Ag Facility Guide 9006 PDF

Agricultural Science & Technology
Facility Guidelines
Catalog No. 9006
COMPLIANCE STATEMENT
TITLE VI, CIVIL RIGHTS ACT OF 1964; THE MODIFIED COURT ORDER, CIVIL ACTION 5281, FEDERAL
DISTRICT COURT, EASTERN DISTRICT OF TEXAS, TYLER DIVISION
Reviews of local education agencies pertaining to compliance with Title VI Civil Rights Act of 1964 and with specific requirements of the Modified Court Order, Civil Action NO. 5281, Federal District Court, Eastern District of Texas, Tyler Division are conducted periodically by staff representatives of the Texas Education Agency. These reviews cover at least the
following policies and practices:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
acceptance policies on student transfers from other school districts;

operation of school bus routes or runs on a non-segregated basis;
nondiscrimination in extracurricular activities and the use of school facilities;
non discriminatory practices in the hiring, assigning, promoting, paying, demoting reassigning, or dismissing of faculty and staff who work with children;
enrollment and assignment of students without discrimination on the basis of race, color, or national origin;
nondiscriminatory practices relating to the use of a student's first language; and
evidence of published procedures for hearing complaints and grievances.
In addition to conducting reviews, the Texas Education Agency staff representatives check complaints of discrimination made
by a citizen or citizens residing in a school district where it is alleged discriminatory practices have occurred or are occurring.
Where a violation of Title VI of the Civil Rights Act is found, the findings are reported to the Office for Civil Rights, Department of Health, Education and Welfare.
If there is a direct violation of the Court Order in Civil Action No. 5281 that cannot be cleared through negotiation, the sanctions required by the Court Order are applied.
TITLE VII, CIVIL RIGHTS ACT OF 1964; EXECUTIVE ORDERS 11246 AND 11375; TITLE IX, 1973
EDUCATION AMENDMENTS; REHABILITATION ACT OF 1973 AS AMENDED; 1974 AMENDMENTS TO
THE WAGE-HOUR LAW EXPANDING THE AGE DISCRIMINATION IN EMPLOYMENT ACT OF 1967; AND
VIETNAM ERA VETERANS READJUSTMENT ASSISTANCE ACT OF 1972 AS AMENDED IN 1974.
It is the policy of the Texas Education Agency to comply fully with the nondiscrimination provisions of all federal and state
laws and regulations by assuring that no person shall be excluded from consideration for recruitment, selection, appointment,
training, promotion, retention, or any other personnel action, or be denied any benefits or participation in any programs or
activities which it operates on the grounds of race, religion, color, national origin, sex, handicap, age, or veteran status (except
where age, sex, or handicap constitute a bona fide occupational qualification necessary to proper and efficient administration).
The Texas Education Agency makes positive efforts to employ and advance in employment all protected groups.
ALL RIGHTS RESERVED

Reproduction prohibited without written permission.
Instructional Materials Service
Texas A&M University
2588 TAMUS
College Station, Texas 77843-2588
2001
ACKNOWLEDGEMENTS
TEXAS EDUCATION AGENCY
Jim Nelson, Commissioner of Education
Terry Phillips, Director

Agricultural Science and
Natural Resources Education
Arturo Almendarez, Deputy Commissioner

Programs and Instruction
Mona Corbett, Program Specialist

Kenny Edgar, Program Specialist
Donna Meyer, Program Specialist
Robert Muller, Associate Commissioner

Continuing Education and School Improvement
Alfredo Acevedo, Managing Director
Continuing Education
Ann Pennington, Division Director
Career and Technology Education
AGRICULTURAL SCIENCE AND TECHNOLOGY FACILITY STANDARDS

ADVISORY COMMITTEE
Special appreciation is given to the following individuals who served in the development of this document. This publication is a reflection of the ideas and experience of these professional in educators and
industry.
Curry Allen, Tuscola
Dr. Jinny Johnson, TAMU-College Station
Josh Anderson, Leander
Tim Knezek, IMS, College Station
Dr. Mike A. Barrera, McAllen
Joe Liles, Holland
Reece Blinco, San Marcos
Kevin Lynch, Splendora
Brian Brawner, R&B Aquatics, Boerne
John Mack, San Antonio
Rene Cantu, Sr., Edinburg
Tom Maynard, Austin
Glen Conrad, TruGreen Landcare, Bryan
Judy McLeod, College Station
Joe Costanza, J.A. Costanza & Associates
Roy Mills, Nacogdoches
Engineering, Inc., Deer Park
Chris Morgan, Flower Mound
Dr. Joe Dettling, IMS, College Station
Dr. Joe Muller, SHSU, Huntsville
Dr. John Dillingham, IMS, College Station
Mickie Ohlendorff, Pearland
Marshall Eaton, Tuscola
Lisa Pieper, College Station
Kenny Edgar, Austin
Pat Real, Converse
Kirk Edney, IMS, College Station
Ronel Roberts, Victoria
Dr. Craig Edwards, IMS, College Station
Bobby Rosenbusch, Florence
Larry Ermis, IMS, College Station
Javier J. Saenz, Weslaco
Marsha Goodwin, Dallas
Dr. Lon Shell, SWTSU, San Marcos
Dr. Davey Griffin, TAMU-College Station
Joe Skinner, Garland
Gina Hale, Orange Grove
Marty Spradlin, Daingerfield
Dr. Randy Harp, TAMU-Commerce
Michael Tondre, San Antonio
Dr. Billy Harrell, SHSU, Huntsville
Dwayne Walters, James E. Blakeman &
L.W. (Billy) Hartman, Orange Grove
Associates, Inc., Navasota
Janet Hayes, Deer Park
Janelle Watson, Klein
Tom Heffernan, Poteet
Tim Wyatt, Plano
Don Henson, Goldthwaite
Bobby Yates, Elgin
Mike Horn, Prodigene, Inc. College Station
Keith Zamzow, IMS, College Station
ii
Table of Contents
Forward ....................................................................................................................................... 1
Introduction................................................................................................................................. 3
Summary of Agriscience and Technology Programs in Texas ................................................... 5
General Recommendations for Facilities Common to All Agriscience Programs ..................... 7
Safety and Security ................................................................................................................... 27
Students with Disabilities ......................................................................................................... 33
Recommended Facility Standards............................................................................................. 37
Leadership Development and Technology.................................................................... 39
Mechanized Agriculture................................................................................................ 49
Food and Fiber
Agricultural Biotechnology............................................................................... 91
Horticulture ................................................................................................................. 105
Environmental and Natural Resources
Aquaculture..................................................................................................... 117
Forestry ........................................................................................................... 137
Value Added and Food Processing System
Food Technology Meats Processing ............................................................ 139
Work-Based Learning Agribusiness ........................................................................ 149
Project/Research Laboratory....................................................................................... 151
Summary ................................................................................................................................. 161
iii
FORWARD
This publication offers ideas, suggestions, and recommendations of industry professionals, school administrators, architects, safety consultants, agricultural science and technology teachers, and curriculum
specialists. The purpose of this document is to provide the planning committee with information that
might otherwise be overlooked. It cannot account for the local needs of every school district. As a result, planning activities should not be limited to suggestions found in this document. Instead, utilize this
publication as a reference to begin the planning phase of the expansion program.
There are no state standards for an agricultural science and technology department. There is no law or
code that specifically dictates agricultural science and technology facility standards. Publication of this
document is not to imply that school districts must comply with information provided. There are state
statues or codes that do mandate such areas as classroom size. Where sections discuss mandates, this
publication identifies state statues or codes that are law. They are identified within the document and the
school district must meet those specified requirements.
As a courtesy, this document can be accessed at the Instructional Materials Service (IMS) Web site. The
online document contains links to the photographs contained in this document. Access the IMS Web
site at http://www-ims.tamu.edu. Further questions or comments regarding this document can be addressed by calling Instructional Materials Service at (979) 845-6601.
INTRODUCTION
The suggestions offered in this guide are the result of an advisory committee comprised of agricultural science and technology teachers,
school administrators, and industry representatives. Many facilities were reviewed. The mission of the advisory committee was to offer recommendations for facilities within the entire
Agricultural Science and Technology (AST)
curriculum.
CURRICULUM DESIGN
The choices available to a school district are
very diverse. Seven systems comprise the AST
program:
It is the purpose of this publication to offer

timely information to planners based on experiences of the members of the committee. Early
use of this publication will allow time for planners to consider these recommendations while
the district is still in the planning stage of the
project.
Leadership Development
Agribusiness Marketing and Management
Mechanized Agriculture
Food and Fiber
Horticultural
Environmental and Natural Resources
Value-added and Food Processing
The AST curriculum is divided into two categories. Students have the option of enrolling in
agricultural school-based learning (SBL) or
work-based learning (WBL) classes. Schoolbased learning involves each system and is
comprised of both agriscience and agricultural
industry curricula. Agriscience courses are credit semester courses. Agricultural industry
curricula offer students the opportunity to enroll
in one, two, or three-credit courses. The WBL
programs offer junior and senior students an opportunity to enroll in agricultural cooperative
training, rotations, shadowing, or internship.
The Agricultural Science and Technology curriculum makes a diverse selection of semester,
agricultural industry, and work-based learning
courses available to students. These courses are
grouped into seven systems, each of which offers the student a field of study in an occupational area. This educational format for the agriscience program promotes interest in the study
of agriculture. School districts have reason to
evaluate their districts need for an agriscience
program. In existing programs, the district may
choose to upgrade facilities chosen. Where agricultural education courses are not offered, the
district may choose implementation of an Agricultural Science and Technology program.
Each AST system has special facility and

equipment requirements that should be considered before implementation. The local school
district has the responsibility of conducting a
needs assessment study to determine the type of
curriculum suited for their clientele. The findings of the study should give the district the direction needed to begin the planning stage. Regardless of the system or systems selected, this
publication is designed to assist the school administration, the agricultural science and technology teachers, the architects, and others involved in the facilities planning.
The curriculum design and facility planning

factors are
tems. Planners should consider the following

perspectives regarding long-range planning.
Current/future instructional offerings,

Number of teachers,
Enrollments,
Special needs of students, and
Safety considerations.
Planning should extend beyond the current program status. Long-range planning should account for all areas of instruction within all sys-
Community needs,
Expansion of curriculum and system offerings,
Potential increases in enrollment,
Additions to the agricultural science faculty,
Emergence of new technologies, and
Student interests.
SUMMARY OF MINIMUM RECOMMENDED SPACE ALLOCATIONS FOR

AGRICULTURAL SCIENCE FACILITIES IN TEXAS
Teacher
Units
AST
AST/WBL
Combination
AST/APM
Combination
One
Square feet
2400 laboratory
1000 c.r.
1200 s.o.r.
350 paint
Square feet
2400 laboratory
1000 c.r.
1200 s.o.r
Square feet
2400 laboratory
1000 c.r.
Two
3000 laboratory
(2) 750 c.r.
1500 s.o.r.
350 paint
3000 laboratory
(2) 750 c.r.
1200 s.o.r.
4200 laboratory
(2) 750 c.r.
1500 s.o.r.
350 - paint
Three
3600 laboratory
(2) 750 c.r.
(one additional if
needed)
1600 s.o.r.
350 paint
3600 laboratory
(2) 750 c.r.
(one additional if
needed)
1600 s.o.r.
3600 laboratory
(2) 750 c.r.
(one additional if
needed)
1600 s.o.r.
350 paint
Four
4200 laboratory
(3) 750 c.r.
(one additional if
needed)
1700 s.o.r.
350 paint
4200 laboratory
(3) 750 c.r.
(one additional if
needed)
1700 s.o.r.
5400 laboratory(1)
(3) 750 c.r.
(one additional if
needed)
1700 s.o.r.
350 paint
Five
4800 laboratory
(4) 750 c.r.*
(one additional if
needed)
1800 s.o.r.
350 paint
4800 laboratory
(4) 750 c.r.*
(one additional if
needed)
1800 s.o.r.
6000 laboratory
(4) 750 c.r.*
(one additional if
needed)
1800 s.o.r.
350 paint
AST Agricultural Science & Technology

WBL Work-based Learning
APM Agricultural Power & Machinery
Hort Horticulture
GAM General Agricultural Mechanics
c.r. classroom
s.o.r. storage, office, restroom, inc.
g.h. greenhouse
h.h. headhouse
m.l. meats lab
AST/Hort
Combination
AST/GAM
Combination
Square feet
2400 laboratory
1000 c.r.
1200 s.o.r.
1600 g.h.
600 h.h.
3000 laboratory
(2) 750 c.r.
1500 s.o.r.
1600 g.h.
600 h.h.
3600 laboratory
(2) 750 c.r.
(one additional if
needed)
1600 s.o.r.
1600 g.h.(2)
600 h.h.
4200 laboratory
(3) 750 c.r.
(one additional if
needed)
1700 s.o.r.
1680 ea. g.h.(2)
600 h.h.
3600 laboratory
(4) 750 c.r.*
(one additional if
needed)
1800 s.o.r.
1600 g.h.(2)
600 h.h.
Square feet
2400 laboratory
1000 c.r.
1200 s.o.r.
350 - paint
3000 laboratory
(2) 750 c.r.
1500 s.o.r.
350 - paint
3600 laboratory
(2) 750 c.r.
(one additional if
needed)
1600 s.o.r.
350 paint
4200 laboratory
(3) 750 c.r.
(one additional if
needed)
1700 s.o.r.
350 paint
3600 laboratory
(4) 750 c.r.*
(one additional if
needed)
1800 s.o.r.
350 paint
** see page
*** see page
(1) If more than two sections of Ag
Power & machinery are offered,
additional stall space will be needed.
(2) If more than two sections of Horticulture are offered, an
additional 400 sq. ft. of greenhouse space will be needed
(3) If more than two sections of Meats Processing are
offered, an additional 600 sq. feet of meats laboratory
space will be needed
Extra size recommendation due to inclusion of technology requirements, media devices, and related equipment.
SUMMARY OF MINIMUM RECOMMENDED SPACE ALLOCATIONS FOR

AGRICUTLURAL SCIENCE FACILITIES IN TEXAS
Teacher
Units
AST/AP
Combination
- Continued AST/Aqua
AST/MP
Combination
Combination
One
2400 laboratory
1000 c.r.
1200 s.o.r.
2400 laboratory
1000 c.r.
1200 s.o.r.
Two
3000 laboratory
(2) 750 c.r.
1500 s.o.r.
3000 laboratory
750 c.r.
1500 s.o.r.
Three
3600 laboratory
(2) 750 c.r.
(one additional if
needed)
1600 s.o.r.
3600 laboratory
(2) 750 c.r. (one
additional if needed)
1600 s.o.r.
Four
4200 laboratory
(3) 750 c.r.
(one additional if
needed)
1700 s.o.r.
4200 laboratory
(3) 750 c.r. (one
1700 s.o.r.
Five
4800 laboratory
(4) 750 c.r. (one
additional if
needed)
1800 s.o.r.
4800 laboratory
(4) 750 c.r. (one
1800 s.o.r.
AP Animal Production
Aqua - Aquaculture
MP Meats Processing
AR Agricultural Resources
c.r. classroom
s.o.r. storage, office, restroom, inc.
g.h. greenhouse
h.h. headhouse
m.l. meats laboratory
2400 laboratory
1000 c.r.
1200 s.o.r.
1200 m.l. **
3000 laboratory
(2) 750 c.r.
1500 s.o.r.
1200 m.l. **
3600 laboratory
(2) 750 c.r. (one
additional if
needed)
1600 s.o.r.
1200 m.l. ** (3)
4200 laboratory
(3) 750 c.r. (one
additional if
needed)
1700 s.o.r.
1200 m.l. ** (3)
4800 laboratory
(4) 750 c.r. (one
additional if
needed)
1800 s.o.r.
1200 m.l. ** (3)
AST/AR Combination
2400 laboratory
1000 c.r.
1200 s.o.r.
2400 laboratory
750 c.r.
1200 s.o.r.
2400 laboratory
(2) 750 c.r. (one
1200 s.o.r.
2400 laboratory
(3) 750 c.r. (one
1200 s.o.r.
2400 laboratory
(4) 750 c.r. (one
1200 s.o.r.
** see page
*** see page
(1) If more than two sections of Ag
Power & machinery are offered,
additional stall space will be needed.
(2) If more than two sections of Horticulture are offered, an
additional 400 sq. ft. of greenhouse space is needed.
(3) If more than two sections of Meats Processing are
offered, an additional 600 sq. ft. of meats laboratory
space is needed.
Extra size recommendation due to inclusion of technology requirements, media devices, and related equipment.
GENERAL RECOMMENDATIONS FOR

AGRICULTURAL SCIENCE FACILITIES
The curriculum design and facility planning

factors are
INTRODUCTION
The agricultural science and technology (AST or
agriscience) classroom is the center of the programs facilities. All courses use the classroom
for some part of their curriculum. The AST
classroom should be part of the main high
school building or the career and technology
complex. Its design should allow for integration
of the various systems of the agriscience curriculum. In addition to serving the needs of high
school students, the design should accommodate
adult education classes and other community
activities.
Current/future instructional offerings,

Number of teachers,
Enrollments,
Special needs of students, and
Safety considerations.
Planning should extend beyond the current program status. Long-range planning should account for all areas of instruction within all systems. Long-range planning should consider
The design should also consider the needs of the

disabled or handicapped. Many occupations
within the agriscience curriculum lend themselves to those individuals with physical limitations. In designing educational facilities to
comply with the Americans with Disabilities
Act, the school district provides the physical
surroundings for handicapped students to receive training in the industry of agriculture.
Proper identification/signage in the classroom is
important for special needs students and will
make the facilities accessible to visually handicapped students.
Community needs,
Expansion of curriculum and system offerings,
Potential increases in enrollment,
Additions to the agricultural science faculty,
Emergence of new technologies, and
Student interests.
To ensure the elimination of architectural barriers in all new construction and substantial renovation of public buildings (in excess of
$50,000), the law requires that plans be approved by the Architectural Barriers Office of
the State Department of Licensing and Regulation in Austin. The website for this agency is
found at the end of this section. Layout and design of the total agricultural science facility
should meet or exceed minimum standards,
where established, by the Texas Education
Code. A science lecture/laboratory room requires 50 square feet of free space per student,
with a minimum free space of 1,200 square feet.
The free space recommendations for agricultural
science laboratories are exclusive of machinery
and equipment areas.
A major factor in the development of an AST

facility is safety. This consideration should be
applied to all aspects of the total agriscience curriculum. Safety concerns account for every aspect of the programs from mechanized agricultural work with power equipment to hazardous
materials handling in agricultural biotechnology
to proper lighting in the technology department.
Any attempt to reduce costs when planning a
facility should not result in less than safe surroundings for the students or faculty.
the main school building or exists as a separate

facility. The following offers advantages to
each situation.
EARLY CONSIDERATIONS
The design of this facility should accommodate
anticipated growth within the department. Additional students, an increase in faculty, and new
curricula will require adequate space. Planning
for such expansion at this stage will facilitate
implementation at a later date.
Advantages of the Agricultural Science department connected to the main high school building:
1. The agricultural science department would
be more convenient for administrators,
teachers, and students.
2. During inclement weather, it would not be
necessary for students to leave the main
building to attend classes.
3. It would tend to unite the agricultural science department more closely with the total high school program.
4. Facilities for all programs in the high school
would be comparable.
5. It would be more convenient for custodial
and maintenance service.
6. The cost of installing heating and cooling
systems might be decreased.
7. The cost of utilities might be reduced.
Location
It is recommended that the agricultural science
facility be connected to or adjacent to the main
high school building or career and technology
complex and be of similar architectural design
and construction.
Since the agricultural science program is an integral part of the total educational program of a
school, considerable thought and careful study
should be given to locating the facility. In addition to the instruction given to in-school students, commodity producers and other related
groups in the community will receive organized
instruction in the facility. All groups that will
receive instruction in the facility should be considered when selecting the site.
Advantages of a Separate Agricultural Science

facility.
The site should be easily accessible for school

patrons and provide parking spaces. The building should be a single story facility or the AST
facility should be located on the first floor of a
multi-story building. This will allow for easy
movement in to and out of the shop and classroom. Such a design will also reduce ADA design considerations. The area around the facility
should be well drained.
1. Possibly noise created in the agricultural science laboratory would cause less disturbance
to other classes.
2. Some areas of learning in agricultural science create undesirable odors. For example,
animals may be temporarily housed at the
agricultural science department for teaching
purposes. An agricultural science facility
separated from the main building would
lessen the likelihood of any odors reaching
the main high school building.
3. Agricultural science students often participate in external learning activities. A separate agricultural science building would reduce disturbance to other classes created by
movement to and from these activities.
The main entrance should be open to the outside. When incorporated into a career and technology building, the area should be designed so
that noise will not disrupt other classes. The
building should provide use to both sexes and to
students with disabilities.
Adjacent vs. Separate Facilities
The designing architect or the school district
administration may have little option as to
whether the agriscience facility is connected to
8
In some, cases, the separation of the classroom

and laboratory may be necessary. This situation
should be avoided if possible; however, if this
situation is necessary, a covered walkway
should be provided between the laboratory and
classroom to protect students from the weather.
Location Summary
Factors that should be considered in locating the
agricultural science facility are:
1. Availability of campus space
(a) Space should be available for anticipated growth.
(b) An area adjacent to the building should
be available for conducting demonstrations, parking equipment, and outside storage.
The facility should be designed to prevent student segregation on the basis of race, color, national origin, sex, or handicapping condition.
Foundation
2. Accessibility to school patrons.

