ED 085 911

TITLEINSTITUTION

PUB DATENOTEAVAILABLE FROM

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

EA 005 821

Technical and Occupational Shops.Ontario Dept. of Education, Toronto. School Planningand Building Research Section,Jan 6839p.; A related document is EA 005 822Ontario Government Publications Centre, MacdonaldBlock, Queen's Park, Toronto, Ontario M7A 1N8(Canada) ($2.00, payable to Treasurer of Ontario)

MF-$0.65 HC-$3.29Agricultural Education; Auto Mechanics; Drafting;Environmental' Education; Facility Guidelines;*Facility Requirements; Greenhouses; Horticulture;Illustrations; Interior Design; *School Planning;*School Shops; Secondary Schools; *TechnicalEducation; *Vocational Education; Welding

ABSTRACTThis booklet presents suggested plans and

specifications for and discusses facilities common to technical andoccupational shops. Drawings, room plans, and text illustratespecifications for drafting rooms, a welding shop, an automechanicsshop, an auto body shop, and a high school greenhouse. Also includedare facility designs for agricultural science, environmental science,and horticultural instruction in secondary schools. (Author/MLF)

Technical and Occupation& Shops

Prepared byOntario Department of EducationScheid Planning and Building Research Section

In conjunction withThe Department of Education'sTechnical and Occupational Shop Committees

January 1B68

U S DE PARTMENTOF HEALTH,EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POiNTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARIL Y REPRESENT OFFICIAL NATIONAL INSTITUTE OfEDUCATION POSITION OR POLICY

FILMED FROM BEST AVAILABLE COPY

Contents

Preface

Technical and Occupational Shops 11. Chalkboards2. Tackboards3. Acoustics4. Heating and Ventilation5. Services6. General

Drafting Rooms 4

The Welding Shop 7

The Auto Mechanics Shop 12

The Auto Body Shop 17

Facilities for Agricultural Science, EnvironmentalScience and Horticultural Instructionin Secondary Schools 22

The High School Greenhouse 28

Preface

The plans and specifications for technical shops shouldreflect the aims of technical education. The followingare two basic objectives with regard to the student:a) development of basic technical skills so that employ-ment may be readily secured on graduation;b) development of basic academic skills which will pro-vide a sound preparation for further education and/ortraining.

Since technical subjects, in themselves, can and dofulfill the above objectives, it is quite possible to designtechnical laboratories and shops to suit these require-ments. It is hoped that the plans in this brochure willsuggest suitable and practical designs and are pre-sented as guide lines only.

The basic objectives indicate the need for adequatespace and equipment to permit the practical exerciseswhich develop technical skills. Most of these skills in-volve the use of tools and machines. Therefore, liberalbench areas, an ample supply of tools, adequate toolstorage and sufficient equipment for 20 students andfor 16 students in the occupational shops should beprovided. Such facilities take up the bulk of the floorarea in most technical laboratories and shops.

Consistent with the second objective, provision shouldbe made for instruction and discussion of the theoreti-cal aspects of each subject. Many shops include ateaching area designed to create good acoustic andvisual conditions. Within this clean area, students maybe seated comfortably as they lister: to the instructor,discuss a problem as a class or small group, or workindividually at various assigned calculations and labo-ratory reports.

It is important to realize that language, mathematicsand science, which comprise an important part of thecourses, are not only possible within a technical course,but that these academic skills are an essential basis fortechnical competence.

Facilities common to allTechnical and Occupational Shops

With one or two exceptions such as the greenhouse, alltechnical shops have a number of facilities in common.The drawings and text in this book, which describe somesuggested designs of individual shops, do not coverheating or ventilating systems unless the particular shopshown has unique requirements. These designs areindicative of the facilities considered desirable by edu-cational authorities, but should not be considered asstandard requirements. The information common to allthe shons is listed below.

1. ChalkboardsChalkboards are necessary in the shop itself and in shopclassrooms, although they will vary in length and po-sition according to individual requirements. Standardsizes as produced by most manufacturers can be fittedunderneath with 141/2 inch deep storage units for in-structional aid sheets.

2. TackboardsTackboard should be cork faced and may in some casesbe combined with chalkboard units.

3. Audio visual AidsIn all cases, a projection screen should be provided foran overhead or other projector. If a suspended ceiling isto be installed in the room, the screen can be recessed.Otherwise, surface mounting above the chalkboard willbe adequate. Electrical 110 volt/15 ampere outlets willbe required to run the projectors. The outlet for the over-head projector should be at the front of the room. Theother outlet should be at the rear of the room.

Provision for future T \/ installations can be made byinstalling conduit if funds permit.

4. AcousticsFour factors can be taken into account in dealing withacoustical problems:a) location of shop wing in relation to the quieter activi-ties in the school;b) grouping together of noisy shops, such as sheet

metal and automotive shops, within the technical wing;c) local treatment of walls and ceilings;d) type of heating and ventilating systems.

Where separate teaching areas within shops are pro-vided, the partitions should have a minimum rated deci-bel reduction value of not less than 40. Windows mayrequire double glazing to meet this standard.

5. Heating and VentilationConsiderable trouble has resulted in existing schoolsfrom the use of unit heaters in shop areas. Even wherethey are supplied with two-speed motors, the noise inthe shop makes the teacher's job a difficult one Con-vection type heating systems would solve this problem,but they occupy valuable wall space. This makes themimpractical and sometimes inadequate for heating alarge room. Convectors can be used in an enclosedteaching area or other auxiliary room.

Serious consideration should be given to placingheating and ventilating fans in one or more enclosedmechanical rooms remote from, or adequately sepa-rated from the shops. Extension of duct runs may alsobe necessary to achieve the required acoustical con-ditions within rooms. In ali shop areas where the in-structor will talk to a group of students, reasonablyquiet conditions are needed.

When overhead doors are opened in the winter andheat loss must be allowed for, unit heaters mountedclose to the doors are satisfactory since the doors willbe open'for only a short time.

6. ServicesCompressors supplying air outlets in the shops are alsoa serious source of noise interference. In order to over-come this problem compressors can be centrally lo-cated in a mechanical room and lines run to the variousrooms in the school that require compressed air. Regu-lating valves will be necessary to control pressures andthe volume of air distributed.

2

7. GeneralCeiling heightsFor reasons of economy and for edu-cational purposes, it is desirable in most instances toreduce the ceiling heights of vocational shops, and asfar as possible make even the heaviest industrial shopsmore like normal classrooms. Such an arrangementallows flexibility. Ceiling height in most shops can nowbe 10 ft., not 14 ft. as formerly recommended. One shopwhere a 10 ft. ceiling might be insufficient is the con-struction area which is now under further study.

Fire regulations and buildin-g by-laws. All drawingsincluded in this publication have the approval of theOntario Fire Marshal and are designed in accordancewith the National Building Code. However, schoolboards and architects are warned that they shouldcheck carefully with their own local authorities to en-sure that school designs comply with applicable regu-lations.Adult education No provision has been made in thedesigns shown for any additional facilities which maybe required in the shop areas for adult education. Localeducation authorities should consider this possibility.

Drafting Rooms 4

a) FunctionThe role of the draftsman in industry and in the profes-sional office has beconie increasingly important. Train-ing received at school, however, should aim nit atspecialization but should be directed towards workingexperience in as many areas as possible through practi-cal wor.:. In order to promote co-operation between thedrafting and shop activities, the drafting room should beplaced near the technical shops. It should be designedfora maximum of 20 students. Additional space for foursenior students working on special projects is desirable.Study carrels can be allotted for research.

