successfully pass a test on each dminister tests and keep ilmstrips frommachine as each machine is ecords of individual ,ibraty, shop in-

c. types of bladesd. molding heade. dado head and blade

covered,

Set up and use a molding head and/or dado head,

student's performance as they.perate each machine.

entory, or industry.exts, periodicals,

owner manuals.

f. advanced joinery techni- Set up the circular saw for cuttin Demonstrate the safe and Shop's fixtures andques

g. demonstration ofspecialized jigs. .

duplicate parts, dadotd, rabbets,tenons, tapers, and coves.

correct use of selected jilts,fixtures, and advancedmethods as needed or desired.

jigs.

6 7 68

UNIT IX: STATIONARY POWER TOOLS (Continued)

OBJECTIVES TOPICS S13)DFNT ACTTVTTLF.S TEACHER ACTIVIT ES RESOURCES

2. Thickness planera. procedure for rough

stock

Demonstrate method of Plan-ing excessively thin stock.

(1) facing the board(2) setting for maxi-

mum thicknessb. thickness of cutc. cutting feed rated. planing to finished

thickness

e. wavy grained stock3. Jointers and uniplanes

a. procedure for warpedstock

b. maximum thickness ofcut

c. minimum length of stockd. types of basic cutse. push paddles ar sticks

Demonstrate basic cuts aswell as tapers and rabbets.

ti

4. Tool grindersa. grinding proceduresb. sharpeningc. coolants/lubricants

Demonstrate method of sharp-ening plane irons andchisels.

S. Drill pressa. drilling and boringb. mortising

Have students identify and usesanding drums, hole saws, "V-blocks", and other devices as

6. Band sawa. resawingb. sawing curvesc. sawing straight cutsd. sawing bevel cutse. multiple sawingf. compound cuts

needed.

Show students how to changeblades, set thrust wheels,blade guides, tension, andguard.

Fold band saw blade.

7. Scroll sawa. internal cutsb. external cutsc. bevel cutsd. multiple sawing

STATIONARY POWER TOOLS (Continued)...... STATIONARY .____ (Continued)

os.H:erLVF.S TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RES_OURCES8. Lathe Have each student turn a sample

a. types of turning turning either with "free fore(1) spindle or a number of required operations(2) face plate in its design.

b. selection and types oftools

c. lathe speed selectiond. mounting stocke. duplicate turnings Have students use a duplicator,

9. Radial are saw if available.a. basic cutsb. procedure for ripping/ Stress safety, especially

C.C. in relation to ripping.10. Stationary sander

a. types.

b. size ratingsc. usage

11. Shapera. types of cutters

.4. b. feed/rotation direction1-4 c. methods of shaping

72'71

Xi MATERIAL PROCESSING


To provide students with a working knowledgeof the-processes used to shape and formwood projects.

Students will be able to process stock inreasonable manner by squaring, gluing,bonding, laminating, veneering, and bending.

Students should be able to apply a working knowledge ofthe processes used to shape and form wood projects.

UNIT X: MATERIAL PROCESSING (Continued)

nil NrrIVES TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCES

Students should be able to selectand square stock to requirNItolerances.

A. Squaring Stock to FinishedDimensions

Have students square stock usingscrap lumber as a review exercise.

Provide inf9rmation andstock for review.

Scrap rack at school

or local cabinet shop.1. Stock cutting sizes

(allowance for trimming)2. Procedure for squaring

boardsa. selection of best face

(1) sap side vs. heart-side

(2) advantages/dis-advantages

b. parts and dimensions ofa board

c. steps in squaring tosize

Students should be able to select B. Cluing and Clamping Have each student select and use Clue sample pieces of wood .k 6, pp. 536-537the curcect glue and clamps when 1. Common wood glues the proper glue for use on their and demonstrate properties .k 10, pp. 108-109constructing a project.

4Lto

a. premixed(1) white glue(2) contact cement

project(s). such as water resistance,strength, drying times, etc.

(3) liquid hide glue

(4) aliphatic resinglue

b. powdered glues(1) plastic resin '

(2) casein glue(3) animal hide

c. miscellaneous glues(1) resorcinal (boat)(2) epoxy(3) model cement

7 5

7)

UNIT X: MATERIAL PROCESSING (Continued)

01LIECT YRS TOPICS SWINT ACTIVITIES TFACHER ACTIV TIES RESOURCES

(4) electronic gluing(S) hot glut (gun type)

2. Types of clampsa. "C" clamps

b. hand screw clampsc. bar clampsd. pipe clampse. miter clitips

f. spring clampsg. web clampsh. frame clamps

Have students put together a trialassembly (no glue) to demonstrateunderstanding of selection andusage of clamps.

Evaluate trial assembly.

3. Purpose of gluing wooda. increase size of boardsb. join partsc. laminated. reduce warpinge. add strength

Acquaint students withmethods used to constructlarge wood surfaces to pre-vent or correct warpage.

Book 10, p. 107

4. Laminating Visit local church or other large Organize trip or showing of Films, texts, locala. definition building which uses laminated wood film and encourage dis-

o.uilding, furniture

it b. uses beam construction and discuss cussion. stores and/or(1) beauty(2) strength

beauty, strength, and otheradvantages.

catalogs.

(3) stability(4) forming View filmstrip on lamination.

Students should be able to C. Bending Have students research bendingdescribe the methods used for 1. Uses wood, including methods, uses, ad-bending wood. 2. Methods

a. steamb. kerfingc. combinationd. green lumbere. laminating

vantages and disadvantages ofeach and prepare a written ororal report.

7?

,

7 8

BEST COPY AVAILABLE

UNTT XT MATERIAL PpnrEssING_JCOO

OBJECTIVES

ingedl

TOPICS STUDENT ACTIVIUES TEACHER ACTIVITIES

Demonstrate gluing veneersfor class.

RESOURCES

Shop inventory,personal goods.

80

Studencs should be able toidentify different common kinds,uses, methodi of application,advantages and disadvantagesof veneers.

us

7 9

D. Veneers1. Definition2. Uses

a. plywood (panels andmolded)

b. overlayc. inlaysd. marquetry

Practice gluing veneers to scrapwood.Show samples of veneered products,including each of the four useslisted.

IMIT ADVANCEDZ(NISHINC TEVIUltraS

INIPOWW110UfritP0SE/BAlIONALL/INIENIION)

To give students a working knowledge of thetypes of finishes and techniques used onwood projects.

81

UNIT COAL(S) GENERAL UNIT OBJECTIVES

Students will be able to identify select,and use appropriate finishes and supplies.

BEST COPY AVAILABLE

Students should be able to properly select and apply thevarious finishing 'materials to wood products.

8 2

UNIT xr: ADVANCED FINISHING TEC 100511auri____

natreTIYES TOPICS SIIIDFN ACTIVITIES TFACHFR ACTIVITLE.1 RESOURCES

Students should:

be able to explain the hazards A. Finishing Safety Tour of finishing facilities. Provide students with a list Appendix 2.o( flammable finishing materials 1. Ventilation of flammable materials whichand should be able to describe 2. Storage Research and prepare a short may be encountered in a wood -specialized equipment used for a. oily rags written report on spontaneous working lab.ventilation and storage. b. finishing materials combustion.

know the procedure for preparinga wood surface for finishing.

B. Surface Glue Elimination1. Applying correct amount

of glue2. Removal procedures

a. wiping excess with wetcloth befca:r4 drying

b. scraping Surfacec. sanding

Using a piece of scrap wood,show the students how smearedglue will affect the finish-ing procedure.

Book 6, p. 786

C. Surface Preparation Use project to demonstrate under- Provide the students with a Book 18, pp. 252-2SS

46.....1

1. Planing to smooth millmarks

2. Scraping (curly grainedwoods)

standing of techniques used forsurface preparation.

study guide listing the typeof abrasives and the range ofgrit sizes available.

3. Sanding Using scrap wood, have the students Show students how to correct-a. beginning with coarsest put several scratches on a board ly tear abrasive sheets in

grade necessaryb. progressing to finer

gradesc. final sanding with

grain

and remove them by scraping andsanding.

workable pieces.

4. Bleachinga. purposeb. procedure

Stress the dangers andadvantages and disadvantagesof bleaches.

Book 6, pp. 788-790

S. Grain raisinga. purposeb. procedure

Show stu.,ents the effects ofwater on wood in relation tograin raising.

83

84

XI: ADVANCED FINISHING TECHNIQUES (Continued

OBJECTIVES TOPICS sumo' ACTIVITIES TEACHER ACTIVITIES RESOURCES

6. Distressinga. purposeb. procedure

Show different articles usedto distress furniture.

Book 6, pp 820-821

7. Wash costa. purposeb. procedure

Book 6, pp 806-807

8. Patching and repairing Have the students dent scrap wood Show the students how toa. steaming, dentsb. crack, defects, and

nail holes

and remove the dents using aniron, hair dryer, water, etc.

remove dents from wood.

(1) wood putty(2) plastic wood

(3) wood plugs andpatches

(4) glue and sawdust

Show the students how touse fillers, plugs, etc.to fill holes and dents.

(S) spackling

Students should be familiar with D. Finishes Develop and demonstrate skills Arrange jobs with the school look 10, pp 38-39the types of finishing materials 1. Opaque using opaque finishes by painting or community. Book 14, pp 132-133and have a working knowledge of a. definition shop equipment, cabinets. ortheireach.

46oo

b. purposec. specific preparation

and application

school plant facilities.

d. types(1) paints(2) enamels

One or more students may demon-strate the technique for cleaningbrushes used with different opaquefinishes.

look 9, pp 819-821

(3) epoxies

(4) lacquers (colored)Use on projects. Show usage, advantages and

disadvantages.Book 17, pp 36-37

(S) acrylics Research and prepare a report ex-2. Transparent plaining the differences between Discuss the effects of

a. definitionb. purposec. specific preparation

and application

types of transparent finishes. weather on finishing.

.., d. types

(1) varnishesUsing scrap wood, apply differenttypes of transparent finishes to

Book 9, pp 810-813

(2) lacquers ,

(3) epoxiesdemonstrate their effects.

(4) shellac(S) sealers

86

UNIT XI: ADVANCED FINISHING TECHNIQUES (Continued

OBJEcTIVES TnPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCESE. Solvents List or prepare a chart indi- Emphasize the importance of Manufacturers labels

I. Definition cating which solvent is used to using the correct solvent Appendix 12. Types and uses

a. turpentineb. alcohol

c. lacquer thinner

thin or clean -up each type offinish.

for each finish. took 18, p.266

d. paint thinners Clean finish applicator with Stress safety involvinge. mineral spirits proper solvent. solvents. Shop catalogs

(varsol, kerosene,etc.)

f. water

F. Finishing Materials List the supplies and materials- Conduct a tour of theI. Uses and applications required to finish a project. finishing area. ti

2. Typesa. bleachesb. stains

Display selected finishingmaterials.

Newspaper ads

(1) oils Practice with each type of stain Prepare study guide on the look 18, p 261(2) water and explain the differences and purposes, uses and effects Local paint store(3) spirit similarities in appearance and

application.of different stains on wood(i.e. making an inexpensivewood such as red gum appearas walnut).

c. sealers/wash coats List woods which require a wood Apply filler to a piece of Book 6, pp 116 -120d. fillers filler.

Apply a filler to a piece of scrapwood.

scrap wood to demonstrateuse.

e. linseed oil

f. tung oil

Demonstrate linseed oil toprevent overstaining of endgrain.

look 6, p 114

g. tinting base Demonstrate matching or Book 6, pp 814, 826 -h. oil colorsi. powder stains and dyes

darkening stains. 827

,

87

88

UNIT XI ADVANCED fINISHING TICHNUMN. (rnnrimuk,i)

TOPICS STUDENT ACTIVITIES TEACHER ACTIVITIES RESOURCESosirCTIVBS

G. Finishing Supplies1. Uses and applications2. Types

,

a. brushes

b. rottenstone

Distinguish between a highquality brush and a low quality .

brush.

.

c. pumice stone Use any or all of the polishing Demonstrate the use of Book 6, p 802d. rubbing oil.e. rubbing compound

f. polishing compoundg. steel woolh. wet/dry abrasives

materials on a project. polishing materials.

H. Methods of Finishing Use any or all of the different Demonstrate the different1. Brush2. Hand rubbed

finishing methods on project(s). methods of applying a finishby brushing, rubbing, andspraying. Book 17, pp 1S3-1SS

3. Spraying Identify:um the materials used for spraying.

the different types of sprayguns.

the main parts and adjustments Disassemble and clean afound on a spray gun. spraygun to demonstrate

proper care and cleaningtechniques.

Book 17, pp 160-161

Discuss problems which maybe encountered with spraying,and possible solutions.

Book 19, p 490

y90

UNIT XII: OCCUPATIONAL INFORMATION


To provide vocational information andsuggest sources of occupational guidance.

91

Students will compare occupations relatedto woodworking.


1. make occupational decisions related to thewood industries.

2. write a resume.3. know how to present himself/herself for a

good interview for employment.

92

UNIT XII: OCCUPATIONAL INFORMATION 5 Houis


Students should be able to: A. The Wood Industry1. Construction Have students visit job sites Prepare a field trip to Local construction

distinguish between the variouslevels of career of,portunities

a. housingb. office buildingsc. bridges

where construction is takingplace.

1,Nlal construction sites,manufacturing plants, em-ploymont offices, etc.

site

available to him/her. d. schools Have students choose one of thesec. churches areas and do a report during class Work with guidance counselorswrite a resume. 2. Manufacturinga. furniture Have students visit local menu-

to arrange career guidarce.

know how to present himself/herself for a good interview.

b. cabinetsc. doors

d. windows

factoring operations.

3. Servicea. repairsb. engineeringc. architects

Select a student to visit one ofthese areas snd give a report ofhis visit to the class.

4. Transportation List the methods used for trans- Discuss with the students look 7, p. 335a. logsb. lumbi.r

porting logs to the sawmill, the old methods of trans-porting logs as compared to

Lmba

c. productthe new method.

B. Career Opportunity One student will be assigned the1. Personality role of an employer as another Discuss with the students2. Mental abilities student is assigned the role of the importance of being3. Physical abilities4. InterestsS. Job requirements

the prospective employee. Afterthis exchange is demonstrated,members of the class will evaluatethe mock interview.

truthful to his employer.

C. Job Classifications Visit local branch office of1. Unskilled

a. no required trainingb. physicclc. material moving/handling

Louisiana Department of Labor JobService or have representativevisit classes.

0. 0 4

IT XII* OCCWATIOUAL INFORMATIOr (Continues

OBJECTIVES TOPICS STUDER. ACTIVITIES TEACHER ACTIVITIE., c. ,.

2. Semi- skilled Have a local personnel director Work with the Louisiana Louisiana Associationa. some special training from industry come and speak to Association for Business for Business and In-b. O.J.T. your class about what he looks and Industry in obtaining dustry.c. machine operators for in a potential employee. the guest speaker. Loa" Chamber of

3. Skilleda. craftsman/tradesman

Commerce

b. performs all tasks Have representative from local Visit a construction site Large constructionof the trade chapter of a trade union discuss that has an apprenticeship site

c. journeymen apprenticeship with classes. program - ex. bricklaying.(1) apprenticeship(2) classroom instruc-

tiond. skilled crafts

(1) carpentry(2) cabinetmaking(3) pattern making

4. Semiprofessionala. foresterb. engineer

Have students prepare a resumefor employment.

Appendix 3

CoCo. architect

d. furniture designer Visit local employment office. Explain the difference be-e, real estate brokerf. banker Have personnel director from tween the employment

services and the employmentLocal plants (ex.Petro chemical/

g. managementh. teachers

local plant discuss their hiringpractices. services of the agency.

Work with the guidancecounselors to arrange thisvisit.

chemicals, and menu-facturing.

0

96

APPENDIX 1

BASIC WOODWORKING EQUIPMENT (SUGGESTED INVENTORY)

54 9 7

NOMBIR

1 . . NOR, i !MIR I mmill

rR.is Alf1,1r ?eg

BASIC WOODWORKING EqUIPMFDT (SUGGFSTFD INVIIITURY)

DESCRIPTION

1 Tool G:Inder (N,euch)1 10" Tilting Mbar Circular Saw1 6" Jointer or VnIplaue1 18" l'aner (Surfacer)1 15" Drill Press2 12" Wood lathes2 24" Scroll Sawa

tan1 14" Band Saw

CA 1 Shop Vacuum (Wet/Dry)I Belt Sander, 3"x 24"1 Finishing Sander (Vibrating)1 Router1 Saber Saw1 7" Circular Saw, Portable1 Dudo Set (Table Saw)1 Molding Head and Knives2 Turning Chisel Sets (Lathe)1 Router Bits (Carbide) Assorted--(Router)1 Miter Box and Saw24 Vises, Woodworking6 Workbenches, 4 Station2 Metal Storage Cabinet (Flammable Materials)1 Safety Container (Oily Wastes)2 5 gal. Safety Fluid Container24 Safety Goggles6 Safety Face Shields1 First-Aid Kit24 Hearing Protectors /Plugs4 Dust Masks (Throw Asuy Type)1 Exhaust System to remove dust, fumes, etc.2 Eagle Oilers1 Norton Soft Arkansas Stone

98

BEST COPY AVAILABLE

to0

99

NUMBER4

2

2

1

2221222

2

1

4

10

12

4

6

422

2

12

12

4

6

2

2

12

66

BASIC WOODUORKINC TOOLS OU(:CESTK INVENTORY)

DESCRIPTION NUMBERAwls, 6" ScratchBevel-T, 8" Sliding

Bits, Auger 14416 Sets (1/4"-11)Bic, ExpansiveBits, Spade (set), 3/8"-1"

bits, Twist drill set (1/16" by 1/2" by 64ths)Braces, BitBits, Countersink

Bits, Screwdriver (3/8" L 1/2")Brushes, Bench (1/2, 3/4 L 1")Calipers, 8" 0.S.Calipers, 8" I.S.Chisel, Sets 1/4" - 1"Chisol, Curving SetCord, Extension - 25'Clamps, Bar (3' - 5')Clamps, ILrdscrewClamps, "C" (12", 8", 4,)Clamps, StrapDividers, 8"

Files, Wood (Double-Cut), 10"Files, Hill, 10"Files, Saw (3-corner), 6"File, Surform, 10"File, RnsPFile ILoulles

File calds

Balmer, Claw 7 oz.

Ilal.:4er, Claw 13 oz.

IL nor, Claw 16 oz.!Lind Drilla

Doweling JigPlug Cutters, 3/8" 6 1/2"Putty Knives

4

1

1

6212466

214

1

1

2

4

22

61

1

11

11

662

Knives, Utility 6"1 Level, 24"

Mallets, Wood4

BEST COPY AVAILABLE

DESCRIPTIONPlanes, Block 6"Pliers, Side CutterPliers, Needle-nosePliers, AdjustablePliers, Vise-gripRules, Bench - 24"

Rules, Folding (or Tapes)Saws, BackSaws, C.C. 10 pt.Saws, Rip 5 1/2 pt.Saws, DovetailSaw, Compass

Saw, CopingScrewdriver Set, Standard TipScrewdriver Set, Phillips TipScrew-Mate SetSquares, 24" FramingSquares, 12" SteelSquares, Combination 12"Squares, Try 8"Wrench, Adjustable 10"Wrench, Set, Std. open end and boxed endSoldering Con, 100 WattsCo.eination Square Set (Try,Trammel Point SetSet of Miter ClampsHacksawMallet, RubberNail SetPlanes, Jack 14"Planes, Smooth 9"

7"6"

Protractor, and Center)

100

BEST COPY AVAILABLE

BASIC WOODWORKING SUPRIES/OATERIALS (SW.GKSTED INVENTORY)

(Per station of 24 Sti.Jonts)

SUPPLIES/MATEkiaL4 TAurrry011112t

1" Lumber 250 RF Any Combination

1/4" Plywood 2 Sheets Any Combination

1/2" Plywood 2 Sheets Any Combination

Stain 4 gallons Walnut, Mahagany, Oak

Shellac/or Sanding Sealer 6 quarts

Clear Finish II quarto Varnish, Deft, Urethane

Paine 4 quarts White, Black, Etc.