3. Parking space.
4. Ground level and drainage.
(a) The building should be a single story
facility or located on the first floor of a
multi-story building.
(b) Building should be located in a welldrained area
(c) No steep inclines or ramps should be
located at laboratory entrances.
(d) There should be very little slope at the
entrance serving large, overhead doors.
5. Building design.
(a) The main entrance should be open to
the outside.
(b) The building should be designed to reduce disturbance to other classes.
(c) The building should provide equal access.
6. Facility size.
The foundation should be concrete, with a

thickness and reinforcement that provide maximum strength in both beam and nonbeam areas
of the slab. The concrete mixture should be
strong enough to support heavy machinery and
equipment. The laboratory floor surface should
be sealed to provide durability, ease of cleaning,
and a vapor barrier. In the open space area,
some facilities have chosen to incorporate flushfitting machinery tie-downs into the laboratory
floor. Tile or carpet is the recommended covering for classroom and office areas. Floor coverings are less stressful for feet and legs, allowing for health considerations.
Water Supply and Drainage
Water lines should be installed around the perimeter of the laboratory, near overhead doors,
and on the outside apron area. In addition, the
wash area and restrooms will require a water
supply. A water supply calls for drainage
throughout the facility. The laboratory floor,
restrooms, locker area, and any outdoor facilities
all require drainage. Floor drains and their associated systems should meet all Texas Natural
Resource Conservation Commission (TNRCC)
and the Environmental Protection Agency
(EPA) regulations. In the laboratory, they
should fit into a level floor to allow for project
layout. All outlets should flow into an outside
trap before entering the storm sewer or into an
approved septic system.
CLASSROOM ENVIRONMENT
The classroom should contain at least 1,000
square feet of floor space. A width of 25 feet is
considered adequate for a single classroom. The
preferred width is 26 to 28 feet. In a twoteacher department, 750 square feet per classroom is adequate. A width of 40 feet is considered adequate for the laboratory with a 1:1
width-to-length ratio.
The architect should design a climate-controlled

environment that provides the maximum ventilation with the minimum amount of humidity.
Humidity will damage electronic equipment.
Certain molds that grow in humid areas can also
be a threat to student and teacher health. If the
heating and cooling system does not adequately
control air moisture, a dehumidifier should be
installed to bring humidity to a safe level.
The total classroom environment should be

large enough to meet the needs of the largest
group to utilize the facility. Where classrooms
are used for adult education programs and FFA
meetings, space requirements may need to be
increased to accommodate these groups. With
multi-teacher departments, a removable soundproof partition can provide access to a larger
meeting area. Departments with this classroom
arrangement should have 9-foot-high ceilings.
In schools with more than two-teacher departments, classrooms should be provided to meet
the needs of all classes. All AST classrooms
should be part of the total AST facility.
Classroom lighting designed by the architect

should consider both computer and audio/visual
use and the needs of students with visual disabilities. This may require conditions where a
light remains on even though main classroom
lights may be turned off. Electrical duplex outlets, 120-volt 20-amp, should be located no
less that 8 feet apart on the walls. Ground fault
circuit interrupters (GFCI) and surge protection
should be provided to all outlets in the department. Technology equipment located in the
classroom may require additional electrical outlets and networking as well as Internet connections.
In programs having three or more teachers, additional classrooms should be provided when
the schedule requires all teachers to meet classes
during the same period.
Where computer stations are part of the classroom, an additional 15 square feet per unit is
needed. A handicapped station should provide a
workspace of 20 square feet. This may make it
necessary to provide a room wider than the preferred dimensions.
The department should maintain a library/resource area that is accessible to each

classroom. In addition, each classroom should
have a 4x 8 area with shelving and magazine
racks for magazines, pamphlets, and reference
books. A sink and work counter is desirable in
each classroom for diverse curriculum offerings
such as floral design and food technology.
Desks or tables for the classroom should be according to the teachers preference. Some
teachers prefer individual desks for student
management. Stools or chairs should also be the
teachers preference. Furniture in classroom
should accommodate a minimum of 24 students.
Furniture to accommodate special needs students should be considered.
The design of the total facility should provide

maximum use of window space into the laboratory area for visibility. Windows should be
made of safety glass.
The classroom should contain built-in storage

cabinets around the edges of the room. Where
computers are incorporated into the classroom,
counter tops should provide space for at least six
computer stations. Raised cabinets should be
installed for storage areas. Built-in cabinets
with locks will provide secure storage for the
television, videocassette recorder, and additional
audio-visual equipment. It is recommended that
each classroom have a television mounted on
ceiling-mounted rack.
Humidity
In certain areas, humidity can present a serious
problem. In addition to promoting the growth of
mold in the air ducts, on clothes and books, it
can also cause serious health problems. Air
conditioning systems should also dehumidify
the air. In especially humid areas, a dehumidi-
10
Refer to Safety in Welding, Cutting, and Allied

Processes, ANSI Z49.1:1999, available from the
American Welding Society or the American
National Standards Institute, whose web site is
found at the end of this section.
fier can be installed if air conditioning units can

not significantly reduce humidity levels.
Ventilation
Ventilation is an important consideration for the
entire facility but especially the laboratory. Arc
welding and oxyacetylene areas generate large
amounts of waste gases that need to be removed
from the facility. If noxious gases are present, a
special ventilation system may be necessary. It
may be necessary to consult the TNRCC to determine if exhaust fumes and gases require specialized systems.
If general mechanical ventilation is provided, a

minimum exhaust rate of 1,000 CFM per welder
should be provided. When individual exhaust
systems are used, the general ventilation requirement of the laboratory can be reduced.
An individual ventilation system should provide
at least 100 CFM per arc welding station and
200 CFM per oxyacetylene welding/cutting station (Table 1). Placing exhaust ports for the
noxious gases at the work level and not above
the operators head will prevent exhaust fumes
from moving past the welders face. Portable
ventilation units are available from various vendors. Table 1 will aid in planning local exhaust
systems.
The Council on Educational Facility Planning,

International (CEFPI) prefers that facility planners follow the latest American Society of
Heating, Refrigerating, and Air-conditioning
Engineers (ASHRAE) recommendations on
Heating, Ventilation, Air Conditioning & Refrigeration (HVAC&R). ASHRAE Standard 62
(1999) is entitled Ventilation for Acceptable
Indoor Air Quality, and these standards should
be applied. ASHRAE Standards handbooks are
updated on a four-year cycle. ASHRAE and
CEFPI Web sites are found at the end of this
section.
Table 1: Exhaust System Planning

Distance from
arc or torch
Minimum air Duct diameflow

ter
(CFM)*
(inches)**
4 6
150
3
6 8
275
3
8 10
425
4
10 12
600
5
* Increase by 20% for hoods without flanges
** To nearest inch based on velocity of 4000
fpm in duct
Texas Administrative Code, Title 25, Part I,

Chapter 297 describes the Voluntary Indoor Air
Quality Guidelines.
These guidelines present a set of three voluntary
recommendations, which are as follows:
Develop guidelines for initial program development, a management plan, and school
board review for program status and future
needs of public schools;
Develop a written preventive maintenance
plan for a healthy learning environment for
students; and,
Recommend considerations for students
with allergies or chemical intolerance, for
food handling, garbage storage and disposal,
smoking, and reporting of conditions that are
not conducive to air quality.
For further information regarding ventilation in

welding applications, refer to ANSI/AWS Standard
F3.1-89, Guide for Welding Fume Control. This
document is also available from Global Engineering
Documents.
Engine exhaust ventilation situations can effectively use local forced ventilation systems involving flexible hoses. These hoses attach to
engine exhaust and are required for tractor
maintenance stations. Table 2 provides information for use in planning an engine exhaust
system.
11
Power Outlets
Table 2: Engine Exhaust System Parameters
Engine
CFM per exhaust pipe
Up to 200 hp
Over 200 hp
Diesel
100
200
400
Grounded duplex outlets, 120V 20A, should

be provided about midpoint in each wall, 12
inches from the floor, on both sides, at the front
center and at the rear center in the classroom.
Additional outlets should be provided for computer workstations. GFCI protection should be
provided at the circuit breaker.
Minimum
diameter of
flexible duct
(inches)
3
4
4
Chalkboard Dry-Erase Board White

Board Projection Board
Bookcases, Magazine Racks, and Bulletin

Storage
A 4-foot by 16-foot magnetic board of high

quality should be located at the front of the
classroom. A magnetic dry erase board should
also be located in the laboratory. A dry erase
board serves as an excellent projection surface.
Each classroom should have at least one dry
eraser board, 3x 12 mounted 36 inches from
the floor. Dry erase boards are preferred instead
of chalkboards. Chalkboards discouraged. Dust
created by the chalk creates health concerns and
is harmful to computers and electronic equipment.
Sectional bookcases with glass front panels or

open shelves are satisfactory for storing books.
Usually, four 3-foot-long sections will be adequate. Multi-teacher departments may require
additional units.
A magazine rack built with adjustable shelves
12 to 18 inches wide and at a slight angle is necessary to properly display magazines. The rack
should have approximately 20 linear feet of
space either in tiers or continuous form.
Sufficient space should be provided for storing
and filing teaching materials. Agricultural science teachers use many methods, and a specific
filing method is not recommended. However, if
pigeon-hole cases are used for filing, it is recommended that sliding or folding doors be provided for covering the pigeon-holes.
Bulletin Board
At least one 4x 4 bulletin board area should be
provided. The bulletin boards should be of adequate size and available in the classrooms and
laboratory. Bulletin boards, while permitting
normal instructional usage, should be placed so
that they attract the attention of persons entering
or leaving the rooms.
MultiMedia Equipment
A wall mounted projection screen with both reflective (video projection) and nonreflective
(overhead) surfaces should be installed in each
classroom. Blackout screen or blinds should be
provided for windows.
Communication Systems
Each agriscience facility, classroom, and laboratory should be equipped with a communication system to receive messages via the school
intercom. This should include a paging system.
The facility should include multiple telephone
line outlets in both the office and the laboratory.
A supplemental ringer to the laboratory should
be equipped with an on/off switch. A cordless
telephone, dedicated FAX line, and Internet access would increase communication access in
the laboratory.
Sink and Work Counter

A sink and work counter should be placed in the
classroom. The work counter should have electrical outlets with GFCI protection in the immediate vicinity.
12
the office as well. A restroom adjacent to the

office is also desirable.
Office Space
The agriscience teacher needs sufficient office
space to conveniently store official records and
correspondence, develop and store instructional
materials, hold private conferences with administrators, teachers, parents, and students, and
meet with small groups of adults.
STORAGE
Storage is an important consideration when
planning a facility. Agriscience teachers use
many teaching aids in their instructional delivery. These include overhead and video projectors, slide projectors, charts, items for demonstration, and numerous specimens. In a singleteacher department, a minimum of 150 square
feet should be provided for storage. In multipleteacher departments, at least 200 square feet is
desirable.
Each department should provide office space to

the faculty. A single-teacher department should
have 120 square feet of space. Add 80 square
feet for each additional teacher. Add still another 15 square feet for each computer station in
the office.
A storage area adjoining, but separate from,

classroom and office areas and equipped with
metal shelving units is needed for storing FFA
equipment and supplies. It should be near office
and accessible to classroom(s). Its design
should accommodate textbooks, curriculum
materials, and audio/visual equipment. A small,
counter-top refrigerator should be available for
storage of medicines, or for laboratory activity,
or any supplies requiring cool storage.
Office design should limit personnel access.

The office should not be a hallway from the
classroom to the laboratory or any other area in
the facility. Certain security considerations also
apply. However, the office should have easy
access to both the classroom and the laboratory.
Safety glass paneling should be located in the
walls of the teachers office to permit observation of the classroom and laboratory from the
office. Visibility is very important for safety
and student management.
RESTROOM FACILITIES
The office should contain a desk and chair, storage, file cabinets, and at least two visitor chairs.
Electrical duplex outlets, 120-volt 20-amp,
should be located no less that 6 feet apart on all
of the walls. Ground fault circuit interrupters
(GFCI) and surge protection should be provided
to all outlets. The lighting for the office should
be similar to that in the classroom. The office
should have current communications technology
(i.e., a telephone with both local and long distance service) and be equipped with voice mail
or answer machine capabilities.
Restroom facilities should be available and easily accessible for male and for female students.
An agricscience facility may be part of a larger
career and technology center. Where this is the
case, restroom facilities may be shared by all
programs.
Where the agriscience facility is independent of
other departments, separate restroom facilities
should be available. Size and accommodations
will depend on the number of students that have
access to the facility. In a restroom for males,
two urinals and one toilet should be sufficient.
In a restroom for females, two toilets should be
adequate. It is recommended that requirements
of the ADA be followed when designing these
facilities.
The agricultural science teachers office should

carry the same status as any other professionals
office. It should contain locking files, a secure
computer, telephone, and related equipment.
Doors should be equipped with locks. Office
ventilation should be considered when planning
the facility. Central air and heat is desirable in
Where departmental restroom facilities are provided, a shower and locker area is optional. A
13
locker area is not necessary since most students

do not change clothes for laboratory activities.
While these features are not a necessary item in
the facility, some school districts, especially
those with school-based learning laboratory
courses, do make them available to the students.
If lockers are included, they should of the expanded metal type. Lockers should be secured
with locks. If a changing area is provided,
benches should be permanently installed. Students will need a storage area for their materials,
supplies, and personal items. Laboratory tables
are available with storage compartments underneath. This storage should provide easy access
for students and maximize space.
contain counter top tables of an inert material

common to science laboratories. These tables
can also be used in the standard classroom.
Tables and chairs are recommended for the
classroom rather than individual desks or armchairs. Table should not be attached to the floor
so that they can be rearranged for various classroom activities and individual learning styles.
An industrial quality table 30 inches wide, 60
inches long, and 30 inches high should be provided with matching chairs for each two student
in the largest class. The teacher should be provided with a lecture stand of convenient height
to permit reference to notes and other teaching
materials from a standing position.
Students should have access to an area where

they can clean up after laboratory activities are
complete. An easy-access wash area in the laboratory should be available.
FLOOR PLANS
Attached to this section are example floor plans
currently in use by Agricultural Science Departments. These represent examples only and
are not included to suggest that these are model
classrooms. Departmental configurations are
given for one-teacher, two-teacher, and multiteacher departments. You may contact Instructional Materials Service, 2588 TAMUS, College
Station, Texas 77843-2588 if your planning
committee is interested in any of the configurations. We will assist you in contacting the
school that provided the plans for this publication.
FURNISHINGS
When considering furnishings, several options
are available. Recommendations for furnishings
have been discussed earlier in this document.
The teacher should decide what type of furniture
will be available for the students in a standard
classroom setting. However, if a laboratory is
incorporated into a classroom setting, it may be
necessary to make special arrangements. For
example, a biotechnology laboratory should
14
Figure 1. Sample floor plan of a Single Teacher Agricultural Science and Technology Department.
15
16
Figure 2. Agricultural Science and Technology Department, Economedes High School, Edinburg, Texas.
17
18
Figure 3. Agricultural Science and Technology Department, Jim Ned High School, Tuscola, Texas.
19
20
Figure 4. Agricultural Science and Technology Department, Nikki Rowe High School, McAllen, Texas.
21
22
Figure 5. Agricultural Science and Technology, Dumas High School, Dumas, Texas.
23
24
Agricultural Science and Technology Facility Photographs
9006C1: Covered, secure site adjacent to main building increases work

and storage area.
9006C2: Lockers can provide a secure area for students to storeitems

often used in laboratory or classroom activities.
9006C3: A wet sink, counter, and cabinet will serve classroom laboratory activities.
9006C4: Shelves and periodicals rack can provide students access to a

variety of reference materials.
9006C5: An accordion panel between classrooms is an inexpensive way

to provide a meeting room for group activities. There is a noise factor to
consider since some panels do not provide sufficient sound-proofing.
25
26
SAFETY AND SECURITY

section is a reminder to include security as part
of overall program management.
INTRODUCTION
Security Aspects
A security system is essential to the entire facility. Safety and security concerns are vital considerations in the development of a new program or addition to an existing one. The system
should include building/intruder considerations,
external motion detectors, and timed security
lighting. The agricultural science laboratory is
an instructional area. In districts that do permit
random entry by maintenance personnel, a special lock with one-key access is recommended.
FACILITY SECURITY
Maintaining a secure facility begins in the planning stages and carries into set up and operation.
Security includes issues of intruders, building
lock down, inventory, and fire and smoke alert
systems. Early planning for the facility will address
Where as this section does not go into explicit

detail, it does identify issues for consideration
by the planners. All phases of instructional programs should consider safety of the participants
as well as safety of the facilities. Key elements
to a sound safety program should include
Safe design of the facility,

Emergency escape or protective shelter,
Safe work procedures (Student and Instructor),
Procedures for emergency response,
Equipment for emergency response, first aid,
and protection from hazards,
Safety training for school personnel, students, and visitors, and
Proactive evaluation of facilities and procedures to identify and correct deficiencies.
Intruder alarm,
Procedures to handle unauthorized intruders,
Building security lock down procedures and
key control,
Control facility access,
Property engraving,
Inventory control,
Security cameras/taping system, and
Fire/smoke alarms (audible and visual).
PERSONNEL SECURITY
Security of all personnel in the department
should be a major consideration to early planners. From notification systems to student/teacher ratios, personnel security measures
will work to enhance an overall secure environment. These measures include
SECURITY
Security is another form of safety, which more
specifically refers to the threat of criminal or
civil violators. The elements to consider for
protection will include school personnel, students, facilities, information, and physical assets. Schools should have an emergency action
plan, which includes security. This
Supervision/student-teacher ratio,
Student and personnel identification,
Controlling facility access,
Communications, and
Emergency lighting.
INFORMATION SECURITY
Information security includes storage of information, procedures to control and authorize access to that information, and a reliable back up
system for information. Considerations for in-
27
formation control range from passwords on personal computers to locks on files.
standards is recommended to further enhance a

safe environment and instructional procedures.
SPECIFICATIONS AND
RECOMMENDATIONS
School personnel are subject to the Texas Hazard Communications Act of 1985 and the Texas
Health and Safety Code (also see the HAZCOM
section within this publication).
Safety considerations are the responsibility of all

participating parties. Basic facility safety should
primarily rest with the designing architect. The
architects design should include specifications
and recommendations from all federal, state,
and local agencies. These include, but are not
limited to, the following:
National Building Code (NBC)
National Electric Code (NEC)
National Fire Protection Association

(NFPA)
Texas Department of Health (TDH)
Texas National Resources Conservation

Commission (TNRCC)
Environmental Protection Agency (EPA)
One general guide to safety regulations and procedures is the Texas Safety Standards-K
through 12, available from the Texas Education
Agency. Along with a general overview, the
publication contains numerous requirements.
EMERGENCY RESPONSE AND
EVACUATION
Safety programs should include procedures for
emergency situations as well as all necessary
equipment.
Planners should develop procedures that include
but are not limited to
Meeting the minimum requirements of the associated agencies should only be the beginning of
safety measures. Additional recommendations
by professionals and examples that set precedents should be considered to further enhance
the facility and operations. This publication has
begun such an enhancement process by consulting with the following groups and publications:
Experienced teaching professionals

Professional safety consultants
Manufactures representatives
Code of Federal Regulations
Occupational Safety and Health Act
(OSHA)
Emergency medical care,

Minor first aid,
Fire,
Notifying authorities,
Weapons,
Violence,
Bomb threat,
Drugs and alcohol, and
Natural disaster and weather.
Evacuation procedures should include
APPLICABLE SAFETY LAW
How to leave the premises,

Where to assemble, and
Where and how to take shelter when dangerous situations arise (e.g., tornado).
The developers of these procedures should also

consider all pertinent locations where instruction
may occur. These include, but are not limited
to, the main facility, greenhouses, farms,
ranches, lakes, and field trip locations.
At the time of this publication, OSHA governs

neither the school personnel nor students. Still,
the associated safety standards are considered
reasonable. Therefore, compliance of these
28
HAZARDOUS COMMUNICATIONS
(HAZCOM)
SAFETY AND HAZARD MANAGEMENT

The management of safety and potential hazards
is an ongoing process. Once procedures are established they will need to be continually revised and taught. Anytime a new machine or
task is introduced, there should be an analysis
conducted to evaluate the potential risks and appropriate safeguards. In addition, routine safety
inspections should occur to confirm compliance
and identify potential hazards. Such inspections
may be performed with the help of checklists,
which are available in the Texas Safety Standards publication or may be obtained from the
National Safety Council (NSC) and OSHA.
The contents of this section refers to the Texas

Administrative Code, Title 25, Part 1, Chapter
502, Hazardous Communications Act.
The requirements of HAZCOM are designed to
inform both school personnel and students about
the conditions associated with chemicals and
other products which may be hazardous if used
or misused. This law is directed toward school
personnel, yet item one (1) below is also required for students. It is recommended the first
three sections be extended to students. The four
main sections are as follows:
Hazards will occur within the school and especially the agricultural science department. Once
a hazard is identified the follow strategies
should be incorporated. First, eliminate the hazard if possible. If the hazard cannot be eliminated, an attempt should be made to reduce the
exposure using engineering controls. Where
engineering cannot fully reduce the hazard, it
will be necessary to use procedural controls. If
the previous options are not viable, personal
protective equipment (PPE) may be used as a
last resort (See below). This is only if such
equipment provides adequate protection from
the hazard. If the PPE does not provide adequate protection, the task should not be attempted.
1. Material Safety Data Sheets (MSDS) for

each hazardous product must be current and
readily available within the facility. This
applies to any hazardous product with which
students or personnel may have contact.
2. All containers must have a label that clearly
and accurately identifies the content and
hazard.
3. An education and training program along
with a written program must be established
and conducted.
4. Employers must post and maintain notices
informing the employee of their rights under
the Hazardous Communications Act.
PERSONAL PROTECTIVE EQUIPMENT

(PPE)
ILLUSTRATIONS
PPE describes numerous devices which, when

worn, protect against hazards. These products
include but are not limited to
Following this section on the website are photographs that represent selected safety concerns
that are part of the agricultural science and technology department. Each illustration contains a
caption that further explains the photograph.
Gloves,
Hardhats,
Hearing protection,
Respirators,
Clothing,
Shoes, and
Eye and face protection.
29
30
Safety and Security Photographs
9006D1: Exits doors can be equipped to provide one-way traffic out of

the building in case of an emergency.
9006D2: Security cameras in sensitive areas or project laboratory provide an extra degree of protection.
9006D3: Fire alarms and emergency power shutoff switches decrease

the opportunity of injury to both students and instructor. A first aid kit,
although recommended, should not avoid the use of a school district
medical professional from attending to injuries.
9006D4: A transparent, ultra-violet safe curtain allows for a safe arc

welding work while keeping the student visible to the instructor.
9006D5: A flame proof storage facility provides safe storage for combustible materials.
31
32
STUDENTS WITH DISABILITIES
INTRODUCTION
Students are entitled to nondiscriminatory education on the basis of disability. Definitions of
disability and a qualifying individual are in
the Americans with Disabilities Act (ADA)
Handbook (EEOC-BK-19). The definition
qualified individual with a disability is in section 201(2) of the act. Under the protection of
the ADA, any qualified individual with a disability shall be allowed to participate in the
benefits or services of any private entity. Public
schools by definition are a public entity. As
such, they are mandated to provide handicapped
students with access to any program or curriculum the school district provides to all students.
(UFAS) or with the Americans with Disabilities

Act Accessibility Guidelines (ADAAG) for
Buildings and Facilities. Additionally, Section
204(b) of the ADA states that title II regulations
must be consistent with section 504 regulations
of the Rehabilitation Act and with the ADA.
The Department of Justice has determined that a
public entity should be entitled to choose to
comply with either ADAAG or UFAS.
There are eight Federal agencies listed in Section 35.190(b)(1)-(8). Two have particular concern to the Agricultural Science and Technology
program. The Department of Agriculture
[35.190(b)(1)] has the responsibility for the implementation of subpart F of this section. It addresses all programs, services, and regulatory
activities relating agricultural production, including extension services.
The ADA should be a major resource in the

planning, design, and implementation of facilities needed to serve special needs in each agriscience course of study. It will be less expensive
to construct facilities with the necessary accommodations than to redesign or refit existing
facilities. Granted, it is not possible to predict
every need that may arise. Still, with careful
planning, many of the design and construction
considerations may be addressed prior to letting
of bids.
The Department of Education [35.190(b)(2)] has

the same responsibility to all programs, services,
and regulatory activities relating to the operation
of elementary and secondary education systems.
If any discrepancy arises between any two agencies, section 35.190(c) provides that the Assistant Attorney General shall determine which one
of the agencies shall be the designated agency
for purposes of that complaint.
It is not the purpose of this section to provide an

in-depth analysis of the Americans with Disabilities Act. Instead, this section is to bring
attention to selected parts of the ADA and challenge the designer to consider ADA requirements during the planning stage.
Public Law 10517 is the Individuals with Disabilities Education Act. Title I, Section 101 are
amendments to this act. Part A of this title is
General Provisions. It includes Section
6129(a)(5), Least Restrictive Environment. In
this section, the law in general states that to the
maximum extent appropriate, children with disabilities, including children in public or private
institutions or other care facilities, are educated
with children who are not disabled. The law
stipulates that special education classes, separate
schooling, or other removal of children with
disabilities from the regular educational envi-
DESIGN AND CONSTRUCTION

First, it is mandated that any new construction
or altered facility after January 26, 1992 must
comply with Section 35.151 of the ADA. This
section establishes two standards for accessible
new construction and alteration. The school
district may choose conformance with the Uniform Federal Accessibility Standards
33
ronment can only occur when the nature or severity of the disability of a child is such that
education in regular classes with the use of supplementary aids and services cannot be achieved
satisfactorily. Compliance with this law specifically stipulates that disabled students with the
ability to function in a classroom or laboratory
setting must be provided with the environment
that allows them the ability to participate in
routine activities.
clearance issues regarding doorway width and

depth, pathways, and forward and side reach are
addressed. Not all of the standards are included
in this document. Additional standards are in
the Americans with Disabilities Act Handbook.
ILLUSTRATIONS
Following this section on the website are photographs that represent selected ADA concerns
that are part of the Agricultural Science and
Technology department. Each illustration contains a caption that further explains the photograph.
ACCESSIBLE ROUTES
Included in this section are space factors to consider when planning a facility. Wheelchair
34
Students with Disabilities Facility Photographs
9006E1: Ramps allow for access to buildings for individuals that cannot
use steps.
9006E2: Doors can be equipped with automatic openers.
9006E3: Braille signs provide readable information by the sighted and

the visually impaired.
9006E4: This type of desktop is designed to facilitate wheelchair access.
35
36
RECOMMENDED FACILITY STANDARDS
The scope of the Agricultural Science and