Equipment for drawing reproduction is necessary.Students have to be trained in the use of printingmachines. A separate room should be provided for thispurpose. A work room for storage of paper and suppliesis required. It may also be used for model work, as aspecial project area, or even as a seminar room if madelarge enough to accommodate a table and 8 to 10chairs. Where two drafting rooms adjoin, the workroom and printing room facilities can be shared.

b) LocationAlthough drafting rooms should be situated near theshops, they should not be too close to noisy areas suchas the sheet metal shop. They might conveniently belocated across a corridor from the shops or next to arelatively quiet area such as the electronics room.

c) Facilities J

The area of the drafting room shown in the accompa-nying drawing is approximately 900 sq. ft. This is suf-ficient for 20 students at tables each 2 ft. by 3 ft. Theroom width of 27 ft. allows aisles of 27 in. betweentables and a main passageway of 39 in., plus space forcupboards. Along the wall ati the rear of the room is abench height cupboard with sinks and a magazine andbook rack. Four study carrells, each about 3 ft. wide, aresuggested for the remainder of this space. The sinksshould be of stainless steel, one about 8 in. deep andfitted with a bubbler type drinking fountain. The other

sink should be deep enough for washing equipmentand should be fitted with spring-loaded faucets. Thepaper towel dispenser should be recessed if possible.

The space set aside for senior students to undertakespecial projects should allow for large drawings, andshould also simulate the facilities found in industry.Four large tilt-top tables with a minimum area of 12sq. ft. should therefore be included. In this layout theyare shown at the rear of the room. They should be ad-justable so that a large flat surface can be obtained forpanoramic work, half plan, half graph, open display orround table discussions.

Two filing cabinets for drawings will be required. Foreasy access they should be placed in the main draftingroom. The demonstration tables should be nrloveable.Instruction aid sheets can be located under the chalk-board in compartments 141/2 in. deep.

Charts can be stored in two large cupboards each18 in. deep, one with adjustable shelves, the other witha pegboard back.

d) FinishesWalls, floor and ceiling All materials can be similar tothose used in a regular classroom, i.e. concrete block orhollow clay tile for walls; vinyl asbestos tile, linoleum(sheet or tile), hardwood, etc., for floor, acoustic panelsfor ceilings. Ceiling height need be no more than in thenormal classroom, i.e. 9 ft. to 10 ft.

e) LightingAt the working level, 85 to 100 footcandles are ade-quate for drawing purposes. Fluorescent fixtures shouldbe fitted with commercial ballasts,

Natural light is no longer necessary in drafting rooms.The development of efficient and economical lightingsystems means that all tables, even those furthest froma window, can receive sufficient light for the finest work.

f) ServicesElectrical outlets, 110 volt/15 ampere, are required,one near the demonstration desk and two on each wail.

Outlets should also be placed in a suitable position foroverhead, movie or slide projectors. Black-out equip-ment should be installed at windows. Hot and cold watersupplies and drainage for the sinks are also needed.

g) Heating and VentilationThere is some justification for the installation of air con-ditioning since perspiration can damage drawings andother work. Each school board should consider thisproblem in the light of its own circumstances and localconditions.

h) Print Room and Work RoomThe combined area of the print room and work roomneed be no more than about 200 sq. ft. The print roomshould contain a printing machine and cutting table,the printing machine requiring separate exhaust facili-ties which are usually specified by the manufacturer.The size of the machine will determine the size of theroom. The size should be carefully checked beforedrawings are completed. A separate ventilation systemmight be considered. Location of the room as illustratedwould, in fact, make this necessary. At least one electri-cal outlet should be provided in addition to the electricalinstallations required for the printing equipment.

The work room should be separate from the printroom and should contain open shelves and a workcounter. Two electrical outlets, one on each side of theroom and at bench height, should be installed.

Lighting arrangements for both rooms should be simi-lar to those provided in the drafting row..Student work positions should provide:i) drafting table drawing surface at least 24 in. by 36 in.;ii) space for instruction aid sheets, textbooks and draw-ing instruments in use;iii) storage space for drawing and school books.Drafting tables have a sloping or adjustable drawingsurface. They should be higher than the conventionaldesk to allow the student to assume a half-sitting, half-standing position. The drawing surface of the desk isbest ccvered with a vinyl material which is resilient,

long-wearing, and easily cleaned. An adjustable tabletop is probably more practical. Students' stools at workpositions should have back rests.

The equipment described above is available frommanufacturers, but school boards may wish to designtheir own drafting tables and have them made locally.

Drafting Rooms- plan and interior elevations 6Drawing 3

elevation C 11/04-

valbp 145 cie

elevation C dnogng Pam

elevation A igrii111- rvc" donenalz

elevation A rbakhg man,

elevation D ared 67/Mg/vein/

F-

floorplan

tazhcoo. ,

0 0 ihts7./d/i2

33' 9'

0 -4---- 4 ng 7`a.iles 34 45" \- zodna4.h.Lis 24't .3k.l'i i 1 5 A2Prel5 .5he / 4 .5, 5,:rase -,

0r

1I

i,--

1

d

00 0 I ') 0

1

14'6W46'942PN0 v,

G L.c.-

°L. OD °111o[ Farafting room.

VeiroaseWoR1441.1ts- az a26/cAtmcgaz9z1

4:ico

staLIbrd,

0[1 °Li 0nr 0thuA7,49n,'Hy42.2,1'

.sop

WIN1100.i Mil INN86.. 111..

Inzwa c

rk r omstore

77til adikgPrint room

;tecienS

AM.

Do

Do

Do

chltilag

The Welding Shop 7

a) FunctionWelding is a valuable course for the occupational andthe four-year science, technology and trades program,and has a close relationship to drafting and machineand automotive courses.

Neither the suggestions made in this text nor thelayout shown in the drawings are intended to be in anyway restrictive. They are meant to snow principles ofgood design and suitable equipment for welding facili-ties, in line with trade practices. The plan shown is forday school courses. If the shop is also to serve for adulteducation, additional equipment may be necessary. Thisdrawing indicates a layout forclassesof no morethan 20.

b) LocationBecause of its relationship to the machine and auto-motive activities, the welding shop is best placed adja-cent to them in the technical area. Interconnectingdoors however are not recommended.

c) FacilitiesThe area of the welding shop shown in the drawings isapproximately 2,450 sq. ft., including gas storage roomsof about 25 sq. ft. each. In this space are ten arc weldingbooths, each 4 ft. by 4 ft., acetylene welding benchesfor ten students, and benches for 20 student positions.

Arc welding booths should be constructed of angleiron framework with panels of asbestos cement. Eachpartition will end 7 ft. above floor level, and for easycleaning should start 16 to 18 inches above the floor.The welding tables, of % in. boiler plate, are best sup-ported from the booth frame to keep the floor area free.It is also suggested that each booth contain an equip-ment board to store helmets, hammers, wire brushes,gloves and aprons, each article having the booth num-ber painted on it. Windows in the side panel of thewelding booths are desirable but with stacked weldingmachines they will be ineffective.

The secondary leads from the welding machine shouldbe kept as short as possible and should be clamped tothe underside of the welding table as far to the rear as

possible, thus avoiding the danger of the electrodesbeing taken out of the booth while making adjustmentsto the welding machine.

It is suggested that the welding booths be in themain building contract. Acetylene welding benchesshould be about 42 in. wide by 2 ft. deep and shouldbe constructed from 2 in. x 2 in. x 3/16 in. steel angles,with ' /a in. steel plate placed in the angle iron rectangle.Fire bricks can then be placed on the table, the angleiron holding them in place. This work might also beincluded in the construction contract.

A detail of a student bench is shown in the drawingaccompanying this text.