Filler, Paste 1 quart

Patching Putty 2 pounds

Abrasive Paper 3 sleaves (300 sheets) Extra fine, Fine, Medium

Steel Wool 2 pounds 0000-0

Paste Wax 2 pounds

Sander Belts 10 Fine, Medium, Coarse

Coping Saw Blades 100 10, 12, 14 teeth

Scroll Sew Blades 100 10, 12, 14 teeth

Saber Saw Blades 30 Fine, Medium, Coarse

tube Oil 1 quart 30 wt.

Ferosene/Varsol 5 gallons

1L

BASIC WOODWORKING SUPPLIES/WERIALS (SUGCESTED INVENTORY)

(Per section of 24 Students)Page 2

SUPPLIES/HATERIALS QUANTITY mums

FN Wood Screws 4 hozes 100 1/2" 14, 3/4" 16, 3/4" P8, 1"tB

FH Wood Screws 3 boxes 100 1 1/4" 09, 1 1/2" 010, 2" 110

White Glue (liquid) 6 pints Weldwood, Titebond ur equal

Plastic Resin Clue (powder) L pounds Water Resistant

coo Rubbing Compound 2 pounds Or Pumice Stone

Polishing Compound 2 pounds Or Rotten Stone

Turpentine 2 gallons Type of Thinners

Alcohol, denatured 1 gallons Depends on selection of Finibh Material:.

Lacquer Thinner 1 gallon

102

BEST COPY AVAILABLE

103

INDUSTRIAL ARTS TEACHERS

SUGGESTED PREPARATIONS FOR OPENING SHOP TO STUDENTS

Shop Facilities -

1, Mike a visual check of the physical conditions of the shopand storerooms.

2. Check electrical switches, lights, outlets, gas, and air outlets.3. Check fire extinguishers and fire drill instructions. Schedule

a demonstration of recommended fire fighting techniques with thesupport of the local fire department officials.

4. Organize and display information forms to ensure effectivestudent orientation.

Equipment - Be sure that:

1. machines are lubricated and adjusted.2. all guards and safety equipment are in place.3. machines are clean and in operating condition.4. cutters and blades are sharp.

Tools - Be sure that:

1. tools are in their proper place on tool panel.2. hand tools are sharpened and adjusted.3. tools necessary for first demonstration are ready for use.

Supplies -

1. Have stock cut and ready for first demonstrations.

Sanitation - Be sure that:

1. there is ample supply of paper towels, soap, and wiping clothson hand.

2. a clean shop coat is available.3. school supplies/aprons are clean and in place.4. eye safety devices are cleaned and sanitized.5. there is sufficient supply of brooms and brushes.6. wash-up and drinking facilities are clean and in working order.

Teaching Materials - Be sure that:

1. films are ordered and confirmed.2. ample supply of chalk and erasers 's available.3. audiovisual equipment for first lesson is on hand.4. record book, teacher handbook, spare pencils, and class

lists are available.

59

SHOP CLOSING GUIDE

Most shops and labs can be made ready for the summer recess in

two or three days, if a planned program for shop closing is followed.

Some of the pupils may not have time to start another project or work

unit near the end of the year. These pupils can be assigned to do

various activitieQ 'hat need to be accomplished to close the shop or

lab for summer break. The instructor may prepare a list of such jobs on

individual cards. Allow the students to choose the job or jobs they would

like to do to complete the assigned task.

WHAT TO DO

First of all, discuss next year's assignment with your principal

or supervisor. It might require that some physical changes be made in

your shop. You may have to enter a supplementary requisition for

additional tools and materials. (Make all your requests in writing

and keep a copy on file.)

After this, consider the following checklist:

I. Shop or Lab Facilities

1. Have shop painted if necessary.2. Fill out requests for minor repairs such as

replacement of broken or cracked windows, faultylocks, damaged or frayed electric cords, andfor checking and recharging fire extinguishers.

60

105

II. Equip-lent and Furniture

1. Check, clean, lubricate, and repair machinery.2. Request major repairs and repair parts.3. Remove blades and cutters from machines.4. Oil/or wax machine surfaces to prevent rust.5. Paint machines and furniture as necessary.6. Repair and refinish bench tops as necessary.7. Reline soldering, forgingsand melting furnaces.8. Shut off gas and turn off compressor. Bleed lines if necessary.9. Conduct an inventory.

III. Tools

1. Clean, repair if needed, sharpen.2. Construct, repair, paint tool holders.3. Oil or wax to prevent rust.4. Pack edge tools for sharpening--saws, blades, cutters, etc.

IV. Supplies

1. Clean and arrange storage areas.2. Prepare requistion and/or supplementary requisitions for

next year.3. Inventory and store new supplies as they are received.

V. Sanitation

1. Clean, repair, sanitize and store2. Clean and sanitize safety glasses3. Inventory safety equipment.4. Collect aprons and shop coats for

offers this service.5. Clean all lockers.6. Discard useable odds and ends that have accumulated during

the school year.7. Discard supplies (paint, varnish, etc.) in cans that cannot

be sealed.8. Clean wash-up area.9. Clean used paint brushes and discard them if they are too bad.

10. Remove all trash and rubbish.11. Remove all volatile fluids or store in proper containers.

safety glasses and shields.storage cabinet.

laundering if your school

VI. Teaching Materials

1. Collect and store all books.2. Return audiovisual equipment to central storage.3. Construct, repair, and store all audiovisual material.4. Duplicate forms, safety tests, measurement tests, etc. for

next year.

61

106

1

5. Order paper, duplicater supplies, chalk, etc., for next year.

VII. Administration

1. Send grades, forms, requests, etc., to appropriate people or

offices.2. Complete teceesary departmental reports for office.3. Turn in study guides, course of study, handbooks, inventories,

etc.4. Tag and turn in keys.

VIII. Security

1. Lock tool storage cabinets.

2. Check and lock windows and outside doors.3. Lock electrical panel; be sure electricity and gas have been

turned of.2.

4. Lock storage areas.5. Lock your desk, personal storage cabinet, and office.6. Close and lodk the shop.

62

107

IOURSE EVALUATION

Purpose:

This eval=!.4nn is an effort by your instructor to ascertain his/herteaching effectiveness and the usefulness of course materials. It isdesigned to provide suggestions on how the course can be improved andbe made more relevant to students' needs. Your cooperation will begreatly appreciated.

Instructions:

Below is a list of qualities dealing with the course and the instructor.You are asked to evaluate these qualities on a scale of four to one.Four is the highest ranking, and one is the lowest ranking. Any commentsyou wish to add may be included on the back of this sheet.DO NOT SIGN THIS SHEET.

Rankings

Highest Lowest

1. The class sessions And lectures were well organized. 4 3 2 1

2. The course textt,Jok was very helpful. 4 3 2 1

3. The course was interesting and enjoyable. 4 3 2 1

4. The course material satisfied my educational needs in

this area. 4 3 2 1

5. The tests used in the course contributed to greater

learning. 4 3 2 1

6. Material presented in the course was easy to learn and

to apply. 4 3 2 1

7. The instructor displayed a sense of professionalism and

dignity in the class. 4 3 2 1

8. The instructor seemed personable and genuinely interested

In the students. 4 3 2 1

9. The instructor has a thorough knowledge of his subject

matter. 4 3 2 1

10. The variety of presentation methods was good. 4 3 2 1

11. The instructor displayed a sense of humor. 4 3 2 1

12. The instructor was clear in his explanation of course

material and assignments. 4 3 2 1

13. The instructor always seemed prepared for class meetings. 4 3 2 1

14. The instructor always displayed a pleasant appearance. 4 3 2 1

15. The instructor provided for all students to participate 4 3 2 1

16. The instructor was patient and resourceful. 4 3 2

63 108

INDUSTRIAL ARTS FIELD TRIP

DATE:

PLACE:

LEAVE: AT:

?ET'.-RN TO

SCHOOL

SCHOOLAT:

FEES: (1) TRAVEL

(2) .7..i.1,5

(3) ENTRY FEE

(4) OTTER

My daughte r/s cn , has my permission

to attend the Industrial Arts Fteld Trip to

in , La., on

It is my understanding that transportation will be provided by a Parish

school bus and/or private car. Students will be accompanied by Industrial

Arts teachers.

(PARENT OR GUARDIAN)

(DATE)

My soniciaughter has my permission to

use his/her car or truck to. transport student projects from

High School to and back.

(PARENT OR GUARDIAN)

64

(DATE)

109

Color:

Colors should be used to create a pleasant work lrea (attitude) addto reduce glare. Light pastels are beet for walls, partitions, andceiling areas. There is no agreed standard for "color coding"machines or equipment, but use of different colors or shades of thesame color is an excellent way to differentiate between various parts.This method can also be used to emphasize a hazardous area, point ofoperation or nip point, etc. Most equipment color suggestions wouldfollow this basic ASA (American Standards Association) ZR53 color system:

Basic Unit Gray or Green(by tradition)

Parts Which may cut, crushor shock (guards) Orange

Tarts that move - or project (warning) Yellow (or blackand yellow stripes)

"Stop" Buttons or switches

Unit under repair

Other color suggestions:

Fire alarm boxes, exit signs,fire extinguishers, barricadelights - danger signs

Red

Blue

Red

First aid kits - stretcher Greenequipment - safety signs

Traffic zone markings

Housekeeping markings

Black, white(or black andwhite stripes)

Yellow, blackand yellow

The personal system you choose must be standard throughout yourlaboratory. New equipment should be touched up or painted to matchexisting equipment.

Safety consideration is a critical requirement of facility planningand can "pre-solve" many future safety problems.

We strongly suggest that all Industrial Arts instructors use thiscolor guide for their labs within three years after distribution ofthis booklet.

65

1

1 ' 1

/

66 111

Nom MEI EN IMO MN 11111 MO 10111 IWO MI MN NM 11111111 111itiiRASIVE GRADING CHART (Comparison of mesh and grit numbers)

Artificial NaturalSilicon carbide,

Classification and Use aluminum oxide Garnet Flint (quartz) Emery

Extra coarse 12(sending coarse wood . 16 16(4)texture) 20 20(3112)

Very coarse 24 24(3)(second stage in sanding 30 30(21/2) Extra Coarse Very Coarsewood textue) 36 36(2)

Coarse 40 40(11/2)(third stage in sandingwood texture)

50 50(1) Coarse

Medium 60 60(v2) Coarse(removirig rough sanding 80 80(0) Mediumlexture) 100 100(2k) Medium

Fine 120 120(3k)(first stage in sanding 150 150(4k) Fine Finebefore applying finish) 180 180(5k)

Very fine 220 220(6A)) Extra Fine(second stage in. sanding 240 240(7k)before applying finish) 280 280(8k)

Extra fine 320 320(9k)(rubbing between finish 360coats) 400 400(l0,b)

500600

L"Reprinted from GRNERAL INDUSTRIAL EDUCATT.ON, copyright 1979 by Chris U. Gcuatloin

and John L. Feiner. Used Oth permission of the publisher WebstecMcGraw-Hill Book Co."

1.12BEST COPY

113

BEST COO' AVAILABLE

SELECT TIE FINIS* TWAT *EST SUITS YOUR NEEDS

DRYINGTIME

MATERIALS BETWEENCOMMON FINISHES USED ON SOLVENT* COATSSTAINWater Wood Water II hrs.

Vinyl Wood Water 1 hr.

Wood Mineral 8 hrs.

Spirit:

Oil

CHARACTSRISUCSGOOD POOR

Easy to useGood penetrationinexpensiveWater cleanup,Choice of colorsBrush or Wipe onEasy to use

Rich colorBrush on and wipe cffLikes dssirzd shade isreached

Raises the woodgrain **

CLEAR WOOD FINISHESClear Wood Finish

(Deft) Wood Lacquer 20 'aim

Acrylic(Wood Armor)

Lacquer

Varnish,

Thinner

Wood Water 1 hr.

Wood Lacquer 15 min.Thinner

Wood Hinetal 24 hrs.Polyurethane Metal Spirits

Shellac Wood Alcohol 2 hrs.

Can be brushed or sprayed

Shows no brush markseasy to applyDoesn't darken with ageEasy touch-upResists water, heat, andalcoholEasy to useWater cleanupDries clearUsually sprayed, butcan be brushed on orapplied by dipping

Clear, tough, hardResists oil, water,and alcoholEasy to apply

Good penetrationGood Sealer

Two or more coatsshould be applled

Requires two or moreCoats

Toxic (poiscnous)fumes

Hard to cduch-up

PENETRATING OILSMineral Oil Wood Mineral 4 hrs.

Spirits

Danish Oil(Witco)

PAINTEnamel

Latex

Lacquer

Wood Mineral 4 hro.

Spirits

Easy to applyNon-ToxicGood to use on cuttingEasy to fpplyToughens wood surface

Poor resistance toheat

Nor veserpror.f

Not permanent

boardsMay discolor fin'shcoat it not scale.'

Wood Mineral 12 hrs.Metal Spirits

Wood Water 4 hrs.

Metal Lacquer 15 min.

WaterproofCan be brushed or sprayedTough, hardOdorlessWater cleanupUsually sprayed, but Requires two or morecan be brushed on or coatsapplied by dipping Toxic furies

Resists water, heat,and alcohol

WAX Wood

MetalPlnetic

10 min. Portects surfaceMakes the surface shineCan be used alone or appliedover ocher finishes

* Material used to then the finish amc for cleanup.**Causes the wood fibers to rise up. This makes the surface rough.

68

114

n..°

I.2.3.4.S.6.7.S.1.10.11.

12.13.14.IS.14.17.

111.

11.

20.21.22.23,24.25.26.',

-(9.30.31.32. Warm, so outer bleaches. raison)33. Water stain. grown.34. Some volution; (Neutraliter)35. flat varnish, 2 or 3 coon.36. Sand nisei tecond coot; No. 3/0 tondpoper.37 Silver Was, oil slain.38. Wkvad filler; colored to notch stain.

1101E: 4.11,irei oil made rf 1/2 &waren* and 1/7 machine oil.

WOOD FINISHING CHART

BEST

Wood Perne.14, NarAires

Vick VAdnot I Ughl nAkvs4 esen1oh finish 7 II 11 70 21 74 VOperetta. Walnut 2Mack Welnet 3

therk .61.1ed vorolves finishloMeed oil firs%

II 20 71 26 27111;wise the groin with waive. Send when dry. Red Ct dot 1 Uyfrs 14.1 id rhollec finish 10 23 21 26 77Wct-r *fain; uuy color. Rod Color 2 Oerk niled verags Raids 16 11 23 21 23 77011 twin; ady color.

led C.ador 3 tight uleret /.cosset fir,hh 13 201$ 13* '17Ivory oil 'Min.Goes Woad 1 Robtv.d shellac an ligared pore 16 10 20 21 36 77Iti.lwareate Jf pans:shoe,0.0. Wood 2 Welr.ut lavitolion an plum ova, 133141130 21 24 27Prater pair.% any color.Sirch 1 Nohnol door lacquer NIA 13 14 20 21 26 77White avelloc; one shin cam.7'1.4 2 Water steins! nAptetd erniih 1224 II 2021 x77Psr.te *vocal fillet; Wolfed.Maple 1 Oil stoino4 toll.1.44 wraith 73 11 20 21 24 2/folk we6e1 filler; f4a1unel.Maple 2 Notated nAdvied finials 10 20 21 26 77Mini .1selk.c, 4 coon.

3 Old Reelites finish 1 5 24 11 30 21 26VVo.r;v11.; 4 cwt.14611,1e 4 ,leeched 22 34 13 70 14 21 24fran..1; 4 coon.Klogorsy 1 Water Stained rehired vatahh 1 2 24 3111 79 21 24Sanding sealer; 3 coon.

2 Oil stein milked varnish 3738112071 2C.6,sa1in0 loccooe; 2 coon.lsfalrogany 3 Spenids f Was 1 13 24 '41 7 7/Spooying I.ccluw. 2 coots.Aulesoony 4 Silver wty nalglomi dvelloc 37 11 10 70 31 24 2/Ileeed oil to ain2 out grain.Mvhogony 5 Mooched hscouer finish 32 34 72132014 317603 1.thyOck"florl 4 Katmai toiled vornhh Golds t 11 20 71 26 VUrc441 oil; Oland many coots.Ooodered Oils 1 Natant1 Isheil etanWs firdels 11120211677Woo,: T:V.er; iiivor, Grey.Chmtered Ook 2 Stoinod rehired varnish 114.1141 17 7 1 11 70 71 24 77Sand between coats; No. 3/0 sondpaple.Plain Chi: 3 Stoined rubbed vernhil finish 3 7 38 11 20 71 76 77Sand hat cant, No. 6/0 un3 3F pumice, wet in oil (Rubbing Oil)Red Wood

1 Nlawel w4n4h 11 20 21 26 27Past. wood filler, White.led Wood 2 Weathered flat yernIsh finish 1335Maple oil stain.Orston Pine Or 1 Verna.' Min euld:141 she Hoc 10 29 21 26 VSteel .0(41, No. 2/0.Do. gIcn Fir 2 Pickle fiords flat voirdsh 4 3 3 20WheNeale* Fir 3 Sleds geoln; rtilved voreshh 3 30 11 20 21 74 27Itvtieraturve sod oil, with felt pod. (Rating 011)Doaglas Fi. 4 Slosh wain wire lare,11.41 75 4 21 24 77Foie flux soy.Solos Pine Or I Natural while skillet Mini.. 10 20 21 74 Vflours. homier.White Pine 2 rote( point shellac Finlrh 1 6 10 2 71 36 27Shellac. rut Led; many coon.%Mile Pine 3 tnorvel end toorofes 73 12 20 21 26 3 27Shellac; I coot to hold pitch.Viltit. Pint 4 Crackle finish 31 6 10Derdrire glue.

115

2.

Name(s)

PROJECT PLANNING

sketch ordrawing required withthis form.

111

Project Name

Type of Project: Individual

Date

Group

Estimated

Mass Production

ate Begun Completion Date

PLAN OF PROCEDURE

OPERATIONS TOOLS REQUIRED PER OPERATION

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Instructors Approval:Comments:

Date Completed Total hours spent on project

Working Drawing Grade Final Project Grade

Comments:

70

116 .

THINNERS FOR FINISHING MATERIALS

FINISH

Water Stain

Oil Stain

Spirit Stain

Paste Wood Filler_

Lacquer__

_Shellac

Lacquer_ Sealer

Varnish (Oil)

Enamel

Paint _(Oil Base)

Paint (Water Base)

THINNER

Water

Naphtha, Turpentine, Benzol, Lin. oil

Denatured Alcohol

Benzine, Turpentine. . . . _

Lacquer Thinner

Denatured Alcohol (190 proof)

Lacquer Thinner

Turpentine

Turpentine

Linseed_OilAnd Turpentine_

Water

117

Amemmft Alimmm amll Ami mminft -AM--

PROJECT BILL OF MATERIALS

PART A: Finished dimensions of assembled parts. *Parts layout sheetgraph paper etc.) recommended.

Part 4 No. of Pcs.

Size..

andThk. X

ToleranceW X L e. of Material

II

1

I

1 111

1 ai

I.