Technology curriculum provides students a variety of career opportunities within its seven
systems. Classroom facilities may be similar for
the different systems, but laboratory and instructional equipment requirements can vary.
General facility recommendations discussed
earlier in this document are generic in nature.
The recommendations that follow are specific to
each system or instructional area within a system.
special laboratory facilities. The mechanized

agriculture laboratory can be utilized by most of
the other systems. However, fumes from welding equipment are lethal to aquatic species when
aquaculture facilities are in the same area. A
meat science laboratory requires facilities that
can be easily cleansed with hot water. A regular
mechanized agriculture laboratory environment
cannot accommodate these needs. The horticulture system should have a greenhouse to fully
meet the needs of the curriculum. Still, a laboratory is necessary apart from the greenhouse.
This area can be used for floral design activities
or demonstration work. A study of the recommendations for specific laboratory requirements
should provide planners and designers with information needed to maximize use of space.
Regardless of the systems of instruction, a

school district should plan for some type of
learning laboratory. This can serve the mechanized agriculture curriculum specifically or it
can be designed to serve multiple system laboratory needs.
ILLUSTRATIONS
The importance of stressing safety and ADA
considerations to the architect in the early planning stages of the total AST facility cannot be
overemphasized.
Following this section are photographs that represent selected facility concerns that are part of
the agricultural science and technology department. Each illustration contains a caption that
further explains the photograph.
SCHOOL BASED LEARNING

LABORATORIES
The state Agricultural Science and Technology
curriculum offers fields of study that require
37
38
LEADERSHIP DEVELOPMENT AND TECHNOLOGY SYSTEMS

Recommended Class Size:
Preferred:
24 students
20 students
DEPARTMENTAL EDUCATIONAL
TECHNOLOGY EQUIPMENT
INTRODUCTION
These two systems are grouped together because
they use much of the same equipment. Classroom needs are similar and technology equipment can easily be utilized in both systems.
A teacher presentation station should be part of

the technology laboratory. If a separate classroom is available, this may be a designated station. Where a technology laboratory is part of
the classroom or classrooms in an agriscience
department, a portable unit can be shared.
Technology is rapidly becoming an important

tool for teachers in agriscience classrooms and a
major course of study for students. The implementation of technology in agriscience includes
both computer and audio/visual curriculum.
This section will focus only on the computer
and video projection aspects of classroom and
laboratory instruction. This section will also
address the technology needs of the classroom
setting.
The teacher presentation station should have the

following technological equipment.
Computer
Video projection equipment
1. Data projector capable of accepting
audio and video from other sources
(such as VCR or DVD) with a quality
projection screen.
2. LCD panel and high quality overhead
projector with quality projection screen.
3. Video scan converter and large screen
television(s).
The technology laboratory should have computer stations. Each station should have Local
Area Network (LAN) and Internet access with
the following:
Unique user ID and password for each user.
Virus protection software at all stations.
Read/execute only on program files.
Metering software to ensure software license
compliance.
Safeguards against adding additional software without approval.
Technology is changing at such a rapid pace that

it is difficult to make specific statements about
the technologies that are available for implementation into the classroom. Because of this,
recommendations for technology education in
agriscience will be generalized.
The implementation of technology into the agriscience curriculum can take one of two directions. First, the school district may choose to
incorporate the computer laboratory into the
regular agriscience classroom setting. Second,
the school district may choose to develop a
technology center or laboratory separate from
the regular classroom. Both options are discussed in this technology section.
The school district should provide the hardware
and software necessary to equip the agriscience
department. In addition, considerations for
Internet use are discussed in this section.
39
All classroom computers should be networked

with access to printers. The technology laboratory should have
A high-speed, monochrome printer,
A digital camera,
A color scanner,
A portable computer and printer for on site
presentation use,
A portable data projection unit and screen
for off-site presentations, and
gram allows the user to develop Web sites for

display on the Internet.
There are a variety of software programs available for the Agricultural Science and Technology program from Instructional Materials Service, Texas A&M University. Of these programs,
the Supervised Agricultural Experience (SAE)
record-keeping software will provide a means
for students to maintain records for class credit.
The National FFA also provides access to a variety of software programs.
A video cassette recorder.

INFRASTRUCTURE
SOFTWARE
The infrastructure is a total package of the ambient needs in the technology laboratory. The
infrastructure includes
Electrical fixtures,
Networking,
Lighting,
Climate control,
Furniture, and
Media.
Software applications vary with the instructors

confidence and skill level with each program.
Still, certain types of programs should be available. A graphical user interface based operating
system, such as Windows or the MacIntosh
Operating System, should be available on each
computer. This provides easy access to programs on the computer. Virus protection is essential to provide a margin of safety for the
computer and the network. A Web browser
should be installed to allow quick and easy access to the Internet.
Electrical Fixtures
Design of the technology laboratory should include 120-volt outlets along the walls. These
should be at desk height. Surge protection
should be provided. This can be applied to each
computer station or to each circuit in the laboratory. Where a technology laboratory is incorporated into a regular classroom, additional
outlets may be necessary. As with any electrical
fixture construction, all wiring must meet state
and local codes for the structure where they are
installed.
Several application suites are available. Each

program should readily accept data from other
programs in the suite. This package should
contain the following
Word processing program,
Spreadsheet program,
Database program, and
Presentation graphics program.
A graphics editor allows the user to manipulate,
enhance, or create illustrations or photos for use
in presentations or publications. The programs
vary in price and capability. A computer aided
design (CAD) program should be available for
drawing plans for student constructed projects.
This type of software varies greatly in application use from the very basic to the most comprehensive. An HTML editor is still another
program useful to a technology class. This pro-
Networking
Networking allows all computers to send and
receive files. Files can be transferred to other
computers, to the printer, or to a projection device. Networking is accomplished by using
category 5 unshielded twisted pair cabling.
Conduit and raceway is the preferred method of
installation. It is also possible to establish a
40
wireless networking system. Each system,

wireless or cable, has its advantages and disadvantages.
requires a climate-controlled environment 24hours a day, 365 days a year. Without a constant environment, technology equipment can be
adversely affected.
Network servers, hubs, switches, and other

communications equipment should be isolated
in a climate-controlled, restricted area where
possible.
Furniture
The furniture used in a technology laboratory
must meet ergonomic standards. This includes
desks with an adjustable-height keyboards and
adjustable chairs. Each computer workstation
should be a minimum of 30 inches deep and 42
inches wide, allowing room for the monitor,
keyboard, texts, notebooks, and additional materials. Texas Safety Standards recommends 15
square feet per computer station, 12 square feet
per monitor/VCR/video disc player, and 20
square feet per physically impaired student station.
Lighting
Lighting in a technology laboratory is a major
consideration. Fixtures should be recessed to
reduce glare. The lights should be equipped
with an adjustable intensity switch. Zone control is also necessary. This will allow the instructor to produce variable light intensity
throughout the room as needed. A room without
windows is preferred. If windows are part of the
design, light from the outside should be blocked.
For students requiring special space, width, and

height requirements, workstations should be
planned with flexibility. Some systems, such as
those used to edit video, may require a double
monitor system. This would require a larger
work area. Additional tables should be available as work areas. These areas should be free
of all technology equipment.
Climate Control
Technology equipment and software is sensitive
to heat and humidity. Also, computers and
other hardware will generate additional heat.
Thus, the technology laboratory should be
equipped with climate controls. Independent
temperature controls should be installed for each
room containing computers and other heatgenerating equipment. If the air conditioning
system does not reduce humidity levels adequately, a de-humidifier may be necessary to
provide the proper environment.
Media
A variety of media equipment should be available, including but are not limited to
A computer,
A television,
A VCR player/recorder,
A DVD player,
A data projector,
Digital cameras (still and motion),
A projection screen (seamless construction
and 1.3 x height for most applications), and
Marker boards (dry erase with nonglare
matte finish).
Special considerations apply where the technology laboratory is incorporated into the regular
classroom setting. In most of these situations,
the classroom setting is adjacent to or nearby the
mechanized agricultural laboratory. This type of
laboratory will generate fumes, smoke, and dust.
These products are harmful to technology
equipment. The air supply serving the mechanized agricultural laboratory should be segregated from the room containing the technology
equipment and software.
Each piece of equipment should be cataloged

and the serial number should berrecorded.
Still another consideration is climate control

during holidays and summer. This equipment
41
It is not intended to suggest that this is an idea

classroom layout.
TECHNOLOGY LABORATORY
A technology laboratory should allow 36 square
feet per student at the secondary level, which
will equal 900 square feet for a maximum class
enrollment of 24 students. All construction
should be in accordance with local and state
building codes and meet all ADA requirements.
The photographs at the end of this section represent facilities currently in use by the school districts identified in the caption of each picture. If
any of these scenes interest the planning committee or architect, please contact the school for
details. If you cannot locate the school, contact
Instructional Materials Service and we will be
glad to provide assistance.
INCORPORATED TECHNOLOGY
LABORATORY
An incorporated technology laboratory is one
that is included in a regular classroom setting.
In this setting, an estimated 15 square feet per
computer station, 12 square feet per monitor/VCR/video disc player, and 20 square feet
per physically impaired student station should
be added to the classroom space requirements.
When adding a technology laboratory to an existing classroom, the total space requirements of
that classroom should not be reduced.
REFERENCES
Several publications are available for additional
information to use in the preplanning stage. In
addition to these hardcopy references, resource
personnel with existing technology labs and
computer specialists are valuable resources.
ILLUSTRATIONS
Following this section are photographs that represent selected technology laboratory concerns
FLOOR DIAGRAM AND

ILLUSTRATIONS
Attached to this section is a floor diagram of a
technology laboratory. It is provided only as an
example of how a laboratory may be configured.
References
Texas Safety Standards: Kindergarten through Grade 12. Austin, TX: Charles A. Dana Center, Texas
Education Agency, 2000.
Hubbard, George U., Larry W. Lucas, Kathleen M. Holmes, and Paul Hons. Designing the Technology
Infrastructure for Schools. 2nd ed. The Texas Center for Educational Technology. n.d.
CIT Services, Cornell University. (2001). [Online]. Available:
http://www.cit.cornell.edu/computer/instruct/classtech/ [2001, June 6]
Remis, Peggy and Carl Hoagland. Telecommunications Applications Handbook for Teachers Grades K12. St. Louis, MO. 1997.
Frech, Marshall. The Basics of Telecommunications Networks for Schools: A Guide for the Nontechnical Reader. St. Louis, MO. 1997.
Technology Advisory Committee
Tim Knezek, Curriculum Specialist, Instructional Materials Service, College Station, TX
Ronel Roberts, Career and Technology Specialist, Region III Service Center, Victoria, TX
Tom Heffernan, Retired Agriscience Teacher, Poteet, TX
Lisa Pieper, AST Teacher, A&M Consolidated HS, College Station, TX
Tom Maynard, Executive Director, Texas FFA Association, Austin, TX
42
Figure 6. Sample technology classroom floor plan.
43
44
Figure 7. Agricultural Science and Technology Department, Orange Grove High School, Orange Grove, Texas.
45
46
Leadership and Technology Photographs
9006G1: Technology classroom that incorporates both computer

stations and work tables.
9006G2: Technology classroom that utilizes only computer stations.
9006G3: Technology classroom utilizing only computer stations in a

varying pattern.
9006G4: Printer station should be set up and accessible to all

students.
47
48
MECHANIZED AGRICULTURE
Preferred:
25 students
15 students
INTRODUCTION
National Electric Code (NEC) Specifications, and

Occupational Safety and Health Act
(OSHA) requirements.
Planners should also reference such authorities
as the Southern Building Code (SBC) or other
locally adopted building codes. It should be
noted that these building codes outline minimum, not optimum, standards. Minimum
standards should never be interpreted to represent optimum standards.
The mechanized agriculture system is composed

of five major focus areas: construction and
maintenance, power and machinery, electrification, structures, and soil and water management.
The recommendations presented in this document represent the needs for the total instructional program as well as technical semester
courses and school-directed laboratory courses.
The maximum number of students enrolled in a
mechanized agriculture course should not exceed the number of students that can be offered
safe and effective instruction. The advisory
committee suggests a recommended maximum
class size of 25 students, with a preferred enrollment of 15 students for any mechanized agriculture course. Texas Administrative Code
61.103 defines the maximum number of students that can be offered safe and effective instruction in a high school classroom as 25.
The recommended starting point is to design the

mechanized agriculture laboratories to meet the
instructional requirements for Agricultural Science 221 Introduction to Agricultural Mechanics and build from there based on a variety
of additional considerations. These considerations include but are not limited
Long-range growth needs of the mechanized

agricultural technology program should be considered when planning facilities. In addition,
other departmental systems may require space
for particular program needs. It becomes the
responsibility of the agricultural science teacher
to be aware of program needs and convey that
information to the responsible party.
Curriculum design (pathways offered),

Flexibility,
Basic Floor Plan,
Safety Components,
Future Expansion,
Complementary Skills, and
Total Instructional Components.
FLEXIBILITY
Facilities must comply with all minimum state,

county, local, and municipal codes. All architectural drawings and construction practices
must meet or exceed all applicable building
codes.
These codes and compliance requirements may
include
Americans with Disabilities Act (ADA) requirements,
(NFPA) Codes,
The design of the entire agricultural science facility should respond to change. Without
change, the program can become unresponsive
to the students and they will lose interest. These
changes require the facility to be adaptable and
flexible. Flexibility of design allows for
changes in curriculum design to be introduced
without loss of instructional space.
BASIC FLOOR PLAN
This section includes a table of recommendations for minimum space allocation in mecha49
nized agriculture laboratories based on the number of teachers in the agricultural science program and course offerings in the agricultural
science curriculum. A laboratory should meet
certain minimum space standards for group instructional areas or project assembly areas. This
does not include the operating space requirements for equipment or space for other parts of
the facility such as restroom, office, and storage
areas.
more details. Table 4 provides recommendations for special features included in a laboratory facility. The amount of space needed for
each piece of power equipment in the agricultural science facility is provided in Table 5.
Since the shape and interior arrangement of a
building affects building utilization patterns and
available space, the school official responsible
for facilities planning should become familiar
with the space needs for each area and piece of
equipment. The facilities planner should consider several building shapes and interior arrangements before selecting a plan. Many experienced agricultural science teachers report that
supervising students and arranging equipment is
much easier in a rectangular laboratory. A
width of 40 feet or more, and a width-to-length
ratio of 1:1 is recommended for the agricultural science facility.
SPACE ALLOCATIONS
The information in the following tables is given
to show the space allocation for specific areas
within the agriscience facility. Table 3 provides
recommendations for space needs for storage,
office, restroom, and other areas. These are recommendations for a one-teacher department.
Additional space will be needed for multiple
teacher departments. See pages 4 and 5 for
Table 3. Summary of Required Storage, Office, Restroom, and Support Areas.

Classroom Storage Space
150 square feet
Office
Single teacher 120 square feet

Each additional teacher 80 square feet
Tool Room for Laboratory
200 square feet
Lab Supplies and Shop Materials

Storage
300 square feet*
Restroom, Boys and Girls (each)

Shower Room
100 square feet**

20 square feet**
Locker/Dressing Area
175 square feet**

(exposed area for ease in monitoring)
Lumber/Metal Storage Racks
100 square feet
Approved Paint Facility
350 square feet
TOTAL
1,695 square feet
*
**
It is recommended that each facility have externally vented, approved cabinets

or store rooms for the storage of combustible materials
These may be combined.
50
Table 4. Special Features Recommended for Inclusion in the Laboratory Facility.

Emergency eyewash and drench shower
(minimum)
16 square feet
Student wash-up area (in laboratory)
50 square feet
Hazardous materials/waste storage
50 square feet
Facilities shall meet the requirements of Individuals with Disabilities Education Act.
For physically impaired students, 20 square feet per student station should be allocated.
8. Mark safety zones in the shop. The machines and equipment should be located in a
manner that will require a person to cross a
yellow line to get to a machine. A person
should be able to enter and exit the laboratory at any door without crossing a
yellow line. There should be aisles between
separate safety zones for foot traffic and
movement of materials. Refer to IMS
Catalog #4624, Safety Color Coding for the
Shop for information regarding safety zones
and color coding.
DETERMINING THE SIZE AND LAYOUT

OF THE LABORATORY
State and local program needs and objectives
should be used to determine the size of the laboratory and the machines to be placed in the facility. Planning should also allow for future additions of machines and equipment.
The following are suggested steps for planning
the equipment layout in the shop.
1. Determine specific laboratory areas (this includes wood, metal fabrication, small engines, electricity, plumbing, construction
and assembly).
2. Choose equipment based on safety, convenience, flow pattern for materials, and access
to assembly areas.
3. Determine free area (safety zone) needed for
each piece of equipment.
4. Determine which machines to be located
along the walls (these include radial arm
saw, cut-off saw, drill presses, grinders, and
arc welders).
5. Locate machines along walls and provide
safety zones.
6. Locate machines in open areas, and use
power islands to provide the most efficient
use of available floor space.
7. Provide assembly areas for project layout
and construction and for placement of woodand metal-working tables as needed (assembly areas inside shop should be 750 to 1500
square feet).
In determining the safe floor space requirements

or safety zones needed for machines and equipment, a designer should consider
Use of the machine,

The dimensions of materials that will be
handled,
The flow of material through the machine,
and
The safety space needed for the operator.
COMPLIMENTARY SKILLS
Facilities planned for use in one instructional
system can be easily incorporated into other
systems. Facility requirements for various systems can complement each other. For example,
a school may plan to include course offerings in
the horticulture system in its curriculum. A
horticulture program does not require a mechanized agriculture laboratory as part of the prerequisite facilities. However, horticulture does
require some knowledge of skills that include
electricity, plumbing, and small engine mainte51
nance and repair. Access to a mechanized agriculture laboratory will be useful in the horticulture program. The facilities planning process
should take into account complementary skills
found in the various systems. A mechanized
agriculture laboratory should be adaptable and
accessible to a range of courses in other systems
of the agricultural science curriculum.
The table saw is used to rip lumber up to 16 feet

long, and to cut 4x 8 sheets of plywood. Free
areas of 16 feet before and behind the saw, 8
feet to the left of the blade, and 4 feet to the
right of the blade indicate that a safety zone of
420 square feet is necessary (12x 35 = 420
square feet).
The radial-arm saw is used primarily to crosscut
lumber up to 16 feet long and may be used to rip
lumber. Free areas of 16 feet on the right side of
the blade, 10 feet on the left side of the blade,
and 4 feet in front of the saw for the operator
indicates that a safety zone of 182 square feet is
necessary (7x 26 = 182 square feet).
METHOD OF DETERMINING SAFE

FLOOR SPACE FOR MACHINES AND
EQUIPMENT
In addition to student space, each piece of
equipment also has a safe floor space designated
area based on the dimensions of the equipment
and its typical use.
Table 5: Recommended Safe Floor Space Needs for Selected Equipment

Free Space Dimensions
in feet
7x 32
Free Space Area

in square feet
224
Air compressor
5x 5
25
Arc welder
5x 7
35
Band saw, metal cutting
10x 34
340
Band saw, vertical
8x 12
96
Computer station
3x 5
15
13x 22
286
8x 9
72
11x 16
176
Monitor/VCR/videodisc player
3x 4
12
Oxyacetylene rig & cutting table
8x 24
192
Pipe bender
15x 25
370
7x 6
182
Sander, combination
10x 12
120
Table saw
12x 35
420
Woodworking table
12x 13
156
Equipment
Abrasive/cold cut-off saw
Drill press
Grinder, pedestal or bench
Metalworking table
Radial arm saw
52
This list may be modified or adapted, based

on various pieces of equipment. For example, a district will need to plan for safe floor
space needs when purchasing an ironworker, bender, or other large piece of
equipment.
When planning floor layout for large power

tools, allow for dead floor space behind
tools (i.e., drill press, radial arm saw, and
grinders). To optimize safe floor space, it
is often wise to position these types of
equipment against walls or columns.
53
54
55
56
SAFETY PRECAUTIONS FOR THE

AGRICULTURAL SCIENCE
LABORATORY
Safety concerns must be considered to fully plan

for a facility that does not jeopardize the safety
of students, teachers, or visitors. The safety of
students in the laboratory is not just a matter of
supervision. The facility must provide the features necessary to provide a safe learning environment and allow for action to be taken when
problems arise. Specific safety issues will receive more detailed discussion later in this section.
The Texas Department of Health, Austin, TX,

has developed safety standards for most occupations. Questions pertaining to laboratory
safety should be directed to this department (the
TDH web site is listed at the end of this section). Agricultural science facilities should be
designed and managed with safety as a principal
consideration. Several recommendations for
improving safety in agricultural science facility
are discussed in this section.
The student/teacher ratio is a major concern that

affects facility size. It is important to remember
that larger class enrollments require more space
in the laboratory. However, larger classes tend
to reduce the opportunity for the instructor to
provide safe and effective instruction and supervision to all students. The inability to properly
supervise students threatens the safe and effective learning environment by increasing the possibility of student injury. Programs with special-needs students and substandard facilities
should work to further decrease student ratios.
Mechanized agriculture professionals in industry, secondary education, and higher education
agree that the preferred student/teacher ratio
does not exceed 15:1. Realizing, however, the
conflicts that can occur in scheduling, some
schools will opt for a higher ratio. The maximum student/teacher ratio recommended by the
group is 25:1. This number is contingent on
SAFETY CONSIDERATIONS
Texas Education Code, Title 19, Chapter 247.
The Code of Ethics and Standard Practices for
Texas Educators. Among other things, this legislation requires teachers to
Comply with all written local board policies,

state regulations, and applicable state and
federal laws; and,
Make all reasonable efforts to protect students from conditions that are detrimental to
learning, physical health, mental health, or
safety.
57
adequate space, available equipment, special

needs of students enrolled, and the course of instruction. Schools can face serious liability issues when exceeding this recommendation.
This legislation states that teachers may

remove a student from the classroom or
laboratory setting and send that student
to the principals office for disruptive behavior in order to maintain effective discipline and a safe learning environment.
The mechanized agriculture curriculum is designed to provide instruction to the students regarding safe practices in the laboratory and with
equipment and supplies. The laboratory should
contain equipment and supplies that will allow
students to learn safely. There should be emergency response lighting and alarms in the classroom and laboratory areas. The facility should
be equipped with manually operated pull-type
activators that will generate an immediate emergency warning. These devices may be used for
any panic situations (i.e., fire, police, and violence). These signal devices should contain
both lights and audible warnings. Evacuation
route signs should be posted in each interior
room with routes marked and clearly visible
when the emergency lighting is active. Panic
hardware should be on all personnel doors.
These activators should be clearly marked and
have unrestricted access. All exterior doors
should be mounted to swing to the outside. This
allows for ease of evacuation in case of emergency.
Personal Protective Equipment (PPE)

PPE describes numerous devices, which may be
worn as a last resort to protect against hazards.
These products include gloves, hardhats, hearing
protection, respirators, clothing, shoes, and
eye/face protection. Each task within the learning environment should be analyzed to determine the possible hazards. In each instance, the
hazard should be eliminated. PPE should be
used only as a last resort and only if it can provide adequate protection. Every laboratory
should maintain an array of personal protective
equipment (PPE) for each student.
Texas Education Code, Title 19, Chapter 38,
Section 38.005 states each teacher and student
must wear industrial-quality eye protective devices (safety glasses or goggles) in appropriate
situations as determined by school district policy. Local districts must adopt rules defining
when eye protection should be worn and the
type required for specific conditions.
Beyond these considerations, safety factors that

must be a part of every laboratory include
Easily accessible first aid kit,
Safety signs & posters prominently displayed,
Easily accessible eye wash area, emergency
shower, and suitable floor drain,
Easily accessible fire extinguishers/ suppressant systems,
Easily accessible shunt-type emergency disconnect and,
Smoke, heat, and carbon monoxide detectors, installed and operational.
Texas Administrative Code, Title 25, Part I,

Chapter 295, SUBCHAPTER F. Standards for
Face and Eye Protection in Public Schools. The
provisions of this chapter apply to all teachers
and students in Texas public schools that participate in certain vocational, industrial arts, and
chemical-physical courses or laboratories where
potentially hazardous operations exist.
Legislation stipulates:
Local school boards and administrators furnish eye protection suitable for the type of
activity;
Eye protection be worn when there is a reasonable probability of bodily injury;
Eye protection be kept clean and in good
repair; and,
Texas Education Code, Title 19, Chapter 37.