The cutting table is a custom design and should beincluded in the main building contract. There are twocutting tables required in a welding shop a manualcutting table and a machine cutting table. The manualcutting table should be 24 in. x 36 in. by 30 in. high.The frame work should be 11/2in. x 1'/2 in. x 3/16 in. angleiron. The top surface should consist of parallel flat barstock welded on edge with a spacing of 2 in. betweenthe bars. This allows the molten particle to drop throughthe work and the flame to project beyond the metalbeing cut. A spark shield should be installed directlyunder the grating. This shield should be tapered fromthe inside dimensions of the table to a 6 in. squareopening at the bottom and terminating 6 in. above thefloor. The machine gas cutting tables are of varyingdesign. The overall size of the table should be 5 ft. x11/2 ft. x 30 in. The framework for the table should bemade of 2 in. x 2 in. x 3/16 in. angle iron. The top shouldbe parallel flat stock welded on its edge across the top.A track should be welded to the table top to accommo-date the motorized cutting machine. The spacing andtrack design will vary with type of motorized cutterbeing used.

Testing and layout tables can be constructeo of zogleiron frames and light gauge metal bonded to a woodenbench top in the sizes indicated in the drawings. Thecutting table must have its own exhaust system.

d) FinishesFloor A concrete floor with an iron oxide hardeneris suitable. Before floors are poured, however, variousservices must be installed and "poured in with theslab. Gas lines, electrical conduit, water, drains andcompressed air lines will all be required.Walls Concrete block walls are suitable but the highquantity of impurities in the air demands that they befinished with enamel or epoxy paint for maintenancepurposes. All walls should be finished in this way, theexception being the interior of the arc welding boothswhich should be painted a flat black.Ceiling Although this will inevitably be a noisy shop,the installation of a ceiling can hardly be justified.Acoustic problems may be dealt with by spraying as-bestos fibres or other suitable material on the undersideof the roof deck or slab above.

e) Gas StorageThe oxygen and acetylene stores should each be onlylarge enough to hold six gas cylinders and must beof fire-proof construction, the National Building Coderating being a two-hour fire separation. A fire-proofwall should also separate the two gas rooms. Bothrooms should be fitted with explosion-proof electricalfittings and blow-out doors.

f) StorageDetails of the storage unit for welding rods and toolsare shown in the drawings. Additional facilities are re-quired for horizontal and vertical storage of steel, hori-zontal for stock, vertical for short end storage. Mobilebins for scrap metal are useful. Instruction aid sheetscan be stored in shelves under the chalkboard. Storagecupboards for periodicals and books are also desirable.

g) LightingWindows can be installed in the welding shop as longas the sills are no lower than 7 ft. above the floor. Thevalue of pToviding sashes is doubtful since the ventila-tion system for the shop equipment may be affected.

9

Fluorescentfixtures mustensure about 85 footcandlesfor general lighting and should be fitted with commer-cial ballasts.

Individual lighting should be provided for the weldingbooths with one 3 ft. fluorescent fixture mounted oneach hood over the work area. An alternative would bea reflector spotlight in a similar position. The samelighting arrangements should also be made for theoxy-acetylene benches.

The hood over the cutting tables should be fitted withtwo 4 ft. fluorescent tubes, one on each side &.'she hood.

Exterior light fixtures ar?. necessary for access to thegas storage rooms.

h) ServicesThe electrical power must be a 120/208 volt, 3 phase,4 wire system with a 400 ampere capacity. Circuitbreakers should be provided for each machine. It isessential that the feeders for the 10 arc welding ma-chines be run in an under-floor duct system.

Electrical outlets of 110 volts should be placed closeto work areas for portable power tools. Outlets will alsobe necessary for both a slide projector or film stripviewer and an overhead projector.Water A supply of water is required for the TIG andMIG units as a coolant. A spot welder also needs waterand a floor drain. For this reason, the TIG and MIGinstruction table should be close to the spot welder.Hot and cold water will be needed for washing facili-ties, in this case a Bradley type. A drinking fountain canform part of the Bradley or be installed as a separateunit.Gas If natural gas is available, a pilot light at eachoxy-acetylene welding station should be installed forlighting of torches. If it is placed near the exhaustsystem, the major portion of the carbon expelled duringthe lighting of the torches will be easily removed.

Gas storage rooms collect and store gas from thegauged bottles. From there the gases are pi pod to eachoxy-acetylene welding station and to the cutting area.This system must be designed in accordance with the

requirements of the Canadian Underwriters Associationand tested, parged and colour-coded accordingly. Linepressure gauges should be installed inside the weldingshop to indicate the line pressure on the manifold atall times.Air Compressed air from the school's central systemis required. One outlet with a quick coupler and shut-offvalve, regulator and pressure gauge is needed at thecutting table.

Compressed air outlets for blow guns and arc gaugingare required, the pressure being 100 lbs. per sq. in.within a 1/2 in. copper line.

The various pipes in the shop must all be identifiedby colour coding or other suitable marking.

i) VentilationVentilation is the major consideration in the design,of awelding shop because of the large quantity of fumesfrom both types of welding. A separate exhaust systemwith pre-heated "make-up" air will be required for thisarea, with the ventilation controls located within theroom. Hoods over work areas must be brought down asclose as is practical to working surfaces. For arc welding,it is necessary to have the overhead hood type of ex-haust, while, as already mentioned, the pilot light forigniting oxy-acetylene torches should be as close aspossible to the exhausts to get rid of the carbon waste.

Welding Shop plan and interior elevationsDrawing 6

10

eleivation 1 A

elevation B

.111111111111111111112Irgg

--ariclerea9P d dad Pc wag- h9 57V0/1.5

iesting

en pad

chitlins kaat

libPadley 6illk

ibran at 4f horizon/Wee/ An,weld'; Sr& Mr121u= -1111111111.11111

5' 0' 10' 15'

Welding Shop- details 11

Drawing 6A

lamnat6mat e'likt Ado17:431corep'ed

4 A.cad46,

,045eatr7

k&a'i%floop

combination desk and work bench

a4Lida*

oxy acetylene welding bench

storage rack for welding rods and tools

The Auto Mechanics Shop 12

a) FunctionAs developments are made in technology, the characterand layout of shop facilities will undoubtedly alter. Themain consideration in the planning of the auto me-chanics shop must therefore be flexibility. Where possi-ble, equipment should be portable, and ample serviceoutlets should be provided, preferably on the perimeterwalls.

The junior grades offer instruction in the use of tools,the function of basic engine parts and the design ofsuspension systems. In grade 11, students disassembleand re-build an engine to specific tolerances usingtesting equipment and correct testing procedures.Grade 12 students are concerned with diagnostic testequipment, wheel alignment, tune-up and the proce-dures related to the operation of a service garage. It isrecommended that the shop be laid out with thesethree study areas in mind, with the junior area closestto the main entrance and classroom.

b) LocationThe most functional location for the auto mechanicsshop is adjacent to the auto body shop and near thewelding, sheet metal and machine shops. All of theseshops are noisy areas and should be placed where theywill cause a minimum of interference with other schoolactivities.

A fenced outdoor work or parking area is sometimesincluded, but since glass breakage and other damageto parked cars often occur, it is not advisable to provideparking.

c) FacilitiesThe size of vocational shops depends, of course, onthe requirements of individual educational programs.But it is unlikely that the area of the auto mechanicsshop will be less than 3,000 sq. ft. including the class-room, parts store and a room for test equipment. Thewidth of 44 ft. shown in the drawing allows three carsto be angle-parked for, servicing, with a satisfactoryworking area between each car.

A sufficient number of carbon monoxide exhaustducts must be provided to allow running of engines atthe parking positions, on trolleys and on test benches.The duct system must be very carefully designed if theexhausts are to operate efficiently, and the fan andcollector duct must be of a size to induce sufficientflow of gases. Condensation in the under-floor ductswill almost certainly occur. To take care of this and anyother water which may enter, a sump box and drainshould be placed to allow efficient drainage of all ductruns.

The overhead door must also be carefully positionedand of such dime nsions as to allow entrance and parkingin selected positions in the shop. An insulated sectionaldoor with wire glass lights is suitable.