?ART 3: Stock Xaterials/Supplies

Part No. of Pcs.Stock/Sizes

Thk.XWXL Material/SuppliesUnitQuality

Perrnit Tot

1

72

Total Value

Less Jo Charges

TOTAL DUE

118

Student's Name

STUDENT'S PLAN SHEET

Class

Name of Project Date Started Date Completed

Estimated Time Actual time

Personal efficiency: actual time 4 estimated time

Source of drawing

MATERIALS REOUIPM

No. ofpieces

Description andsize of piece . Kind of materials !.nit Cost Extended Cot:"

Tools:

1.

2.

3.

(rder of Procedure:

3.

*4.

t.

7.

R.a

10.

11.

12.

13.

14.

5.

6.

7.

8.

73

12.

Approved

119

PROJECT PLANNING AND EVALUATION(Place complete workins drawing on reverse side.)

Grade

Your name Learner level

Project Source of Idea

Date Begun Date Finished Cost

Total Time

Instructors approval Comments

1.

PLANNINGMAIN OPERATIONS TOOLS NEEDED

1.

2. 2.

3. 3.

4, 4.

5. 5.

6. F.

,=.

7, 7.

8. 8.

(Continue on separate,piece of paper if more room is needed.)

MATERIAL NEEDEDParty No. of

PiecesSize

W T LMaterial Unit

CostTotal Ccic

.

TOTAL

74

NAME

PROJECT SELF EVALUATION FORM

COMPLETION TIME

PROJECT SCORE

CODE 4-Excellent3-Above average2-Average1-Below average

I. DESIGNA. Functional Requirements.

1. Does project serve itsintended purpose?

2. Does project perform ,

efficiently?B. Material Requirement.

I. Does project reflectsimple, direct, andpractical uses ofmaterials?

2. Were materials used totheir best?

3. Was maximum use receivedfrom minimum materials?

4. Were characteristics ofmaterials observed?

C. Visual Requirements.1. Does it look right; is

it interesting?2. Does it exhibit good

proportion and balance?

II. PLANNINGA. Is working sketch complete

and orderly? .

B. Does plan of procedurefollow a logical order?

C. Is oill of materialscomplete?

GRADE

III.

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

IV.

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

75

CONSTRUCTIONA. Were safety precautions

observed? 1 2 3 4B. Were machines properly

used? I 2 1 4C. ::ow well were mistakes

corrected? 1 2 3D. Did /'work accurately

and carefully? 1 2 ;

E. Was skill exhibited inthe use of:1. Layout and measurin3?1 2 2 -

2. Cutting tools? 1 2 J3. Machining? 1 1 3 4

F. To what extent did I keepprofitably busy? 1 2 3 4

G. Did I show imitativeand resourcefulnes;? 1 2 3 4

COMPLETIONA. Is project general

appearance neat andorder? 1 2 3

B. lo joints properly tit?C. Do dimensions of project

correspond with dra.,:ing? 1 2 ' 4

D. Were materials used tobest advantage? (grainmatched, best facesexposed, etc.) 1 2 3 .

E. What quality is thefinish? 1 2 3 4

121

UNDERSTANDING FRACTIONS

[Divisor1. PASTS OF A FRACTION ARE: 3 [Numerator ][Denominator

Line] ()4 [Denominator]

2. ALWAYS REDUCE TO LOWEST TERMS:18-6 2

1

(CALCULATING FRACTIONS)

A. ADDING: (1) 1 _T. 1

24 41 (2) .1+2 2

3 4_4. 38 8 8

.__7

8

B. SUBTRACTING: (1) 1 1_1_ 1 5 (2) 3 1 2_ 14 8` 8 8- 8 16 16 16 8

(2) _31_1131_11 ,6 can't be subt. from)8 4 8 8

I-88

3$ 11-211 -1 -§- -1 5--8 8 8 8 8

7 1 73 , + 2= T X i=i6C. DIVIDING: (1) -4

--1-2= -^-4 i= 3 (2)1-8- 8

n i 1 1 13 3 -4

(2)yO. MULTIPLYING: (1)--4-X 2= TOT= 2 i -2- v i 4 ^ 1- 32

76 122

The following charts have been provided through the courtksyof Stanley Tools, Division of Education Sales, New Britain,Connecticut 06050. Used with permission of Stanley Tools.

77 1_23

7,:iriatiti

..";

I I

f JIgr .."PLOW

CHAMFER

FLUTE

ROMAN OGEE

STANLEY TOOLSNEW DMIIN CO04 USAt."...

Ca151.i IN 0 III

"' 7:777-714-7:*Ff

DADO

Le9i7414;v

STOP CHAMFER NOSING

IA ROUND

COMMON OCEE

OGEE SASH

124

1,4

[6.

TONGUE

COvE o IA HOLLOW

-^1:::7114

if.0"

k2J £42GROOVE

REED

GRECIAN OGEE -"s BEAD

?.IPC ar4."F41

BEV('

Ay---r.7N'trIC,.r.FIAlifLI Z163 ti :La; a :

ROUND

REVERSE OGEE

EDUCATIONAL DEPANTMENT3.714A1IT NO.

BEST COPY AVAILABLE1 0J. Act/ 4..3

CORMIni WOOD 30IEITS

HALF LAP

END LAP

CROSS LAP

MIDDLE LAP

TONGUE & GROOVEDADO

BUTT

DADO & RABBET

STANLEY TOOLStaw uNdA. Cow' 1.11.A

.... ....

DADO TONGUE AND RABBET

BEST COPY AVAILABLE

MITRE

EDUCATIONAL OEPARTMeNTCHART NO S

1. . ull

C 5i141 0 tl c(.) T S

THRU MORTISE TUN kJ

LAP DOVETAI'

STOPPED LAP ty)A TAB

STANLEY TOOLS.1 /V !Nit AO/ COM. 11'rA*

128

SUB MORTISE TENON

);)

BI RID MORTISE TENON

THRti SINGLE DOVETAIL

DOVETAIL DADO

LAP DcWETAIL OR IIATBLIND DOVETAIL

BEST COPY AVAILABIE

OPEN MORIISEMORIISE 'HMO;

THRU MULTIPLE DOVETAIL

BLIND MITRE OR SECRF T DOVETAIL

EDUCATIONAL OU'Art NII.NTCHART T NO

tua MIS

129

ST k

GRASP 111( HAWAII WAY ti(Alt INT IND

HOW TO USE

THE STANLEY NAIL HAMMER

HEAD

FACE

POLL

NECK

TMI ROW IS DUMRID INItOuGH nti Wfb! 1111 (110W AND 111(SHOUTUIR, 01$ OR Att SONG MONZA! ra0 KAY. Accatoire, tOtnt sIRINGTH Of TM Stow 10 ST MX!. cast Litt ;Act Of OttHAMMER ON Mt NAIL. DRAW INT INAtA IR SAO! AND Gilt A MillTAP tO SIAM tilt MR AND 10 DUIVANT !NI Alm

SSRUE IM NAZI SWARM TOAVC MARRING DR WOOD ANDpit,O.NG Int tuot. Ktt nit TACT

Ax nu ItAutAIR CLEAN TO AVOIDSufeiC. ON !1st MR if A tatILi.CS DRAW It AND START A NEWOM Ni A MW 'TACT

STANLEY TOOLSNtw oRITAIN O01,04 USA

IM -

CHEEK

CLAW

ADZE EYE

HANDLE

014x11/2 "100 PLUS" WASHER

MOD

To DRAW A IfA SLIP Tilt MW Ct TH1 HAMMER UNOINRI( NAIL WAD. PUU UNTIL THE NANDI* IS WILY YillICALAND flit NAIL PARTLY DRAWN

iF INS Putt a CON(N)ED, UNNECESSARY TOIL! IS IM MO!HA! W4I LED ISlt NAIL MAX111( WOOD AND PERHAPS IRLAITtilt HAMMER HANDU

list A NAIL SIT tO CRIVI NAILS SHOW nit sumaOf Mt CM WOLK To vet vti tr tilt tat sit sitno,GOff Mt 11(AD Of III NAIL, RISE tilt 1111111114(.111 ONOft WORK AND MISS Ott MA SIT MALY AGAINSTII StT NAILS MAUL SttOw tilt sync( or IntWOOD

ALWAYS SWAT WItH Tilt TACT a tilt itotAttR It IS rimt00410.k THAT fVOS1 Do KA DAmAGt Tilt TACT SY SIIIY.240

tut HARM Titus 11510 Do IAN Stf:Kt W11H Oft(K ASIt U 111. MAIO! PAM

A tot TACT IS SICHITY TACK CONvIx !KAN A PLAINTACT itkAtvIR WON It A NAIL CAN U ORmIN 'TUSK OtSWAMI* 9:.0w tilt SURTACI Of Mt WOOL, wITIKX)ILTAviNG111.AsAl5 MASTS IN TNT WOOD

Sur A Pita 01 WOOD ut,ote;Kt too or Du SWAMIS tOpKttAst tilt uvrtAct AND tOlittivt tilt tssit4aSSAty MANCf4 MI HAMM

EDUCATIONAL DEPARTMENTCHART NO. 2061

BEST. COPY AVAILABLEP....116 ../

HOW TO USX

THE STANLEY SCREWDRIVER

SRUCT A SCOW 0411111 Of UNGTH APOTr THUD TO TN( WORKSORW MORS ME STUMM() IT TH1TINGTH d THE KAUTM DP SHOULD K STRAIGHT AND NIA.:LT PAMIR SOW IT SHCX110 ALSO TITTHE SCREW SLOT AND If NOT WO*THAN TM SCREW 1CA0

If 1141 ir 6 TOO WI DI IT WI( SCAR THEWOOD AROLNO TM 5(11W MADIF TM 5011W OMR IS NOT MU) IN UKWITH TM sow IT WIT SLIP OUT Of THESLOT AM AMR bOTH Tr SCRIW AND TFtwow

k 1M TIP 6 ROUNDU3 a MAUD IT WILLRAISE OUT Of Till SLOT WRUNG 14 SCI111

& MAD /WAND Olt I t itt iCt TO NAM IT AS5131114 NOVI

To FASI4/4 Two WU Of wCC0 SOGIIiitl WISH $04IwS:

I. LOCAtt TN( POSITIONS Of of( SCIHt.HotiS,

2. IOW Nil HIST NOII IttOtittY HAMM THAN THE IHMA040PAC OF OK 5011W 00011. ails HICK Of w000 AS ATV.Ion ONLY AS OCTP AS DOTI oummas ift( LINGIH OF IN(sow.3 SOIN NH sicoNo HMI IN TN( NISI H401 of WOOD SuototyLATata IRAN MI Paw( HI OF TIN scow SHANK AS AI 4.4. CooffHIStom i KM NOUS to mAtc.ti tilt otAutelit Of1141 KAM 04 INS %kiwi, AS AT c.

S Dahl THE %caws IliNTST IN PIACI 'MIN III SOW onyTas,

FLATHEAD

ROUNDHEAD

OVALHEAD

STANLEY TOOLSt..c. co... V 5 A

AND INFORMATION FOR DRIVINC SCREWS

Scoot Soap. Demo No 1006 6

rrniCri(,)

I ES OF BITS OR DRILLS TO BORE HOLES FOR WOOD SCREWSNUIAINI OF 5010./ 1 2 3 4 5 6 7 r 9 10 12 14 16 IS

6001 DIANITIR OF 5011W073 OW OW 112 115 131 151 164 177 11.3 711 147 714 Illa A. A. L. i A A. i A h. A..

TII

I0ST {roam PALL satHOU

AUG14 TM NUNWITiiiibiliiEtiiiiliTi---r5 I.

i1ihf4 5

41

. 4

sicoNofNAST OWL 501Hat

ADGITI MT NUM ILA

?iliEL3 3 4

EXACT SIZ S CANNOT It C.Fritt TOR ON HOT S IC( 1.000 SCR(ws Tit A$OVI ART ArwormAntyTIGHT TOR AVIIACT MIDS VACATIONS tf MAID AHO SOFT w000. AtOtSttill CaulNi MID SNUGOR tOOSI 11t5 0 015110. 910(AD IT coNsIonno NumUlt ANO HMI OHS 01 tHRTS Alt A.AcMI, II A1011 IXAU Cl/1S All wANITO A lIttAl fit iff SCRAP WOOD tS KlAc !KAT

list Ti l LONGISH sattw owe CON.VINKNI TOR nit wow Mom IONIACAN I( AMID TO A (CM SCOW DMVII THAN A SHORT CN1, WITH USSDA1K11 Cl ITS SLIPPING OUT CO TiltSLOT

Hap HMI HANOU war M TM PAWOf TM RIGHT HAND WITH MT 1101.4AND 10111ANC.11 GRSPO4G TH1 HAMDU MAR TM FPRIAl Wnw TH1 11(2HAND SHADY Oil TIP AND IMP HMO.10 INTO Of SLOT *MU Mil WIG TItGar ON THI HANDU KW A NM RAN

k NO HOU IS IOW TOR TM 114MAIKDPART Of TM SCMW Oil W0006 OFTIN?(H CM 1)41 5011W 6 TW6111) OR

A SCION TURNS 100 WAD. MO( ITOUT MO INLAIG1 TM NORA TITTU SOAP ON 11111116MW Of Di5CR1W MAWS TT 4A011110 Ott

1 LOCAM TM POSITION Of TM kia or riAnowAs Oil nitWORK

2 RIMS 114( WORK TO Mani Dt HARDWARE. M It IS MCWARY

3. LOCATI M POSIIKTNS Of TM SCMWS

4 SDICT SCMWS THAT WM CARY PASS THIU tilt IOUS IN TNTHAIDWAM, AS AT

5. SON TM KLOT NOUS WOK) WWI MOTTO SuAll1111 THANTill 014144114 OF iM THWADID PART Of TM SOTO.% AS Al I.6 DIM it( SOWS IsChat? II RAC(k fig WOOD IS sort. sow AS out AS HAU nit LENGTH Of ireIHRTAC40 PART Of 014 1(11W. AS AT c k 14 WOOD IS HAMPAM. TM SCRIW SOFT WASS). OR I THE SCREW IS tau itdHOU MUST 1( MARRY AS DIM AS 011 WNW. AS At 4 NousTOR SMALL SO1WS USUALLY MAD( WITH MAO AWLS

Cinarvit Sow Scow SAILS 11 Ca...mace. SitowN. 1 2 3 4 5 I 7TTITilryir

1 TO 17 it 14 IS111fiiEDUCATIONAL DEPARTMENT

CHART NO. 24I

J9BEST COPY AVAILABLE

ao. w

133

STANLEY

1. WORK FACE

HOW TO USE

THE STANLEY TRY SQUAREAND HOW TO SQUARE UP STOCK

PLANT OA saoAD suarAct SMOOTH AND STRAIGHT TEST ITCROSSwiSt. UNGTHWIST. AND 111044 COariUt 10 CORNERMARK THE WORK FACE X

co 2. WORK EDGE

134

PLANE Of4E IOU SMOOTH. STRAIGHT ArNO SOU Ali TO THEw0IIIC 'ACE TEST ft0A4 MI WORK FACE MARK MI WORKEDGE X.

3. WORK END

HOLD THI HANOI( 0' THl TRY SQUARE TIGHT *GAM, MI STOCK virtuTIMING INDS EDGES OR SCRII:4G WAS FOR THE US! Of Mt MARKINGGAuGE sit STANtll CITAItt No C8 lot TM ust or THI PLAN! SEESlAntlf CHART No CI<

RAM 0,4 t$ALASTH A40 SOUAti Int it IRON hitWoRK FACT aut. W,at Ece..1 hut( Tilt wotit Ere.) X

STANLEY TOOLSSlAd CO.. USA

4. SECOND END

5._SECpND EDGE

FROM THE WORK EDGE GAUGE A WE FOR WIDTH ON ROTHACES PlAt`li SMOOTH STRAIGHT SWAP( Af,Ki 10 1H1 (AIWA

tr4 TEST THE SECOND foci room Till WTI fAft

U. SECOND FACE

40M INt WOK FACE GAUGE Aunt /OR 110:th(SS *M(M)THI STOCK PLAN( THE STOCK 10 MI GAUD( lull T111 lidSECOND FACE AS THE WORK FA(' t. 115110

MiAvol ,EnGlii AND SC1111 AtovfAt THE STOCK A (Id SOVAtt TO TM WOltg. ECU Also%volt FACT SAw oil 14(155 stocc Nut tilt to.< Amp plAut SMOOTH 10 THE SA4111

t »4 TISI i14 SICCe+D Eras ;tom $esfm ut WOCK FAO AND lid Eue..1

EST COPY AVAILABLE

1EDUCATIONAL OEPARTMENT

CIIART NO 7

. . 1 . . + . /

STANLEY

To PUT THE PLANE TOGETHER LAYTHE PLANE IRON, BEVEL SIDE DOWN,

ON THE FROG BE SURE THE ROLLERON THE LATERAL ADJUSTING LEVER,THE END OF THE -Y- ADJUSTING LEVER

AND THE HEAD OF THE PLANE IRONCAP SCREW ARE CORRECTLY SEATED,

SLIP THE LEVER CAP UNDER THE LEVER

CAP SCREW AND PRESS DOWN THECAM IT THE PLANE II:ON IS IN THECORRECT POSITION THE CAM will LAS.ILY SNAP IN PLACE IF THE CAM WILLWILL NOT SNAP IN PLACE EASILY,

SLIGHTLY LOOSEN THE LEVER CAPSCREW

IF THE PLANE IRON, IS NOT FIRMLYHELD WHEN THE CAM IS IN PLACESLIGHTLY TIGHTEN THE LEVER CAPSCREW

STANLEY TOOLSNrw oItam co.... USA

HOW TO SET THE

STANLEY PLANE

LATERAL ADJUSTING

LEVER

LEVER

STANLEY NO. 4 OR $

To ADJUST FOR THE THICENEAVLQN SIGHT ALONG THEBOTTOM OF THE PLANE AND TURN THE ADJUSTING NUT UNTIL THE CUT-TING EDGE PROJECTS ABOUT THE THICKNESS OF A HAIR.

3.

THE PLANE IRON ISPUSHED OUT WHENTHE ADJUSTING NUT

MOVES OUT TOWARD

THE HANDLE

THE PLANE IRON ISDRAWN IN WHENTHE ADJUSTING NUTMOVES IN TOWARDTHE FROG

ADJUST 1DR ThilyjNaDs OfIBUIJAVINQ SIGHT ALONG THE BOT-TOM OF THE PLANE AND MOVE THELATERAL ADJUSTING LEVER TOWARDTHE RIGHT OR THE LEFT

KNOB, LEVER CAP AND PLANE IRONCAP REMOVED TO SHOW THE ACTION

OF THE LATERAL ADJUSTING LEVER

EOUCAT1ONAL DEPARTMENTCHART NO 13.41

BEST COPY AVAILABLE136 137

Ps...0 IMIA

APPENDIX 2

SAFETY

85138

APPENDIX 2

Most of the diagrams, sample tests, guides and forms in thissection were adopted from the safety Guide . . .,Administrator andInstructor Section, published by the Industrial Arts section ofthe Washington State Department of Education, and the Safety GuideSecond Edition, published by the Industrial Arts section of thePennsylvania Department of Education.

Both of these publications are excellent sources of informationand sincere thanks are extended to these two agencies for theirpermission to reproduce these materials.

86

139

PARENTAL PERMISSION AND ACKNOWLEDGEMENT

Parental acknowledgement of the student's, activities and an awareness ofthe teacher's interest in the safety of the child is important. Theteacher should express thii interest at every opportunity.

At the beginning of each Industrial Arts course a "permission slip"should be sent home with the student for the parent's signature.