Discipline: Law and Order
58
Design considerations should locate equipment

based on potential noise levels. Good planning
will place noisy and/or dirty laboratory areas
away from the classroom(s). For example, stationary abrasive saws and air compressors
should be located away from the classroom.
The noise associated with such equipment can
detract from classroom instruction. Planning
should also include the placement of welding
areas. Chipping and grinding activities and associated noise levels can also detract students in
adjoining classrooms.
Teachers and students who wear corrective

lenses must be provided goggles that can be
worn over corrective spectacles without
disturbing the adjustment of the spectacles.
Special eye and face protection should be provided when machines or operations present potential eye or face injury, such as flying material,
splashed chemicals, and hot products. Eye and
face protective equipment should meet the requirements of the American National Standards
Institute (ANSI) Practice for Occupational and
Educational Eye and Face Protection, Z87.1.
One source for this document is Global Engineering Documents. The GED web site is listed
at the end of this section. Safety glasses and
goggles must be stored in germicidal cabinets or
disinfected regularly.
Flammable and Combustible Liquids

Mechanized agriculture laboratories use a variety of chemicals that include oil, solvents, paint,
pesticides, and fuels. Many of these materials
are flammable and require the use of a fireproof
storage facility. Where possible, this facility
should be separate from any source of fire or
flame. It should also be ventilated, or in a wellventilated area.
Students may be expected to provide their own

protective, natural-fiber clothing such as overalls, coveralls, and denim jeans and shirts.
Schools may choose to provide shop coats and
aprons.
Only approved containers and portable tanks

should be used for storage and handling of
flammable and combustible liquids. Flammable
liquids should be transported and dispensed using a metal container with a self-closing lid, or
safety can. Flammable liquids should always
be kept in closed containers when not actually in
use.
Comfort
When considering safety issues, comfort should
also figure into the facilities planning process.
Students in uncomfortable learning situations
tend to get careless, which can lead to injury.
Improving the ergonomic aspects of the laboratory area can effectively reduce stress and decrease the opportunity for injury.
In providing a safe, comfortable learning laboratory environment for students, some considerations include:
Restrooms and locker/dressing areas;
Community wash areas;
OSHA compliant guarding on all equipment;
Noise/sound reduction control;
Commercial/industrial quality tools and
equipment, and
Commercial/industrial quality building and
building paraphernalia.
A maximum of 25 gallons of flammable or

combustible liquids should be stored in a room
that does not meet National Fire Protection Association (NFPA) specifications for an approved
storage cabinet. No more than 60 gallons of
flammable or 120 gallons of combustible liquids
should be stored in any one NFPA approved
storage cabinet. No more than three NFPA approved storage cabinets may be located in a single storage area.
59
2. All containers must be clearly and accurately

labeled with regards to the contents and hazard.
3. An education and training program must be
established along a written program.
4. Employers must post written notices informing the employee of their rights under
the Hazard Communications Act.
Inside storage rooms should be constructed to

meet the required fire-resistive rating for their
use. Where an automatic extinguishing system
is provided, it should be designed and installed
in an approved manner. Materials that react
with water and create a fire hazard should not be
stored in the same room with flammable or
combustible liquids. Electrical wiring and
equipment located in inside storage rooms
should be NFPA-approved for Class 1, Hazardous Locations. Every inside storage room
should be provided with either a gravity or a
mechanical exhausting system. In every inside
room, one clear aisle at least three feet wide
should be maintained.
In addition to plain language labeling, the

NFPA has established the following labeling
system for communicating hazards.
Conspicuous and legible signs prohibiting

smoking should be posted in service and refueling areas.
Further safety information regarding flammable
and combustible materials may be found in
OSHA regulations, subpart 1926.155. The
web site for the Occupational Safety and Health
Administration is found at the end of this section.
Hazard Communication (HAZCOM)
This paragraph references the Texas Administrative Code, Title 25, Part I, Chapter 502, Hazard Communication Act.
Copyright 1996, National Fire Protection Association, Quincy, MA 02269. This warning is intended to be interpreted and applied only by the
properly trained individuals to identify fire, health,
and reactivity hazards of chemicals. The user is referred to certain limited number of chemicals with
recommended classifications in NFPA 49 and NFPA
325 that would be used as a guideline only.
Whether the chemicals are classified by NFPA or
not, anyone using the 704 system to classify chemicals does so at their own risk.
The requirements of HAZCOM are designed to

inform both school personnel and students about
the hazards associated with chemicals and other
products that may be hazardous if misused.
This law is directed toward school personnel,
yet item one (1) below is also required for students. It is recommended that the first three (3)
sections be extended to students.
The four (4) main sections are:
Gases, Vapors, Fumes, Dusts, and Mists
1. Material Safety Data Sheets (MSDS) must

be current and readily available within the
facility, for each hazardous product to which
the individual may be exposed.
Exposure to toxic gases, vapors, fumes, dusts,

and mists at a concentration above those specified in the Threshold Limit Values of Airborne
Contaminants of the American Council of
60
Government Industrial Hygienists (ACGIH),

should be avoided.
Illumination
Construction areas, ramps, runways, corridors,
offices, laboratories, and storage areas should be
lighted adequately (Table 6).
Administrative or engineering controls must be

implemented whenever feasible to comply with
Threshold Limit Values (TLV).
Table 6: Recommended levels of illumination

Foot-candles
Area or Operation
30
Storage and restroom
70100
Classroom and office
5075
General laboratory
100
Bench work
When engineering and administrative controls

are not feasible to achieve full compliance, protective equipment or other protective measures
should be used to keep the exposure of persons
to air contaminants within the limits prescribed.
Any equipment and technical measures used for
this purpose must first be approved for each
particular use by a competent industrial hygienist or other technically qualified person.
Facility planners may refer to either ANSI/IES

standard #RP7-91 (industrial lighting) or
ANSI/IES standard #RP3-88 (educational facilities lighting) for further information. These
standards may be purchased from Global Engineering Documents.
Fire Protection
Information regarding fire protection may be
found in OSHA standards, subpart 1926.155.
NFPA regulations also apply.
Medical Services and First Aid

The school should ensure the availability of
medical personnel for advice and consultation
on matters of occupational health.
Portable fire extinguishers suitable to the conditions and hazards involved should be provided
and maintained in an effective operating condition. (1999 Standard Fire Prevention Code,
608.3.4, Standard Fire Prevention Code
2904.2.7)
First aid supplies should be readily available and

appropriate for the most likely injuries. The basic inventory of first aid supplies, as recommended by ANSI Standard Z308.1 Minimum
Requirements for Workplace First Aid Kits,
consist of
Portable fire extinguishers should be given

maintenance service at least once a year with a
durable tag securely attached to show the maintenance or recharge date.
In storage areas, clearance between sprinkler

system detectors and the top of storage areas
varies with the type of storage. For combustible
materials stored over 15 feet but not more than
21 feet high in solid piles, or over 12 feet but
not more than 21 feet high in piles that contain
horizontal channels, the minimum clearance
should be 36 inches. The minimum clearance
for smaller piles or for noncombustible materials should be 18 inches between the sprinkler
system and the top of the stored materials.
Absorbent compress - 1
Adhesive bandage - 16
Adhesive tape - 1 & 2
Antiseptic swab - 10
Burn treatment - 6
Gloves, pair - 2
Sterile pads - 4
Triangular bandage - 1
Additional contents may include:
61
Antiseptic towelettes - 4
Bandage compresses 2 - 4
erators should use appropriate personal protective equipment (PPE).
Cold pack - 2
Eye covering - 1
Eye wash - 2
Eye wash & covering - 2
Roller bandage, 4 - 1
Roller bandage, 2 - 2
Abrasive Grinding
All abrasive wheel bench and pedestal grinders
should be provided with safety guards that cover
the spindle ends, nut and flange. The safety
guards should be strong enough to withstand the
effects of a bursting wheel.
To insure that appropriate quantities adequate

items are selected a physician should be consulted.
An adjustable work rest plate of rigid construction should be used on pedestal and bench
grinders and with fixed base, offhand grinding
machines. The work rest plate should be kept
adjusted to a maximum clearance of 1/8 inch
between rest and wheel.
A safety eye wash and deluge shower should be

part of the first aid/safety area. The eye protection germicidal cabinet can also be located here,
as well as other types of personal protective
equipment.
All abrasive wheels should be closely inspected

before and during mounting to ensure they are
free from defects. Performing a ring test after
installation will ensure that they are free from
defects. See ring test under 29 Code of Federal Regulations (CFR) 1910.215.
The laboratory should maintain a Right to Know

center. This is a Hazard Communications area
that should include a file of material safety data
sheets (MSDS) for all chemicals in the classroom, laboratory, or office. This safety center
should have a supply of container labels that
meet NFPA guidelines. Where toxic fumes may
occur, facility planners should follow OSHA,
TNRCC, and EPA regulations for the management of these fumes.
Cylinders and Compressed Gases Used in the

Mechanized Agricultural laboratory
The mechanized agriculture laboratory commonly used a variety of compressed gasses during the course of instruction. Gasses most likely
to be present in a laboratory facility are:
Oxygen;
Acetylene;
Propane (LPG);
Argon;
Carbon dioxide
Nitrogen; and,
Branded fuel gasses.
Use of Compressed Air

The air compressor and associated piping for the
facility should be sized to provide maximum
anticipated compressed-air demand.
Each outlet for compressed air service should be
provided with pressure regulators and a condensation removal device. Condensation removal
can be accomplished by placing cutoff valves
above and below each compressed air outlet.
Outlets designed for use with pneumatic tools
(i.e., air drills, air grinders) should be equipped
with automatic oilers.
Most of these gasses are flammable, and all are

under high pressure. Requirements for the safe
storage of these gasses can be found in the latest
editions of the Standard Fire Prevention Code
and National Fire Protection Association publications. Another useful reference is the latest
edition of the Standard Building Code. The
American Welding Society offers a publication
Compressed air used for cleaning should not

exceed 30-lb. psi at point of use. Applications
for use of compressed air should be equipped
with effective chip guarding measures, and op62
Wrenches should not be used when the jaws are

sprung to the point that slippage occurs. Impact
tools should be kept free of mushroomed heads.
The wooden handles of tools should be kept free
of splinters or cracks and should be kept tight on
the tool.
entitled Safety in Welding, Cutting, and Allied

Processes that should be referenced in planning
a mechanized agriculture laboratory. Contact
information for these organizations is found at
the end of this section.
Compressed gas cylinders should be kept
away from excessive heat, should not be
stored where they might be damaged or
knocked over by passing or falling objects,
and should be stored at least 20 feet away
from highly combustible materials. Cylinders should be properly secured with a nonflammable device (e.g., chain) when in use
and secured with a nonflammable device
when in storage.
Liquefied Petroleum Gas

Each system should have containers, valves,
connectors, manifold valve assemblies, and
regulators of an approved type. All cylinders
should meet DOT specifications. Every container and vaporizer should be provided with
one or more approved safety relief valves or devices. Portable heaters should be equipped with
an approved automatic shut-off device to stop
the flow of gas in the event of flame failure.
Storage locations should have at least one 20pound A:B:C rated fire extinguisher within 10
feet of the fuel gas storage area.
Cylinders designed to accept a valve protection

cap should have the cap properly attached except when the cylinder is in use or is connected
for use. Some cylinders use a shielded valve
area for protection.
When installed outside, containers should be

upright upon firm foundations or otherwise
firmly secured. Operational requirements
sometimes make portable use of containers necessary. If location outside of buildings or
structures is impractical, then use of containers
and equipment inside of buildings or structures
should be permitted. This should be in accordance with the Safety and Health Standards.
Storage of LP gas within buildings is prohibited.
Acetylene cylinders should only be stored and

used in a vertical valve-end-up position. These
cylinders contain a liquid, which can escape into
the regulator and hose if the valve is opened
while the tank is lying flat or at an angle.
Oxygen cylinders in storage should be separated
from fuel-gas cylinders or combustible materials
(especially oil or grease) by a minimum distance
of 20 feet or by a noncombustible barrier at least
five feet high having a fire-resistance rating of at
least hour.
WELDING
General Considerations
Drill Press
The school should thoroughly instruct students

in the safe uses of fuel gas in welding and cutting operations. It is recommended that used
drums, fuel tanks, or other contaminated containers not be cut or welded. Closed containers
that have held combustible or toxic materials
should not be welded or cut until they have been
properly cleaned and marked as safe.
The V-belt drive of all machines and equipment,

including the usual front and rear pulleys,
should be guarded to protect the operator from
contact.
Hand Tools
Schools should not issue or permit the use of
unsafe hand tools. Electric power tools should
either be approved double insulated or be properly grounded with a GCFI device.
Schools should instruct students in the safe

means of arc welding and cutting operations.
Proper precautions (i.e., isolating welding and
63
cutting operations, removing fire hazards from

the vicinity, and providing a fire watch) for fire
prevention should be taken in areas where
welding or other hot work is being done. Refer to OSHA Standard 1926.353, Ventilation
and Protection in Welding , Cutting, and Heating.
Facilities designed with four or more oxy-fuel

welding/cutting stations should consider a manifold system. Manifold systems are safer and
more economical in this type of situation.
Fewer cylinders are leased for these systems and
cylinders are secured in one location. For specific regulations regarding manifold systems,
refer to ANSI/NFPA 51. This document may be
secured from Global Engineering Documents
(Web site located at the end of this section).
No welding, cutting, or heating should be done

where the application of flammable paints or the
presence of other flammable compounds or
heavy dust concentrations creates a fire hazard.
General welding, cutting, and heating operations

(not involving conditions and materials described in Safety and Health Standards) may
normally be done without mechanical ventilation or respiratory protective equipment. Where
an unsafe accumulation of contaminants exists,
suitable mechanical ventilation or respiratory
protective equipment shall be provided. Unsafe
conditions result from unusual physical or atmospheric conditions. Air movement of at least
1,000 CFM at the point of operation is recommended.
Electric Arc Welding Considerations

Noncombustible or flameproof shields should
shield all arc welding and cutting operations.
This will protect all persons from direct ultraviolet rays from the arc welder. Electrode holders left unattended should have the electrodes
removed. The electrode holder should be placed
or protected to prevent the opportunity of electrical contact with a person or conductive object.
All arc welder cables should be completely insulated and free from repair or splices. Defective cables should be replaced. The cable
should also be insulated at the point of attachment to the welding machine.

welding applications, refer to ANSI/AWS Standard F3.1-89, Guide for Welding Fume Control.
This document is available from Global Engineering Documents.
Fuel Gas Welding
Students often perform various types of welding, cutting, or heating activities in the laboratory. They should be protected by suitable eye
protective equipment. The Safety and Health
Standards provide the requirements for this type
of protection.
The fuel gas hose and oxygen hose should be

easily distinguishable from each other. The
contrast may be made by different colors or by
surface characteristics readily distinguishable by
sense of touch. Fuel gas hoses should be colored red for acetylene or propane. The oxygen
hose should be colored green. Acetylene hoses
have Type R printed on the hose and propane
fuel gas hoses should read Type T. Acetylene
hose fittings have left hand threads and grooves
on the shoulders of the fittings. Oxygen hose
fittings have right-hand threads and the fittings
have smooth shoulders. Oxygen and fuel gas
hoses should not be interchangeable.
Oxy-fuel heating and cutting equipment must be

supplied with flashback protection, as per the
following requirement:
An approved, listed flame arrester check valve shall
be installed in every fuel gas hose not more than 6
inches (152 mm) downstream from the point of connection to a cylinder or other fuel supply, preferably
at the regulator. Any such flame arrester shall be
approved for the specific fuel gas used. (1999
Standard Fire Protection Code 2903.3.8)
64
base plate or shoe. The upper guard should

cover the saw to the depth of the teeth, except
for the minimum arc required to permit the base
to be tilted for bevel cuts. The lower guard
should cover the saw to the depth of the teeth,
except for the minimum arc required to allow
proper retraction and contact with the work.
When the tool is withdrawn from the work, the
lower guard should automatically and instantly
return to the covering position.
HAND TOOLS
Schools should not issue or permit the use of
unsafe hand tools.
Wrenches should not be used when the jaws are
sprung to the point that slippage occurs. Impact
tools should be kept free of mushroomed heads.
The wooden handles of tools should be kept free
of splinters or cracks and should be kept tight in
the tool.
Woodworking Machinery
Electric power tools should either be approved

double insulated or be properly grounded with a
ground fault circuit interrupter (GFCI) device.
All woodworking machinery such as table saws,

swing saws, radial saws, band saws, jointers,
tenoning machines, boring and mortising machinery, shapers, planers, lathes, sanders, veneer
cutters, and miscellaneous woodworking machinery should be effectively guarded to protect
the operator and other persons from hazards inherent to their operation.
WOODWORKING EQUIPMENT
Saw, Radial
Radial saws should be constructed so that the
upper hood completely encloses the upper portion of the blade down to a point that will include the end of the saw arbor. The upper hood
should be constructed in such a manner and of
such materials that it will protect the operator
from flying debris (i.e., splinters and broken saw
teeth) and will deflect sawdust away from the
operator.
A power control device should be provided on

each machine to make it possible for the operator to cut off the power from each machine,
without leaving his or her position, and the point
of operation.
Start-Stop controls and operation control
should be easily accessible to the operator,
making it unnecessary to reach over the cutter to
operate the equipment. This does not apply to
constant pressure controls used only for setup
purposes.
The sides of the lower exposed portion of the

blade should be guarded. This should cover the
full diameter of the blade. A device that will
automatically adjust itself to the full thickness of
the stock and remain in contact with stock being
cut will give the maximum protection possible
for the operations being performed.
Each operating treadle should be protected

against unexpected or accidental tripping. Nonskid surfaces around power equipment should
be provided for the operator. All materials
stored in tiers should be secured to prevent
sliding, falling, or collapse.
Radial saws used for ripping should have nonkickback fingers or dogs. Stock should always
be fed into the saw against blade rotation. Radial saws should be installed so that the cutting
head will return to the starting position when
released by the operator. All guarding should be
manufacturer approved and should remain in
place during operation.
Aisles and passageways should be kept clear and

in good repair. Aisles for foot traffic should be
at least 36 inches wide. Weeds and grass in outside storage area should be kept under control.
Storage of material should not obstruct exits or
protrude into normal traffic areas. Materials
Saw, Portable Circular

All portable, power-driven circular saws should
be equipped with guards above and below the
65
Commission (TNRCC) regarding exhaust emissions. The Environmental Protection Agency

also has regulations regarding the installation of
paint rooms. The regulations that affect the
construction and operation of this type of facility
are subject to public review and revision periodically, causing printed materials to become
outdated quickly.
should be stored with due regard to their fire

characteristics.
RAILINGS/TOE-BOARDS
Guarding/handrails are recommended anytime
there are two adjacent levels that differ by more
than 10 inches, especially at elevated wall
openings and elevated storage areas [29 CFR
1926.501 (b)(15)].
All spray finishing should be conducted in spray

booths or spray rooms. Spray booths should be
substantially constructed of steel not thinner
than No. 18 U.S. gauge, securely and rigidly
supported, or of concrete or masonry, except
that aluminum or other substantial noncombustible material may be used for intermittent or
low volume spraying. Spray booths should be
designed to sweep air currents toward the exhaust outlet.
A standard railing consists of a top rail, an intermediate rail, and posts and should have a
vertical height of 42 inches from the upper surface of the top rail to the floor, platform, or
similar surface.
Railings should be of such construction that the
complete structure would be capable of withstanding a load of at least 200 pounds in any direction on any point on the top rail.
There should be no open flame or sparkproducing equipment in any spraying areas or

within 20 feet thereof, unless separated by a
full-closure partition.
Railings protecting floor openings, platforms,

scaffolds, and similar areas should be equipped
with toe-boards when possible for a person to
pass beneath the open side or if there is equipment or moving machinery from which falling
material could cause a hazard.
Electrical wiring, motors, and equipment not

subject to deposits of combustible residues but
located in a spraying area should be explosionproof type, UL-approved for Class I, group D
locations or Class I, Division I, Hazardous locations. Electrical wiring, motors, and other
equipment outside of but within 20 feet of any
spraying area and not separated therefrom by
partitions should not produce sparks under normal operating conditions and should otherwise
conform to the provisions for Class I, Division
2, Hazardous Locations. Refer to NEC Article
500 or NFPA Publication 497M for electric
motor applications.
A standard toe-board should be at least four

inches in height and may be of any substantial
material, either solid or open, with openings not
to exceed one inch in greatest dimension.
A useful reference is ANSI Standard A 1264.1
Safety Requirements for Workplace Floor and
Wall Openings, Stairs, and Railing Systems,
available from Global Engineering Documents
(Web site at the end of this section).
SPRAY FINISHING OPERATIONS
All spraying areas should be provided with mechanical ventilation adequate to remove flammable vapors, mists, or powders to a safe location and to confine and control combustible
residues so that life is not endangered.
The laboratory may include an approved paint

facility/booth/room. While a paint room is not
discouraged, this document includes recommendations but does not include specifications.
Planners should contact the appropriate state
and federal regulatory agencies for specific
guidelines. In Texas, planners should contact
the Texas Natural Resource Conservation
Electric motors driving exhaust fans should not

be placed inside flammable materials spray
66
booths or ducts. Belts or pulleys within the

booth or duct should be thoroughly enclosed.
erly made. Repairs should meet or exceed the

insulating and conductivity specifications at the
time of manufacture. Worn or frayed cords
should not be used.
The quality of flammable or combustible liquid

kept in the vicinity of spraying operations
should be the minimum required for operations
and should ordinarily not exceed a supply for
one day. Conspicuous NO SMOKING signs
should be posted at all flammable materials
spraying areas and storage rooms.
The lighting array in the laboratory should produce a higher level of light than in a standard
classroom. Exposed bulbs on temporary lights
should be guarded to prevent accidental contact,
except where bulbs are deeply recessed in the
reflector. Power cords should not be used to
suspend temporary lights unless designed for
this purpose.
Flammable material spraying areas must

meet all applicable state and federal requirements.
The laboratory should also be equipped with an

emergency energy control, a shunt-type emergency disconnect switch often called a panic
button. This emergency tool and machinery
shutdown switch is designed to immediately
disconnect electrical power to predetermined
sites. This master disconnect should cut off the
power to all tool and machinery circuits and all
utility circuits. This will give the teacher easy
access to quickly shut down the equipment
when there is a need to stop power tool operation. Other lower-order panic buttons may be
strategically located throughout the laboratory.
Each emergency shutoff should be clearly labeled. Labeling identifies which motors, appliances, service feeders, or branch circuits the
emergency shutoff affects.
ELECTRICAL
The electrical concerns of an agricultural science laboratory must first address all local
building codes. All electrical works should be
in compliance with the current National Electrical Code (NEC).
The next concern is the location of electrical
panels, which should be accessible and in an
area that is not easily blocked. GFCIs at the circuit breaker should be used as required by the
National Electrical Code. In general, GFCIs
should be used on any circuit which supplies
current to areas where water or moisture may
occur or where an extension cord may supply a
similar environment (i.e., water fountains, restrooms, wash bays, greenhouses, outdoor outlets).
HOUSEKEEPING
During project construction, alteration, or repairs, form and scrap lumber with protruding
nails and all other debris should be kept cleared
from work areas, passageways, and stairs in and
around buildings or other structures.
The nonconductive metal parts of plugconnected or portable equipment should be

grounded. Fixed equipment should be
grounded, and portable tools and appliances
should be protected by an approved system of
double insulation or its equivalent.
Combustible scrap and debris should be removed at frequent intervals. Metal containers
with metal self-closing lids should be used for
temporary storage of flammable waste materials
(i.e., soiled rags with flammable residue).
Extension cords used with portable electric tools

and appliances should be the three-wire type and
double-insulated. This type of extension is usually round, not the flat, 3-conductor type. Flexible cord should be used only in continuous
lengths without splices, except suitable molded
or vulcanized splices may be used where prop-
Containers should be provided for collection

and separation of all refuse. Appropriate covers
should be provided on containers used for
67
flammable or hazardous substances. Some hazardous chemicals may be found in the laboratory
as waste substances. Waste storage facilities
should be separate from storage facilities for
new or unused materials. Storage facilities for
hazardous waste materials should comply with
applicable regulating agencies.
SAFETY COLOR CODE FOR