A twin post type hoist, recommended for safety pur-poses, should be located opposite the overhead door.Only one hoist is necessary in most shops. It is importantthat drains should be provided at the bottom of eachof the holes for the hoist cylinders to carry away waterwhich otherwise would interfere with the operationof the hoist The maximum stroke of a hoist cylinder isapproximately 73Y2 in. If the hoist is positioned betweenthe main structural beams, the height of the undersideof the beams need be no more than 10 ft. as showni n the drawing.Note: The hoist should not be located immediately infront of the overhead door. This would restrict accessto and from the shop, and might also interfere with theoperation of the overhead door. Care should be takento avoid ducts, pipes, doors, etc. interfering with theoperation of the hoist. A monorail is necessary for re-moving engine blocks and moving them to test benches.It must be designed for a minimum loading of 11/2 tonsand must be equipped with an electric hoist.

d) FinishesFloor A concrete floor with non-metallic hardenermakes a suitable working surface and should be wellsloped towards the floor drains. A grill in the floor lo-cated immediately inside the overhead door will take

13

care of the ice and melting snow from cars entering thearea. It is essential that all drains in the auto mechanicsshop be fitted with grease and sand traps. Floor pits arenot recommended.Walls Concrete block is suitable, but it is suggestedthat the interior wall surfaces be finished with a hard-wearing material such as epoxy paint to ease mainte-nance problems. A pre-finished metal wall panel systemmight he considered for exterior walls. Insulated metalpartitions for walls between shops will allow easy re-arrangement of shop facilities as required.Ceiling No suspended ceiling system is necessaryin the main Ftiop area. In the classroom, however, asuspended accuEti: tile ceiling is desirable and shouldbe installed if financial conditions allow. If noise is aproblem in the shop area, the application of sprayedasbestos fibres to the underside of the steel deck mightbe considered. Acoustic plasters are not satisfactory.

e) LightingThe National Building Code minimum of 70 footcandlesis a desirable lighting level. In the shop area, four re-wind extension light reels should be installed on 50 ft.of wall track. Electrical service is of course requiredfor these.

If windows are to be installed in the exterior wall, thesill height should be not less than 7 ft. Skylights ordomes in the roof should be avoided.

f) ServicesIt is preferable that all controls, electrical panels andswitches be grouped in one area near the principalentrance from the corridor.Electrical Power should be supplied from a 3 phase,4 wire, 208/120 volt distribution panel. A 15 h.p. capa-city is required for the shop equipment. Switching forequipment is best done with a keyed contactor. 15ampere electrical outlets should be placed about every10 ft. around the walls of the shop. 220 volt outlets arerequired at the test benches.

14

For washing cars, a water outlet with a hot and coldmixing valve should be provided close to the overheaddoor.Air Ample outlets should be placed on the perimeterwalls of the shop, all outlets being equipped with ashut-off valve and quick release to avoid interferencefrom noise. For acoustical reasons, the compressorshould be located in the school mechanical room orboiler room. A centralized system may be provided forall the shops. The requirement for auto mechanics is150 lbs. per sq. in., w;th a capacity of 75 c.f.m. Air out-lets will be necessary for the spark plug cleaner, chas-sis dynamometer, Hoist and de-greasing tank.

g) ClassroomBecause the auto shops are extremely noisy it is rec-ommended that a separate enclosed classroom of about400 sq. ft, be provided with tables and seats for 20 stu-dents. The partition can be of hollow metal construction,but attention should be given to suitable sound insula-tion and the vision panels should be double glazed.This room can also contain the teacher's desk, either asa separate unit or built in, with magazine and bookstorage, and possibly three or four study carrels. Bookshelves and racks for periodicals should be of the open,slotted type. Glass doors are to be avoided.

A legal size filing cabinet is recommended for tradecatalogues, illustrations and reference sheets.

A suspended ceiling is not mandatory, but wouldhelp the acoustics of the room. Ballasts for the lightfixtures should be of the commercial type.

The floor can be concrete or finished with vinyl as-bestos tile.

h) Parts, Storage and Test Equipment RoomA small storage room about 100 sq. ft. in area andfitted with adjustable steel shelving is necessary forkeeping spare parts. A test equipment room of about50 sq. tt. fitted with a bench and shelving should alsobe provided.

i) GeneralTool storage The building contract should includea tool cupboard 7 ft. high and 2 ft. deep equipped withadjustable steel shelves. This unit should not be builtin for, with changes in curriculum, it may be necessaryto move it to another location. In this cupboard will bestored the more valuable tools.

Open storage for small tools hung on pegboard shouldbe in a position where tools may be easily checked bythe instructor.Benches The benches in the shop area should beof steel with storage cupboards below. Where thebenches are accessible from both sides, the cupboardshould extend the full width of the bench so that doorsmay be opened in either direction.Cleaning fluid storage The Ontario Fire Marshal re-quires that solvents and flammable liquids be stored ina separate fire-proof room. This room can be in a centrallocation convenient to the shop wing since other shopsalso use these supplies.

The Auto Mechanics Shop- planDrawing 5

1

15

comp/v.5514 alpbench, ca'

n;,c eth'rytushep

corridor

plan

c24

semi rap), pteci %,/ane pPoie'd.z?/z a fil111/7/ag all/0

.

graze ea;;Z ail,e Ariz/6f L'

tool kit stoogelockahk .sketigE ,c1,60%e

floorliwa Iheiilat'

Lipost hoist LLLLiLI

hoist col

oinkeng ounhispqoen /web auto mechanics shiopflop dp,a/a

sink- spnialePs oven sub- cssembly benchA

4c

e11/151/154C7

te51

F

coat stonage- th7oue ngine /rho

pow 5ilh- °gem% ofia -7A175/71A31011.5

exhaust'

friableVeDizing

h--floorclnallb

ston firW&&'/ii eOrn t. stonageirbcLJj

firt ettlagulseriyloucl n, exhaust o

coniklabie 1 'Wm/ iv?"

it IIthAbiZ 1.10111npip 5

classrpom- .sheit/266,

11001' .! INcal

elFn nv

exhaust/c.

th

,ex 12 axone=

,'01217

focibdpp

Z.Z.V11;Ze

.561W1

testequi

1515 0 5 0

44' 0"

Auto Mechanics Shop- interior elevations 16Drawing 5

tladdx, ii zezzaRize dezniiy hxzk mid pepgiory

elevation B

i

4,71ptdboced--- ..r.,*

kr1 ,-' i I

work bench /sting heulb

elevation A

maiaon,u.Z

A 12 oven

stedb,,xun.

liTaly vieW Fraddili bookshilfjr

o

The Auto Body Shop 17

a) FunctionThe auto body shop provides facilities for theoreticaland practical instruction in motor vehicle body work.The course of study for the four-year program is de-scribed in Curriculum RP-27. The course is also beingused more and more in occupational classes. Welding,sheet metal work and auto mechanics are closely alliedsubjects, and consideration should be given to this inthe planning of the shop wing.