Do not misunderstand the main purpose of a "permission slip." For years,Industrial Arts teachers have used "permission slips," which were sent homeand signed by the parents permitting their child to participate in theshop program. Many teachers believed that this "permission slip"relieved them of some or all of their responsibility and liabilityshould an accident occur. IT DOES NEITHER OF THESE. The purpose ofthis type of communication is to:

1. Inform the parent oft his /her child's participation in InA-strialArts type of activities.

2. Outline the safety instruction and procedures that.are followedby the teacher and the parish.

3. Obtain from the parents relevant information regarding anyhealth problems that may have a bearing on their child'sperformance.

4. List the name of the parents' and telephone number(s) where theycan be reached during school hours, and list the name of theirfamily doctor.

NOTE: A card file on every student should be maintained in each IndustrialArts Laboratory.

An illustration of what this communication to the parents might look likeis included on the following page.

87 140

SAHPLE SAFETY AGREEMENT

I agree to follow only those practices and procedures that are

identified by the instructor as being safe. Furthermore, I agree not to

use any machine in the lab until the instructor's approval is obtained.

I also understand that no machine or portable electric tool is to be used

unless the teacher is present.

At no time will I either distract or bother other students (or enter

a machine operator's area) while a machine is being used. I further agree

not to remove any guard without special permission from the instructor.

In return, the instructor is expected to provide as far as possible a safe

working place.

Signed

Date

88 141

PERMISSION SLIPTHE STUDENT AND SAFETY IN INDUSTRIAL ARTS

Louisiana Public SchoolDepartment of Industrial. Arts

School TeacherTo

Dear

1

(student's name) is enrolled in Basic/Advancedwoodworking at (name of school).

During the 19 - school year, he/she will be instructed in the safeand correct use of various hand tools, portable power tools and the

following stationary power tools: Circular Saw, Jointer, Planer, Lathe,Drill Press, Scroll Saw, Band Saw, Shaper, Radial Arm Sm.?, Sander,and (other tools)

We are asking your cooperation in stressing t , importance of workingsafely, as we believe that this will back up the instruction that isgiven in school.

Any student who refuses to comply with proper safety practices will notbe permitted to work in the shop.

If your child has any heal,h problems which will affect his/her participa-tion in this class, please .1.ist them on the back of thit, letter.

Thank you for your consideration.

(Instructor's signature)

(Principal's signature)

I Completed by Parent

I have read and understand the preceeding letter and will stress theimportance of safe participation in this class by my child.

(Date) (Parent's signature)

Completed by the Student

I have read and understand the preceeding letter and I agree to abideby the safety practices as set forth by my instructor and common sense.

(Date) 1Student's signature)

89149.

FROM.

PARENT OR GUARDIAN NOTISCATION

schoolINSTRUCTOR'CLASS.

SI. ACT: ACCIDENT PREVENTION

DATE:STUDENT-PERIOD.

This notice is to inform you that has repeatedly demonstrated an unwillingnessto c ioperate w ith the schools" efforts to maintain a safe env ironment fcr the students and the staff of this school.Although all students are instructed in the procedures necessary to assure their safety and the safety of those aroundthem, has. on numerous occasions, chosen to ignore or violate thesesafety procedures.

It there is no improvement in attitude and in the level of cooperation, it may become necessary to restrict this studentfrom turther participation in class activities and projects. The result may be a failing grade or dismissal from thisclass. If you v. Otto hay e a conference regarding this matter, an appointment will be scheduled if you indicate (below ithat you would like the school to contact you.

,

Please discuss this matter with , and sign this notice indicating that you, theparent or guardian. have read the notice and that you accept full responsibility and liabiiit:, in the event of personalinjury or property damage resulting from your son/daughter/wards' carelessness.

Parent/Guardians' Signature-Date:

O Yes. I would like to make an appointment to discuss this matter personally. I may be reached atbetween the hours of and

phone number

I have discussed this notice with my parent or guardian, and I understand clearly what it means.

Students* Signature:

Date.

Copies of this notice have been sent to the office of the principal.

PARENT NOTIFICATION FORM 90

143

1

HAZARDOUS CONDITIONS REPORT

This is a suggested method for reporting the hazard and directingaction to see that the hazard is corrected or removed.

If a hazard exists, the operation should be "red taggecY and shut downuntil corrected. NOTE: This form can be used to report a student whois a hazard as well as a hazardous condition in the laboratoiy.

HAZARDOUS CONDITIONS FORM

Date

TO:1

Principal School ;

Description and Location of aalth or ..nlety Hazard:

Suggested Solution:

.1.

Teacher Signature:

Distribution: Original - Principal1st Copy - Department Head2nd Copy - Teacher Reporting Hazard3rd Cupy - Parish Safety Officer (Vocational Supervisor)

Action Taken:

By Whom:

Signature

91144

I. Name:

STANDARD STUDENT ACCIDENT REPORT FORMPart A. Information on ALL Accidents

Home Address:

2. School: Sex: MO FO Age_ Grade or classification:

;. lime accident occurred: Hour A.M.; P.M. Date:

:. Place of Accident: School Building Sc:ool Grounds To or from School

Home Elsewhere 0

5.1Abrasion

0,0

Anti to t ion

I A sphyx at : on

RiteBruist.

Burn

FractureLacerationPoisoningPuncture

---ScaldsScratches

.:oncussion Shock (el.)Cut SprainDislocation

'Other (specify)

root

11.Ad

HeadKnee

Leg

MouthNose

Tooth

DESCRIPTION OF THE ACCIDENT

How did accident happen? hhat was student doing? Wherewas student? List specifically unsafe acts and unsafeconditions existing. Specify any tool, machine or equip,ment involved.

ringer WristOthor fspecifY,

Degri.e of Injury. Death Permanent Impairment Temporary Disability Nondsabling

7. Total number If .toys lost from school: (To be filled in when student returns to school)

Part B. Additional Information on School Jurisdiction Accidents

. Teacher in charge when accident occurred (enter name):

Present at scene of accident: No:

9.1 First-aid treatment By (name):fil Sent to school nurse By (name):

- :-,Sent home By (name):

= -I Sent to physician By (name):F61 e

Physician's Name:i-1 Sent to hospital. By (name):<I Name of Hospital:

1

10. Was a parent or other individual notified? NoName of parent notified:By ...horn? (enter name):

Yes When Mow:

11. Witnesses: 1: Name: Address:- Address:


BEST COPY AVAILikba.

Specity SpecifyActivity Activity Remarks

Athletic field Locker What recommendations do you have for pre-Auditorium Pool venting other accidents of this type?

,; CafeteriaClassroom

Sch. groundsshop

; Corridor Showers5 I Dressing room

uymnasiumhome Econ.

StairsToilets &washrooms

Laboratories Other (specify)

Signed: Principal Teacher:

Unsafe \cts (mark basic cause) Unsafe conditions (mark contributing causc, if any:'

I. Ooperating without authority 10. Oinadequately guarded= OTerating at unsafe speed 11. dcfcctive tools, equipment or substance

pinking safety device inopera-ive 12. hazardous arrangementus:ng unsafe equipment or Lz;uip- 13. unsafe illuminationOment unsafely 14. unsafe ventilationOunsafe loading, placing, mixing IS. unsafe clothingOtaking unsafe position 16. unguarded

s.

CI:nrking on moving or dangerousequipment

rldistraction, teasing, horseplay

17. unsafe design or construction

C2failure to use personal protectivedevices

"ny hJS the unsafe act committed? Why did the unsafe condition exist?

"J IDS TO CORRECTIVE ACTION:

jrisaf.: Act

:. Stop.:. Study

Instruct (tell--show--try--check)Train

5. gaintain discipline

Unsafe Condition

1. Remove2. Guard3. Warn

If supervisor can't handle, then:4. Recommend for: (a) own supervisor, or

(b) other supervisors, or(c) safety committee, or(d) maintenance dept., or

(e)

S. Follow up

:"1.cd on the cause checked above, indicate below the corrective action you are taking.

hnve you done to prevent similar injuries?

93 146

EMERGENCY TELEPHONE NUMBERS**Post by Phone

Ambulance

Fire Department

Hospital (nearest)

Doctor (nearest)

Main Office

School Nurse

Vedic

Poison Control Center

EMERGENCY COMUNICATIONS

N&ME TELEPHONE

Procedures established for emergency situations and accidents mustcontain the approved method of "who tells what to whom and when." Tofacilitate this communication, each'Industrial Arts department shouldhave a telephone with a direct outside line (for ambulance, fire, andpolice emergencies). In addition:

1. All students should know the location of the telephone andbe familiar with the emergency procedures and numbers.

2. All personnel in the laboratory should have access to thetelephone for emergency communications. (The telephone shouldnot be locked in the teacher's office.)

3. Emergency procedures and police, ambulance and fire departmentnumbers and the procedure for dialing an "outside" line shouldbe posted at each telephone location.

94 147

USA STANDARD PRACTICE FOR OCCUPATIONALAND EDUCATIONAL EYE AND FACE PROTECTION

Selection Chart

Recemaeaded Eye &ad race Pretectaes far U.. (a lemiteatty. Schools. aa.4 Colleges

7

1. SOSILEI.Ftexibte Fitting Amster Ventilaton1. COSISLES, Flects e 'Ming. Hooded Venteietion3. GOGGLES, Cushioned ',Sting. RigillikxlY

rk SPECTACLES, meta, Flame...01S.desPosest'S. SPECTACLES, Plastic Frame. with Sideshielda

I. SPECTACLES. MetsiPlaitrt Frame. with Sdeshesids

4

11

a

7. wetatwa GOGGLES, Eyecup Type. Tinted Limes (Illustrated)7A. CHIPPING 110111ILES, Eyecup Tyco. CM./ Safety Lenses (Hot iyustrated)I. WILOMIS BOGGLES, Corernoc Type Tinted Lenses (Illustrated)SA. CHIPPING GOBBLES. Coversooc Type, Cigar Safety Lenses (Not Illustrated)I. WELDING GOGGLES, Coversoec Type, Tinted Plate tuns

10. FACE SHIELD (Available with Plastic or Meth Window)"'IL WILDING HELMETS

Non-tdetwold spectacles ate avedame 4, limited Mimd use refulrint Only borstal PrItt*CtitM'Me appendix chart "Seloct.on of Shah Narnaerthe Mallet Filters."

APPLICATIONS

OPERATION HAZARDS RECOMMENCESPROTECTORS! DOM Trim Numbors SIVIIIY Prederred Protection

ACETYLENEBURNINGACETYLENECUTTINGACETYLENE WELDING

SPARKS. HARMFUL RAYS.MOLTEN METALFLYING PARTICLES

7. 2. 11

CHEMICAL HANDLING SPLASH, ACID BURNS, FUMES 2, 10 (Fee beware estoosure odd te ewer 2)

CHIPPING FLYING PARTICLES 1. 3.4. 5. 6, TA. IA

ELECTRIC (ARC) WELDING SPARKS. INTENSE RAYS,MOLTEN urrAl. 1, 11 (11 In Cornamtlion with 4. 5. IL in UMW weak Mr.Matoo)

FURNACE OPERATIONS GLARE. HEAT, MOLTEN METAL 7, S, 11 (Fut caws *spawns NW 10

GRINOING LIGHT FLYING PARTICLES 1.3.4.1.1,10

CRINGING HEAVY FLYING PARTICLES 113.7A. SA (rce lifters eatasurs odd II)

LASORATORY CHE141C.AL SPLASH.GLASS BRUJCAGE

2 (10 when in comtaation with 4. I. st

MACHINING FLYING PARTICLES 1,11.4,11.6.10

MOLTEN METALS MEAT. GLARE. SPARKS, SPLASH 7.1 HI In twowelnetlen wIth A. IL 1. wi tinted Wiwi/

SPOT WEUDING FILMING PARTICLES. SPARKS 10. G. Lk 10

95


00'

149

KNOW YOUR =ILLS r:XIII1GUISHERS

CLASS Apay w

FIRES

W000 PAUL TRASH AIL

NAV140 CLONING tI. E ""1.--=1"

CLASS IFIRES

FLAMMA3LE L *WOG,GA.MLINE. Oil. PAINTS.

GREASE, ETC

ttutA46.1

CLAS! CFIRES

It ICITHCAL ECUIPASETT

CLASSFIRES

COSCSIAIT ISLE METALS

MET1400 OF OPERATION

WATER TYPE

MAINEENANCE

NOTES:

Class D Fires

STORED CARTRIDGE vtATE Ft ruLA,PRESSURE CHERATED TAIIK MMAACID

FOAMCHEMICALHEMKAL

SODIUM OR POTASSIUMDIOXIDERECARGONATE

I 10

YES

NO

NO

OBSOLETE,UPDATE

7CUR

EXTRSULTR..4aPAZUTT

En FOR"TRESE.C1

mon- mu

YES

NO

NO

OBSOLETELreturt

Tout rimISTC.SU.SRAGCAPEkliTy-.

All 10.1TELEX Di

UPGATt* PIACI

OBSOLETEuntn

TOUR RAIECM:IV:RIKCAPADUTY

az TORMUD; al

UPDATE' PRICE

IOU?.WIIICONTROL SgALLSURFACE HRESI

MULTI PURPOSEAOC

EirA).

ri

3*.ir

t4a. (

CARTRIDGE sTonED STOREDCeERATED PRESSURE PRESSURE

NO NONUT NM MUT WILL

CONTROL MEAT CONTROL =AILSURFACE FIRE SI SURFACE FIRES,

YES

'YES YES YES YES

YES YES YES YES

CARTRIDGEcol RA TI U

YES

YES

YES

SPECIAL EXTINGUISHING AGENTS APPROVED SY RECOGNIZED TESTING LABORAT=ES

PULL PI*SOU; EZEHANDLE

30'. 40'

CHM AIRPRESSURE

GAUGEMONTHLY

OBSOLETEUPDATE

TWA MEtrniativm.CAPAgEnT

LIE KA'17.1K4i

MATT MCI.

PuL7 Ht.NOLE

30'- 40'

otscriAntAND sitt.

WEN WATERANNUALLY

OBSOLETE OBSOLETEWORTS UPDATE

MR RAE TOO RAItairak. ETTIC.7."AlrizEcvmotrry

LIE 'OR ALE 10,1ri 'TPAilta

mat- PS.E.1 mutt- met

PULL PINEOM ZE

LEVER

RUPTURECARTRIDGE

SOUEUE LEVER

PULL PINSUEEZIHANDLE

PULL PINEDUCE ZEHANDLE

;holingCARTRIDGE

SGUEEZE LE Mt

S'.2W3' 8' 3'. 20' 20' 5'. 20'

WEIGH SEWAtilluALLy

WEIGH GASCAA MIME

CHECKCOt.DiTION OFDRY CHEMICJ.J.

ANNUALLY

CHECKPRESSURE

GAUGE AN°CONDITION CFDRY CHEMICAL

ANNUALLY

CHICKPRESSURE

GAUGE MD=RAMON CODRY CHCMCAL

ANNUALLY

%%UGH GASCARTRIDGE

CHECKCONDITION OtDRY CHEMICAL

ANNUALLY1,-In hot metal areas which may utilize magnesium, titanium, zirconium & sodium must provide

Type D extinguishers or D rated dry chemical available for use on metal fires.

It is important that the correct extinguisher is used on the proper class of fire.

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HAND TOOL SAFETY

When improperly used. even a safe tool can cause accidents. Do notassume that all students know how to identify and/or use ordinary handLI° Is. They should be trained to choose the proper tool for each joband to use it only for its intended purpose.

All necessary tools should be available so the student does not have toimprovise. Accidents occur more often when one tool is substituted foranother. Remember, it is also important to use the correct size andtype of tool such as a hammer, wrench, or screwdriver.

Three major causes of hand tool accidents are:

1. Using the wrong tool for the Y61)4.

_2. Using the proper tool incorrectly.

3. Using a daniaged or defective tool as the result of poorinspection and maintenance practices.

SAFETY RULES FOR HAND TOOLS

1. Wear adequate eye protection devices at all times in the laboratory.

2. Select the proper size and type of tool for the job. Learn andfollow the correct procedure for using each tool.

3. Cutting tools must be properly sharpened and in good condition.

4. Keep your hands free of oil and grease.

5. Handle sharp-edged and pointed tools with care; carry in such away as to protect yourself and others.

6. Secure small or short work with a vise or clamp.

7. Never carry tools in your pockets.

8. Use tools only for the purpose for which they were intended.

9. Do not use tools with loose or cracked handles.

10. Keep punches and chisels in good condition. Mushroomed headsmay chip and cause injuries.

11. Use a file only when it is equipped with a handle.

4' 12. Never pry, hammer on, or hammer with a file; it may shatter.

13. Do not use screw drivers as chisels or pry bars.

97151

t

14. The use of a "cheater" or any other means for increasedleverage is hazardous. All wrenches are designed to aspecific size-length-strength ratio.

15. Do not use a hard hammer on another hardened surface.

16. When finished with a tool, clean it and return it to theproper storage place.

71. Report any breakage or malfunctions to your instructor.HOUSEKEEPING PRACTICES

1. Provide for the daily removal of all sawdust, shavings, metalcuttings and other 'waste material.

2. Provide properly marked boxes or bins for variouskinds of scrap stock.

3. Utilize sturdy racks and bias for materials storage, arrangedto keep material from falling on students and to avoid injuriesfrom protruding objects.

4. Employ a standard procedure to ;eep floors free of oil, waterand foreign material.

5. Provide brushes for the cleaning of equipment after each use.

6. Provide regular custodial service in addition to the end ofclass cleanup.

7.. Prohibit the use of compressed air to clean clothing, equip-ment and work areas.

8. Keep walkways and work areas free of all obstructions.

9. Floor surfaces must be maintained in a ''non skid" condition.

10. Utilize a student personnel organization to insure total involve-ment in housekeeping and a more thorough cleanup.

HOUSEKEEPING

Good housekeeping is a key item in accident prevention. It takes thecooperation of all; it can't be the responsibility of the instructor andcustodian alone. An effective housekeeping program will:

1. Reduce exposures to slips and falls

2. Reduce fire hazards

3. Remind individuals of their responsibilities inkeeping the laboratory clean and orderly, and

98

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4. Organize the housekeeping effort so that everyoneassumes their fair share of the task.

Good housekeeping cannot be accomplished by an occasional grandcl.Janup. A program must be developed for continual cleanup. Thefollowing are essential in a good housekeeping program:

1. The equipment is arranged to permit safe and efficientwork practices.

2. Materials and supplies are neatly and safely stacked.

3. Sufficient waste containers are provided and used.

4. Floors `are clean.

5. Combustible materials are properly disposed of or storedin approved containers.

6. Excess materials and debris are not allowed to remain onbenches and in the work areas.

7. Regular inspections are made to maintain clean andorderly conditions.

Items that are necessary for good housekeeping in an industrial Artslaboratory are:

1. Adequate dust collecting system.

2. Suitable containers for scraps,shavings, chipsand other waste material.

3. Adequate storage, rooms, shelves, racks, and cabinetsfor materials and supplies.

4. Splash guards and collecting pans for all machines usingoil and coolants.

5. Brooms, bench brushes, shop towels, and other cleaningequipment.

It is your responsibility to see that housekeeping tools, equipment;and supplies are properly used.

MATERIALS HANDLING

According to the National Safety Council, nearly one in four disablinginjuries is directly related to materials handling activities. Theseaccidents include such things as slips and falls while carrying objects,back injuries and hernias from improper lifting practices, chemical andheat burns from failure to use protective clothing or equipment, andmashed or amputated fingers or toes from dropped objects.