LABORATORY MACHINERY AND
EQUIPMENT
Color speaks a universal language when properly used as a visual aid to safety. Standard colors for specific purposes help identify safety
equipment and accident hazards. Color, however, is not intended as a substitute for proper
guarding, for elimination of hazardous conditions, or for safe practices.
Waste should be disposed of at frequent intervals. Frequent disposal of hazardous material

wastes should be conducted according to state
and federal regulations.
Too many color identifications constantly in the

field of vision of a worker are both confusing
and fatiguing. Each location should, therefore,
be carefully studied in order to keep the number
of markings at a minimum, thereby providing
even greater emphasis for the marking used. Refer to Table 7 below for Safety Color Applications. This chart is based on the AAVIM publication Safety Color Coding for the Shop(IMS
#4624).
Drip pans should be provided to eliminate oil

spills.
Safety charts should be permanently displayed
as a constant reminder to all concerned.
Table 7: Safety Color Applications

Color
Purpose
Safety Red
Danger and emergency
Stop controls
Safety Orange
Safety Yellow
Warning machine parts which may

cut, crush, shock, or injure. Used to
emphasize such hazards when enclosure doors are open or when gears,
belt or other guards around moving
equipment are open or removed, exposing unguarded hazards
Caution critical parts of machines
68
Examples of Use
Signs white letters on red background
Fire alarms exit signs
Fire emergency equipment
Emergency stop bars
Panic buttons
Machinery on/off switches
Guards on machinery
Locate hazardous parts of machine
Inside covers of shields and switch
boxes
Locate electrical boxes that contain
start-stop buttons and switch levers
Adjusting wheels, levers, and knobs
which the operator uses and controls
that should be checked before turning
on power
Table 7: Safety Color Applications - Continued

Color
Purpose
Safety Red with
Flammable liquids
Safety Yellow band
around container
middle at least its
height with contents
identified thereon
Safety Yellow or
Flammable waste materials
Yellow band around
container middle at
least its height
with contents identified thereon
Safety Yellow with Caution
conspicuous, highvisibility lettering
Flammable-Keep
Fire Away
Safety Yellow with Caution for striking against, stumBlack Stripes or
bling, falling, tripping over
Checkers
Safety Yellow
Outline work areas
Stripes
Safety Blue
Safety Green
Examples of Use
Safety cans or other containers of
flammable liquids or combustible
materials
Safety cans for flammable combustible materials

Waste container for flammable materials
Storage cabinets of flammable materials labeled Flammable Keep Fire

Away
Obstacles such as low beams and extensions that protrude
Work areas around stationary machines

Traffic lanes
Information about and caution against Signs on machines, Out-of-Order
machines or equipment that are out of
order or under repair
Safety and location of first aid and
Location of medical equipment, first
safety equipment
aid kits, eye wash fountains, deluge
showers
Radiation hazard
Radiation from X-ray radiation types,
such as alpha, beta, gamma, neutron,
proton, deuteron, and meson
Traffic control areas or markings for
Barricades directional arrows, work
information purposes
areas
Safety Black and

Safety Yellow
stripes
Safety Black and
Safety White or a
combination of alternating black and
white stripes
Safety Gray or Vista To reduce eye strain both are
Green
pleasing colors
Ivory
To improve visibility
69
Body of machines, tables, work

benches, floors
Vertical edges of machines, tables and
workbenches
Table 7: Safety Color Applications - Continued

Color
Purpose
Aluminum with Or- Waste container for flammable mateange Band the
rials
height of container
identifying contents
Aluminum with
Waste container for nonflammable
Black Band the
materials
height of container
identifying contents
Yellow Band with
Pipe identification
red lettering
(Check this one out)
Blue Band with
Pipe identification
white lettering
Black Band with
Pipe identification
white lettering
Gray Band with
Pipe identification
white lettering
Green Band with
Pipe identification
black lettering
Red Band with
Pipe identification
black lettering
UTILITIES
Planning should provide for standard utilities to
the agricultural science facility. These include
water, gas, sewer, electricity, and communications.
Examples of Use
Waste containers
Waste containers
Natural gas and steam

Compressed air
Vent lines
Water
Oxygen
Acetylene
The compressor is difficult to service,

maintain, or replace when in these types of
locations.
LABORATORY INSTALLATION
Location
Specific needs of machinery and equipment will

play a part in designing some utility aspects of
the facility. When deciding on the placement of
air compressors, consider starting/operating
noise, drainage requirements, and access to an
adequate supply of fresh air. In many older facilities, air compressors were placed above the
classroom or office. This is not an optimum location for several reasons:
The planning and design of the mechanized agriculture laboratory should place the facility adjacent to the agriscience office and classroom.
The agriscience facility should be a part of the
total school structure. It should not be separate
from the school. It should have the type of accessibility that will allow for delivery/shipping
of materials and supplies, animals, and equipment.
Accumulated moisture must drain onto the

roof of the classroom or office.
Starting/operating noise detracts from the
classroom learning environment.
Intake air supply is sometimes inadequate.
Space Needs
The layout should be designed in accordance
with a modern concept of agricultural science.
The replacement of labor with machinery,
equipment, and technology has caused a rapid
increase in the use, as well as the size of, agri70
cultural machinery and equipment and a corresponding increase in the demand for people with
technical mechanical skills.
proved by an engineer, stamped with the engineers seal, and the facility must be erected under the supervision of a licensed engineer.
A laboratory is a necessity if students are to be

trained in technical mechanical skills, and the
increased size of agricultural machinery necessitates more laboratory space than was formerly
needed. A minimum laboratory facility for
mechanized agriculture should contain 2,400
square feet, with approximately 1,000 feet of
free floor space for project assembly, demonstrations, etc.
Since the type of construction affects insurance

rates, school authorities should check with their
insurance agent or the State Department of Insurance, Fire Marshals Office, Austin, TX, before accepting the blueprints and specifications.
The web site for the State Department of Insurance is http://www.tdi.state.tx.us/.
Walls, Ceilings, Roofs
Access to the laboratory is critical. The laboratory should have at least one overhead door,
140x 140 minimum with 160x 160 preferred, and a minimum 140 working height.
The factors of door height and width impact the
utilization of the laboratory and also serve to
determine present and future needs.
Some factors to consider in planning and determining laboratory space requirements are safety,
flow of materials and personnel, equipment to
be included, need for an area to assemble projects, and number of students enrolled. A list of
recommended laboratory equipment and the
space needs for each piece of equipment is given
on pages 38-42 of this document.
In order that the overhead service door may be

at least 140 feet high, the laboratory walls and
ceiling must be at least 18 feet high. If a
16x16 door is utilized, the eave height must be
from 20 to 22 feet to accommodate an overhead
crane or hoist. The hoist or crane should be near
the overhead door.
One feature that will enhance laboratory free

space is the use of portable welding booths.
Permanent booths reduce the amount of usable
space in a laboratory when nonwelding related
activities are taking place. Permanent booths
also limit floor arrangement options. The
Mechanized Agriculture program at Sam Houston State University can provide plans for portable welding booths.
The laboratory should contain acoustic materials

to suppress loud noises or maintain acceptable
sound levels. An acoustical ceiling is desirable.
If the roof structure is exposed, the roof decking
should be acoustical foam board. If a lift is used
over the open work area of the laboratory, the
roof should be designed to carry a 6,000-lb.
hoist load.
Shape
The laboratory should not be less than 40 feet
wide. Buildings 40 feet or wider usually provide more efficient use of floor and wall space.
If there is a possibility of expansion in the future, the ends of the building should not be
blocked by another building or property line.
Supporting columns for the roof are undesirable.

Metal buildings should have the inside area of
the roof insulated to prevent moisture condensation in the laboratory area. The insulation
used should be fire resistant. Walls should be
flameproof. Asbestos or other toxic materials
may not be used.
Type of Construction
The agricultural science installation should conform to the existing architecture of the overall
school plan and be of similar design and construction. All applicable building codes and
State health Department requirements should be
met. Blueprints and specifications must be ap-
Utility and structural components should be installed above light height. This allows for
71
greater freedom of movement in the laboratory

area, and greater ease in moving materials.
maximizing tool storage space when working on

small engines or tractors. A well-maintained
tool and equipment storage area facilitates
maintenance of tools and equipment.
Windows
All windowsills should be at least 72 inches
from the floor to prevent student distraction
from outside the laboratory and to provide ample wall space for equipment arrangement.
Windows located at this height will provide
adequate natural lighting and ventilation.
An effective laboratory instructional program

requires many tools that must be conveniently
and safely stored when not in use. Space is also
needed for the storage of supplies and materials
used in the agricultural science laboratory.
Without storage space, the laboratory quickly
becomes untidy in appearance, inefficient in operation, and possibly dangerous to the learners.
The windowsill should slope downward at a 30o

to 45o angle to help prevent dust and debris from
accumulating and to prevent students from
leaving tools on the sill.
The tool storage room should contain a minimum of 200 square feet of floor space. It may
be necessary to provide cabinets, either wall or
bench mounted, in the laboratory area. Portable
cabinets may also be used to supplement wall
cabinets and to conveniently move special tools
from the tool storage room. A minimum of 100
sq. ft. should be provided for storing lumber and
metal in the laboratory. Ground-level storage is
most desirable, but this may be provided by
overhead or balcony-type storage is acceptable.
If windows are not needed for light and ventilation, they should not be included in the facility
design. This will limit unwanted access and
also addresses additional security concerns such
as vandalism or breaking and entering.
In place of windows, it is recommended to install translucent Lucite panels in either 3-foot
or 4-foot lengths at the tops of the sidewalls.
These panels will effectively increase interior
lighting levels.
Welding-gas cylinders stored inside a building,

except those in actual use or attached ready for
use, shall be limited to a total capacity of 3,000
cu. ft. Compressed gas storage exceeding this
amount shall be in a separate room provided for
by 1999 Standard Fire Prevention Code 2903.5,
or cylinders shall be kept outside or in a separate
building. Buildings, rooms or compartments
designed for cylinder storage must be well
lighted and be without open flame heating or
lighting devices. (1999 Standard Fire Prevention
Code 2903.1)
Internal Storage Facilities

Storage requirements vary within each department. Still, there are considerations that should
be consistent throughout any facility. In the
classroom, shelving, cabinets, and magazine
racks provide storage areas for student supplies,
textbooks, references, and periodicals. These
areas must be functional in size and easily accessible.
Tool storage is a major concern in any laboratory area. Locating the storage area/tool room
centrally provides the accessibility needed for
daily lab activities. A wire mesh front wall provides an open front and maximum visibility.
Overhead or balcony-type storage may be constructed over the tool room, office, restrooms,
and project storage area. This will utilize space
that may not be used otherwise and makes an
ideal storage area for materials and items such
as demonstration boards, which are used only
occasionally. If this type of storage is used, it
should be accessible from the laboratory; stairs
with hand railings should be provided.
All tools, including special application tools,

should have a designated storage space. The
instructor should develop and maintain a tool
checkout procedure. Rollouts are convenient for
72
Power control for the laboratory should be centralized on a master control that can be locked.
This allows the instructor to have full control
over the use of power tools at all times. It is desirable that this control be equipped with a pilot
light. Individual auxiliary switches capable of
being locked should be provided on all major
power tools. Emergency disconnect or panic
buttons should be strategically located
throughout the laboratory, including one by the
office. The master disconnect should disconnect
the power to all tool and machinery circuits and
all convenience circuits. This will allow the instructor immediate access to quickly shut down
power to all equipment when there imminent
need to stop power tool operation. If properly
installed, this type of master disconnect will allow the lighting and emergency circuits to remain operational. Other lower-order panic
buttons may be strategically located throughout
the laboratory. This type of safety feature is expensive, and two panic buttons may prove
satisfactory in most situations. Each disconnecting means for motors, appliances, and each
service feeder or branch circuit at the point
where it originates should be legibly marked to
indicate its purpose unless located and arranged
so the purpose is evident.
Overhead storage areas and storage higher than

six feet above the ground requires fall protection. A movable step unit or platform provides
controlled access to these areas and minimizes
loss of space. All overhead storage areas should
be enclosed with approved toe-boards and railings.
Special considerations should be made for the
safe storage of paints, fuels, and solvents.
Specifications for an approved fire-resistant
cabinet may be found in OSHA regulations,
subchapter 1926.152.
In storage areas, clearance between sprinkler
system detectors and top of storage areas varies
with the type of storage. For combustible materials stored over 15 feet but not more than 21
feet high in solid piles, or over 12 feet but not
more than 21 feet high in piles that contain horizontal channels, the minimum clearance should
be 36 inches. The minimum clearance for
smaller piles or for noncombustible materials
should be 18 inches between the sprinkler system and the top of the stored materials.
Electrical Power Requirements
The service entrance should be adequate for present and future needs. The layout of the laboratory and proposed equipment will determine
the number and size of circuits and outlets.
Control lever switches painted with highvisibility colors will improve laboratory safety.
The standard colors are black for on or
starting and red for off or stopping.
If the laboratory is to be served with singlephase and three-phase power, the three-phase
voltage supplied should be 240 volts. Singlephase power should be available at 120/240
volts or 240/440 volts. Single-phase services of
120/240 volts is not recommended for the agricultural science laboratory. If 120/208-voltage
service is supplied, equipment rated at 208 volts
must be used for satisfactory operation.
Power Outlets
Grounded duplex outlets with GFCI protection
at the circuit breaker, rated at 120 volts/20
amps, should be provided every 10 feet along
the walls, approximately 42 inches above the
floor. It is desirable that power for portable
tools be available at all workbenches and open
work areas. Reel-type drop outlets are recommended on open work areas. No more than four
grounded duplex outlets should be placed on
one circuit. More than 4 outlets per circuit may
cause circuit breakers to trip when using extension cords and power tools.
Single-phase motors of -horsepower or larger

should be operated on 240 volts. Where threephase service is readily available, three-phase
equipment is recommended because of the
lower initial investment.
73
Circuits of 240 volts and 50/60 amps will be

necessary for shielded metal arc welders
(SMAW). These outlets should be 4 5 feet
apart depending upon the type of welding
booths used. A spacing of five feet is recommended for screen-type booths, whereas spacing
of four feet is recommended for bench-type
welding booths. Five to ten arc welders are recommended.
cilities lighting for further information. These

standards may be purchased from Global Engineering Documents.
Doors
At least three entrances must be provided to the
laboratory. One entrance should be a large
service door at least 140x 140. This door
should be located at least 10 feet from the corner
of the building. In an area where large equipment will be brought into the laboratory, a
160x 160 service door is needed. Next to
the service door should be a personnel entrance
door. The third entrance may be from the classroom. If the office joins the laboratory, there
should be an entrance from the office to the
laboratory.
One 240-volt/50-amp and one 120-volt/20-amp

grounded type power outlet should be provided
near the service door and apron to allow for the
use of power tools and an electric welder outside. The receptacles for these outlets should be
weatherproof.
Lighting
Ease of maintenance should be considered when
planning the lighting system. Pilot light
switches should be located at each entrance.
Table 8 contains recommendations for light intensity based on location.
Heating and Cooling

The heating and cooling of the agricultural science classroom and laboratory should be individually controlled.
Ventilation
Table 8:Recommendations for light intensity

Illumination
Location
Level
Storage & restrooms
30 ft-candles
Classroom & office
70100 ft-candles
Laboratory
5075 ft candles
Bench areas
100 ft candles
Artificial ventilation is needed in the laboratory

to remove welding fumes, exhaust gases, wood
dust, and other vapors. An overhead exhaust
system should be provided for the welding area.
See ventilation recommendations on page XX.
Refer to Safety in Welding, Cutting, and Allied
Processes, ANSI Z49.1:1999, available from the
American Welding Society or the American
National Standards Institute, whose web site is
found at the end of this section.
Interior lighting fixtures should be mounted at

the 7 to 10 foot levels. To provide the levels of
light intensity recommended in the table, lamp
spacing should be equal to mounting height.
If general mechanical ventilation is provided, a

minimum exhaust rate of 1,000 CFM per welder
should be provided. When individual exhaust
systems are used, the general ventilation requirement of the laboratory can be reduced.
Strategically placed incandescent lighting can be

useful for security and safety applications. Supplemental rapid-start fixtures may be placed on
fluorescent lighting for efficiency. Heavy-duty
fixtures with mercury vapor or metal halide
lamps are recommended for use in the laboratory.
An individual ventilation system should provide

at least 1,000 CFM per arc welding booth and
200 CFM per oxy-fuel welding station. To prevent the exhaust fumes from moving past the
welders face, it is recommended the inlets for
Facility planners may refer to either ANSI/IES

standard #RP7-91 industrial lighting or
ANSI/IES standard #RP3-88 educational fa74
the exhaust gases be placed at the work level

and not above the operators head. Portable
ventilation units are available from various vendors. Table 9 should provide helpful information when planning local exhaust systems.
Visibility
Visibility in the entire facility should be maximized to decrease student opportunities to loiter
and to assist the instructor in keeping students
on task. Safe visibility should apply to the tool
storage areas, wash areas, dressing/locker areas,
classroom, office, personnel access, and other
storage areas.
Engine Exhaust Ventilation

When dealing with engine exhaust ventilation
situations, local forced ventilation systems, involving flexible hoses that can be attached to
engine exhausts, are required for tractor maintenance stations. Table 10 will be helpful in planning the engine exhaust system
Washing Facilities
An industrial-type wash basin or sink equipped
with both hot and cold water should be provided
in the laboratory area, adjacent to the lockers
and restrooms.
Table 9: Exhaust System Planning

Water Fountain
Distance from
arc or torch
Minimum air Duct diameflow

ter
(CFM)*
(inches)**
4 6
150
3
6 8
275
3
8 10
425
4
10 12
600
5
* Increase by 20% for hoods without flanges
** To nearest inch based on velocity of 4000
fpm in duct
A drinking fountain should be provided. It may

be placed near the wash basin, and the same
cold water line and drain used for the wash basin may be used. The water fountain must be
accessible to handicapped individuals.
Drains
A floor drain is necessary in the restroom. If a
paint spray room is provided, it should have a
drain as well. It is also advantageous to have a
drain in the laboratory assembly area.

welding applications, refer to ANSI/AWS Standard
F3.1-89, Guide for Welding Fume Control. This
document is also available from Global Engineering
Documents.
Interior Finish
Table 10: Engine Exhaust System Parameters
Type
CFM per exhaust pipe
Up to 200 hp
Over 200 hp
Diesel
100
200
400
The ceilings and upper portion of the walls

should be painted a light color for improved
light reflection. The lower portions of the walls
should be painted a color that will not readily
show dirt. The exposed structural steel or red
iron of all pre-engineered steel buildings
should be painted white.
Minimum
diameter of
flexible duct
(inches)
3
4
4
Lockers
Surface Apron
A locker room or locker/dressing area of at least

175 square feet should be provided. The locker
facilities should be located in an area adjacent to
the laboratory. The projected number of students enrolled in the largest class will determine
the number of lockers. Two-tiered or threetiered lockers are desirable.
A paved apron near the service entrance to the

laboratory will provide an additional instructional area for demonstrating various skills
dealing with livestock, machinery, and equipment. The areas will be more serviceable if it is
covered with a roof. It is desirable to provide a
steam cleaning or pressure washing area on the
75
apron. The apron should be equipped with a dirt

and grease trap. The grease trap must meet all
TNRCC, EPA, and local requirements.
Locks and Keys

The number of keys required for the facility
should be kept to a minimum to insure security
and student safety. The tool room and laboratory should be separately keyed for the protection of the teacher who is responsible for inventory and maintenance of tools and equipment. It is not advisable for the laboratory to be
used except under the supervision of the appropriate teacher.
Outside Storage
Outside storage areas are important to the laboratory. Access to an outside storage area makes
it possible to move materials, machinery, and
equipment not used on a regular basis out of the
instructional area. It should be noted that inside
floor space is designed for instructional use, not
for the storage of portable equipment.
Water and Compressed Air Outlets