The shop consists of a large unobstructed floor areafor motor vehicles, a classroom for 20, storage facilitiesand a paint shop.

b) LocationThe auto body shop is necessarily noisy and dirty. Forthis reason, it should be placed at the end of the shopwing, preferably next to the sheet metal shop, and insuch a position as to ensure that noise from it does notinterfere with other activities.

c) FacilitiesThe area for auto body instruction, including the class-room and paint shop, should not be less than about3,000 sq. ft. The main shop must have space for a mini-mum of four cars and should be equipped with a hoistto allow work on lower body and rocker panels, facili-ties for washing cars in preparation for painting, and anarea for work on bulky sub-assemblies. If the hoist islocated between the structural members,the clear heightfrom the floor to the underside of beams need be nomore than 10 ft. The overhead doors should be manuallyoperated, insulated, sectional garage type doors, each10 ft. wide and 8 ft. high, with wire glass lights ortranslucent plastic panels.

d) FinishesFloor The concrete floor should be finished with annon-metallic hardener, and must be given enough slopeto the drain so that no pockets of water remain after itis washed.Walls Walls can be of concrete block, but it is recom-mended that the block be finished with a material such

as enamel or epoxy paint which is hard wearing andeasily washed. Alternatively, pre-finished metal panelsmight be considered, where used with a metal wall panelsystem. This has the advantage of being removable foruse in another location, if need be.Ceiling Although it can prove too expensive, a ceilinginstalled in the shop would absorb some of the noise ofoperational activity. A perforated metal pan ceiling,which would allow easy maintenance, might be con-sidered.

e) LightingAn illumination level of 70 footcandles at the floor issufficient. Fluorescent light fixtures with commercialballasts should be left flush with the underside of themain roof beams. One row of fixtures should be con-trolled from two positions, one at the entrance to thecorridor, the other at the outside exit.

f) VentilationA major problem in the auto body shop is the dust cre-ated by sanding equipment. This area should have itsown re-circulated air filtering system with water-washfilters. By arranging the air intake and filters close tofloor level, and the exhaust at the roof, dust can be keptclose to the floor.

g) ServicesAll services should be located in or under the floor.Drainage must be provided under the cylinders of thehoist.Air Compressed air outlets must be provided, one oneach wall, with a pressure of 150 lbs. and 75 c.f.m.,preferably from a central system. An air regulator andfilter must control all outlets.Electrical The electrical service should be a 3 phase,4 wire system. Portable, hand tool electrical powerequipment with a total capacity of 10 h.p. should besufficient. In addition, a 220 volt/30 ampere outlet willbe required at a central location to provide power for aspot welder or lamp bank. Two convenience outlets oneach wall are also necessary.

18

The Auto Body Shop 19

h) ClassroomBecause of the noise and dust, it is recommended thatthe classroom be separate from the shop. This teachingroom should have a minimum area of 400 sq. ft., andtables and chairs for 20 students.

A library is an important part of the teaching area.Open shelves for reference books, and slanting shelvesfor periodicals should be provided. Storage space forinstruction aid sheets may be provided in a unit underthe chalkboard.

Convection heating is recommended for the class-room because unit heaters are too noisy. For the samereason, ballasts for the light fixtures in this room shouldbe of the commercial type.

i) Paint ShopA paint shop is essential so that students may followauto body work through to completion. The strocture,walls, ceiling and doors of the paint shop must be de-signed for a three-hour fire rating. The arrangementshown in the accompanying drawing has the approvalof the Ontario Fire Marshal, but individual designsshould be checked. Regulations cover glazed visionpanels, ventilation requirements etc., and should becarefully foll owed.

The paint shop should be equipped with a water out-let and an explosion-proof floor drain. To avoid dustduring the paint operation, it is general practice to flushwash the floor before beginning to work.

A paint storage room is an integral part of the paintshop. It also should have a three-hour fire rating. Painttinting equipment is often supplied by a paint manu-facturer.

In both the paint shop and thestorage room,explosion-proof fixtures, switches and convenience outlets aremandatory.

Auto Body Shop- plan 20

Drawing 11

,aePhead prgedop

corridor

chaliboaPri

lea"" /15,1211

6heiticikblefiolable

comb.

.... Iaw

classroom

glaze d paiacz4 cabvi.

poweP

coals

spPiriklens over

hoisic.wpo

-3 hah95 ii/Pe n(Jh;79

paint shop lx.7',;00/' th'ala

flpea:1).5

3h:wit's f1;7e Peed dox*ULM'

hel

toolseivg., J.

par

glarkg

auto body shopSub .2.56ellthly wot. aPc4;

7+7"1 post /47'37-

work beach,

pegbaavd oil wall

t.

kcIceP /a !versa/the

hal/et/1/2,6d.

general pepaip areal

EiNfloor dpaia/

map' repiu.v aPea,

tac.hb'd. chalkb.

44'-0"

plan

1515 0 5 10

1,;e eel

5/op etize

t3ix JO' 91/E16rtf: =0' OP

0

CD

a':t 12' ore.Picad a:29Ps

Auto Body Shop interior elevationsDrawing 11

21

1

Facilities for Agricultural Science, Environmental Scienceand Horticultural Instruction 22

a) FunctionAgricultural and hokicultural instruction in our schoolsincorporates a study of other sciences and their appli-cation to man's understanding and use of nature in orderto provide his basic needs.

The student's work is carried out through observationand discovery methods. Instruction therefore centresaround a well equipped agricultural science laboratory.

A greenhouse and workroom are necessary adjunctsto the laboratory and should be located adjacent to it.The course includes experiments, dissection, and vari-ous individual and group projects. As a general rule, anyassociated mechanical instruction will be offered in thetechnical shops of the school, eliminating any dupli-cation of facilities.

b) LocationSince a greenhouse and workroom are closely allied tothe agricultural laboratory, the location of the labora-tory may well be determined by a suitable site for thegreenhouse. It is also wise planning to have anotherlaboratory, such as biology or general science, near theagricultural laboratory. The use of available occupa-tional shop facilities might also be considered.

c) FacilitiesArea The ideal agricultural laboratory should provide40 to 45 sq. ft. of floor space per student. The area ofthe agricultural laboratory would therefore range be-tween 800 and 900 sq. ft. for the standard vocationalclass cf 20 students. A preparation room may be re-quired, depending on the availability and amount ofadditional storage space in the laboratory preparationroom.Layout While a traditional laboratory design withstandard, permanently fixed benches is satisfactory, itallows very little flexibility. A "perimeter" laboratory,allowing about 2 ft. 6 in. of bench space for each stu-dent and with table space in the centre of the room ismuch more satisfactory and enables students to con-duct experiments. Kneeholes and seats at work benches

are not required. Tables, 24 in. to 30 in. wide, in thecentre of the room, each seating two or three studentsare much more valuable than conventional desk furni-ture. They can be rearranged for individual and groupactivities as well as for large projects and displays. Eachtable should be fitted with a book shelf. The shelf maybe of mesh and should have no front, in order to pre-vent accumulation of dust and paper. Chairs or stoolsshould have back rests.

The instructor's demonstration desk should be about30 in. wide and long enough to accommodal: the largematerials commonly used. The desk will provide readilyaccessible storage space and may sew:, also as an addi-tional student work station. An additional sink will pro-vide more free area on the perimeter work surface.Storage or magazine racks may be installed on the frontof the desk. Having the desk on a raised platform is de-sirable.Chalkboards The front and side walls should bemounted with as much chalkboard as possible, with aminimum surface of 501inear feet. Sliding vertical chalk-boards have proved satisfactory. A portion of the chalk-board on the side wall may be used for material requiredfor more than one day and for a list of projects, assign-ments and general instructions. Book cupboards, tack-board and other items which reduce chalkboard area onthe front wall should be removed to the side or rear wall.

d) StorageLack of adequate storage space is a common problemin a laboratory. Conventional laboratory storage spacedoes not always allow for large charts, bristolillustrative materials, overhead projector, audio-visualequipment, model supplies, filing cabinets and othersupplies.Perimeter laboratory counters A set of small drawersmay be placed near the sinks to hold commonly usedapparatus. The area below the counters can be fitted forvarious types of storage. At least one set of wide drawersshould be provided for materials such as landscapemodel supplies, bristol boards and illustrative charts.