99153

Some of the things you can do to reduce the chance of injury to your-self or others when handling materials are:

1. Use the proper aids to handle the materials, such astongs for hot materials, block and tackle or jacks to liftextra heavy items, and blocks or wedges to keep itemsfrom rolling.

2. Don't try to lift heavy objects without help; before youlift make clear who is giving the orders.

3. Use proper lifting techniques.

4. If the material is heavy or sharp use gloves or pads to'assure a better grip or to avoid cuts. Be careful ofsplinters when handling lumber; wear gloves to handlerough lumber.

5. Before you pick up an object be sure that the path youintend to follow is clear.

6. With heavy objects, make a "first lift" before carrying itso that you can get the feel and position.

7. With long objects, such as pipe or ladders, have someoneat each end so that they can be safely guided.

8. Be careful not to drop or set heavy objects on your feetor those of other people.

9. Stack materials so that there is no danger of slipping orfalling during storage or removal.

ELECTRICAL SAFETY

The use of electricity has become so common that few people realize thepotential dangers of electrical energy. Most of the accidents that arecaused by electricity could have been avoided if the hazard had beenrecognized and if action had been taken to correct the adversecondition.

The instructor must realize that any electrical circuit is a potentialhazard, regardless of the amount of voltage or current present.

The nature of the injury may be affected by the frequency of thecurrent and the kind of electrical energy. Direct current is usuallyconsidered less hazardous than alternating current as far as shock isconcerned, but is more likely to produce severe burns and tissuedamage. The physical condition of the victim is another factor whichhas a bearing on the severity of electrical shock.

Electrical accidents are caused by unsafe conditions, unsafe practices,or a combination of both.

100

A study of accidents in the State of California reveals that "unsafepractices were reported in four out of five accidents. Using unsafe ordefective tools or equipment led the list, while failure to de-energizeequipment, using tools or equipment in an unsafe manner and workingin hazardous places were next in order."

Causes of electrical accidents can be traced to (1) defective equipment,(2) unsafe work practices, and (3) lack of knowledge of the dangers ofelectricity

1 Defective Equipment. Types of Equipment frequentlyinvolved in electrical accident. include motor - drivenequipment, control devices, portable electric tools,switches, panels, cutouts, conductors, plugs and fuses,and electric extension cords. A variety of unsafeconditions involving the different types of equipmentcreates many electrical hazards. Some of the commondefects of tools and equipment are listed as follows:

a. Improperly grounded equipment (ground wiresmissing, broken, or improperly connected);

b. Open conduits, switch boxes, damaged or wornconnections, and exposed live wires;

c. Insulation which is defective, inadequate, wornfrayed, wet, oily or deteriorated, creatingshort circuit possibilities and energizing equip-ment frames;

d. Defective switches, receptacles, extensioncords, and lamp sockets;

e. Dirty motor windings, improperly adjustedbrushes, and worn commutators;

f. Improperly connected power tools anddefective insulation in portable tools;

Broken housings, loose or vibrating machineparts which might contact and energize tool ormachine frames and expose "live" surfaces tooperator.

g.

2 Unsafe Practices. Unsafe practices and work proceduresresult in electrical accidents and fires. Some of thecommon unsafe acts committed in the shop are:

a. Using ungrounded equipment and portable tools(except double insulated tools) or remoxingground connections;

b. Using defective tools or equipment in need ofrepair;

101 155

c. Using equipment that does not meet theapproval of the Underwriters Laboratories forthe intended use;

d. Unsafe cleaning of electrical panels, switchboxes, motors, and other electrical equipmentwith water or dangerous solvents;

e. Overloading of circuits or overfusing circuitsby the use of wrong size or type of fuse;

f. Failure to use explosion-proof or other specialwiring methods in hazardous locations.

Failure 'to positively lock out or otherwisede-energize and tag equipment or circuits tobe worked on. Do not rely on gloves, rubbermats, etc., for electrical installation andrepair.

g.

h. Installation or extension of electrical facilitiesin .a mariner not meeting the National ElectricalCode;

i. Repetitive closing of switches or circuit break-ers when there is a fault on the circuit;

i Using light duty, ungrounded extension cordsfor industrial service;

k. Failure to maintain clear access to electricalpanels. Clearance of 30 inches is required bythe Federal Code.

1. Use of extension cords in place of permanentwiring extensions; I

m. Work practices that overload motors, insula-tion, wires or electrical accessories;

n. Disconnecting of electric cords bythe cords rather than on the plug;

o. Use of metal ladders while workingcal equipment;

p. Failure to label switch panels and boxes.

3. Lack of Knowledge: Teaching a basic understanding of electri-cal safety is part of an Industrial Arts Educational Program.

pulling on

on electri:-

Ground Fault Protection - a recent development that can savelives. Devices are now readily available which give sureprotection against electrocution or serious shock from defec-

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t:ve portable tools or cords. Their use should be encouragedin all areas, but particularly where there is a serious shockhazard from wet conditions or other conditions causing mas-sive grounding of the student.

In summary, an adquate program for the prevention andclimmation of electrical hazards must rest upon:

a. Intelligent selection and purchase of equipment;

b. Correct installation of equipment;.

c. Education of students in the safe use of electricalenergy;

d. Periodic inspection of equipment;

e. Regular maintenance.

3.?:-ZE SAFETY.

1. Pro7ide approved fire extinguisher in the shop are2. Multi-purpose dry chemical units are most effective for general use.Gen 2: purpose fire extinguishers should have at least a 2A:10BC ra:ing. Water back-up for extinguishers is always desirable.Mul.t-purp2se dry chemical can damage delicate electrical equip-ment. CO type extinguishers eliminate that problem.

2. Fire extinguishers should be located along normal paths of traveland must not be obstructed or obscured from view.

3. Store flammable liquids in approved (Underwriters Laboratories orFactory Mutual labeled) safety containers and cabinets.

4. Provide for the bulk storage of flammable materials in an arearemoved from the main school building.

5. Provide Underwriters Laboratories Listed oily waste containers foroily and paint soaked rags. It is a good policy to place wastewith high spontaneous combustion potential in water filled con-tainers. (See National Fire Protection Association pamphlet 30,para. 4450, "Flammable and Combustible Liquids Code.")

6. Provide for the inspection and testing of fire extinguishers atregular intervals to ascertain that they are fully charged and inproper working condition (See National Fire Protection Phamplet10, "Standard for Portable Fire Extinguishers" for details.) It issuggested that your school district adopt the labeling system usingthe Symbol Signs.

7. Provide instruction tq students in the location and proper use offire extinguishers and other fire fiErhting equipment.

103157

3 Segregate oxidizers and oily material in storage. Do not useoxidizer (peroxide catalyst) containers for other purposes.

9. Post fire alarm and evacuation procedures.

10. Students should know remote shut-oft valve or switch locations forgas or oil fired equipment and how to de-energize electrical equip-ment in an emergency.

11. Deluge showers would be desirable in all industrial arts laborator-ies, especially where there is danger of fire igniting clothing madeof synthetic materials.

12. An approved fire blanket should be provided in each laboratory.

NEW FIRE EXTINGUISHER SYMBOLS

Picture symbols showing the uses for each of four types of fire extin-guihers were approved for use in May, 1978. The reason for change

ease of recognition. It was felt that the old symbols, whichshcwed a letter--A, B, or C--in a geometric shape, could be easily:)nfused if you didn't kno,. what the symbol meant.

The new symbols consist of three panels, each of which depicts thenature of one class of fire, and whether or not the extinguisher can be

on them.

.77,-lors used in these sytbols are important because they show at ag:ance the hazard for which an extinguisher is applicable. Panelsprtnted in blue show the class of fire for which it is safe to use then:tinguisher. Panels that show a class of fire on which it is dangerousto ube the extinguisher are printed in black with a red slash runningfag,onally through the panel.

The symbol for Class "D" fires remains the same becausethis class of fire is rare. A class "D" fire occurs incombustible metals such as magnesium, titanium, zirconium,and sodium. The proper extinguisher must be used. Normalextinguishing agents should not be used on metal firesbecause there is a danger of increasing the intensity of thefire as a result of a chemical reaction.

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158

III

PERSONAL. PROTECTION

1. HEAD

A. Confine long heir so that it is not exposedto machinery.

B. Provide hard hat where appropriate.

2. EYE-FACE

A. Require the wearing of appropriate safety equipment wherethere is a danger of injury. (See ANSI Eye ProtectionChart.)

3. RESPIRATORY

A. Provide respirators for student use where harmful dustsor fumes exist. (See Respiratory guideline.)

B. Ensure adequate ventilation for dusts, fumes, and vapors.

4. BODY PROTECTION

A. Prohibit the wearing of loose clothing in the laboratory.

B. Require students to remove rings and other jewelry whileworking in the laboratory.

C. Provide leggings and foot protection, armlets, gloves,aprons, and shields when working with molten material.

D. Make certain that the appropriate protective clothing is usedwhen handling harsh materials that would cause chemicalburns or lacerations.

5. HEARING

A. Where noise levels are excessive over long periods of time,ear protection should be worn. (See Permissible Nc,seExposure Table.)

B. Engineering solutions should be sought out to remedy exces-sive noise problems.

C. Monitor noise levels with a Type 2A noise level meter.

6. PERSONNEL PROTECTION CAUTIONS

A. Determine the physical defects and limitations of all studentsso that they will not be assigned tasks detrimental to theirhealth or physical condition.

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B. Substitute and alternate protective fabric for asbestos gar-ments. Asbestos is detrimental to the health of the wearerand should be avoided.

EYE PROTECTION

1. The law of the Commonwealth of Pennsylvania requires that eyeprotection programs be developed and implemented in all areaswhere there are activities potentially hazardous to the eye. (See"Act No. 116"). A procedure for adaptation for school districts isas follows:

A. All administrators and teachers shall assess the eyeexposures for which they are responsible, and recom-mend the appropriate protection. This recommendationshall protect students, staff members, and visitors.(See Selection Chart-American National StandardsInstitute 287.1-1968)

B. It is the responsibility of industrial arts instructors `osee that eye protecting. is worn AT ALL TIMES in thoseareas that have been identified as exposure areas.

C. Eye protection shall be supplied and maintained by theschool district and lent without cost to students, staffmembers and visitors.

D. The physical inspection and periodic review of the eyesafety program shall be the responsibility of adesignated school district administrator for ensuring theeffectiveness of the eye protection program.

Reference is also made to "American National Standard Practice forOccupational and Educational Eye and Face Protection," ANSIZ87.1-1968.

This program shall be rig-idly enforced and monitored by all con-cerned. There should be no deviation from the program once it isaccepted and put into use.

2. Students who require corrective lenses shall be encouraged toobtain prescription safety glasses. When plain prescription glassesare worn, the student should be required also to wear an appro-priate cover goggle.

Caution: Most shatter-resistant glasses do not meetthe standard of ANSI and many "safety glasses"also fail the tests and design features listed.

Contact lenses, even though covered by approvedeye protection, shall not be worn in a laboratoryduring which an activity involving the caustic

106I Go

liquids or gases is taking place. If contact lensesare medically necessary and corrective glassescannot be substituted for the lenses, a. physician'sstatement will be required.

3. Storage and sanitation facilities shall be provided within the class-room for all eye protection. School district's have found that theyhad better eye protection programs when individual glasses hadbeen provided for each student enrolled in the industrial artsclass.

Good eye protection devices require clean lenses. Lenses shall becleaned daily.

Pitted or scratched lenses shatter easily and impair vision andshould be replaced. If a protective device is to be worn by morethan one student, it will require a means of disinfection. Themost effective method of disinfecting eye protective equipment is.

A. Use ultra-violet sanitation cabinet.

B. Thoroughly clean with soap and warm waterperiodically.

C. Carefully dry with non-abrasive tissue.

4. School officials who are charged with the purchase of eye protec-tion equipment should be aware of the various accident classifica-tions and purchase the appropriate eye protection for eachexposure. The following four groups represent the classificationof all eye accidents:

A. Potential Hazards From Impact:

Possibly the greatest danger to the eyes is their acci-dental collision with flying objects. Chips from thechipper hammer or the metal working tool, the wasteparticles from grinding or woodworking, a broken tool orgrinding wheel, or an improperly driven nail are all eyeexposures that must be protected against. Plastic framesafety glasses with side shields afford maximum eyeprotection against impact damage.

B. Potential Hazards from Chemical Splash:

Protection is needed that absolutely, seals the eye againstany possible entry. For these conditions, flexible vinyljumbo plate goggles with splash-proof indirect ventilatorsshould be worn.

C. Potential Hazards From Dust:

As above. Where extreme dust hazards exist, plasticframe flexible goggles ara more desirable. Safetyglasses with side shields are also recommended.

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D. Potential Hazards From Light Ray and Glare:

1. The light rays cast from welding and cutting opera-tions can be highly injurious to unprotected eyes.Heat treating, metal pouring, steel and glassfurnaces, and laser beams are other sources ofglare.

2. In gas welding, cup type welding goggles withgreen filter lenses are most commonly used.

3. For electric welding, helmets are necessary toprotect the head and eyes from infra-red and ultra-violet radiation burns, hot metals, chips, and flyingsparks.

4. Contact lenses present specific hazards in thelaboratory setting. The use of contact lensesshould be discouraged in the lab.

5. Photocromatic and phototropic (photosun-photogray)lens. ; may not be worn as protective eyewear wherehazardous infra-red or ultra-violet radiation ispresent.

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r

1 G2

DISCUSSION Tell the class about proper maintenance ofPERIOD: eye protection products, including storage

and sanitation. Here show the safety glassmonitor and start assigning glasses andstorage positions.

Explain safety rules of this classroom andappoint a student "Safety Director" to helpwith enforcement.

Follow with questions and answers.

109 163

v.

SHOP PRACTICES LEADINC: TO LIABILITY OF INSTRUCTORS

Shop Practice

Absence of the teacher from theshop when students are workingtherein.

Teachers leaving the shopunder the supervision of ateacher who is not qualifiedto teach shop work.

Permitting students not enrolledin the class to use shop equipmentand tools.

Administrative practices and instruc-ional activities designed to eliminatesuch practice as a factor in teacherliability.

1. Never absent yourself from the shopwhile students are working in theshop.

2. Have a clear understanding withyour principal and/or supervisorthat you are not to be calledfrom the shop during a classsession.

3. Only under extreme circumstancesshould an instructor absenthimself from the shop. Whenthis occurs, lock the mainswitch box and provide asedA tart' or reading assignmentto students during your absence.

1. Teachers are likely to be absentfor a period of time because of illnessor having to attend a teacher's meetingor conference. It is often the practiceof school administrators to staffthe lop with any instructor whohas a free hour available.

2. Do 'not permit a substitute teacherin your shop unless he is a quali-fied or certified instructor.

,3. If none is available, prepare

written or reading assignmentsin advance, or some type ofsedentary activity in which studentswill not be using the machinesand equipment in the shop.Instructional movies or similaraids are practical if they fit intothe instructional program.

1. Permit only those students whohave participated in your shopprogram or who are participatingto use the shop and equipment,

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Permitting students to usemachines or tools or to performactivities for which instructionhas not been given.

Pupils using equipment in theshop which has not beenapproved by the administrationand board of education.

Permitting students to work in theshop free periods, particularlywhen the shop is not supervised.

Permitting students to use dulltools and/or cutting devices onmachines.

2. No exceptions should be madeto this practice.

3. Do not take the word of astudent that he haS hadprevious instruction on thetool or has had experience inits use.

1. Make sure that proper instructionis given relative to each basicoperation to be performed by astudent in the shop class.

2: Permit no student to utilize amachine or tool in performingan operation for which instructionhas not been given.

3. Keep an accurate instructionallog as to those materials, machinesand tools ,and operations in which

instruction nas been given.

I. Allow no student to bring in anyitem of equipment for use in theshop.

2. Permit students to use only thoseitems of tools and machines thathave been purchased with theapproval of the School Admini-

stration.

I. Do not be absent from your shopwhen Students are working, evenduring unscheduled classes orperiods.

2. Permit students to utilize equip-ment and work in the shop duringdesignated periods when propersupervision is given.

I. Periodically inspect all cuttingedges of power tool deviceS andhand tools.

2. Keep all items of equipmentproperly maintained andsharpened.

111 1G5

Permitting students toperform operations onmachines without guardparticularly when onecould have been used.

Allowing use of equipmentby students who are proneto accidents or who possessphysical abnormalities thatmay cause an accident.

r

Sending pupils outside theshop to perform activitiesfor the school or otherdepartments.

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3. Demonstrate the proper mainten-ance and care of cutting edgesof safe hand tools, particularlythose jobs within the .ability ofthe student to perform.

1. Provide proper instruction asto the use and adjustmentof guards emphasizing the neces-sity and functions of such adevice.

2. Set an example yourself, by usingguards and safety devices at alltimes, and perform operations asyou would want them performedby students.

3. Require that student:: guardsat all times on machines when suchdevices can be used.

4. Have students secure permission touse any item of equipment This willpermit you to check on the machinesto see that all guards and safety devicesare properly adjusted.

1. Be familiar with the work habits ofstudents and with those who possessphysical abnormalities that maynecessitate restrictions being placedon their use of equipment.

2. Require all students to secure per-mission before the use of any itemof equipment.

3. Limit such students to the use ofmachines which are within theircapabilities and commensurate withwhatever physical abnormalities theypossess.

1. Do not permit any students to leavethe shop to perform activities outsidethe department.

2. Refuse to undertake projects or jobsthat require the student to workaway from the shop without yourcontinuous supervision,

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7.4 .`ittt 4'033.

Failure to keep accuratewritten reports relativeto accidents.

1.

2.

Failure to secure writtenstatement from witnessesto shop accidents.

1.

2.

3.

Failure to administer safetytests to students in caseof liable suit for negligence.

1.

2.

3.

Failure of the teacher toexercise the utmost ofof caution.

1.

2.

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Confine instructional and mainten-ance activities to those that can beperformed in the shop.

Prepare an accident form for your shopif the school system does not have astandard form.

Fill out the form as soon after theaccident has taken place.- Makemultiple copies and keep one foryourself.

Provide a place on your accidentreport form for the listing ofwitnesses.

./Have witnesses write, in theirown words, their views as tohow the accident happened.

Have witnesses sign theirsignature to their statement.

Administer safety tests to studentsupon completion of the demonstrationof a specific mac.Line, tool, or process.

Keep tests on file in your office asevidence that such material has beencovered and that a test was actuallyadministered over material.

Set a critical score above whichstudents must achieve in order touse a specific item of equipment.Many instructors demand a "perfectpaper" prior to letting studentsuse such equipment.

The teacher MUST anticipate whereand how an accident will occur, anduse every means to eliminate thepossibility of an accident,

Make every possible effort toprovide the safest possiblephysical facilities and imple-ment an effective safety in-structional program.

167

Contributory Negligence

Failure to effectively admin-ister a comprehensive eyesafety program.

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The term "contributory negligence"can be interpreted in a very broadsense. However, the followingsuggestions are given with a viewin mind of eliminating the possibilityof a teacher being charged with"contributory negligence":

1. Maintain the safest of workingconditions in the shop.

2. Insist on safe practices beingadhered to at all times in theshop.

3. Provide ccnylete and properinstruction in all aspects ofshop work, with regard to theuse of tools, machines, antimaterials.

4. Make recommendations tosuperiors as to improve-ments that can be made toimprove sprety conditionsin the shr-,-,

5. Make improvements suggestedby your superiors.

6. Establish safety rules and enforcethem.

7. Organize and implement a"complete" and continuoussafety education program.

1. Be familiar with and conversantabout eye safety legislation.

2. Require all students to wear eyeprotection devices at all times forlaboratory activities.

3. Know the appropriate eye safetydevice for each operation.

4. Set an example yourself by alwayswearing the appropriate eyeprotection envices.

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For Safety1. Operate only with instructors permission and after you have received

instruction.