A minimum of three water outlets should be
provided: one at the wash basin or water fountain, one inside the laboratory near the service
entrance door, and one in the spray room, if applicable. Water may be delivered through pulldown hose reels.
A fenced or protected covered concrete apron

should be provided for outside storage of materials. The storage area should be enclosed with
a chain link or other type of security fence. To
enhance the appearance of the outside storage
area, the fence should be opaque (i.e., plastic
strips in fence, brick).
Compressed air for the laboratory requires a

system designed for uses ranging from tool operation to spray painting. The compressor for
the system should be located in a secured overhead or external area, where the noise will not
interfere with instruction. A manifold system
will deliver the compressed air to drop outlets
located around the perimeter of the laboratory.
Outlets should be located at 30-foot intervals. If
there is an agricultural power and machinery
course offered through a school-based laboratory curriculum, a compressed air outlet should
be located at each work station.
The area should be complete with GFCI electrical service, compressed air, water, and drainage.
This can also provide an increased teaching area
just outside the service entrance and adjacent to
the laboratory.
The outside storage area can also be used to
store surplus or used materials. These types of
materials should not be stored in the laboratory.
They detract from the safety, housekeeping, and
the overall image of the laboratory. There
should be storage racks and bins for both wood
and metal.
Each outlet should have a shut-off valve above

and below each connector. The lower shut-off
valve will allow the systems to be drained at
each outlet drop. The use of 45 couplers at
each outlet is another safety recommendation.
An industrial quality overhead hose reel will
provide safe access to compressed air near the
center of the laboratory. Hose reels for compressed air are also a recommended option near
the service entrance doors. Each hose reel
should be equipped with a regulator. When designing the manifold system, facility planners
should refer to AWS or NFPA standards.
New and recycled wood and metal should be

stored separately from materials that lack salvage value. A schools refuse bins or dumpsters
should not be located specifically behind the
agricultural science building. School refuse bins
should be located at a designated site in a common service area.
Workbenches and/or Work tables
Metal working and woodworking tables are recommended. Tables will free wall space for location of equipment and may be moved to provide free area for assembly of large projects.
76
sition cost of at least $5,000, a useful life of one

year or more, and is placed on the district inventory is generally regarded as capital outlay.
These items can be purchased partially or completely with federal (Carl Perkins) funds for career and technology education, but generally require prior approval.
MECHANIZED AGRICULTURE
LABORATORY EQUIPMENT
To teach the skills needed by students seeking
careers in the broad industry of agriculture, sufficient tools and equipment must be available to
the teacher. The student must actually use the
tool in order to learn and develop a skill. Frequently, a teacher is expected to teach a skill
with only enough equipment for demonstration.
Skills that involve both manipulative and mental
skills cannot be taught by demonstration alone.
If this were possible, the instructor could simply
demonstrate the use of a personal computer to a
class of students and they would acquire the
necessary skills in computer applications.
Items costing less than $5,000, or having a useful life of less than one year, or not generally
placed on district inventory, can be regarded as
standard equipment. Items such as drill bits,
saw blades, abrasive discs, and inexpensive
power and hand tools are generally regarded as
consumables. These items generally have short
life expectancies or are subject to loss due to
size or other factors.
A decision must be made as to the number of

each kind of tool or piece of equipment to purchase. If each student has a hacksaw, it is much
easier to teach its use, and the skill could be
taught to the entire class at one time. To reduce
the ratio of hacksaws to the number of students
would have the same implications as reducing
the number of personal computers to the number
of students. When all students do not have the
use of a tool at one time, the teacher must use a
rotation system. This requires more time, is less
effective, and reduces the number of skills that
can be taught.
Equipment purchased with state career and

technology funds must be used in accordance
with the guidelines established in SAS309
Guide for Funding (TEA document). Equipment purchased completely or partially with
federal funds must be recorded, inventoried, and
properly maintained. Out-of-date or damaged
equipment may be disposed of according to
guidelines listed in the SAS309 (TEA document).
Tool storage and inventory procedures are important considerations when completing the facility plan. Expensive tools and equipment will
not be available for instruction if they are not
properly stored and secured, or if inventory procedures are not implemented to prevent loss.
Hinges on tool room and storage room doors
should be mounted on the inside to prevent removal by unauthorized individuals.
It is essential that commercial or industrial rated

high quality standard equipment be purchased.
The essential knowledge and skills for the
mechanized agriculture system include instruction in the subject matter areas such as basic
hand and power tools, metal fabrication, structures, electrical power, mechanical power, soil
and water management, and electronics. Four
points justify the purchase of quality tools:
Greater life expectancy,
Improved quality of workmanship,
Lower frequency of repair, and
Ease of service.
The method of tool display selected should lend

itself to ease of inventory monitoring. Contactpaper silhouettes on plywood walls are an economical method of tool display. Tools should
be placed in a manner that allows easy access to
frequently used tools. Tools used less often
should be stored out of the way of main traffic.
It is recommended that precision measuring
tools be stored in a lighted, locking case. The
lighted case will help prevent moisture build-up
For budgeting and funding purposes, equipment

can be divided in to two categories based on
cost. Controllable equipment that has an acqui77
dents. This is the recommended number of

tools that a school should purchase for each
course in the mechanized agriculture system.
on these expensive tools and extend the useful

life of this equipment.
A checkout system should be developed to track
tool use. This procedure should monitor what
tools are in use, who checked out the tools, and
the time the tool was removed from the storage
area. The tool storage area should have limited
access.
ILLUSTRATIONS
Following this section are photographs that represent selected mechanized agricultural laboratory concerns that are part of the agricultural
science and technology department. Each illustration contains a caption that further explains
the photograph.
TOOLS AND EQUIPMENT

The following hand tool and equipment list (Table 11) specifies the recommended quantities of
each tool needed to teach a class of twenty stu-
Table 11: Mechanized Agriculture Equipment List by Course

Equipment List
Course
Item
Air compressor
Anvil
Arc welding machines
Axes
Awls
Battery
Bearing packer
Benches
Bender
Bevels
Booster cables
Brushes
Description
5 hp, stationary
Portable
100 lb., hardy & cutter
With accessories, AC/DC
Portable
GMA, with accessories
GTA, with accessories
7&8
121
Mech
Lab
422
1
1
1
1
1
1
2
5
1
1
1
2
8
1
1
1
1
1
1
1
5
1
5
2
2
10
10
10
Intro
221
1
2
10
1
1
1
2
4" scratch
Charger, heavy-duty
Lifter
Terminal brush
Tool set
Woodworking or shop
Metalworking
Sheet metal
Tubing, hydraulic
Sliding T, 8"10"
HD, set
Desk or bench dusting
Parts cleaning
Rotary steel wire
Paint
Steel
78
Power
Lab
421
Applied
102
1
1
5
5
Table 11: Mechanized Agriculture Equipment List by Course - Continued

121
102
221
Item
Description
Bit set
Twist drill
1
1
Spade or electrician's
Countersink
Bushing drivers
Set
Cabinet
Flammable materials
1
1
Cabinet - safety goggle
U-V sanitized
1
1
CAD equipment
Hardware and software
5
Calipers
Set, inside and outside
1
Chain tape
100 foot
1
Chalk line
Chisels
Cape
2
2
1/2" cold
Wood, set
1
1
Clamps
Wood - 10"
8
8
Bar or pipe
4
"C"
6
Concrete mixer
Portable
1
Conduit bender
1/2" and 3/4"
2
Connectors
Crimp-type, set
Containers
Cutting oil
1
Drip pan
Oil
6
Solvent
1
Gasoline
1
Safety
1
Cutters
Bolt
1
Glass
6
Pipe
Tubing, with flaring set
1
PVC
4
Deglazer
Cylinder
Dressers
Any type
2
Drill motor
1/2"
1
3/8"
1
1/4"
3
Drill press
Heavy duty
2
Dynamometer
Edgers
Concrete
4
79
421
422
1
1
4
1
1
1
5
1
1
1
1
1
1
5
1
10
1
4
4
6
1
2
2
10
1
1
6
2
2
4
4
6
1
1
1
1
2
1
1
1
1
1
2
1
1
1
1
4

121
102
221
Item
Description
Electric test devices
Ohm-meter
1
1
Armature growler
Dwell meter
Test lamp
1
Timing light
1
Coil & condenser
1
Digital multimeter
Engraving tool
Electric
1
Extension cords
50', with grounded cap
2
2
25', with grounded cap
2
2
Face shields
Clear visor
5
5
Files
Assorted, with handles
20
Fire extinguishers
Dry chemical - 20 lb.
4
4
4
First aid kit
Industrial quality
1
1
Floats
Concrete
6
6
Flywheel holder
Small engine
Funnels
Assorted
3
Gauge
Marking
1
Screw pitch or thread
1
Compression, with adapters
Sheet metal
Drill
1
1
Vacuum, set
Gloves
Welding - pair
20
Grinder
Bench, 1/2 hp
2
Bench, 2 hp
Portable electric
2
Groovers
Concrete
2
2
Gun
Caulking
1
Paint spray
1
Soldering - 350 watts
1
1
Stapler
1
1
Grease, cartridge-type
1
Hammer
Brick
1
Dead-blow
Wooden mallets
Nail, curved claw, 13 oz
10
Nail, semi-rip, 16 oz
7
Plastic-tipped
Sledge, 68 lb.
Tack, magnetized
1
Ball pein
3
3
80
421
1
1
2
1
4
422
2
1
2
1
1
10
4
1
20
4
1
4
1
1
1
1
1
20
2
1
1
1
1
1
1
1
20
2
1
1
2
1
1
1
1
1
1
2
1
2
1
2
1
2

121
102
221
Item
Description
Hatchet
Roofer's
1
1
Broad
1
Hoe
Mortar
1
1
Hoist
Portable, 2,000# minimum
1
A-frame
1
Ceiling
1
"Come-along"
Hone
Cylinder
Hoses
Water, 50'
2
Air, 50'
1
Hydraulics tester
Universal kit
Hydrometer
Battery
1
Radiator
Injector tester
Diesel
Iron worker
Fabrication tool
1
Jack stands
Assorted pairs
2
Jacks
Hydraulic, 8 ton
2
Floor, portable hydraulic
Jointer
6" or 8"
1
Knives
Linoleum, pruning, putty
3
Lab tables
Science-type
2
Ladder
Step, 8'
1
Extension - 24'
1
Level sets
Surveyors or laser
1
Levels
Carpenter's aluminum
2
Masons wood, 48"
2
2
Torpedo
Magnetic pick-up
Flex-head
Media/AV equipment
Video player & monitor
1
Nonreflective screen
1
1
35 mm slide projector
1
35 mm/digital camera
1
Video camera
1
Pentium III computer
1
Color printer
1
T-1 line/Internet access
1
Nail set
Assorted
4
4
Nibbler
Metal cutting
Nut drivers
Set
Oil stones
Combination
3
Oxyacetylene rigs
WITH accessories
3
Pick
Railroad, 6 lb.
3
Parts washer
40 gallon recirculating
81
421
422
1
1
2
1
1
1
1
1
2
2
1
1
1
1
1
1
1
4
2
1
6
2
1
2
2
2
2
2
2
1
4
3
1
3
3
1

121
102
221
Item
Description
Pipe bender
Hydraulic
Plasma arc torch
Pliers
Combination, slip-joint
14
Diagonal, 6"
End nipper
1
Blacksmith's tongs
2
Hose clamp
Ignition
Lineman's 8"
Locking-type
Lock-ring
Long-nose
Needle-nose
Water pump
Piston ring compressors
Piston ring expanders
Post hole diggers
1
Press
Pressure washer
Propane torch
Pry bar
Hydraulic, 20 ton
1
Rolling head, 17"
1/2" X 16"
1
2
Dividers
Hole gauge
Inside micrometer
Micrometers, set
Telescoping gauge
Vernier caliper
Gear
Fuse
Assorted set
Pressure cap
Wood
Pipe de-burring, with flutes
Valve guide bushing
Disposable cartridge type
"Pop-rivet gun"
Portable
421
1
2
2
1
2
5
4
8
2
10
10
422
1
1
10
2
2
2
1
8
10
5
8
8
2
10
10
1
1
1
1
1
2
1
1
1
1
2
1
1
1
2
2
2
1
1
1
2
2
2
2
2
1
10
1
2
2
1
Precision tools
Pullers
Punches
Radiator tester
Rasp
Reamer
Respirators
Riveter
Router
82
1
1
1
1
1
1
2
1
10
1
2
2
1
2
2
1
2
2
1
2

121
102
221
Item
Description
Rulers
Blacksmith steel - 36"
2
2
Metal - 12"
6
6
Wooden
6
6
Push-pull tape
5
5
100' steel tape
2
2
Safety goggles
1 per student
20
Sander
Belt
1
Orbital
Saws
Assorted hand
6
Abrasive cut-off
Back, 14 pt
2
Compass, 12"
Coping
Keyhole
1
Draw-cut, metal
Metal bandsaw
1
Vertical band, wood
Contractor's portable
2
Hacksaw
4
Hand crosscut, 810 pt
Hand rip
Radial arm
1
Saws - Continued
Sabre
1
"SawzAll" type
Table, tilting arbor
Screen
Aggregate
Screwdrivers
Assorted sets
6
6
6
Screw extractor
Set
1
Shear
Metal, fabricator
Shop vacuum
Wet/dry, HD
1
Shovels
Assorted
6
Small engine
Blade balancer
Small engine
1/25 hp
Snips
Set - RH, LH, aviation
1
Spark plug tap
Set
Square
Carpenter
5
5
Combination
5
5
Miter
5
5
Speed
Try - 6"
5
5
Stencil set
1", 2", 3", 4"
1
Tachometer
Hand held
Tap & die set
NC & NF
1
83
421
422
3
3
3
3
10
10
2
10
2
10
1
1
5
1
2
1
1
1
2
4
4
4
1
1
1
1
2
4
10
2
2
1
1
1
10
1
1
1
6
1
10
4
2
5
5
5
5
1
1
2

121
102
221
Item
Description
Template
Pipe cutting
Thread repair kit
1/2" maximum
Threader
Pipe, 1/2", 3/4", 1"
Tool cabinets
Wall mount
2
2
Tow chain
Trowels
Brick, 5" X 10"
4
4
Concrete finishing
4
Plastering, 5" X 12"
4
4
Valve face grinder
Valve lapping tool
Valve seat narrower
Valve spring compressors
Vises
Assorted
10
10
Weld tester
Guided-bend
Wheelbarrow
Contractor's
2
Wrenches
Adjustable, set
1
Combination, 12 pt
1
Combination, 1/8" 2"
Set of pipe
1
Socket, 1/2" drive, 6 pt
1
1
Deep socket, 3/8 " 12 pt
1
1
Wrenches - Continued
Tappet, set
Torque
Allen, set
5
Ignition, set
1
Oil filter
Basin
1
Impact
Wrecking bar
24" gooseneck
2
30" gooseneck
2
84
421
422
1
1
4
2
1
1
1
10
1
5
1
5
5
5
2
5
1
2
5
1
2
1
4
2
4
4
4
1
1
10
1
1
1
3
1
5
2
2
2
2
2
2
2
2
2
2
1
2
2
Table 12: Electrical Components, with GFCI

Item
Switch box
Breaker box
Junction box
Outlet box
Receptacles
Receptacles
Relay
Switch
Motor
Description
100 amp
Light
240 v
120 v
Welder/range
Duplex 120 v
GFCI
Lamp
Keyless
120 v/2 pole
240 v/2 pole
Reversing
Magnetic starter
Single-pole
3-way
4-way
Capacitor, 1/2 hp
Split phase
Universal
3-phase
121
5
1
3
1
2
1
2
2
1
1
1
1
1
1
2
2
2
1
1
1
1
102
Table 13: Welding Accessories

Item
Helmets
Cape sleeves
Cutting goggles
Leather gloves, pair
Slag hammers
Spark lighters
Welding helmets
121
10
10
10
10
10
3
10
102
221
85
421
422
221
5
421
422
5
Additional References and Web Sites

Agricultural Wiring Handbook. 12th ed. Columbia, MO: National Food and Energy Council. nd.
Guide for Planning Educational Facilities Phoenix, AZ: Council of Educational Facility Planners, International, 1991.
Guide for School Facility Appraisal. Phoenix, AZ: CEFPI, 1995
Texas Safety Standards, Kindergarten through Grade 12. 2nd ed. Austin, TX: Charles A. Dana Center,
2000.
Shell, Lon, Ph.D., Writing Educational Specifications. San Marcos, TX: Southwest Texas State University, Agriculture Department. nd.
Useful Web Sites
American Council of Government Industrial Hygienists
American National Standards Institute
American Society of Heating, Refrigerating,
and Air-Conditioning Engineers
American Welding Society
Council on Educational Facility Planning
Environmental Protection Agency
Global Engineering Documents
Occupational Safety & Health Administration
Standard Fire Prevention Association
Texas Department of Health
Texas Department of Licensing & Regulation
Texas Natural Resource Conservation Commission
Underwriters Laboratories, Inc.
http://www.acgih.org
http://www.ansi.org
http://www.ashrae.org
http://www.aws.org
http://www.cefpi.org
http://www.epa.gov
http://global.his.com
http://www.nfpa.org
http://www.osha.gov
http://www.sbcci.org
http://www.tdh.state.tx.us
http://www.tdi.state.tx.us
http://www.tnrcc.state.tx.us
http://www.ul.com
Mechanized Agriculture Advisory Committee

Dr. Billy Harrell, Sam Houston State University, Huntsville, TX
Dr. Joe Muller, Sam Houston State University, Huntsville, TX
Dr. Lon Shell, Southwest Texas University, San Marcos, TX
Dwayne Walters, Safety Consultant, College Station, TX
Michael Tondre, Sandra Day OConnor High School, Northside ISD, San Antonio, TX
Don Henson, Goldthwaite High School, Goldthwaite, TX
Kirk Edney, Instructional Materials Service, College Station, TX
86
Figure 20. Basic mechanized agriculture floor plan.

87
88
Mechanized Agriculture Photographs
9006H1: A ventilation system with tentacles that allow for station

venting or random ventilation of welding areas.
9006H2: Oxygen and acetylene cylinders should be stored upright, secured, and separated by a walled petition outside of the mechanized agriculture laboratory facility.
9006H3: A portable stairway will allow access to overhead storage areas without creating a permanent barrier.
9006H4: Tool rooms should provide for easy inspection, with no blind
corners or hard-to-see areas.
9006H5: Electricity, water, and compressed air service should be conveniently located near overhead doors.
89
90
FOOD AND FIBER

Agricultural Biotechnology
Preferred:
25 students
15 students
INTRODUCTION
The biotechnology curriculum offers each student the opportunity to explore a variety of occupational areas through practical, hands-on
laboratory activities. These activities require a
higher degree of safety than does the ordinary
classroom setting. It is the safety concern surrounding class activities that makes the classsize recommendation necessary.
A minimum of two deep stainless steel sinks

should be provided, each in a separate area of
the lab. A fume hood and counter is a laboratory option that is strongly recommended. A
central gas, air, or vacuum is necessary for the
laboratory. All floor areas should be tile construction.
CLASSROOM/LABORATORY
FACILITIES
A storage area should be available for equipment and supplies. A room adjacent to the laboratory/classroom will provide easy access. Additional glass cabinetry above the bench space
above the peripheral benches is also recommended.
STORAGE
The minimum total square footage in the classroom/laboratory should be a minimum of 1,500
square feet. This student work area does not
include the storage room or a separate clean
room. The clean room should be no less
than a 15 x 15 room. The classroom should
consist of built-in work benches or tables. The
counter tops should be of an inert material
common to science laboratories. Classroom
configuration should include four student stations clusters in the center of the room. Each
station cluster should accommodate four students.
CHECKLIST FOR AGRICULTURAL

BIOTECHNOLOGY
The agricultural science and technology facilities in every school should receive an annual
evaluation to ensure a safe learning environment
for the instructor and the students, as well as
others visiting the facility. Use the attached a
copy of an Agricultural Science and Technology
Safety Checklist or one designed by the school
district. The building principal, the Career and
Technology Director, or a designated representative other than the instructor should complete
the checklist. This, along with notification in
writing, should allow for appropriate action to
be taken to correct any problem. By including
this checklist in a planning guide, a school district may eliminate potential problems or concerns early. See Table 14 of the Agricultural
Biotechnology Safety Checklist.
WORK AREA
The minimum peripheral bench space use
should be 40 linear feet for equipment. The
recommendation is that the bench type and
quality should be Sergent-Welsh, equal or better. The counter top for the bench space should
be the same as that used for the student stations.
91
TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST

Communications
Grades
6-8 9-12
Communication System
Intercom system available
Telephone accessible and nearby
General fire-alarm system functioning for entire building
Fire-drill instructions posted in each room
Emergency lights available in rooms without exterior windows
Personal Protection
Emergency Showers
9-12
Shower (ADA compliant) present in biotech laboratory rooms
Shower unobstructed
Valve handle functional
Floor drain present
Eye/Face Wash Stations

Available in all laboratory rooms (5% ADA compliant)
Stations marked with a sign
Provides simultaneous tepid (60o-90oF) water treatment to both eyes
Stations flushed for five minutes each week
6-8
Protective Clothing
Laboratory aprons or coats available for each student
9-12
9-12
Gloves (acid resistant and heat resistant) if available
Safety Goggles
Approved ANSI safety goggles available for each student and teacher
Materials available for disinfecting goggles after each use
Face shields available when appropriate
92
6-8
9-12
TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST - Continued
6-8
Personal Protection Continued

First Aid
Kits available in each laboratory
Kits clearly marked and visible
Kits checked on a regular basis and supplies replenished
Located near sink
9-12
Chemical Storage
Combination BC Fire Extinguisher (flammable liquids & electrical)
Extinguisher located in room where chemicals are stored
Fire extinguisher properly charged; checked quarterly; safety seal intact
Located near exit, clearly visible, and marked with sign
Class D Fire Extinguisher (flammable solids)
9-12
9-12
Extinguisher properly charged
Extinguisher in rooms using metals (sodium, potassium)
Fire Blankets
9-12
Standard fireproof blanket in each chemical storage room
Blankets located at eye level, clearly visible, and marked with a sign
Fire or Emergency Exits
9-12
Two emergency exits; visible signs marking exits
Emergency exits unobstructed and unlocked to traffic moving out of the room
Other Fire Protection
9-12
Exit signs clearly visible
Emergency lights available in rooms without exterior windows
General fire-alarm system functioning for building
Fire-drill procedures posted in storage rooms
4- to 9-liter container of dry sand or absorbent clay (cat litter)
Utility carts available to transport chemicals
93
Chemical Storage Continued

Ventilation
9-12
Six air changes per hour
Preparation and Equipment Storage

General Storage Requirements
Combination BC extinguisher in preparation rooms
Work surface of nonporous chemical-resistant materials
Large sink with hot water available
Emergency shower accessible
Material Safety Data Sheets (MSDS) available
Room well lighted and clutter free
Space to store chemicals
Chemical-waste container and broken-glass container available
Two emergency exits with locks on doors
Smoke detectors present
Refrigerator marked For Chemical Storage Only No Food Allowed
Adequate storage space (15 square feet per student)
Ventilation (six air exchanges per hour)
6-8
9-12
6-8
9-12
Laboratory Facilities
Laboratory Work Stations
Number of students does not exceed number of work stations
Work surfaces nonporous and chemical resistant
At least one work station that is ADA compliant
Master Utility Controls
Natural gas shut-off valve present, labeled with room identification
Electrical shut-off valve present, labeled with room identification
Water shut-off valve present, labeled with room identification
94

Laboratory Facilities - Continued
Fume Hood
Located in rooms where hazardous chemicals are used (ADA compliant)
Not used for storage
Correct air movement provided at hood face
Vented to outside above roof level away from vents
Located away from doors and windows
Spill Control Kits
Chemical spill kits available
4- to 9-liter container of dry sand or absorbent clay (cat litter)
Sinks
One available for every 4 students (15 x 15 minimum size)
One equipped with hot water
5% of sinks ADA compliant
Ventilation
Forced floor to ceiling
Six air changes per hour
Emergency exhaust fan available
General Safety Requirements
45 square feet of space per student
Safety rules posted and visible
Space available for chemical storage
Material Safety Data Sheets (MSDS) readily accessible
Broken-glass container present
Two emergency exits in laboratory rooms larger than 1000 square feet
Safety and exit signs posted and visible
Room not cluttered; movement in work area unobstructed
95
6-8
9-12
6-8
9-12
6-8
9-12
6-8
9-12
6-8
9-12
6-8
9-12
Electrical Safety
Electrical System
6-8
9-12
Laboratory Facilities - Continued

Fire Protection
Type ABC (dry chemical) fire extinguisher located by exit
Class D (flammable solids) available in rooms using metals
Extinguishers properly charged, checked quarterly, and marked with a sign
Fireproof blanket available, located at eye level, and marked with a sign
Electrical outlets equipped with ground fault circuit interrupters (GFCI)
Sufficient electrical outlets to eliminate extension cords
Electrical outlets located away from water source (faucets, sinks)
Electrical system equipped with accessible circuit breaker box
Circuit breakers identified by area or item controlled
96
Table 17 (Assorted Household Items) provides

additional materials a listing of common items
that should be readily available in the biotech
laboratory. Table 18 (Chemicals) provides a list
of chemical supplies that will be needed to conduct biotechnology laboratory exercises.
EQUIPMENT, SUPPLIES, AND

MATERIALS
Included with this section is a listing of equipment, supplies, and materials that will be needed
to adequately conduct this course (Table 15). A
review of the equipment and supplies by the architect should provide sufficient information to
make determinations regarding space and design.
ILLUSTRATIONS
Following this section are photographs that represent selected biotechnology laboratory concerns that are part of the agricultural science and
technology department. Each illustration contains a caption that further explains the photograph.
An approximate cost for each item is also provided in these sections. These estimates should
give some idea of the value of the equipment
and supplies needed for this course (Table 16).
Because quality varies, these values should help
identify the quality of items when bids are released.
Table 15: Major Equipment List

Item
Tabletop autoclave
Microcentrifuge
Tabletop clinical centrifuge
Spectrophotometer
Bench-top laminar flow hood
Incubator
Microwave
Hot plate stirrers
Water bath
Refrigerator
Freezer (upright/chest type)
Orbital shaker
Balance
Power supply for gel electrophoresis
Micropipettes: 20 ml
Micropipettes: 200 ml
pH meter
Vortexers
Preferred
1
2
1
1
1
1
1
6
1
1
1
1
1
3
6
6
1
6
OPTIONAL
Student microscopes
97
Table 16: Biotechnology Supply List (Based on 12 Students in Class)