=/z

14111111111111

LE

24

Cupboards with a depth of up to 1 ft., and equippedwith sliding doors, may be placed below the chalk-boards at the front of the room to store frequently usedreagents, lesson aid sheets and other apparatus. Shal-low cupboards may be placed below the chalkboardsat the side of the room. Magazine racks, bulletin filesand book shelves would also fit well in this area. Shelveslocated along the top of the side chalkboards may beused to display models.Tackboards A sufficient amount of tackboard shouldbe provided across the rear of the room as well as allaround the room above the chalkboard. Tackboardswhich extend to the ceiling make maximum use of thewalls for the display of student projects and soils andtopographical maps.Magazine racks Efficient use of the areas, under chalk-boards and at the front of the instructor's desk will re-duce the amount of wall space needed for magazines.This wall space is better used forchalkboards and workcounters.Book shelves Open shelves should be provided at alocation convenient to teacher and students for thereference books used in the classroom. The shelves arebest located on the side wall near the teacher's desk orabove the perimeter work counter on the side wall, fac-ing either the centre or rear of the room. Deeper cup-boards may be built below the book shelves.Audio-visual Suitably placed screens, convenienceoutlets, black-out curtains for windows and glazeddoors, storage and operating areas should be providedto meet audio-visual requirements. The location of theoverhead projector in relation to the demonstrati on deskis especially important. The projector should be readilyaccessible to the instructor whether he is at the chalk-board or demonstration desk.

e) Preparation and Storage RoomThe preparation and storage room should be adjacent tothe laboratory since it is used for storing equipment,supplies, student projects and teaching materials. Bulkyteaching materials such as plant and insect collections,

surveying equipmeot and landscape models should notbe stored in the greenhouse workroom because of thedust problem. Since the preparation room may also beused as a work area for a limited number of senior stu-dents involved in special projects, it should befitted withgas, electricity and a sink.

Where the agricultural science laboratory adjoins an-other laboratory, the preparation room can be sharedand can be conve,-Cantly planned along with the work-room and greenhouse as shown in the drawings.

f) FinishesFloorVinyl asbestos tile is adequate.Walls Conventional materials, such as concrete block,are suitabla. But for maintenance purposes, concreteblock in a laboratory is best finished with a hard, dura-ble paint that can be easily cleaned.Ceiling Both the preparation room and the labora-tory should have a lay-in type acoustic ceiling.

g) LightingA few windows are desirable. Fluorescent lighting mustprovide a minimum of 70 footcandles at bench level.

h) ServicesLaboratory benches should be provided with gas andelectrical outlets (110 volt), and sinks with both hot andcold water. If a centralized system is available, one ortwo air outlets would be useful in the laboratory. Similararrangements are necessary in the preparation room.One sink for each four students is sufficient. One elec-tric and gas outlet should be provided for each twostudents.

i) Heating and VentilationThe same conventional heating provided elsewhere inthe school is sufficient. Two-speed exhaust fans are de-sirable for ventilation. They should be designed for 1and 11/2 c.f.m. per sq. ft., similar to those used in thechemistry laboratory. If small animals are likely to beused, suitable ventilation should be provided.

Agricultural Laboratorypreparation and storage workroom planDrawing 17

25

wail hung cupboardsstorage unit 7 above wore counter

1111111111111M1191111141111111111111111111%

WORK ROOM(lop si/ndar details 6 elevationssee drawing no. ) shelving or soll

storage bins under

movablepotting tables

tool cupboard

w000'slorage rack,/ron too/ storage

above

clothes cupboard

GREENHOUSt

o 5=o'

note preferred skfor raised bed /aye

pas/ea

concrete floor

trolleys under/ work counter- storagecupboards above /

_ PRE!? RATION &)STORAGE ROOM

for a'etalVrawkg

I 111V11111111111111.11111173

I 10111111 1.111111'

(IIIIIp1111111i11 7

for descriptive notes slim/are/env/on' ssee draw/ q no; ; . .

;

v movable

AGRICULTURAL LABORATORY

10.-------1111111111D111111111111111111111111111111111111111,1411 nnnmuwnununmmllnu 411111,1111111111111111111111111111.111111.11.1111011111141111011,1111111111111111

note : for alternative arrarvement ofagricu/kral /ab. with 30 slUdentSsee drawing no. /8

I 1111110111011111111101111111111111M1111111,111111,11111111111110111111111

Agricultural laboratorypreparation room- biology laboratory planDrawing 18

WORK ROOM(foe ?2,1/ plan e deladssee drawing Ra.2c.

to greenhouse

26

412Y ..7,079 storage caP,Octs aajc,5,66/e shek,.'y -5;.Y.,y,"7:24-..4.Poati rote-rd' cl000s

si./k

LABORATORY

. .

/aekers

. .

1

.-N

7! ir a1..4 a . \:1 .

\ '

open,

sfre4,iy

SiaPagi'leerz,,t' &Pei? ;,2,0 sfee,rt,

'.1.5/Ntfei.?//ey.

fed\stove' pnder agy ,v,e4

ti

feleJ7(1-5dr.r0/75,alit'', desk

./7/.5

be/Po'cci/rs/

,VZhel

PASSAGE

chartsla714,7,

77,74 7i t.

fro/icy ark counler ok e sif.k.

PREPARATION ROOMvork istat,af?s

3 1/1.74)

1: _

,,,,,,,e a,2,4,,,,,,,, 5147.9 cfrab:.50,7ell frOje/74.5.e,,,,7/Af5t,a9,,,, SkIPJif ende,. 414/75/161LVe,4a/ 1,001.,5 f .._,:i

...7(7,''r (Plierr T . . maoazmis

fr:Flky j Lfi i cai:.'^aipctiiei-,,i

15

frocbers denon5/eal,op ir.'s,i.1 i '., -,:- fr'-V.Oarm

.___.,;, mo,40/e fil5le.5 -. ci'llon,z/

i . _j . i . _i

l h bale& Paarti.

1

N AGRICULTURAL LABORATORY IN Nr "-71 7&oil' _1

leel,h-e a ira /aP 30 51.:47.!e5 l/e.7C.1.7.W. .,

note far alterta ,2/727,";pe,71eotapesop,"turt2.1 . &IP' 20 .51o&-n/s3c( cira,,fina ry /7

D

E

1,

I -1

-f

COI:17.7?,^ - 01:1-. .

IF: -7

C.)

0

0

Agricultural Laboratorypreparation and storage workroom and elevationsDrawing 19

I ,I

ispiag storage ea- models era

7-- - habctird so,ered o'oors

f r.. H it -4-work counter 7 senk. 6'splash...hzck

.

1 - '-- --1 1 , l '

elevation F

wan hung storages4ji.sfaP1e snee,ng -seeding Coops

L draseen ewe, storage units - adieestatne - toespactshe,' shoingdoors

cilevation D

eon frepa nel

storage unet ad/us/able shenwei sVicnn9 Burs foespace

elevation E booksnen.eng 0magazine rdek

stonage abo,e moboards mooels etc

fr

, .

i t,..+..........

.oge double sink

...... ....

".- 1'

4'base

elevation G

41- 4

section

t

1-

0 suspendedproject:en 5C/Seel: e

C&/1179

_stortige crAboanis -with adjustaole snehengbehei'd 3/eddy rha../kboand

sfora9e unit - -

section

I. 1

;

!

- storage. and astable shekengi/ shine yo'oors student projectselevation .1agricultural laboratori & preparation room dwg.no.18

elevation K

openshe/king

mode/stoma,

7T,

elevation L

fI'01

'4-

foe space

&mg cabine ts

elevation M to re unit- (0isistribk sheigin skin9, doors

preparation & storage room dwg.no.17

The High School Greenhouse 28

a) FunctionTogether with a well equipped laboratory, the green-house and its workroom are today's most useful teach-ing and experimental areas for environmental science,agriculture and horticulture in secondary schools. Oper-ation throughout the entire school year is possible. Sincethe environment is at least partially controlled, the ex-periments and demonstrations made possible by arti-ficial environments may be carried out together withclassroom teaching. Nearly all basic biological princi-ples of growth, nutrition, genetics and response to stim-uli apply equally to plants and animals, but in manycases they can be more easily demonstrated throughthe use of plants.