2. Remove jewelry, eliminate loose clothing, and confine long hair.

3. Make sure all guards are in place and operating correctly.

4. Always use proper eye protection.

5. Make sure all adjustments are tight and secure and blade guides are properlyadjusted.

6. Upper blade guides should be positioned about 1/8" above the work piece.

7. Guide the work slowly, letting the machine do the work. Do not force the workinto the blade.

8. Do not attempt to cut a smaller radius than the blade will allow.

9. Avoid backing out of a cut.

10. Place hands or fingers on each side of the cut line, never on the line. Use a scrappush block if necessary.

11. Never leave the machine until it has come to a full stop.

UPPER WHEEL GUARD

BLADE GUARD

REAR BLADE GUARD-

BLADE GUIDES

TABLE

TABLE CLAMP

LOWER WHEEL GUARD

115

GUIDE POST

BLADE

MITER GAGEGROOVE

169

Band Saw

Nam()

Class

DaA Grade

Safety Quiz1. The lower wheel does not require a guard.

2. The upper guide should be adjusted to within 1 /8" ofthe work piece.

3. All normal adjustments should be made with the powerturned off.

4. It is permissible and safe to force the material around atight radius..

5. Fingers should be placed on each side of the cut lineand the material guided through the machine.

6. When necessary it is possible to back slowly out of acut.

,

l-%

-WWeir. 41#0/%_......0111.6

.-14111111111ir-

I 'A" ...rli4 II,

(Print the correct names)

(Circle True or F ills.

T F

T F

T F

T

T F

T F

"4 "it. 0 tA4W4W a eti a...10.111

BEST COPY AVAILABLE

1. Operate only with instructor's permission and after you have receivedinstruction.

2. Remove jewelry, eliminate Icose clothing, and confine long hair.



5 Make all adjustments except final belt tracking with the power off.

c°. Make sure there is adequate strong tension on the belt and that it is not torn.

7 When &anging belts make sure tne new belt runs as arrows indicate.

8. The table should be adjusted to within 1 /16" of the abrasive belt.

9 Keep hands clear of the abrasive belt while operating and keep material flat onthe table.

1C. The be't must be re .tracked if me angie of the basic machine is changed.

DRUM GUARD LOCK KNOB BELT TENSION! CRANK(AT REAR OF MACHINE)

BELT GUARD a TRACKINGr ADJUSTMENT

ABRASIVE BELT I SCREWADJUSTABLEPLATENDUST

DEFLECTORHOOD TILTING

TABLE

DUST SPOUT------- BELT GUARD

SWITCH

STAND

117

171

sBelt Finishing Machine

Name

Class

Date Grade

Safety Quiz1. Material may be safely sanded in the center of

the platen.

(Circle True or False)

T F

2. The table should be 1/4" away from the belt for adequate T F

clearance.

3. If the angle of the unit is changed belt tracking should T F

checked.

T F4. There are directional arrows inside the belt.

5. Tne guards cannot be removed from this machine. T F

(IN BACK OF MACHINE)

"""------"'"".011,\ s

I

(Print the correct names)118

172

For Safety





5. Always buff using the lower half of the buffing wheel.

5. Stand to one side of the wheel when buffing or applying compound.

7. Use care when buffing around corners or openings where the wheelcould grab and throw the work piece.

3. Never use gloves, rags,or part of a shop coat to hold the work piece.

9. Never buff a leading edge.

SAFETYDEFLECTOR -----41.-

MOTOR

BUFFING WHEEL

SWITCH

119

WHEEL GUARD

DUST CHUTE

PEDESTAL

173

ra Buffer

Name

Class

Date Grade

Safety Quiz (Circle True or False)

1. A rag should be used to hold hot objects while buffing. T F

2. Always buff on the lower half of the wheel. T F

3. Loose clothing or hair must be confined. T F

4. Eye protection must be worn when buffing. T F

5. Use extra caution when buffing corners or confined T F

areas of the,work.

174


instruction.




5 Make all adjustments and remove chips or dust with the power off.

6. Never use me miter gage and fence together in the same operation.

7 The saw blade should extend above the work piece until' the gullets of the bladeclear the material.

8 Never saw free hand. Use the miter gage when cross cutting, the fence whenripping.

9. Never reach over the saw blade.

10 Use extra care and precaution when sawing large material, or when using adado or molding cutter head.

1 1 Use a push stick when ripping narrow stock or when hands would be close toblade.

12. Do not stand in line of the cut when operating the saw.

13 Lower the blade and be sure it has come to a full stop before leaving themachine.

MITER GAGEFENCE

GUIDE BARSAW GUARD

BLADE INSERT'iTABLE"'

TILT SCALE

TILT HANDWHEEL

RAISING HANDWHEEL

CABINET

FENCE CLAMP

FENCE MICRO-SET-KNOB

SWITCH

LOCK KNOB

CLEAN-OUT DOOR

175 BEST COPY AILABLE

sCircular Saw

Name

Class

Date Grade


1. it is safe to saw freehand. T F.

2. The fence should always be used. T F

3. The guard is not always necessary. T F

4. Whet; ripping it is best to stand directly behind theblade.

T F

5. Eye protection should be worn when using a table saw. T F

5. The saw blade should be adjusted so that the teeth clear T Fthe thickness of material to the depth of the gullets.

7. A helper or roller should be used when ripping long T Fpieces.

8. A push stick is necessary when ripping narrow stock. T F


r: rrJ o b Safety1. Operate only with instructor; permission and after you have received

iristrut;tion.

2. Remove jewelry, eliminate' loose clothing, and confine long hair.

3. Make sure all guards ara in pace and operating correctly.


5. Make sure adhesive is holcmng abrasive disc tightly to the revolving platen.

6. Abrasive disc should not be torn or damaged.

7. Material should be held flat against the table and hands kept clear of theabrasive disc.

8. The table should be adjusted to within 1/16" of the disc.

9. Work must be done on the side of the disc rotating downward.

10. Do not leave this machine until it has coasted to a full stop or been stopped with apiece of scrap wood.

MOTOR--___

MOTORSWITCH

POWERCORD

LOCKKNOB

ABRASIVE DISK

TILTINGTABLE

123 17,I

Disc Finishing Machine

Name

Class

Date Grade

Safety Quiz (Circle True or False:

1. Sanding can be safely done on either the left or T F

right side of the rotating disc.

2. The Rim Guard is of no real value and can be T F

removed for most operations.

3. The table should be ,A.ijusted to within 1 /1 6" of T F

the disc.

4. A piece of scrap lumber can be used to slowdown and stop the disc after turning off thepower.

T F

5. The table may be'tilted safely while the machine T F

is running.

(Print the Correct names)

124

For Safety1. Operate only with instructor's permission and after you have received

instruction.

2. Remove jewelry, Wiminate loose clothing, and confine long hair.



5. Hold material securely with vise or clamps.

6. Se sure key is removed from chuck.

7. Select a properly sharpened bit. For metal, center punch when hole is tobe drilled.

8. Turn off power if work piece is caught in the drill. Do not stop by hand.

9. Adjust table or depth stop to avoid drilling into the table.

10. Select the correct speed. normally slower for metal-faster for wood. The largerthe bit, the slower the speed.

VARIABLE SPEEDPILOT WHEEL

SWITCH

DEPTH STOP

QUILL LOCK'--------4"

TILTING TABLE

'.0WER TABLEOR BASE

EAD SUPPORTSAFETY COLLAR

PILOT WHEEL FEEDOR FEED HANDLE

TABLE LOCKINGCLAMP

COLUMN

TILT ANGLE125 LOCKING CLAMP

179

s Drill Press

Name

Class

Date Grade


1. It is necessary to select the proper speed. T F

2. The chuck key should be kept in the chuck at all times. T F

3. Work should always be secured. T F

4. Rings may be worn while operating a drill press. T F

5. A chip brush should be used for removing chips. T F

6. The drill should be operated at top speed for all work. T F

7. The long end of the work should be to the left ofthe operator.

T F

(Pant the correct names)

130

FoTi Salety

BEST COPY AVAILABLE


2. P.emove jewelry, eliminate loose clothing, and confine long hair.



5 The tool rests must be adjus'ted to within 1 /16" of the grinding wheel.

6, Spark deflectors must be adjusted to within 1/16" of the grinding wheels.

7 Co not grind cn the side of the grinding wheels.

8. Stand to one side when starting the machine.

9. Discard or rf3port gr.nding wheels that are excessively small or cracked.

10 Small work pieces should be held with the "vise grip" type of pliers.

1 4. Co not ieae the machine until the grinding wheels have come to a full stop.

MOTOR

SAFETY SHIELD

GRINDING WHEEL(/

WATER POT

ADJUSTABLE TOOL REST

ADJUSTABLESPARK DEFLECTOR

WHEEL GUARD

DUST CHUTE

SWITCH

127181

we

CD

sGrinder

Name

Class

Date Grade

Safety Quiz1. The too/ rest should be adjusted to with:a 1 /2"

of wheel.

(Circle True or FdIs.:,

T F

2. Eye protection is always necessary while grinding. T F

3. Once the "off" switch is in the off position, the T F

operator may leave.

4. Wheels that are slightly cracked may be used. T F

5. The spark arrestor is not necessary if there is a safety T F

shield.

6. When grinding a small piece of steel, "vise grips" are T F

advised.

(Print the correct names;

182

1

1


instruction.




5 Make all adjustments with the power turned off.

6 A push stick or push block must be used when hands would pass overor withinof the cutter head.

7 Make several light cuts (1/16" ,n 1/8") instead of one heavy cut (1 2").

2 7Le absolute minimal length of material that may be jointed is twice the size ofthe knives - 6" jointer, 12" - 8" jointer, 16".

9 Do not adjust or move the rear or out feed table without permission.

REAR OROUTFEEDTABLE

FENCE TILT CONTROL

FENCE WIDTH CONTROL

FENCE

SWING GUARD FRONT ORINFEED TABLE

REAR TABLEADJUSTING HAND WHEEL

REAR TABLE LOCK

FRONT TABLE LOCK

CABINET

129

183

FRONT TABLEADJUSTINGHAND WHEEL

DEPTH SCALE

SWITCH

Cr-A

Oan

CD

BEST COPY AVAILABLE

s Jointer

Name

Class

lac? Grade

Safety Quiz (Circle True or Fai)1

1 . It is possible for the guard to stick and not cover the T Fcutter.

2. A push stick should be used when the hands could get T Fclose to the cutter.

3. Eye protection is not necessary when operating a T Fjointer.

4. Permission should be obtained before usina the jointer. T F

5. Stock shorter than 6" may 5e processed on the jointer. T F

6. In order to remove 3/8" you Should make three passes1 /8" deep.

T F

7--

'L.,-----

130


184

BEST COPY AVAILABLE

For Safety





5. Be sure power is disconnected before making angle adjustments or changingblades.

6. Always hold the work firmly against the fence and table.

Install a new table if adequate cipport has been cut away.

3 Allow the motor to reach full speed before starting to cut.

Ust he brake to stop the blade before removing scrap oi chips from the workarea.

10. Be sure guard parts are functioning properly.

DUSTTUBE

FENCE

TABLE

BLADE BRAKE

HANDLE

MOTOR

BLADE

BLADE GUARD

ANGLE SCALE POSITIVE STOP/HANDLE

131 18

s Motorized Miter Box

Name

:ass

Date Grade

Safety Quiz1. The table on this machine can be cut so often that it no

longer gives safe support to the work.


T F

2. The machine should be stopped by pushing a piece of T Fscrap against the side of the blade.

3. The guard sections can easily be checked for proper T Foperation before starting to use the machine.

4. The trigger switch and the brake button can be used T F

together to gain better control.

5. A warped or twisted work piece is not really dangerous. T F


186

",'or Sayety

BEST COPY AVAILABLE


2. Remove jewelry, .eliminate loose clothing, and confine tong hair.



5 Be sure to check all material for loose knots, nails and other foreign objects,

6. Co not force stock through the planer. Keep hands off the material andlet the power feed operate.

Seiec: me proper depth of cut and the rate of speed depending on the stock beingplaned.

5 Thin stock should be properly supported by a jig or back up board, Check with theinstructor for minimal thickness and length.

.; Never look directly into the throat of a planer at table level while it is running or inoperation.

10 Remove shavings or chips when the power is turned off. Keep hands away fromchip guard and the point of operation.

11. Do not stand directly in front of the machine in line of possible kick back.

CHIP GUARD

SWITCH

DEPTH OFCUT GAGE

CUTTERHEADMOTOR"

TABLE

BED ROLLADJUSTMENT

LOWER WEDGE

HANDWHEELti LOCK

ELEVATINGHANDWHEEL

i --VARIABLE SPEED t-'x ',1.--..

m.;FEED ROLL

CONTROL

133187

BASE

Planer-Surfacer

Name

Class

Date Grade

Safety Quiz1. There is no real minimum regarding thickness or length

of stock which can be planed safely.

2. Stock should be pulled through the planer by hand.

3. You should never look into the throat area at table level.

4. The power should be turned off while removing chipsor shavings.

5. A jig or other support is often needed for thin stock.

6. The proper depth of cut and rate of speed is related tothe material being planed.


T F

T F

r F

T F

T F

T F

(Print the correct names) 134188

BEST COPY AVAILABLE


instruction.




5 Make all adjustments with the power off.

6 Be s,..e ;he ;eaf guards are operating properly and the blade will not extenubeyord the table edge

.hen cross cutting hold the material securely against the fence

a Alyvm.s pull the blade through the work and return the cutter head bit- .rd :~ -`once before removing material or starting the next cut

9 Make sure the blade guard and kickback fingers are properly adjusted befr,:ripping.

10 Always rip into the blade, never in the same direction as the rotation

11 Make sure the blade has stopped before leaving the machine

ARM CLAMPHANDLE

MITER SCALE

ARM

CUTTER HEAD

ANTI-KICKBACK FINGERS

COLUMN

SAWDUSTSPOUT

BLADE GUARD

FENCE

ON-OFF SWITCH

SELF ADJUSTINGLEAF GUARDS

TABLE

ELEVATINGHANDLE

135 189

s

SRadial Arm Saw

Name

Class

Dale Grad'

Safety Quiz (Circ:e True or Falb.:

1 Eye protection is not necessary except when ripping. T F

2. The guard and kickback fingers must be in place when T F

ripping.

3. The saw blade May safely extend beyon.. che table. T F

4. The blade should be installed so that in cross cutposition the teeth at the bottom of the blade point awayfrom the operator.

T F

5. When ripping, one hand must hold the material and the T F

other hand operate the saw.

6. In cross cutting, the saw should be returned to the rear T F

of the arm upon the completion of each cut.

I 14


instruction.


3. Make sure all guards are in plaice and operating correctly.


5. Make all adjustment; with the power off, then rotate the motor by hand as afinal check.

6 Be sure hold down is pressing lightly on the work piece.

The blade should be held firmly in the chucks, be square with the table, and beoroperly supported by the guide assembly.

8 Zuace the material slowly through the machine with both hands. keeping fingersaway from the cut line.

ChozL;se the correct blade and correct speed for the material to be cut, and for thesmallest radius required.

OVER ARM

BASE

4-STEPPULLEY

MOTOR

V-BELT

LAMP UPPER PLUNGER.ASSEMBLY

-3ELT AND PULLEYGUARD

137

191

TABLE INSERT

4-STEPPULLEY

BEST COPY AVAILA LE

Scroll Saw

Narhe

Class

Date Grade

Safety Quiz (Circle True 6r False)

1. If the blade pinches in the kerf you should just push harder. T

2. it is necessary to have the flat side of the stock tight against T F

the table.

3. Fingers should be kept away from the cutting line. T F

4. The hold down should be 1 /16" from the work piece. T

5. After changing blades or making guide adjustments the T F

machine should be rotated one full stroke by hand.

fr 41.176. 01f. 'It'llg %...0C:

BEST COPY AVAILABLE





5. Be sure switch is in off position before adjusting depth of cut,table tilt, or checking cutters.

6. The guard must be clean and slide freely before beginning theoperation. Do not clamp in the up position.

7. Always use push stick or a push block when planing smallmaterial.

3 Continue moving the work piece past the cutterhead until it isresting against the rear fence.

9. Do not brush chips or dust away from the point of operation untilthe machine has come to a full stop.

BELT ANDPULLEY GUARD

REAR FENCE

LAMPATTACHMENT

CUTTERHEAD

CUTTERHEADGUARD

TABLE

DEPTHOF CUTCONTROL

139

193

FRONT FENCE

MITERGAUGE

TABLELOCKINGHANDLE

SWITCH(SQUARE DESIGN)

STAND

NM II

iod

CD

s

Name

Class

Date Grade '6.

Safety Quiz1. The guard should be clamped in position to clear the

work piece.

2. Loose cutters will give a rough cut but are notdetrimental to safety.

3. The work piece should be moved through the machineto the rear fence before removing.

4. The machine must come to a full stop before it is safe toleave the work area.

5. All adjustments should be made. with the power off.

6. A lamp attachment contributes to safety.


140

194

For Safety VIMINISEme



3. Make sure all guards are in place 4nd operating correctly.


5. k/Vork must be balanced and securely held between centers or mounted on a facedate

6. Rotate spindle by hand to check clearance before starting the lathe.

7. Make sure safety shield is lowered.

6. Tool rest must be 1/8" from the work piece and adjusted to the proper heightfor the tool being used.

9 Be sure the lathe is running at the proper speed for the operation.

10. Remove the tool rest and base or support before sanding or polishing.

11. Maze sure lathe cutting tools are sharp,and use the correct tool for theoperation.

HEADSTOCKSPINDLE

SAFETY SHIELD /TOOL SUPPORT

RAM LOCK

HAND WHEEL

HEADSTOCK

SWITCH

SPEED CONTROLLEVER

TAILSTOCK

RAM

TAILS POCKLOCKINGCLAMP

STEEL CABINET

141

195

BED

LOCKING HANDLEFOR TOOLSUPPORT BASE

AST COY AVAILABLE

Wood Lathes

t

Name

Class

Date Grade

Safety Quiz1. The speed of the machine is not important for safe

operation.


T F

2. A space of 1" is safe between the tool rest and the T F

work.

3. Eye protection is not necessary during operation.

4. Dull tools may be used for a roughing operation.

5. The tool rest should be removed while sanding.

6. It is safe to turn work that is not balanced.

7. Long sleeves may be worn while operating the lathe.

8. The cutting tools should be held loosely.

T F

T F

T F

T F

T F

T F

136

I

or SafetyBEST COPY AVAILABLE


2. Remove jewelry, eliminate.loose clothing, and confine long hair.



5. All adjustments for cutter heighth and fence position should be made with thepower off.

6. Guards and hold downs should be checked for proper operation.

7. Choose the correct cutter and collars for the operation.

8. Expose only the amount of cutter necessary to do the job. Use additionalfixtures if necessary.

9. Always use a starting pin for free hand shaping .

10. Use the smallest table insert possible.

1. Use three wing-one piece cutters whenever possible.

12. Brush away dust and chips only when the machine is stopped.

TABLE

ADJUSTABLEFENCE

SPINDLERAISINGHANDWHEEL

HANDWHEELLOCK

SPINDLE ITERGAGEGROOVE

143

197

XTENSIONWING

PUSHBUTTONSWITCH

CLEANOUTDOOR

ret)er4

Wood Shaper

Name

Class

Date Grade

Safety Quiz1. In most cases guards and hold downs only get in the

way.