Item
Item
*UV Goggles
Petri dishes
*Assorted size beakers
(100 ml x 15 ml - disposable)
50 ml, 500 ml, 1,000 ml
Disposable cuvettes
Assorted size Erelemeyer flasks
(for spectrophotometer)
5 ml, 500 ml, 1,000 ml
Stir bars (assorted sizes)
*Culture Tubes: 15 ml
Weighing paper
*Tube racks
Assorted sizes of glass bottles with lids
*Microtubes: 1.5 ml disposable
Spray bottle (6)
Assorted size funnels
Latex gloves
*Assorted size cylinders
Assorted batteries
10 ml, 100 ml, 500 ml
Support stands and rings
Scalpels
Aprons or lab coats for students
Forceps
and instructor (Optional)
o
o
Thermometers - C & F
Glass stir rods
Micropippet tip (disposable)
*Essential Items
Table 17: Assorted Household Items (on hand at all times)
Aluminum foil
Antibacterial hand soap
Assorted plastic containers
Bleach
Boric acid
Cotton
Dish soap
Distilled water
Food coloring
Plastic wrap
Salt (noniodized)
Table sugar (sucrose)
Table 18: Chemicals
Agar
Agarose
DNA (purified)
E. coli bacteria
Ethyl alcohol - denatured, 95%
HCl
Isoproponal acetone - 70%
LB broth
Methelene blue stain
NaOH
Restriction enzymes
TBE buffer (prepackaged)
98
Reference Materials:
DNA Science Carolina
Videos
Additional Reference Materials
Biotechnology Advisory Committee
Jinny Johnson - jinny@tamu.edu, Department of Biochemistry and Biophysics, Texas A&M University, College Station, TX
Mike Horn - mhorn@prodigene.com, ProdiGene, College Station, TX
Bob Yates - byates@elginisd.net, AST Teacher, Elgin High School, Elgin, TX
99
100
Figure 21. Diagram of basic biotechnology floor plan.
101
102
Biotechnology Photographs
9006I1: Emergency eyewash and shower provide the students and instructor with a fast method of removing harmful materials from the eyes
or body.
9006I2: A hood vent provides an area to keep noxious fumes away from
the student while conducting certain laboratory assignments.
9006I3: A monitor linked to a microscope allows the teacher to share

viewing with the class
.
9006I4: Workstations should be equipped with durable surface materials such as in chemistry laboratories.
9006I5: The biotechnology laboratory should be designed to provide

access to a variety of research equipment and still allow for student activity.
103
104
HORTICULTURE
Preferred:
25 students
15 students
INTRODUCTION
Quonset or even span. The frame should be
galvanized steel or aluminum. Wood is not recommended. The recommended covering material is corrugated polycarbonate. These smooth
surface, clear panels are durable and do not lose
the ability to transmit light with age.
The horticulture system is a multifaceted curriculum that encompasses plant production,

landscaping, and floral design. To adequately
prepare students for careers in the horticulture
industry, a laboratory should include equipment
and supplies to address their total needs. In addition to a regular classroom setting, the horticultural system should provide a greenhouse and
a laboratory facility.
If possible, a shade house of the same dimensions (35x 48) should adjoin the greenhouse
structure (Figure 14). It can share a common
wall with the greenhouse. The structural frame
should be either galvanized steel or aluminum.
If it adjoins the greenhouse, it will have the
same orientation (north to south). If it is separate from the greenhouse, it should still have the
same north to south orientation. It should provide 50 percent minimal shade. A woven polypropylene shade fabric is an effective cover
material.
Classroom specifications discussed earlier outlined those needs. Where the classroom can
double for a working laboratory, student access
to a separate work facility is recommended. A
well-planned laboratory can meet the needs for
plant production, floral design, and landscaping
activities. The greenhouse should be separate
from the classroom or the lab areas. A production lab can be incorporated into the greenhouse
but cannot fully serve the floral design or landscaping needs of the class. This document will
provide the detailed information to develop a
greenhouse and a lab for the horticultural system.
Horticultural employment opportunities serve

persons with handicaps very well. The design
of this facility should meet the requirements of
the American with Disabilities Act. This includes a four-foot entrance door and five-foot
walkways. There should be two doors in the
facility for accessibility and as a fire safety precaution. A door should not be located on the
same wall as the cooling pads.
GREENHOUSE STRUCTURE
The recommended size structure for a greenhouse ranges from 1,600 to 1,800 square feet. A
structure with a 35-foot width and a 48-foot
length would yield a 1,680 square foot facility.
It is also recommended that the width of the
structure not exceed 35 feet. Width is the most
important factor in designing a greenhouse.
Length can always be adjusted. Where possible,
the structure should face from north to south.
This will prevent shading by greenhouse structural members. Greenhouse style can be either
The greenhouse should have a concrete floor

that slopes slightly toward drains. There should
be one drain for each 20 feet of length of the
greenhouse. The concrete flooring provides for
weed and insect control within the greenhouse
as well as for the mobility needs of handicapped
students in wheelchairs.
105
Figure 22: Sample Floor Plan of Greenhouse with Attached Shade House
along the entire greenhouse wall to prevent dry

air spaces within the greenhouse structure.
Summertime may also require the use of shade
cloth over the structure.
INTRODUCTION
A two-foot wide, two-foot deep area of washed
gravel should encircle the outside perimeter of
the greenhouse. This will provide an area for
drainage off the greenhouse slab and a barrier to
prevent pests from entering the greenhouse. Enclose the entire facility with a 6-foot chain link
fence. Leave enough space around the greenhouse to provide for easy maintenance.
Gas-fired, force-draft unit heaters with stainless

steel burners and heat exchangers are the recommended source of greenhouse heating in the
winter. Solar heat will provide considerable
warmth during the daylight hours but extremely
cold weather and nights will require supplemental heat.
COOLING, HEATING, & VENTILATION

The pad and fan is the preferred cooling system
for greenhouses. Where possible, the cooling
exhaust fans should be located on the north wall
and the cooling pads should be on the side of the
prevailing winds, usually the south side. The
cooling pad system must be a continuous section
The use of a perforated convection tube attached

to a fan-jet system will distribute the heat evenly
throughout the greenhouse. It will also aid in
maintaining proper greenhouse humidity levels.
106
An aluminum ventilation fan will outlast either

galvanized or stainless steel.
WATER REQUIREMENTS
Water quality should be a concern when planning a greenhouse facility. Either municipal
water or groundwater can serve the needs of the
greenhouse. Regardless which source serves the
greenhouse, five water quality concerns could
seriously jeopardize the success of the program.
Table 20 identifies each of the categories and
identifies the tolerances for each. They are:
The use of a thermostat will provide the control

for both the heating and cooling systems in the
greenhouse. Locate the thermostat sensor about
one-third the distance from the fan end of the
greenhouse. Place it near the center of width of
the greenhouse, approximately 12 inches above
the height of the crop. Automatic climate controls should be a part of all temperature regulating devices and humidistat controls for the
cooling pads and ventilation systems.
ELECTRICAL REQUIREMENTS
Most climate-control equipment for greenhouses
operates most efficiently on 240-volt service.
Each bench should have at least one 120-volt
ground fault circuit interrupter (GFCI) outlet.
Each receptacle should be housed in a weather
proofed receptacle box. All wiring should be in
electrical conduit and wired to local electrical
codes. Locate each receptacle along the wall
and above the growing level of the plants.
Conductivity
Salts
Sodium Content
Boron
PH
Municipal water is often the preferred source of

water even though there are water quality factors
that require consideration. Either groundwater
or surface water may be the source for the municipal water in a given area. Even though
treated before available for public use, municipal water may carry contaminants and pollutants
that could harm plants. Groundwater as a
source of municipal water is generally the safest.
Although contaminants and pollutants can get
into groundwater, deep wells generally provide
quality water.
Table 20: Categories of Irrigation Water Quality as Determined by Chemical Properties.

Quality
Category
Excellent
Good
Permissible
Doubtful
Unsuitable
Conductivity
millimho/cm
Salts
ppm
Sodium Content
<0.25
175
0.25 to .075
175 to 525
20-40 %
3 to 5
0.33 to 0.67
.075 to 2
525 to 1,400
40-60%
5 to 10
0.67 to 1
2 to 3
1,400 to 2,100
60-80%
10 to 15
1 to 1.25
>3
>2,100
z
x
pH
Percent as Na SAR
Boron
ppm
<20%
<0.33
5.5 to 6.5
>80%
>15
>8.4
>1.25
Taken from: L.V. Wilcox. The quality of water for irrigation use. USDA Technical Bulleting 962; and D. Reed. 1992. A
water quality primer. Grower Talks. November 1992: pp. 47+.
SAR, sodium absorption ration is a ratio calculated from the content of sodium, calcium, and magnesium in the water.
Optimum pH is hard to define because the alkalinity (bicarbonate/carbonate content) of the water must be considered. Generally, a slightly acid pH is considered desirable.
107
A 1- to 2-inch main water line with a minimum of 40-psi water pressure should supply the
greenhouse. This is the minimum pressure to
operate automatic watering systems and misting
systems. The waterline can be reduced to a inch line wherever necessary. With water conditions less than permissible, a filter will increase the quality. The type of filter will depend
on the nature of the water quality problem. A
filter will also help prolong the life of misting
nozzles and other equipment where the water
supply has a high mineral content.
WORK AND STORAGE AREAS

The greenhouse growing area should never double as classroom space. Even the work (preparation) room and storage space should be separate from the greenhouse growing area. Store
supplies and equipment in a building that is
separate from the greenhouse. This facility must
be large enough to store wheelbarrows, lawnmowers, tillers, edgers, cord trimmers, plus production supplies. The storage area can be part
of the main shop/laboratory facility if the greenhouse is located within a reasonable distance
from the main agriscience facilities.
GREENHOUSE BENCHES
The location of the greenhouse may not be adjacent to the main agriscience facility. Under
these conditions, a laboratory separate from the
greenhouse is necessary. This building will
serve as a work area and contain restroom facilities, a sink with hot and cold water, work
tables, tool equipment storage, and supply storage areas. Worktables should provide 15 square
feet of surface area per student. The tables
should be mounted on lockable casters. It is
important that the preparation room be separate
from the greenhouse.
Approximately 6070 percent of the total greenhouse area should be usable growing space.
Peninsular bench arrangement allows for the
greatest growing efficiency. If these benches are
fixed, or at least not easily movable, valuable
space is lost. Rolling benches allow for the
maximum efficiency of growing space. Galvanized steel tubing and expanded metal are the
most durable materials for these benches.
Locking casters prevent the table from moving
once it is in place. The expanded metal tops on
the benches allow for proper drainage and air
circulation around the plants.
LAND REQUIREMENTS
Bench length depends on the width of the
greenhouse. A 35-foot wide greenhouse with a
five-foot walkway, and a 2-foot allowance for
walls would equal 28 feet. Divide that by two
and the result is two 14-foot-long benches to fit
across the width. This will vary with the width
of the greenhouse. Bench width should not be
more than 6-feet wide. Its height should not exceed 30 inches.
Although a chain link fence should enclose the

greenhouse, space or land accessible to the horticulture program. This land would provide an
area for fruit and vegetable production as well as
nursery stock plant production. Nursery stock
plants will provide the horticulture classes with
the foundation stock from which students can
take cuttings. These plants may be part of the
school landscape or grown in a designated production area.
Once a rolling bench is filled with plants, it can

be rolled to end of the greenhouse. Each additional full bench can be rolled within 6 inches of
the previous bench. This provides for maximum
production space. Regarding the American with
Disabilities Act, it should be noted that front
benches must be wheelchair accessible. Space
between all the benches does not have to maintain the same accessibility for handicapped students.
TOOLS AND EQUIPMENT

The horticulture department requires a variety of
equipment, tools, and supplies for production,
floral design, and landscaping activities (Tables
2126). The following is a listing of these items
and the recommended number needed to serve
the program needs.
108
ILLUSTRATIONS
Following this section are photographs that represent selected horticultural facility concerns
EQUIPMENT, TOOLS, AND SUPPLIES
(Recommended for training a maximum of 20 students per class.)
Table 21: Greenhouse Equipment

AREA
COOLING
RECOMMENDED
QUANTITY
DESCRIPTION
Woven polypropylene shade fabric (maximum 50 percent shade)*

(sufficient to cover the greenhouse)
Fan-jet ventilation with perforated convection tube
1
Exhaust fans with automatic shutters
2
Pipe distribution system and return for cooling pad system
1
(including pad frames, pump, cooling pads, motorized
shutters and relays)
sump tank for water circulating in cooling pad system
1
(Size based on length of cooling pads)
1
Pump, suction, complete /3 /2 hp centrifugal or submergible 1

Automatic climate controller
1
HEATING
FERTILIZATION
PROPAGATION
WATERING
Gas-fired heaters, forced-draft heaters with stainless steel

Burners and heat exchangers and automatic controls
(Size determined by local conditions)
Maximum-minimum thermometer
1:100 fertilizer injector
1:16 brass siphon fertilizer mixer
Mist system (including nozzles, automatic controls, and

programmable electric timers.)
Propagation mat, 22 x 60 electric
Commercial heavy-grade water hose, x 50
Water breaker heads and wands
Plastic watering can
Drip tubes (quantity determined by number of plants on system) *
109
Table 22: Workroom Equipment

ITEM
RECOMMENDED
QUANTITY
DESCRIPTION
BROOM
Commercial grade push type
BRUSH
Utility, hand-held counter brush
CABINETS
Tool and chemicals (lockable)
CARTS
2 shelf, 30x60 with flat, expanded metal shelves
1 shelf, 30x60 with flat, expanded metal shelves
5-gallon, nonbreakable for gasoline
CONTAINERS
2-gallon mixed gas

COOLER
1
o
Walk-in, 8x8x7, temperature range 34 70 F
(to include rolling racks)

EXTENSION CORD
Heavy duty (14 gauge), 50 foot
GLASSES/GOGGLES
Safety, one per student plus extra for visitors
GRINDER
Bench type, hp electric motor with two 7-inch wheels
KITS
First Aid
LADDERS
4-foot step
8-foot step
MAGNIFIER
Pocket, 1020X
MASKS
Gas mask, full-view face
MEASURING DEVICES
Spoons, /8 teaspoon to 1 tablespoon set
Cups, cup to 1 gallon set
Graduated cylinders for liquids
2
21*
(8-ounce capacity with /8-ounce increments)

METERS
Light, to determine lumination levels
MICROSCOPE
Dissection,
NURSERY BINS
Mobile, for storing growing media components
SCALES
Tabletop, ounce increments, 5 pound maximum
Utility, 40 pound, -pound increments
SOIL MIXER
yard capacity with 1 hp electric motor
SPRAYERS
1-quart hand held
Hose end, adjustable
2-gallon capacity, pump sprayer
Broadcast, single axle, adjustments on handle
SPREADERS
STAPLING TACKER
TREE DOLLY
Heavy duty
VISE
Mechanics, solid base with 3 jaws
110
Table 22: Workroom Equipment - Continued

ITEM
DESCRIPTION
RECOMMENDED
QUANTITY
WHEELBARROW
Commercial grade, 5 cubic foot capacity, pneumatic tire
WORK TABLES
Movable, with castors, 15 square feet/student
Table 23: Hand Tools and Equipment

ITEM
CHISELS
DESCRIPTION
RECOMMENDED
QUANTITY
Cold set, , , , center punch
Wood set, , ,
COME-A-LONG
EDGER
Gasoline powered, 8-inch blade
FILES
Flat, 10-inch and 12-inch
Half-round, 10 inch and 12 inch
Mill, 10 inch
Rattail, 10 inch
Seed
Spading (clay)
GLUE PAN
Low temperature glue-melting unit
GRINDER
Portable, electric, 4-inch right angle
HAMMERS
Ball peen, 8 ounce
Curve claw, 16 ounce
Sledge, 3 pound and 6 pound
FORKS
HOES
Garden
10
Mattock
KNIVES
Horticultural multipurpose (2 blade with 4 handle)
LAWN MOWER
Rotary type, mulching, 22 inch, 6 hp
Reel type, 18 inch
LEVEL
Carpenters 24 or 36 inch
LINE TRIMMER
Straight Shaft, 2-cycle engine, 17-inch cut
PLIERS
Slip joint, 6 inch
Diagonal, 6 inch
Linemans, 8 inch
Adjustable locking grip
Fencing
111
10
Table 23: Hand Tools and Equipment - Continued

ITEM
DESCRIPTION
RECOMMENDED
QUANTITY
POST HOLE DIGGER
Heavy duty, high carbon steel blades, 6-inch spread
RAKES
Lawn
Bow
RASPS
Wood, 10 inch half round
RULERS
100-foot tape
25-foot tape
Measuring wheel
Bow, 24 inch
Pruning, heavy duty
Hacksaw, 12 inch
Pole pruning/saw
SCISSORS
Utility, 8 inch
SCREWDRIVERS
Assorted lengths of Phillips and flat head
SHARPENING STONES
Oil, combination
SHEARS
Pruning, hand
10
Pruning, hedge
Pruning, lopping
D-grip, round point
Round point
Square point
Sharp shooter
Scoop, grain
Carpenters framing
Combination
TILLER
Rotary, 18-inch width, 12-inch tines
TREE CALIPER
Aluminum alloy, 9 inch
TROWELS
Commercial grade, assorted
WRECKING BAR
Landscape chopper/scrapper (rock bar)
Gooseneck
Open-end adjustable set, 6-inch, 9-inch, & 10-inch
SAWS
SHOVELS
SQUARES
WRENCHES
12
6
Standard, combination open-end/boxed end set,

1
/4 7 /8
Metric, combination open-end/boxed end set,

6mm15mm
2
112
Table 23: Hand Tools and Equipment - Continued

ITEM
WRENCHES Continued
RECOMMENDED
QUANTITY
DESCRIPTION
Pipe wrenches
Socket set, /8 drive, /8 /8 sockets

Allen wrenches, short arm set
Allen wrenches, long arm set
1
1
1
Table 24: Floral Tools and Equipment

ITEM
FLORIST KNIVES
DESCRIPTION
Floral fixed straight blade, 7 inch
HOT GLUE GUNS
RECOMMENDED
QUANTITY
20
5
ROSE STRIPPER
Metal
SHEARS
Florist clippers, 8 inch
Ribbon scissors, 8 inch
20
Hand pruning
STAPLER
Hand held
10
STEEL PICKING
MACHINE
UNDERWATER STEM
CUTTER
Heavy gauge
WIRE CUTTERS
6 inch
1
20
Table 25: Floral Supplies

ITEM
DESCRIPTION
RECOMMENDED
QUANTITY
ANCHOR TAPE
Roll
DESIGN BOWLS
Standard/utility bowls, box
FLORAL ADHESIVE
For fresh flowers, bottles
FLORAL FOAM
For fresh flowers, box
For preserved & silk flowers, box
FLORAL TAPE
Moss-colored, 12 rolls per box
RIBBON
#1.5 assorted colors, bolts
#3 assorted colors, bolts
10
10
113
Table 25: Floral Supplies - Continued

ITEM
RIBBON - Continued
DESCRIPTION
RECOMMENDED
QUANTITY
Paint, regular assorted colors, cans
Paint, translucent, cans
Paint, glitter (gold, silver, opaque), cans
Crowning Glory, concentrated bottle
Surface sealer, can
Leaf shining agent, can
WATER BOTTLES
with Spray nozzles
WATER TUBES
Bag (100/bag)
WAXED TISSUE PAPER
Bag (400 sheets/bag)
WIRE
#28 gauge (box)
#26 gauge (box)
#22 gauge (box)
#20 gauge (box)
#16 gauge (box)
SPRAYS
Table 26: Drafting Equipment (1 set per student)

ITEM
DESCRIPTION
RECOMMENDED
QUANTITY
COMPASS
CIRCLE TEMPLATE
DRAFTING BOARD
SCALE
Architect
Engineers
o
1
o
TRIANGLES
30 60 , 45 90
T-SQUARE
24-inch
Horticulture Advisory Committee

Keith Zamzow, Staff Specialist, IMS, TAMU
Joe Skinner, Naaman Forest, Garland
Chris Morgan, Marcus, Flower Mound
Glen Conrad, TruGreen Landcare, Bryan
Marsha Goodwin, Skyline, Dallas
114
Horticulture Photographs
9006J1: Greenhouse with corrugated polycarbonate sheeting over a galvanized frame.
9006J2: Cooling pads with automatic louvers regulate inside temperature of the greenhouse.
9006J3: Galvanized tables are recommended in the greenhouse. Casters on the legs would allow for more tables and maximize space.
9006J4: Storage shed allows for storage of equipment and supplies outside of the greenhouse.
9006J5: A cooler provides space for storing cut flowers and arrangements for floral design classes.
115
116
ENVIRONMENTAL AND NATURAL RESOURCES

Natural Resources: Aquaculture
25 students
INTRODUCTION
Aquaculture is an emerging part of the Agricultural Science and Technology curriculum
throughout the nation. It can be taught as an
agriscience semester course or offered as a yearlong agricultural industry course.
space should be allowed for students to move

freely and easily around each system. It is also
necessary to provide storage space and a work
area involving chemicals, supplies, feeds, and
equipment.
Students benefit from this set of curricula by

receiving instruction not only in the care and
production of aquatic species but in testing water quality. This training provides the individual
with the skills necessary to enter the aquaculture
industry as a semiskilled technician. The training also provides the student with marketable
skills in water-quality testing and maintenance.
These skills are beneficial to industries and municipalities where maintaining water quality is a
primary concern.
WATER SUPPLY
Whether indoors or outdoors, the laboratory
should be equipped with the necessary pumping
equipment to move the water as efficiently as
possible.
The heart of the aquaculture program is the water. Water quality is important to production
and the environment. The facility should have
access to a water source capable of producing
quality water for aquaculture. When groundwater is not available, then a surface water
source would be acceptable. In the absence of
both surface and ground water, municipal water
could be used. However, water in an aquaculture system must be chlorine free.
CLASSROOM AND LABORATORY

The classroom for an aquaculture class should
be consistent with that of other agricscience
courses, with a separate but adjoining laboratory. If possible the area should be climate controlled. An area lacking the ability to control
ambient temperatures will encounter considerably more production problems. An outdoor
pond may be part of the local aquaculture program. Production requires planning to culture
species that can tolerate climatic variances.
Chlorine-free water is available from either

groundwater or surface water. It may be possible
to obtain surface water by access to supplies,
such as ponds, lakes, bays, or rivers. Water
from this source will contain plant and animal
organisms. These organisms can be harmful to
the aquacrop. A filter screen attached to the inlet pipe will collect these organisms.
An indoor laboratory facility should be a minimum of 300x 500. This will allow for a variety of recirculating systems and raceways. A
500-gallon production tank with a settling
chamber and bio-filter recirculating system can
fit into a 30x100 space. This does not allow
for room to move around the system. Adequate
Groundwater is only available from water wells.

Regardless of whether the source is surface or
groundwater, it may necessary to obtain a permit
from the Texas Natural Resource Conservation
Commission (TNRCC) or other local governing
agencies.
117
the limiting resources are suitable water, land,

and/or facilities.
Municipal water is still another source for indoor systems. This source has two disadvantages. First, municipal water contains chlorine.
Most chlorinated water can be chemically
treated to remove the chlorine. All chlorinated
water can be filtered with a carbon filter. The
second disadvantage is the cost of municipal
water. This source is expensive for use in a
pond facility.
Aquaria
Aquaria can be used as an independent system
or part of the total program. An aquarium can
function independently or as a part of an array.
As an independent unit, water quality parameters are specific to the unit. A student or group
of students may be assigned the responsibility of
maintaining water quality and the overall production of the unit. As part of an array, the entire system can share a common bio-filter. This
will allow for students to conduct research regarding such variables as production gain or
feed quality. Either an aquaria array or individual tanks can serve as an entry-level program for
students with an interest in aquaculture.
Water considerations should include planning

for a water reserve. This water should be immediately available and capable of replacing no
less than 25 percent of the total volume of water
in all laboratory units. A partial change out is
essential when nitrogen problems affect water
quality. The water reserve also provides a
source of water for replacing water lost to
evaporation and leakage.
Recirculating Systems
Planning for the water source must also include

plans for discharge of used water. Disposing of
wastewater in recirculating systems or ponds is
a concern that is part of the planning phase. In
most educational situations, the volume of discharge is usually not sufficient to require a permit. Floors with a gentle slope and simple floor
drains will handle most systems. Pond drainage
should include a drainage ditch or drain pipe
that diverts water into a settling basin, such as a
developed wetland area or a cultured aquatic
plant system, before allowing it to discharge..
An aquatic plant area will work to reduce settleable solids and nitrogen wastes created by the
fish. In either situation, contact with the
TNRCC will ensure that the school facility is in
compliance with existing regulations.
Recirculating systems vary in size and type.