An adequately designed greenhouse should affordspace for student participation in projects and experi-ments using living material, and for the development ofan interest in nature, the use and care of plants and thebiological principles of growth. The greenhouse shouldallow the student to apply some of the principles of therelated sciences of chemistry, physics and biology. Theirinteraction with horticultural sciences may be seenthrough the use of fertilizers, the effects of light andtemperature and the study of insect and disease control.

b) LocationIn orderto allow easy access and supervision, the green-house should be at ground level, attached directly to thelaboratory or to a workroom adjacent to the laboratory.A ground level location also allows for future expansion.

The greenhouse should not be shaded by trees orbuildings since the installation of supplementary lightis expensive. Excess light is easily reduced by shading.High temperatures due to direct sunlight can be con-trolled by spraying the outside of the glazed roof with aspecial preparation available from oreenhouse manu-facturers. This coating is affected by rain so that in win-ter, when light intensities are reduced, it will have beenwashed from the glass.

If some shade is unavoidable, modifications must bemade in the types of crops grown in the greenhouse,and in the use of the greenhouse. Some artificial light-

ing will be necessary for plant growth.

c) Design and ConstructionGreenhouses fitted with many different types of con-trols and equipment are produced by several manufac-turers. Since elaborate or specially designed units areexpensive, it is suggested that conventional green-houses, similar in shape, size and structure to thoseused in industry, be provided.The following are the three most commonly used green-houses:i) Free standing The free standing greenhouse, com-monly used in industry, is reasonable in cost and offerseffective use of space and ease of management.ii) Lean-to While lean-to greenhouses can be attrac-tive additions to the school, it is suggested that they bebuilt only if a free standing unit proves impractical.Lean-to greenhouses are more expensive than the freestanding because of the framing required. They do notprovide sufficient space and auxiliary work areas. If theyare located against a large building, wide fluctuationsin temperature result, making it difficult for a school tomaintain a suitable climate without extensive mechani-cal ventilating and humidifying equipment.iii) Tower Tower greenhouses have not been usedwidely in Canada and it is doubtful if they should berecommended for schools.

Various framing materials are used for greenhouses,ranging from expensive aluminum to galvanized steelframes and having wooden bars capped with aluminum.Framing can be clear-span trusses, post and purlin orrigid frame. This last method is quite expensive andshould be used only when other solutions are not pos-sible. The post and purlin method somewhat limits flexi-bility of bench arrangement.

Glass is still the most widely used cover, but rigidplastics such as fiberglas merit consideration. Glassgives, of course, excellent light transmission, but it issubject to breakage. Fiberglas, on the other hand, isdurable, but no long term tests have been done to de-termine the efficacy of light transmission over a longperiod. Corrugated materials allow more surface for heat

29

loss than does glass. Wide glass panels, from 24 to 30in., are more flexible and resistant to breakage. Theyalso cause less shade from framing. The glazing barsmay be of aluminum or wood capped with aluminum.

The most practical and economical school green-house is the free standing, standard width type, with aclear-span truss frame of either galvanized steel or alu-minum, and fitted with aluminum or aluminum cappedwood glazed bars with straight sides.

"Ridge and furrow" greenhouses present problemsof ice and snow accumulation, condensation and ven-tilation and therefore should not be used.

Concrete post foundations are recommended forgradelevel construction rather than the expensive masonryfoundations and walls. Curtain walls below the sidewall glass may be of single or double layers of asbestoscement board attached to the frame members.

Single section greenhouses are recommended forschool use. They ensure ease of management and super-vision. Polyethylene curtains may be used as temporarypartitions if necessary.

d) FacilitiesArea The area of a greenhouse should be from 1,600to 2,000 sq. ft., depending on the nature of the programand the total number of students.

The cost of heating, ventilation and automatic con-trol equipment represents a major part of the buildingcosts. Since these costs are the same for greenhouseswithin a reasonable range of sizes, larger greenhousesare proportionately much cheaper to build than smallerones.

The operation and maintenance costs for a largergreenhouse are proportionately less. A larger size alsooffers better growing conditions and more work areas.Larger units facilitate demonstrations, student partici-pation by more students and improved teaching methods.

Manufacturers of greenhouses have available stand-ard widths and bay lengths. The recommended standardmodules of width are 28 ft., 32 to 33 ft., 36 to 38 ft.andup. The lengths vary in width from 8 to 11 ft., depend-

ing on the widths of the panes of glass, whether 20, 24or 30 in. A greenhouse 36 to 38 ft. wide is most satis-factory, although one 32 to 33 ft. wide is adequate.Floor Greenhouses on ground level should have earthfloors to absorb and evaporate moisture. The earth underthe benches should be treated to kill weeds, and thencovered with stones. Aisles should be paved. The wallsaround the ground beds should be poured at the sametime as the aisles. There should be no floor in the baseof the beds.

If the greenhouse has to be built over other rooms, aheavy waterproof membrane will be required before thefinal layer of the floor is poured. Concrete floors musthave drains, with "falls" in the floor towards them.

Main aisles in a high school greenhouse should be30 in. wide and formed with a "fall" for drainage. Otheraisles need be only 2 ft. wide.Benches and beds 50 to 60 per cent of the floor areashould be allotted to the beds. Floor beds with thin, 20in. high concrete walls may be used for bed productionor for pot work. Benches which can be reached fromboth sides should be at least 4 ft. wide. If used for potsonly, they can be as wide as 5 ft. floor beds should havewiring frames set in sleeves. If floor beds are built on aconcrete slab, they must have drains with protectionfrom silting.

Cedar, redwood, asbestos cement and concrete slabbenches are available from greenhouse manufacturers.Asbestos cement benches are easiest to keep clean.However, wood or concrete slab benches are recom-mended if steam sterilizing or electric soil pasteurizationis to be carried out on the benches. Wooden benchesshould be treated with copper or zinc naphthanate.

Benches should be arranged so as to make the mostefficient use of available space. Standard benches runlengthwise, as does a combination of standard benchesand "peninsula" type benches. Standard benches canalso run crosswise. This arrangement, not shown in thedrawings, can be very effective. For this arrangement, a3 ft. aisle should run along one side of the greenhouse,with cross aisles 24 to 30 in. wide.

30

An alternative to floor beds are benches containing 6to 8 in. of soil, and set on legs so that the surface isabout 20 in. above floor level. The bottoms of thesebenches may be of treated boards, no more than 4 in.wide, and set 3/4 in. apart for proper drainage. Screeningmay be laid in the benches to preventsoil falling through.

e) LightingA simple lighting system will do for general illuminationof the greenhouse. Industrial fixtures, either incandes-cent or fluorescent, of 15 to 20 footcandles and withcommercial ballasts, are adequate. Vapour-proof fix-tures are not required.

Lamps used to extend daylight hours for plant growthshould not be hung from the greenhouse roof. Use aportable string of 100 watt reflector neck bulbs in Bake-lite pin type sockets and spaced 3 feet apart along a pairof stranded wires. Mount the string on pipe wiringframes over the floor beds or low benches.

Light from floodlights or morality lights outside theschool building should not drift into the greenhouse.Stray light, even at low intensities, affects plant growth.

f) ServicesA water outlet is needed at the end of each bed or bench.One is also needed at a central point in the greenhousefor the liquid fertilizer proportioner attachment. Alter-natively, this attachment can be placed on the main lineas it enters the greenhouse, so fertilizer is fed to all waterlines. A bypass should be provided.

110 volt electrical outlets should be placed at inter-vals along the walls. One 220 volt outlet is needed at acentral point on the wall for the soil pasteurizer. Outletsneed not be waterproof but must have covers.

Where steam heating is used, a 1 to 2 in. lip steamoutlet for soil sterilization should be placed in front ofthe heat control valve.