(Circle Tru4 or False)

T F

2. Often special or custom fixtures must be made to do a T Fjob safely.

3. A starting pin is not necessary. T F

4. The largest table insert should always be used. T F

5. A brush should be used to brush away chips when the T Fmachine is mining.

6. Three wing cutters are safer than a cutter head. T


144

138

SAFETY RULES FOR PORTABLE ELECTRIC HAND TOOLS

1. The instructor's permission must be obtained before using portableelectric tools.

2. Be sure that the switch is in the "off" position before you plugin the electric cord.

3. Wear eye protection when operating all portable electric tools.

4. Be sure that the switch on each equipment handle is the constantpressure (dead-man) type. That is, when pressure is released,power is 1 Jt off.

5. Be sure that equipment is properly grounded; do not use in wetareas.

6. Do not wear loose or baggy clothing that could be caught in re-volving parts.

7. Before starting, be sure that you have a good footing and thatyour work area is free of obstacles.

8. Inspect the electric cord for breaks or exposed wires beforeusing.

9. Do not use excessive pressure while operating portable electrictools as this may damage the tools and cause accidents.

10. Properly secure all work before applying the tool.

11. Inspect guards before starting.to see tint they function properly.

12. When portable electric saws are used, take care to avoid cuttingthrough the power supply and extension cords.

13. When portable electric saws are used, avoid "over-reaching"when completing a cut. Work should be positioned and securedin a manner that allows the tool operator to "walk through"the cut safely.

14. Be sure that stock is positioned and secured in a manner thatallows cutting without binding of the saw blade of portablecircular and bayonet-type saws.

15. Disconnect the cord plug from the power outlet before making anyadjustments or replacing a blade or cutter.

16. If an extension cord must be used, make sure it is 12 gauge wireor heavier for lengths up to 100 feet, and 10 gauge or heavierfor lengths up to 150 feet.

145 199

17. Never run a portable electric tool where there is danger of explosionor fire due to the presence of naptha, gasoline, benzene or otherinflammable substance.

18. Keep your fingers away from blades or cutters.

146

i

io


instruction.

2. Remove j9welry, eliminate loose clothing, and confine long hair.



5. Mal.e sure the blade is the correct type for the material and that it is tightlyclamped in the chuck.

6. 9e sure the switch is off before connecting to the power source.

7. Use vise or clamps to hold material to be cut securely.

9.. :t.eep cutting pressure lonstant; do not force the blade into the work.

9. Always keep the base tightly against the material being cut.

10. Do not set the saw down on the bench until it has stopped.

11 If the blade is in the tool be sure and lay the tool on its side.

CHUCK

BASE

BLADE

SWITCH

HANDLE

147

STRAIN RELIEVER

HOUSING

ANGLE SCALE

201

.Bayonet Saw

:.ame

Class

Date Grade

Safety Quiz (Clecht Tram or Faits)

1. Any blade will safely cut any kind of material. T F

2. Material should be held securily before starting to cut. T F

3. Cutting pressure should be constant without forcing T F

the blade into the work.

4. The base should always be flat against the work, even T F

when the saw is tilted.

5. The saw can be stored using the blade and the rear of T F

the base for support.

6. The housing and handle should be kept free of grease,chips, and dust.

T F

(Print th correct names)

14E0 2J2

For Safety1. Operate only with instructor; permission .nd after you have received

instruction.




5. Check to see if belt is in good condition, tracking proper' y. and is the correct gritsize for the job.

6, Be sure switch is off before connecting to power source.

7 Start sanaer above work, let rear of belt touch first then level the tool. Do not tiltsideways.

8. Sand in direction of gro r moving back and forth over a :arge area. Do not pausein one spot

9 Keep electrical cord and dust b;c1 away from working area.

10 Litt sander off the work and wait until it has stopped before placing on the bencn.

FRONT HANDLE

BELT STRIKER BAR

BELT

;

TRIGGER SWITCH

BELT TRACKINGADJUSTMENT

149

20$

C923trIme

Portable Belt Sander

Name

Class

Data Grade

Safety Quiz1. Proper belt is not a real factor in safe operation.

2. The sander should be resting flat on the work piecewhen star ing.

3. If a firm grip is maintained on both handles it is notcritical to remove jewelry.

4. There is a relation between selecting the correct belt forthe job and safety.

(Circle True of

T F

T F

F

T F

5. The tool should never be tilted or allowed to pause in one T Fspot.

150

204

For. Saiety


2. Remove jewelry, eliminate loose clothing, and cc'fine long hair.

3. Make sure all guards am in place and operating correctly.


5 Make sure that telescoping guard returns automatically to cover the blade aftereach cut.

r3. Check the base setting for the proper depth of cut.

7. Make sure the power cord is clear of the blade.

b. Be sure the material you are cutting is adequately supported.

9. Do not start the cut until the saw has reached full speed.

10 Advance the saw slowly, straight through the work. Do not twist or turn the tool.

1 i. if the saw blade binds or smokes, stop cutting immediately.

12 The blade should be extended below the work until the blade gullets clearthe material.

1 3. Do not set saw down until blade stops.

TRIGGER SWITCH

GUARD LIFT-.HANDLE

RETRACTABLEGUARD

HANDLE

ANGLE SCALE

TILT LOCK KNOB

TILTING BASE....

. ili lit.411

(Z. 151

---- BLADE

205

Portable Electric Circular Saw

Name

Class

Date Grade

Safety Quiz1. Permission should be obtained before

operating this machine.


T F

2. In certain cases the guard should be wedged so T Fthat it will not be operable.

3. Eye protection is not necessary when using th.., T F

4. You should not set the saw down until T Fit has completely stopped.

5. The saw blade should extend at least 1"beyond the thickness of the material being cut.

6. This saw can safely be used for cutting curves.

T F

T F


1522.06

;

,roc- Safety I,yim$

inNrarm

1 Cperate only with instructor's permission and after you nave received od....1kr

instruction.




5. "Unplug" the drill when changing bits

6 Make sure switch is off and key removed before connecting to power source.

7 Mark hole location with center punch (metal) or AWL (wood) before drilling

8 Be sure work is tightly clamped or secure before drilling.

9. Drill with straight even steady pressure.

COOLING VENTS

PISTOL GRIPHANDLE

CHUCK

HOUSIN

TRIGGER SWITCH

153

207

CORD STRAINRELIEVER

i

1

Portable Electric Drill

Name

Cass.

Cate Grade

Safety Quiz (Circle True or Falls)

1. Eye protection is not really necessary when drilling T F

wood.

2. The drill should be unplugged when changing bits.

3. it is alright to carry the drill by the cord.

4. Even steady pressure should be used when drilling.

5. Work should be clamped whil:: drilling.

T F

T F

T F

T F


154

20 8

r 0:T EIT e

Operate only with instructors permission and after you have receivedinstruction.

2 Remove jewelry, eliminate loose clothing, and confine long hair.



5 Be sure switch is in off position before connecting to the powersource

6 Make sure abrasive sheet is in good condition and properlyinstalled on the tool.

7 Start the tool above the work, set it down evenly,and move slowlyovp: a wide pattern area.

2 Lift the sander from the work before stopping the motor.

3 Do not set the sander on the work bench until it has stoppedruning

10 wver lift or carry any portable electric tool by the power cord

FRONT HAND KNOB

PAPER CLAMP

PAD

HANDLE

TRIGGER SWITCH

155

209

PAPER CLAMP

BEST COPY AVAILABL

:3ortal:zte Electric rinishing Sander

.tlarne

Class

Data Grade

Safely Quiz (Circle True or Fdl5C,

1. Eye protection must be worn when using the sander. T F

2. The abrasive sheet can be loosely clamped yet still be T F

be safe and efficient.

3. The sander should never be carried by the power cord. T F

4. The tool should be turned on only after it is placed T F

tightly on the material to be sanded.

5. Lift the sander from the work before turning it off. T F

.it the correct names)

156

210

BEST COPY AVAILABLE.4.,r r *11

0 4' %WI


2. Remove jewelry, eliminate loose clothing, and confine long hair,

.3. Make sure all guards are in place and operating correctly.


5 Betore connecting to the power source,make sure the switch is in the offPosition

Make all adjustments with the plane disconnected from the power source.

Place front shoe on the work piece, start motor, then more plane over workkeening pressure and speed constant.

:',eep fence and the rear shoe ti_ ly against the work piece until the cutter hascleared the work.

Keep he 'ids on handle and motor housing, away from the cutter tread.

Ss- sure of clearance for the motor.

CORD STRAINRELIEVEFII

TRIGGERSWITCH

D-HANDLE

GUARD

CORD MOTORDEFLECTOR --HOUSING

BRUSHREAR SHOE HOLDER

DEPTHADJUSTMENTCHIP DEFLECTOR

CUTTER HEAD

FENCE

157

FRONT SHOE

211.

Portable Electric Plane

Name

Class

Date Grade

Safety Quiz (Circle True or Falbel

1. Since the cutter will not touch, it is allright to set the T F

plane on the bench while still running.

2. The plane will cut deeper when more pressure 13 applied.

3. The plane should be disconnected before adjusting thedepth of cut or the fence.

T F

T F

4. Eye proteCtion is required when using a power plane. T F

5. The plane should be kept firmly against the work piece T F

until the cut is completed.

6. The chip deflector is of no real safety value and can be T F

removed.


158 212

BEST COPY AVAILABLE

:or Safety1. Operate only with instructor's permission and after you have received

instruction.

Z Remove jewelry, eliminate loose clothing, and confine long hair.


4 Always use proper eye protection.

5. Se sure switch is off before inserting plug into power source.

5. Br: sure collet chuck is tight and bit is secure.

7 Make sure work piece is clamped or rigidly held and the area of routerravel is free of obstructions.

Hoid router with bath hands ano keep cutting pressure constant. Do

nct force cc jam into work.

9 Make a trial cut in a piece of similar scrap material.

D.sconnect from power source when changing bits, making adjustments, orwnen router is not in use.

'. C

D-HANDLE

INSULATEDTRIGGERSWITCH

nilOTO Ft SAFETYDISCONNECT

........---HOUS1NG

/

/

MICROMETERDEPTHADJUSTMENT

'GUIDE KNOB

CORD STRAINRELIEVER

COLLET TYPE CHUCK

t ".

159

213

LOCKINGHANDLE

SUB-BASE

Zjiik,;;AVA V--'03 73:M

Portable Electric Router

Name

Class

Date Grade

Safety Quiz.1. !t is a aood idea to make a trial cut in a piece of scrap

wood.


T F

2. A router should aiways be held with both hands. T F

3. A ;caging motion should L)' used when cutting to keep T Fthe bit cool.

4. It is not necessary to clamp material being routed. T F

E. The depth of cut may be safely adjusted withoutunplugging the tool.

6. The router is not really guarded.

T F

T F


160

214

HAZARDOUS FLAMMABLE LIQUIDS

Aerosol cansGasolineCatalyst M.E.K. peroxideAcetoneLacquer and lacquer thinner

Adhering liquidPaint thinnerAlcoholShellacJapan dryerKerosenePaint

Resin (polyester)Stain

Danish oilVarnish

APPENDIX 3

WRITING RESUMES

162 216

The following information was adopted from the Center for CareerPlanning and Placement Handbook, published by Northwestern StateUniversity, The Center for Career Planning and Placement, Natchitoches,Louisiana.

RESUME PREPARATION

In writing a resume, remember that there is no single prescribed format.You want to come across to a potential employer as an individual with uniquequalities. Therefore, some imEtination should be exercised in the writingof your resume.

Keep in mind that a good resume should always have sufficient informationto tell the employer who you are, what you know, what you have done, and whatyou would like to do.

Generally speaking, there are four types of resumes--the Chronological,the Functional, zhe combination of those two, and a specialized type. For mostgraduating students with limited experience, the Chronological type resume isthe most widely used. The Functional resume best serves persons with workexperience (paid or unpaid) in which they used skills and abilities thatreadily transfer to other jobs. Sometimes a person may wish to combine the

.best of the two types to fit his/her needs. In some fields of work, a highlyspecialized resume is used.

Though there are many different types of resumes, there are general rulesregarding resume preparation which should alwt 1 be followed:

1. Resumes should be easy to read. Use margins and titles, logicallyarranged, to guide the reader.

2. Develop separate sections on education, work experience, personal data,ntc., in such a way to enable the reader, who is probably skimmingyour resume along with many others, to get the highlights quickly.

3. Resumes should be typed and spaced neatly. Unlike cover letters whichmust be done individually, resumes may be duplicated. We suggestoffset printing on 81.1" x 11" white bond paper.

4. Include a photograph of yourself on your resume.5. Try to limit your resume to one page. Some people with more experience

will need to use two pages.6. Be brief and to the point. Use phrases rather than prose and complete

sentences.7. Make sure it is complete, containing all pertinent information relevant

to your education, work experience, and career objectives.8. Employers expect you to know what kind(s) of work you want to do after

you graduate. Therefore, give car.ful consideration to the ProfessionalObjective section of your resume. Avoid philosophizing. If you don'thave specific jobs in mind, and wish to speak in generalities--statewhich of your talents and abilities, etc., you would like to use.NOTE: Information received lately indicates that in some cases the

163

217

the career objective section can be a definite distraction on resumes.In many cases your career objective can be better explained in thecover letter which must accompany any resume. If this is done thenone resume can be used for several different types of jobs. If, onthe other hand, you definitely wish to be considered for only aparticular field or type of position, then the career objective can beused.

9. Be sure to include all part-time and summer work experience. Explainwhat your duties and responsibilities were. If work experience islimited you may want to expand on your educational background.

10. There are mixed opinions as to whether references should be includedin resumes "or furnished upon request". If you do include references,be sure that you have permission from each one and their completeaddress.

11. Professi-,n41 resume writers are not recommended. Your resume shouldbe you, and professional recruiters can easily recognize these typesof resumes.

SAMPLE CHRONOLOGICAL TYPE RESUME

Permanent Address

0000 Louisiana AvenueBaton Rouge, LA 00000Tel. (504) 111-2234

ProfessionalObjective

Education

Experience

Summer1983

NAME

Retail Sales Management.

Temporary Address

P. O. Box 0000, N.S.U.Natchitoches, LA 714Tel. (318) 357-1111

Northwestern State University of Louisiana.Natchitoches, Louisiana, BA Marketing, 1984.Special emphasis on retail sales and merchandising;considerable work in consumer economics and accounting.

Sales Clerk, Housewares Department. Arranged mer-chandise, displays, assisted buyer, handled consumerrelations.

Also assisted department manager in training newsales personnel, sold successfully on commission basis.

1980 Sales Clerk. Worked part-time in specialty clothingto store. Assumed increased responsibility during time

1983 of employment. Sold merchandise, arranged windowdisplays, assisted inventory and ordering, assistedwith advertising and copy layout.

Summer1979

to

1980

Lifeguard. Performed general pool maintenance andgave swimming instructions to children and youngadults.

164

218

Extracurricular Program Chairperson for Walter Porter Forum. PlannedActivities programs, contacted speakers from area business

community, and coordinated programs.

Corresponding Secretary for National Sororiti.Handled all correspondence to national headquarters,alumnae, and others. Maintained files and recordsfor group. Ordered materials.

References Furnished upon request.

SAMPLE FUNCTIONAL TYPE RESUME

JOHN A. DOE

1442 W. Zip AvenueShreveport, LA 71234

318/555-0000

INDUSTRIAL RELATIONS MANAGER

Eight years experience in recruiting, hiring and trainingtechniques, labor union contracts, insurance and pensionplan administration.

Supervisor of Salaried Personnel, Placement and Management Development,Franklin Corporation, September 1976 - present, Responsibilitiesinvolved hiring and training all salaried employees fortechnical staff of 2,000; recruiting, college interviewing;supervision of management development program, performanceappraisal program, psychological testing and counseling.Complete charge of office services, switchboard, mail room,stationery and stock rooms, plant safety program and stafftechnical library. Released, due to company retrenchment.

Personnel Director, Pratt Department Stores, September 1970 -September 1976. Developed and implemented a new personnelpolicy manual, a new training program for executive traineesand administered Workmen's Compensation, Blue Cross-Blue Shield,company insurance and pension plans. Participated in contractnegotiations with representatives from Teamsters and otherlocal unions. Resigned to take a position in industry.

Personnel Training Analyst, Municipal Savings Bank, August 1968 -September 1970. Developed training manuals and programs, setup classes to train bookkeepers, tellers, and operators ofbusiness machines; testing and placing; developed orientationprogram and manual for lower-level supervisory and clericalemployees; responsible for audio-visual programs. Left toaccept more responsible position.

**********

Northwestern State University - M.S. Psychology, July 1968.Emphasis in General PsychologyThesis title: "Psychological Testing in Small Businesses"

165219

Northwestern State University - B.S. General-Experimental Psychology,May 1976

Personal: Married, two children, Height - 5'11", Weight - 175 lbs.Will relocate. Will consider travel. Available at once.

COVER LETTERS

There are two general types of cover letters--the Letter of Inquiry andthe Letter of Application. A Letter of Inquiry is sent with a copy of yourresume to determine if an employer has an opening for which you may qualify.A Letter of Application is sent with a set of credentials when you know anemployer has an opening in which you are interested. More specific suggestionswhich may be helpful are listed below:

1. Use good quality stationery suitable for business letters.

2. Typing is preferred. Sign your name in your own handwriting.

3. A good cover letter is neat and free of errors and erasures. Ifyou are not a competent typist, hire one. Proofread your lettersand examine their appearance with a critical eye. Correct spelling,punctuation, and English usage are essential.

4. Use proper forms for the letter and envelope address. Be particularlycareful that the proper title of the person to whom the letter isaddressed is used and the name spelled correctly.

5. Cover letters should be easy to read. Long sentences and paragraphsare disturbing to read. In most cases the letter can be kept frombecoming long if you remember that the resume which will accompanyyour letter will contain many details which need not be repeated.

6. Ordinarily it is not good practice to comment on the salary inyour cover letters.

7. Cover letters should be personalized--we advise against duplicatingform letters.

8. Limit your cover letters one page of not more than four briefparagraphs.

9. Follow up every letter you send which is not answered after two orthree weeks with a letter restating your interest in the position andorganization.

Hopefully, these suggestions are helpful. Included on the following pageare suggested formats for both Letters of Inquiry and Letters of Appreciation.

166

SUGGESTED LETTER OF INQUIRY FORMAT

Return AddressCity, State & Zip CodeDate

Inside Address to EmployerCity, State & Zip Code

Salutation:

Tell WHY you are writing--inquire about positions in your fielu whichmay be available with the employer. Try to get the reader's ATTENTIONin the first sentence so he/she will read the entire letter.

Tall WHY you want to work for the organization--try to stimulateINTEREST in you as a possible employee.

Tell WHY they should hire you--why you would be effective. Indicatesignificant experience and training in your field which makes you adesirable employee.

Refer to enclosed resume and availability of credentials (where theyare on file and how they may be obtained) and availability of references.

State your availability for interviews giving specific date(s) if possible,when you can be in their city and ask for an appointment then. Statethat you look forward to hearing from them. Ask for some type of ACTION.

Enclosure (your resume)

167 221

Complimentary closing,

(Full Name Signed)

(Full Name Typed)

SUGGESTED LETTER OF APPLICATION FORMAT

Return AddressCity, State & Zip CodeDate

Inside Address to EmployerCity, State& Zip Code

Salutation:

Tell WHY you are writing--identify position fot which you are

applying. Briefly mention your source of information about the

opening. Try to get the 1.eader's ATTENTION in the first sentenceso he/she will read the entire letter.

Tell WHY you are interested in working for this particular organi-zation in this type of endeavor. Briefly point out your achievements

or training and related experience in the field that would make youeffective on the job. Try to stimulate INTEREST in you as a possible

employee.