The greenhouse should have a mist propagation sys-tem with solenoid valve, strainer, 3 to 3% gal./hr. nozzlesplaced 3 feet apart and controls such as a clock timer or

electronic leaf. This system shoUld be installed for 20 to30 feet along the top of a suitable bench.

g) HeatingConventional radiation does not provide adequate cls-tribution of heat for greenhouses. Architects and engi-neers should therefore consult a greenhouse manufac-turer about the general arrangement, type of equipmentand location of heating runs. Alternatively, most manu-facturers will design or install a system based on per-formance specifications as part of the contract or sub-contract.

Steam or hot water heating systems using black ironpipe or fin radiation without cabinets are usually used.The choice depends on the type of heat source availablein the school. Since most greenhouses are designed fora 60 degree minimum night temperature, shut-off is notusually a problem and it is unusual for separate heatingsystems to be required. Greenhouse type forced air unitheaters are occasionally used, but should not be themain source of heat. Placement of radiation to preventice build- up and glass breakage at the eaves is impor-tant. Higher daytime temperatures require no specialconsideration.

h) VentilationGood ventilation is important for humidity and tempera-ture control. Advice on ventilation may be had fromsuppliers of greenhouse accessory equipment. Methodsof ventilation:i) sidewall vents, automatically controlled;ii) exhaust fans, automatically controlled and designedto give one air change per minute;iii) fan jet or poly plastic convection tubes running thelength of the greenhouse under the ridge. A louvredshutter is mounted in the gable end of the greenhouse.A perforated polyethylene tube, 18 in. in diameter, car-ries air from there to the other end of the greenhouse.A fan may be installed at the louvre to help circulation.Greenhouses over 30 ft. wide require two systems run-ning lengthwise;

31

,

32

iv) combinations of the above methods.For a school, a combination is preferable. Such a sys-

tem might use automatically controlled eave sidewallvents down one side of the greenhouse above the bench,also automatically controlled greenhouse exhaust fanson the opposite wall and a poly convection tube. Inwinter, the sidewall vents would not be used, and airwould enter only through the convection tube. Roofvents, even though automatically controlled, are con-sidered obsolete in modern greenhouses.

i) CoolingCooling is not absolutely necessary, since school green-houses are not in use in the summer, but may be addedat reasonable cost if forced fan ventilation is being used.Several systems are available:i) evaporating pads at air intake on the opposite wall toventilating fans. With this system, water trickles overaspen pads and evaporates as air is drawn through them;ii) water mist over the air intakes used in place of aspenpads;iii) high pressure fog at about 600 lbs. per sq. in. creat-ing a very fine mist. When this system is placed highabove the beds, moisture will evaporate before reach-ing the plants.Controls Sensing elements for controls should be lo-cated just above plant level in the centre of the green-house and not on the walls.

For the heating system, use thermostatically con-trolled valves of the modulating type, which open andclose gradually. For the ventilation system, thermostaticcontrols may be arranged to allow vents and poly con-vection tube louvres to open before fans come intooperation.

j) WorkroomAll equipment and supplies for the greenhouse shouldbe stored in an adjacent workroom. This room shouldcontain soil storage bins below work counters, toolstorage cupboards, an electric pasteurizer and sufficientcounter space as a work area and for wrapping. At least

50 linear feet of work counter is required for 20 students.Moveable work tables, as seen in the drawings, can beused as additional potting benches, which are moreconvenient for teaching and demonstration purposes.New soil is not required from year to year. The old soil issimply modified by the addition of organic matter andis sterilized before being used again. Even if the green-house is above ground level, a hoist is therefore un-necessary.

Because of the number of students, the area of theworkroom (sometimes called "head house") will belarger than in a commercial house and should form the"neck" between the greenhouse and the laboratory.

An area of 700 sq. ft. is the minimum requirement foragricultural science classes. If horticultural sciencestresses grounds maintenance, tree climbing or land-scaping, a larger open area should be provided.

Where cost or available space is a limiting factor, theworkroom may become part of the greenhouse struc-ture by lengthening the greenhouse by two bays androofing these sectiono with a solid material.Services 110 volt electrical outlets will be requiredaround the work counters, as well as a 220 volt outletfor the pasteurizer. Lighting arrangements and levelsshould be the same as for a classroom.

If the school has a compressed air system, one or twooutlets in the workroom are useful.

A large 6 in. deep, lead lined sink with hot and coldwater is usually provided. Such a sink is preferable toslop sinks or other types since it can serve for washinghands, pots and flats, as well as for sub-irrigation offlats of seedlings. Bradley sinks are not recommendedin this area.

Sufficient cupboard storage should be provided forchemicals, insecticides, plant labels and similar mate-rials. Hanging space should be available near workcounters, for trowels and small tools. Rakes and hoesshould be hung on angle iron frame racks mounted highon the wall, so that tools may be stacked. Wall spaceshould be provided to hang otherlarge tools individually.

Greenhouse and workroom plan 33Drawing 20

fa% pier

35 31

(loopbed

J.

.5 0.

raisedbee/

GREENHOUSE

42 ..S7h pap%liaa

cfEink

isort emmlershelviiy/ cdpads cveyr

_

gd nor

2 10' 4.2 a 10.

cedif htyhtplrlition-1-

cone floor slopedr to floor dram

1,movablepoll, fable

WORK ROOM('or dttails set drawiry no 22)

stoerge 0/2/1

AGRICULTURAL CLASSROOM

Greenhouse-plans and sectionDrawing 21

exhatoi /Li; -

.sbestos siding

fin grade

misedbed

poly plastic ton,ect;on tbecopc haverts conni.cd touv,aa'

34

open sheiving /OW -onr beyond beds

ientsps.';cr /KS

mom* braze7

/-;tratne !

f".°11 4 74

OCIVI

mused bed;

J.4102

cone walks between bed s floating co7panth _

ono piers e itif344" between piers LIdirt (law under

r32:s4' f

101442. 6.42:i 5:4. +24.4. 5' 0. 4.2'6.4i fit. y.

; 1

ealedLibed 11

GREENHO

section A- A

raisedbed

WORK ROOM

"4+ 7-6 '+444 .r 4.4v -6

4-

LI

raised

1

bed

tIEI

WORK- ROOM

alternative plans of bed arrangements in greenhouse

Greenhouse and workroomelevations and detailDrawing 22

-

'o

-s-

35

Stony, unit

elevation C

jwall hung cuplias with adjustable sing 7 C.611119 h cbds with aid ustiable uMvnS

shelving

_.-'..,,-,

_r-

E--:

"7-=

1 I I I I I

.....I

I,

I

H ...-,--,..I I I I I

c open shelves open-7---- l

plywood buking peg board for hon3ing sold Wsra---w - 56.1 sio sink unit

1.4%.1:runovable

_3'-o'

elevation A workroom elevations

t_ plywood backjr

counterunit

woraop

sfora9e bins

alternative, arrangerme-ntfor soil storcu3s. elevation A

pof box

sedlon thru"storm unit

1 1 1

....

--,,- open shelvingSE..-: Sink. 42. high p

W--z.=.r soli

--..-... *mot,--...

soialiordlEreemeeImmesni.1 1 i t

elevation B

Vplywood cicco

dion

Greenhouse and workroom-detailsDrawing 22

lumberstorage

36

934v pipe 1n6V set in ppe skevt

movable bnice.

guide wires for plants

devotion

bratiar

a eell'on

details -movable potting tables in workroom

wood 5%orc3e rack in workroom

i'wooJ sbe}f

4.L.posts

I. bottom slut(

'section

"io

oodc irons& sicks ant balker

detail of raised bedin greenhouse

detail of floor bedin greenhouse

so"

+444

hooks

....

el evation section

detail of clothes-tool cupboardin workroom