Tell WHY they should hire you--try to create a DESIRE to know more

about you.

Refer to the enclosed resume and to the availability of your referencesor indicate that your credentials including references are enclosedor are being sent by the Northwestern State University's Center for

Career Planning & Placement by separate mailing. Restate your interest

and availability, and request an interview, or give other suggestions

of favorable and early reply. Ask for some type of ACTION.

Enclosure (your resume or set of credentials)

168

Complimentary closing,

(Full Name Signed)

(Full Name Typed)

222

THE PERSONAL INTERVIEW

The interview should be of value to both the applicant and the

employer. For the applicant, it serves as a means of gaining information

about such matters as the demands of the particular position, the

community, the living conditions, salary, chances for advancement, and

other factors relating to employment. Seldom is anyone employed without

being interviewed by the employer. Most other devices, such as the resume,

associated with the job campaign merely lead to the interview.

While these personal interviews are designed mainly as a prescreening

process and rarely are candidates hired on the spot, do not assume that you

can just walk into the interview room. It will be necessary to schedule an

interview in advance since interviews are by appointment only and a recruiter

can see only a limited number of candidates each day.

If you have had little or no experience in interviewing and are uncertainabout what to say or how to say it, do what sales personnel do; prepare and

practice. The following suggestions may be helpful to you in preparing for

the interview.

BEFORE THE INTERVIEW

1. Learn as much as possible about the position and the prospectiveemployer before the interview so that no time will be lost in dis-cussing matters with which the recruiter assumes you are already

familiar.2. Have in mind the position or type of work you want to do.

3. Be punctual! Plan to arrive at the designed place 10 to 15 minutes

early.

4. Remember you are looking for a job--appearances count. Look professi.mal.

Dress as if you already have the job you are seeking, not as a student.

The way you look says a lot about you.

5. Prepare some questions before the interview. Your research on theorganization should provide material for the questions you will ask.

6. Take the completed application or other materials required t.ith you.You may wish to take a note pad and pen to the interview. Do not

overdo notetaking and detract from your interview.

AT THE INTERVIEW

1. Be businesslike--but human. Be enthusiastic. Be pleasant and courteous.

Smile.2. Posture is the first thing noticed. Good posture can suggest health,

vitality, and eagerness. Poor posture may indicate ill health and

suggest apathy.

3. Listen carefully and let the recruiter direct the course of the inter-

view. Take your cues from the interviewer. Respond thoughtfully and

courteously to his/her questions.

169 223

4. When the interviewer gives you an opportunity to talk or ask questions,

or there is a lull in the conversation, you should be ready to take

advantage of the opportunity. The questions you prepared beforethe,interview will help you to keep the interview flowing smoothly.You might interject information about yourself that does not appear

on your resume. Such information should express why you would be of

value to the organization.5. Don't initiate the matter of salary, fringe benefits, and vacations.

Theie will usually to covered in a subsequent interview.

6. When it is obvious that the interview is completed, leave promptly. As

you, leave, express your appreciation for the opportunity to appear for

the interview and tell the interviewer that you will be glad to answerquestions he/she may have at a later date.

7. As you leave the interview, be sure you know what the next step will be,when it will occur, and who will make it.

8. If you visit an employer's plant or office at their expense, seek reim-bursement only for those expenditures which pertain to the trip.

PLAN YOUR WORK AND WORK YOUR PLAN

1. Take advantage of on-campus interviews available to you.

2. Use the yellow pages, listings from chambers of commerce, professional

associations' directories, Standard and Poor's, Dun and Bradstreetdirectories and similar publications to identify and develop a list of

potential employers.

3. Decide how and when you will approach potential employers. Research

them to learn abouttheir type of operation. Send them a letter of

inquiry and a resume asking them for an interview. Go to them.

4. Respond to ads in the trade journals and newspapers. Send a letter

of application and a resume or your credentials. Ask for an interview.

5. BefOre terminating a fruitless interview, expand your list of potentialemployers by asking for names of other individuals and organizationsthat may have need for someone with your skills and abilities.

6. Tell your family, friends, neighbors, faculty, etc., that you are

job hunting. Ask them for leads.

7. Set a certain amount of time aside each day for job hunting, doerrands and chores, etc., after you do your job hunting. Do not

procrastinate.8. Be active in your search--go to employers. You must make contacts

to get results.

9. Be enthusiastic, self - confident, and persevering. You must go after jobs

you want. It won't be easy!

170

224

APPENDIX 4

WOODSHOP CROSSWORD PUZZLES

171 225

APPENDIX 4

This section contains games and puzzles which may be used asvocabulary exercises throughout the year.

The first group of puzzles are computer generated Word Searchpuzzles. There are two puzzles for each unit covered in the courseoutline. Both puzzles have the same word list, but have differentgame boards.

The second group of puzzles includes miscellaneous Word Searchand Crossword puzzles. These primarily deal with more specific topics.

These puzzles are designed as enjoyable learning exercises todevelop word recognition and to learn definitions. They are excellentfor extra credit, homework or as "in-class" assignments on days whenthe regular teacher is absent or is unable to conduct a regular lesson.The effectiveness of the puzzles will be greatly decreased if they aresimply used as busy work.

172

226

ORIENTATION

TO

ADVANCED

WOODS

TERMS

#1

B GGNIHTOLCESOOLXCGUOASBDSCHI

JMJFG O

SMZZSUUGAETQVAXR0I0ENAYOFFJWISS A

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IZPMEEOKHXFIUXQXWYAULEHRBEOULXK O

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PF

THERE

ARE

31

WORDS

HERE

-

CAN

YOU

FIND

THEM?

HERE

ARE

THE

WORDS

TO

LOOK

FOR:

CHEMICALSPLASH

COMBUSTION

DUST

EXPLOSIVE

FIRSTAID

GOGGLES

HOUSEKEEPING

JEWELRY

LOOSECLOTHING

OSHA

PUSHSTICK

RESPIRATORS

SAFETYCABINET

SHOCK

SPARKS

VENTILATION

CHIPS

COOPERATION

EARPLUGS

EXTINGUISHER

FIRSTAID

GUARDS

IMPACT

LONGHAIR

OILYRAGS

POWERPANEL

RADIATIONBURNS

SAFETY

SAFETYZONES

SOLVENTS

SPONTANEOUS

FIND

THE

WORDS

IN

THE

PUZZLE

ABOVE.

WORDS

NAY

BE

HORIZONAL,

VERTICAL,

DIAGONAL,

FORWARD,

OR

BACKWARDS.

227

173

4

ORIENTATION TO ADVANCED WOODS TERMS $i 1

. . GNI HTOLCESOOL SCA 0SAFETYCABINET...0... F..0.

N I ED..P P.. 0 L TI ...EL . I Y A ....R ...... 0 T Z T R ....A .......N S OS..A...T .. .... 6 UFIRSTAI D..NR.. GE. I. . . . H . B ....... H E I XS S. OSAFETY

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T H P G

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174

ORIENTATION TO ADVANCED WOODS 142

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OU FIND THEM?

HERE ARE THE WORDS TO LOOK FOR:

CHEM I LALSPLASH CHIPSCOMBUSTION COOPERATI ONDUST EARPLUGSEXPLOSIVE EXTINGUISHERFIRSTAID FIRSTAIDGOGGLES GUARDSHOUSEKEEPING IMPACTJEWELRY LONGHAIRLOOSECLOTHING 01 LYRAGSOSHA POWERPANELPUSHST I CK RAD I AT I ONBURNSRESPIRATORS SAFETYSAFET1 CABINET SAFETYZ ONE SSHOCK SOLVENTSSPARKS SPONTANEOUSVENT I LAT I ON

FIND THE WORDS IN THE PUZZLEABOVE. WORDS MAY BE HORIZONAL,VERTICAL, DIAGONAL, FORWARD,OR BACKWARDS.

175 229

ORIENTATION TO ADVANCED WOODS #2

SNLONGHA I RA 0

. . . E ... S ........ F . . . I ........

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13

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230176

REVIEW OF MATERIALS TERMS NI

ASWFKXMFSFGWTHEHNI DTBLDDYLRAYFXTK GHXFZDPNMTDI SSHGPHVXLAKKKWRKMKPXERXYRIEULDDYTXIAVRMWDOARLDP6OULL DGCRHGIWSAPWO ODNKFRXDPGZRVTRXJH

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OCCUPATIONAL TERMS $2

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ADJUSTERCARPENTERCHAI RMAKERCONSTRUCTIONDESI GNERDRAFTSMANFINISHERHOUSINGLEATHERTOOLEROCCUPAT I OHSOPERATORPLUMBERSCHOOLSSHAPERSTAINERUPHOLSTERERWEBB I NGTACKERWI PER

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269

FIND THE WORDS IN THE PUZZLEABOVE. WORDS MAY BE HORIZONAL,VERTICAL, DIAGONAL, FORWARD,

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FIND A WOOD

1.

2.

3.

WORD LIST

AgbaAmarilloApple

41. Myrtle42. Oak43. Pecan

4. Ash 44. Pine5. Aspen 45. Poplar6. Balsa 46. Quebracho7. Basswood 47. Engelmunspruce8, Beech9, Benge10. Birch11. Brazilwood12. Buckeye13. Butternut14. Cedar

15. Chenchen16. Cherry17. Chestnut18. Cocobolo

19. Cypress20, Dogwood21. Ebony

22. Elm23. Fir24. Pustic.

25. Uoboon26. Gala27. Gum28. Hrickberry

29. Hemlock30. Hick.fry

31. Holly32. Jabillo33. Kokko34. Korina35. Logwood36. Magnolia37. Jabillo38. Mahogany39. Maple40. Meranti

219

273

MACHINE FIND A WORD

TA

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WARM-UP WORD LIST SCRAMBLED WORD LIST

1. TABLE SAW 1. TEMOSRRI2. ROUTER 2. DRIGNRE

3. PLANER 3. WABSNAD

4. SHAPER 4. NPAUNEIL

5. LATHE 5. EARWTIMS

6. SANDER 6. ACROSWLLS

7. JIGSAW 7. FUSRARCE

8. RADIAL SAW 8. NASTEREBDL

9. DRILL PRESS 9. RMOPCESORSIAR

10. JOINTER 10. NENTROE

DIRECTIONS: FIND THE WORDS ABOVE IN THE PUZZLE. THEY MAY BE HORIZONTAL,

VERTICAL, OR DIAGONAL.

220

274

t

MACHINE FIND A WORD

TA

JIGSAWT E N 0 N E R L A T H E

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WARM UP WORD LIST SCRAMBLED WORD LIST

1. TABLE SLW 1. TEMOSRRI MORTISER2. ROUTER 2. DRIGNRE GRINDER3. PLANER 3. WABSNAD BANDSAW4. SHAPER 4. NPAUNEIL UNIPLANE5. LATHE 5. EARWTIMS MITERSAW6. SANDER 6. ACROSWLLS SCROLLSAW7. JIGSSAW 7. FUSRARCE SURFACER8. RADIAL SAW 8. NASTEREBDL BELTSANDER9, DRILL PRESS 9. RMOPCESORSIAR AIR COMPRESSOR10. JOINTER 10. NENTROE TENONER

DIRECTIONS: Find the words above in the puzzle. They may be horizontal,vertical, or di- nal.

221

2

JOINERY FIND A WORD

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WARM UP WORDS

1. DOWEL2. BOX JOINT3. BLIND RABBET4. BUTTJOINT5. KEY6. LOCKJOINT7. COMPOUND MITER8. CROSSLAP9. TENON10. GLUE

SCRAMBLED WORDS

1. BARBTE =2. NLPISE =3. TIVLDOEA =4. CEBLOUGKSL =5. PANELD =6. RIMTE =7. DOAD =8. YGOMRELPONIT =9. RISETMO =10. DNDADBOLI =

DIRECTIONS: FIND THE WORDS FROM EACH GROUP IN THE PUZZLE. THEY MAY BE HORIZONTAL,VERTICAL, OR DIAGONAL; FORWARD, OR BACKWARDS.

222

276

FIND A WORD

XGLUEBLCKKABRBVEPUNKROCKS IXN JCCTLQRMNZLQTUNFTGOHNIJPKRIAAMAIHANDSCREWWELDWOODLRRCN L SBOQRXZOCREEOSMDDRLXZLILHAAEGGL 1TEBLOCKDEGOPORYYNNNNAV I INGTFRAMINGSQUAREYEXMGGL

B ANLEP IPELBUOD GIPEXRMBACAKALOCBDEB itLLYKOGHEAEEEAPKLOQZ T L AMINAAWIPLA ST ICRES INBADPD ROWATERPAOOFIIRJDSWARPCMASU IZDOFFCGORCCLAMPLELLARAPRUO AEKTEMLMORCONTACTCEMENTORNRLTBOYEAQNHIBJXKLLKMGYTZNINIAEAXLAMMRPMALCEPIPOLKXJKNYQSUOPUAPOOGHNTGMANRONEDRMLXD S P A R C V C D O X O D X O D N B L N O L A I A S AFEMITERCLAMPGPNMCOKOPMOLMOPRMVOWBNOLTOINOEQUALPRES SUREO B IT IQWDNGXYBWT IPOOMDRT ADEQG LOWSPXXAFOYNDASSQRQRSKBCFGO YRWTOCARPENTERSSDEEPTHROATL JY ZLNLRPSFZPREMIXEDHIJKLMUK BCATFISHEYBODUTIGHTFITKXNVN B A Z S L E W O T R E P A P K K X C O N S U M T P WADHESIVEACGGS,MAILETPLEVELUX

The words on the next page in someway refer to glues, clamps, orgluing. The words may be backward, forward, or diagonal. Circlethe word.

223

NAME

277

1. Handscrew2. Bar clamp3. Pipe clamp4. Spring clamp5. Parallel6. Glue block7. Animal8. Hide9. Plastic resin10. Tight fit

11. Contact cement12. Weldwood13. Carpenters14. Band15. Equal pressure16. Double pipe17. Miter clamp18. Powder19. Powder20. Premixed21. Elmers22. Adhesive23. Trial assembly24. Framing square25. Papertowels26. Casein27. Waterproof28. End29. Epoxy30. Maple31. Mallet32. Warp33. Bow34. Twist35. Level36. Deep throat37. Set38. Dry39. Catfish40. Bond41. Nail42. Chalk

WORD LIST

224

278

1

APPENDIX 5

SUGGESTED THOUGHT QUESTIONS

279225

SUGGESTED THOUGHT QUESTIONS

The following questions were designed as thought questions to stimulateinterest and guide discussions. Suggested uses include writing the

questions on the chalkboard or overhead projector and displaying themat the beginning of the unit discussion, letting students answer themfor extra credit, or assigning topics for written or oral reports.They are not intended as unit tests.

Unit I - Orientation to Advanced Woods

1. Why is attitude the most important factor in safety?

2. What are the colors used in the color coding system in our shop and

what does each represent?

3. How can "cooperation with fellow workers" contribute to a safe worl, ng

environment?

4. How does safety affect construction cost?

Unit II - Review of Materials

1. Why is softwood used extensively for construction lumber?

2. What factors determine the use of plain sawed as opposed to quarter-

sawed lumber?

3. What products are now being manufactured in order to effectively utilize

the entire tree?

4. List the grading systems for:

a. softwoodsb. hardwoods

c. hardwood plywoodd. softwood plywood

5. How does moisture content affect a wood's suitability for furniture

construction?

Unit III Designing Furniture and Cabinets

1. What are the most important fundamentals of good design?

2. Why is it important to study the works of other furniture designers

or periods?

3. What is aesthetic value?

4. Who was Duncan Phyfe?

5. List some features of his design.

226280

Unit IV Furniture Obnstruction

1. How will a knowledge oefurniture construction techniques make youa better consumer?

2. What factors determine the joinery used on a piece of furniture?

3. Sketch the more common joints used in furniture casework construction.

4. Name the most important fundamental of good furniture construction.

Unit V Fasteners and Hardware

1. List the hardware commonly used on furniture.

2. What is the difference between functional hardware and decorativehardware?

3. Why should drawer pulls and knobs be fitted to drawers before finishing,and then removed?

Unit VI Project Planning

1. Why should project plans be drawn neatly and uniformly?

2. What is the difference between a sketch and a working drawing?

3. How do you figure board feet? square feet? linear feet?

4. What is a plan of procedure?

5. List the contents of a bill of materials sheet.

Unit VII Portable Power Tool Safety

1. What are the major safety considerations when dealing with portable

power tools?

2. What determines the "size" of each of the portable power tools in our

shop?

3. Why do some portable power tools have a three-prong plug and some have

a two-prong plug?

4. What parts of a portable power tool should be inspected from time to time?

Unit VIII Stationary Power Tools

1. Why is it important to have a good understanding of a machine before

operating it?

227

2. What is the purpose of operator zones?

3. How is the size determined for each machine?

4. What operations may be performed for each machine in our shop?

Unit IX Material Processing

1. What is the order of steps for squaring stock when using power machines?

What are the advantages and disadvantages of each type of glue availablefor use in the woodworking shop?

3. What is an organic glue? a synthetic glue?

4. What are the steps for gluing and clamping stock together?

5. Why should the grain be reversed when gluing stock?

6. What are the purposes of gluing together stock? laminating stock?bending stock? veneering?

Univ X Advanced Finishing

1. What is the purpose of finishing wood?

2. What are the steps for finishing wood?

3. What is an abrasive?

4. Distinguish between a natural and manufactured abrasive.

5. What solvent is used to thin or clean each type of finish?

6. What is the difference between a penetrating finish and a surfacefinish?

7. What are the advantages and disadvantages of water stains? oil stains?

spirit stains?

Unit XI Occupational Information

1. What are several carers included in the woods industry?

2. What factors should be considered when choosing a career?

3. How will a resume help you when.applying for a job?

4. What are the differences- in skilled, semi-skilled, and unskilledoccupations?

228

282

APPENDIX 6

SUGGESTED RESOURCE MATERIALS

229 283

SUGGESTED RESOURCE MATERIALS

1. General Safety Manual for Vocational Technical Education andIndustrial Arts, Bulletin No. 1674, Louisiana State Departmentof Education, 1982.

2. How to Specify and Buy Industrial Arts Lumber and Plywood, FrankPaxton Lumber Company, 1981.

3. Paxton Beautiful Woods, Frank Paxton Lumber Company, 1984.

4. Pennsylvania Industrial Arts Safety Guide, 2nd ed., PennsylvaniaDepartment of Education, 1981.

5. Washington State Industrial Arts Safety Guide, State of WashingtonDepartment of Education, 1976..

b. Wood and Wood Products, 300 West Adams, Chicago, Illinois 00606.

7. Woodworking and Furniture Digest, Hitchcock Publishing Company,Wheaton, Illinois 60187.

8. Fine Woodworking, Tarnton Press, 52 Church Hill Road, Box 355,Newton, Connecticut 06470.

9. Center for Career Planning and Placement Handbook, NorthwesternState University, Natchitoches, Louisiana 71497.

10. The Family Handyman, The Webb Company, 1999 Shepard Road, St. Paul,Minnesota 55116.

11. Hands On, Published bi-monthly by Shopsmith, Inc., 750 Center Drive,Vandalia, Ohio 45377.

12. Industrial -ducation, 120 W. Second Street, Duluth, Minnesota 55802.

13. Woodsmith, Woodsmith Publishing Company, 1912 Grand Avenue, DesMoines, Iowa 50309.

14. School Shop, Box 8623, Ann Arbor, Michigan 48107.

15. The Woodworker's Journal, Madrigal Publishing Company, Inc., P. O.Box 1629, New Milford, Connecticut 06776.

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