The common element in each is that water
leaves the production chamber moves through a
bio-filter and returns to the production chamber.
There is zero discharge unless nitrogen problems call for a partial water exchange. Water is
also lost due to evaporation and leakage.
Design of a recirculating system will include a
production chamber, a settling chamber, and the
bio-filter. PVC pipes carry the water from one
section to the next. Water can be moved using
pumps or an airlift.
In an airlift system, a regenerative air pump delivers a high volume of air at low pressure. An
air compressor that produces low volume at high
pressure does not meet the needs of any aquaculture system. The air pump should be mounted
away from the classroom and laboratory in a
sound box, mechanical room, or outside. This
will effectively reduce the noise level created by
the pump.
AQUACULTURE PRODUCTION
SYSTEMS
There are a variety of production systems that
can be useful in incorporating the Texas Essential Knowledge and Skills into the aquaculture
curricula. Each can be used as an independent
system or as a part of a multifacetted production
program. A school can plan a production program designed to meet the needs of the students
and budget of the school district. In most cases,
Setup of the system puts the water in each

chamber at the same level. Air injected in the
inlet pipes bubble water into the chamber. The
118
same pump supplies air used to aerate the biofilter and production chamber.
vided. This also works well for fish species requiring softwater.
LABORATORY CONSTRUCTION
CONCERNS
The laboratory facility should be equipped with

rollup or double access doors. There should be
windows between the laboratory and the classroom or office. External windows make environmental control more difficult. If windows
are incorporated into the facility, they should be
mounted high on the wall.
The laboratory floor should be below grade

relative to the floors in adjoining rooms. If this
is not possible, the room should have a 40
concrete water curb on all four walls. This is to
contain any water that might spill. The laboratory floor should be equipped with doublescreened drains with floors sloped toward the
drains at a 1 to 100 slope. The laboratory
walls should be waterproofed with a marinegrade sealer or with textured fiberglass wall
panels. The laboratory facility should be climate controlled with central heating and air
conditioning. The system should be independent from other classrooms or facilities.
OUTDOOR LABORATORY/POND
The lighting should be double the recommended

amount for regular classroom facilities. Two
duplex outlets spaced every eight feet along the
wall and every four feet at the lab counter/tables.
Each pair of duplex outlets should carry its own
20-amp circuit. Every outlet must be a ground
fault circuit interrupter (GFCI). New concrete
floors should be broomed or brushed before
curing to prevent a slick finish. Existing floors
should be resurfaced with a nonskid coating.
The nonskid surface should be continually
maintained.
The aquaculture laboratory should be equipped
with store room or storage cabinet. Storage facilities provide a place for aquatic chemicals,
spare parts, and feeds. A refrigerator or chesttype freezer should be provided to maintain
quality of feeds containing products with a high
fishmeal content.
A pond system would add a dynamic dimension

to any agriscience program implementing
aquaculture into the curriculum. Either a singlepond or multiple-pond system would provide
students with near-industry production experience. Soil testing should identify a clay content
that would allow the pond to hold water. Soil
should also be tested for residue from chemicals
that may have been dumped or spilled on the
soil. Oil, herbicide residue, pesticide residue, or
other toxic substances will render a site unusable.
The recommended pond size in an educational
setting should range between 1/3 acre (750
wide and 2000 long) to acre (1100 wide
and 2000 long). The pond should have a 3:1
or 4:1 slope on all banks. The levee surrounding the pond should be at least 120 wide and
level to allow for vehicular traffic. The bottom
of the pond should have a 6 slope per 100 feet.
The deep end of the pond should be no less than
six feet from the top of the levee. This will allow for a one-foot freeboard and a maximum
pond depth of five feet. The deep end of the
pond should be equipped with a drainage system, either a Kansas Kettle type system or a
turn-down pipe.
The pond design should allow for a drainage
ditch to carry the water to a settling pond. The
settling pond can provide the opportunity for
additional aquaculture studies. The settling
pond should have access to a discharge area
such as a drainage ditch, bayou, gully, creek,
stream, or river.
The laboratory should be equipped with a large,

deep-well stainless-steel sink and counter. Formica type material can be used for the counter
although stainless steel is the preferred surface.
For programs incorporating marine or saltwater
systems, a reverse osmosis unit should be pro119
The pond could be equipped with a pier or

walkway that extends a minimum of 10 feet into
the water. Preferably, the pier would be located
at the deep end of the pond. This will allow for
access to a proper site to conduct water quality
tests. A pier may interfere with seining or harvesting activities conducted in the pond. The
instructor and students should have access to
both chemical and metered water quality testing

equipment. An oxygen meter is the most critical
for pond water quality. Table 27 provides a list
of equipment and supplies that are useful when
operating a pond facility. It includes a sales
counter that will allow the students to market
their produce.
Table 27: Pond Equipment and Supplies

ITEM
RECOMMENDED
QUANTITY
DESCRIPTION
AERATOR
Paddlewheel, infuser, air jet, or similar type
ELECTRICAL
Power source at the pond to provide electricity to the aerator 1
SALES COUNTER*
Fresh retail counter with scale and printer
CUFFS
Boning, 6 wide
FIRST AID KIT
WITH cold packs to treat snake bite
METER
Oxygen meter and replacement parts
SEINE
120 feet x 5 feet
WADDERS
Chest type
10 ft.
17
with bio-material. The final major component is

a hp regenerative air blower. This air-supply
system is designed to provide low air pressure at
a high volume. A variety of plumbing supplies
will be needed to join the components into a
functional unit. This will provide a 750 to 800gallon total capacity system.
RECIRCULATING SYSTEMS
A basic recirculating system has four major
components. First is the production or culture
tank. Although many types of materials can
work for this tank, a round fiberglass tank is the
most efficient and versatile. A tank with a sixfoot diameter and 34-inch depth will hold approximately 575 gallons of water. It is recommended that the tank have a viewing window. It
should also be equipped with two 2-inch couplings: one in the center on the bottom and one
high on the side.
A production system may be set up in a variety

of ways using more than one type of bio-filter.
Photographs at the end of this will show additional systems to consider when planning an
aquaculture program. Each has its advantages
and disadvantages. Other systems that can be a
part of the aquaculture programs are also identified.
The second part of this system is a settling

chamber. A 140-gallon round fiberglass (42inch diameter x 2 feet deep) should be equipped
with three 2-inch couplings: one at bottom center, one high on the side, and the other high on
the opposite side. The third component is the
vertical screen biological filter (24x 36x 26)
Table 28 provides a list of most of the materials

that will be needed in the laboratory. Again, the
120
production system can vary in type, size, and

number.
AQUAPONICS
Aquaponics uses aquaculture wastewater with
hydroponic production. This approach brings a
new dimension to aquaculture. Space is usually
the limiting factor of the size and scope of an
aquaponics laboratory. Aquaponics can add a
new dimension to an existing horticulture program or be part of the aquaculture curriculum.
AQUATIC PLANT PRODUCTION

An aquaculture program does not have to limit
itself to production of animal species. Aquatic
plants are a viable commodity in the aquaculture
industry. Production can incorporate aquaponics (discussed later in this section) or operate
separately from other production systems.
Nitrogen-rich water from the production chamber is directed to a settling chamber. From there
it will pass over the root system of the plants.
The plants cannot remove all of nitrogen wastes
from the water. Thus circulation of the water
through a bio-filter is necessary before returning
it to the production chamber.
A pond production facility should range from 12

to 24 inches in depth. It can be an earthen pond
or a structure using a pond liner and beam supports. Available space would limit the size of
the production pond.
Production facilities could also be setup in a
greenhouse for environmental control or inside a
building under grow lights.
Production facilities can include grow lights

over production trays made from PVC pipe or
rain-gutter material. Facilities can also consist
of a greenhouse that houses both the recirculating system and plant production site.
Table 28: Recirculating Equipment and Supplies

ITEM
DESCRIPTION
RECOMMENDED
QUANTITY
PRODUCTION
SYSTEM
Complete with production chamber, settling chamber,

bio-filter and media, plumbing, valves, air supply system
*Quantity sufficient to meet the needs of the program.
DRAIN HOSE
2 reinforced drain hose with quick connect couplings
HEATER
Bayonet style immersion heater (3 watts per gallon of water

in the system (i.e., 2,400 watts for a 800 gallons of water)
NET
Food fish
BIO-FILTER MEDIA
Type can range from commercial products to custom

*
fabricated. *Quantity sufficient to supply the production needs
NET
Fingerling
NET
Sampling
OUTLETS
GFCI (ground fault circuit interrupters)
TEST KIT
Nine-parameter water quality test kit
TEST KIT
Individual dissolved oxygen kit
TEST KIT
Individual nitrate nitrogen kit
121
Table 28: Recirculating Equipment and Supplies - Continued

ITEM
RECOMMENDED
QUANTITY
DESCRIPTION
TEST KIT
Individual nitrite nitrogen kit
TEST KIT
Individual chloride/salinity kit
TEST KIT
Individual pH kit
TEST KIT
Individual carbon dioxide kit
TEST KIT
Individual alkalinity kit
TEST KIT
Individual hardness kit
THERMOMETER
Fahrenheit and Celsius scale with aluminum case
THERMOMETER
Fahrenheit and Celsius scale with plastic case

and fittings
REFERENCES
Assorted texts, periodicals, CDs, videos, and slide sets

*As determined by the needs of the program.
SUPPLIES AND MATERIALS
MARICULTURE PRODUCTION
The safe and effective instruction of aquaculture

requires a variety of accessory supplies and materials. Table 31 provides a list of the most
common items used in an aquaculture laboratory. Depending on the system selected and size
of the program, additional supplies and materials may be necessary. Local policy and program
direction will dictate the need. A variety of
aquaculture supply catalogs provide both description and uses of supplies and materials.
Another facet of the aquaculture program is

mariculture. Implementation of the marine science aspect is not limited to coastal areas. The
same type of equipment used for freshwater
systems can also be incorporated into mariculture production. Although certain species (i.e.,
red drum and hybrid stripped bass) can grow in
fresh water, they need saltwater to reproduce.
Other species (i.e., shrimp) need saltwater to
grow. Sea salt mixes can be added to fresh water to produce the desired level needed for the
species in cultivation. Table 29 is a list of items
that are unique to mariculture production.
FACILITY GROWTH
Facility development should allow for the
aquaculture program to expand. Another recirculating system of equal or larger size should be
implemented, necessitating additional equipment to maintain and monitor all of the systems.
Table 30 contains a list of items that should be
considered as the program grows.
There are a number of items that is necessary to

maintain both fresh and saltwater systems.
Following is a list of the more common items
that are used daily or recommended to be kept
on hand. The listing of materials and supplies
(Table 29) are needed to adequately and safely
train students and prepare them for occupations
within the aquaculture industry.
122
Table 29: Saltwater Production

ITEM
RECOMMENDED
QUANTITY
DESCRIPTION
KIT
Marine sampling kit
METER
Refractometer
SKIMMER
Protein skimmer (per system)
TEST KITS
Individual sodium chloride kit
Aquaculture Center (SRAC) has the largest selection of publications. SRAC Administrative
Office is located at the Delta Research and Extension, Stoneville, Mississippi. Mississippi
State University serves as the host institution.
In addition, most states support a state aquaculture association. This can be a valuable resource for locating resource personnel, potential
jobs for graduates, and specialists that can help
when problems arise.
CURRICULUM MATERIALS AND

REFERENCES
There are a variety of resources that provide instructional materials for the aquaculture program. Instructional Materials Service, 2588
TAMUS, College Station, Texas 77843-2588
has student materials, curriculum guides, test
bank, keys, videos, and miscellaneous other references.
Five regional aquaculture centers produce bulletins on various aquaculture topics. The five
centers are the North Central, North Eastern,
Southern, Western, and the Tropical and Subtropical. Of the five, the Southern Regional
The Internet is an emerging educational resource

tool for all instructional areas. The concern with
this resource is the line between valid information and opinion. The researcher should always
question the credibility of the source.
Table 30: Expansion Accessories

ITEM
DESCRIPTION
RECOMMENDED
QUANTITY
ALARM
Telephone alarm/monitoring 8 system
CHILLERS
For use with cold water species (i.e., trout)
FEEDERS
Automatic scatter feeder - per pond
FEEDERS
Vibrator feeder for fry production
FEEDERS
Automatic belt feeder for recirculating systems - per system
GENERATOR
Gasoline or diesel auto start electric generator
or oxygen backup system

KIT
Dissecting kit complete with trays
METER
DO meter
METER
Salinity, conductivity, temperature meter
METER
pH/mV/ C meter
MICROSCOPES
Basic 3 power laboratory microscope
123
Table 30: Expansion Accessories - Continued

ITEM
RECOMMENDED
QUANTITY
DESCRIPTION
SCALES
Triple beam
SCALES
Hanging scale, 25-pound capacity
SCALES
Floor type, 50250-pound capacity
STERILIZER
Ultra-violet sterilizing unit
11
Table 31: Supplies and Materials

ITEM
RECOMMENDED
QUANTITY
DESCRIPTION
AIR STONES
Assorted sizes from .1 to 1.0 CFM
30
BASKET
Polyethylene with heavy duty handles
BROOMS
Fiber, 12 pushbroom, heavy duty
BROOMS
Whiskbroom, heavy duty
BRUSHES
Clean-up brushes, 8 with nylon filling
BRUSHES
Test tube, bottle, and scrub brushes, assorted
10
CLIPBOARDS
Plastic
10
FEED
Meet the requirements of species in production
FILTER
Sand filter system
KNIFE
Air knife for skinning
NET
Plankton net
NET
Cast net, 6 radius,
SECCHI DISK
To test turbidity in ponds, with line and weight
SQUEEGEE
Heavy duty
TAGGING
Tag gun and tags
TOWELS
Cloth or paper
generator to operate both systems. Each system
has its own settling chamber and biofilter.
RECIRCULATING SYSTEM DIAGRAMS

Included in this section is a diagram of a recirculating system. The first shows a single tank
production system complete with settling chamber, biofilter, piping, and air supply.
POND SYSTEM DIAGRAMS

There are three diagrams presented in this section. The first is a single-pond system. The
second is a multiple-pond system that uses a
crawfish production area as the first settling
chamber before water is released into a wetland
The second diagram illustrates the same type of

recirculating system except with two production
chambers. It is capable of using the same air
124
area. The wetland area is also used for the production of aquatic plants.
The final pond system is located on the coast.
The saltwater resource allows the school the opportunity to work with marine production. A
freshwater well also provides the opportunity to
work with freshwater species.
ILLUSTRATIONS
Following this section are photographs that represent selected aquaculture facility concerns that
are part of the agricultural science and technology department. Each illustration contains a
Aquaculture Advisory Committee
Reece Blincoe, Career and Technology Director, San Marcos ISD, San Marcos, TX
Brian Brawner, R&B Aquatic Distribution, Inc., Boerne, TX
Janet Hayes, Career and Technology Director, Deer Park ISD, Deer Park, TX
Tim Wyatt, Vines High School, Plano, TX
125
126
Figure 23. Diagram of ponds at Deer Park High School, Deer Park, Texas.
127
128
Figure 25. Aquaculture system of the Palacios I. S. D. Agriscience Department.
129
130
Figure 24. Aquaculture recirculating system laboratory floor plan.
131
132
Figure 26. Typical recirculating system design for high school aquaculture programs.
133
134
Aquaculture Photographs
9006K1: Ponds provide a dimension to the aquaculture curriculum that

closely parallels industry.
9006K2: Recirculating systems provide an economical, yet realistic approach to aquaculture education.
9006K3: Recirculating systems can be equipped with chillers (seen

here) or heaters to allow for culture of certain species.
9006K4: Aquatic plant production can occur in lined ponds and take up
relatively little space.
9006K5: Aquaria systems allow still another dimension of production

within the aquaculture curriculum.
135
136
ENVIRONMENTAL AND NATURAL RESOURCES

Natural Resources: Forestry
10 students
INTRODUCTION
TRANSPORTATION
Forestry is one of the established curriculums in

Agricultural Science and Technology. An agriscience course, forestry is TEA approved for credit. As such, the classroom standards for this
course of study are the same for those of the
systems. However, to be truly effective with
this curriculum, the class should have easy access to a forest and preferably a logging and/or
milling operation.
Unless the school is located adjacent to a stand

of timber and industry, transportation should be
available for use by the instructor. If the instructor does not have the necessary certification
to transport students, a certified driver should be
provided on the days field trips are scheduled.
The vehicle should equipped to carry the tools
and equipment the class will need on various
trips. It can be a school bus, van, or any type of
safe, reliable means of transporting students to
and from their destination.
LABORATORY FACILITY
In addition to classroom, office, restrooms, storage, and library facilities, there should be a
school-based laboratory available for this
course. The need for a laboratory can easily be
incorporated into a mechanized agriculture facility designed to meet the needs of an additional agribusiness course.
SAFETY
Safety is always an issue with every phase of
education. Student and teachers should have
approved safety measures to work with tools
and equipment. Much of the laboratory work
will involve the outdoors exposing everyone
involved to everything from insect stings and
bites to attack from animals, such as snakes. A
first aid kit should be available and equipped to
handle such emergencies. In addition, the instructor should have access to a cell phone.
This will allow for prompt notice and calls for
assistance, should the need arise.
TOOLS AND EQUIPMENT

A list of tools and equipment (Tables 32 and 33)
follow this discussion. The recommended
quantity is based on the recommended enrollment of 10 students. Additional tools and
equipment will be needed as more students enroll in the course.
137
Table 32: Power Equipment

ITEM
SAW
DESCRIPTION
Gas-powered chain, minimum size 4.0 cu.in.
for direct drive or 2.3-cu.in for gear driven)
RECOMMENDED
QUANTITY
2
Table 33: Hand Tools and Equipment

ITEM
DESCRIPTION
RECOMMENDED
QUANTITY
AX
Double bit
BORERS
Increment, 8
COMPASSES
Cruising, professional quality

GPS/GIS instrumentation
3
2
COOLER
Water, 10 gallon
FILES
Flat, assorted
GOGGLES
Safety
GUN
Tree marking
HANDLES
File tang
HATS
Hard, safety
INJECTOR
Tree
FIRST AID KIT
Industrial quality
LEVEL
Laser
Topographic abney
1
1
MACHETTE
with leather sheath
PADS
Tally, for timber cruising
STICKS
Scale
SQUARES
Timber cruising prism, 10 factor
TAPES
Engineers, 100 ft
Diameter
Logger
1
5
1
WEDGES
Metal
1 per person
1
1 per file
1 per person
10
138
VALUE ADDED AND FOOD PROCESSING

Food Technology - Meats Processing
Preferred:
15 students
12 students
each class above the recommended two classes,

there should be an
INTRODUCTION
The meats processing curriculum provides both
technical and hands on instruction to students
with career goals in the food technology industry. Knowledge and skills gained through this
area of study will prepare students for immediate employment.
additional 600 square feet of floor space for the

processing area.
APPROVAL OF PLANS AND
SPECIFICATIONS
Working with animal carcasses, sharp knives,

and possibly around live animals presents hazards not common to the typical classroom setting. As a result, class size is an extremely important consideration when planning to implement this curriculum. The key factor for class
size recommendation is safety concerns.
The Division of Veterinary Public Health, Texas

State Department of Health, must review and
approve plans and specifications for the proposed school-directed meats processing laboratory. This process should be completed before
releasing bid information. Either the school
district office or the architect should contact the
Division of Veterinary Public Health, Texas
State Department of Health, 1100 West 49th
Street, Austin, Texas 78756. Written final approval should be secured before the plans and
specifications are let out for bid.
CLASSROOM REQUIREMENTS
The facility standards in this subject area are the
same as those suggested for the food and fiber
system. Common facility standards include
classroom space, classroom equipment, study
and library area, storage space, and office space.
GENERAL CONSTRUCTION
CONSIDERATIONS
MEATS PROCESSING AGRICULTURAL

INDUSTRY FACILITIES
Wall construction consisting of a steel stud

frame is recommended. Wall covering should
be glassboard (FRP).
These recommendations for a school-directed

laboratory meats processing program represent
requirements for two classes with a maximum
of 15 students in each. As mentioned, exceeding this capacity seriously jeopardizes the safety
of the students and instructor. These recommendations also address those needs other than
classroom and space requirements.
WIRING
The walls should be equipped with ground fault
circuit interrupter (GFCI) duplex outlets. They
should be spaced no greater than 10 feet apart
around the walls of the laboratory. Each should
be 120-volt service on a 20-amp circuit. Outlets
should also be available for power equipment
requiring 240-volt power. Placement of these
outlets will depend on layout pattern of the
equipment.
A meats processing laboratory should have a

floor space of 1,200-square feet. An additional
800-square foot facility, adjoining the processing area is required for a slaughter laboratory. A
school system may choose to make more than
two classes available during the class day. For
139
cultural industry. The quantity recommendations are based on a class size of 15
GAS
There should be a minimum of one (1) natural
gas (or equivalent) outlet provided in the work
area.
TOOL AND EQUIPMENT PURCHASES
The purchase of any tools and equipment for the
meats processing facility should conform with
design and construction requirements to meet all
local, state, and federal guidelines for safety.
The tools and equipment should also be consistent with industry standards.
students and a maximum of two classes. As

more classes are added, additional tools and
equipment should be made available. Any item
marked with an * refers to optional equipment
that is recommended when funds become available.
ILLUSTRATIONS
Following this section are photographs that represent selected food processing meats laboratory concerns that are part of the agricultural
science and technology department. Each illustration contains a caption that further explains
the photograph.
Tables 34 through 37 include a listing of all

tools and equipment that should be considered
for a meat-processing laboratory. The tools and
equipment presented are needed to adequately
and safely train students and prepare them for
occupations within the meats processing agriTable 34: Fabrication Room
AREA
APRONS
BASKETS
BOOT DIP MAT
CLIPPING SYSTEM
COUNTER*
CUFFS
CURE PUMP
CUTTERS
DOLLY
DOLLY
DOLLY
DISPENSER
DUST REMOVERS
FIRST AID KIT
FROCK
GLOVES
HOOKS
HOIST
DESCRIPTION
Boning, white neoprene coated, 14 x 18
Freezer, 5 x 17 x 28
Disinfectant boot dip mat
One bag clipping system
Fresh retail counter with scale and printer
Boning, 6 wide
Complete with all accessories
Paper, hold 9 diameter rolls and
widths of 15, 18, & 24
Double lug, 15 x 28 x 33
Four lug, 15 x 28 x 33
Single tote
Tape, adjustable to measure desired length
For removal of bone
Designed to attend to major injuries
For freezer use
Metal mesh, thumb and two fingers - pair
Boning hooks
-ton capacity for loading dock
140
RECOMMENDED
QUANTITY
15
56
17
2
2
4
2
6
6
1
2
16
5
1
Table 34: Fabrication Room - Continued

AREA
DESCRIPTION
RECOMMENDED
QUANTITY
HOSE
Commercial grade rubber 50 water hose, high pressure 3

designed to withstand high temperatures, with nozzles
HOSE
Mixing hot and cold water station
KNIVES
2-knife set, complete with plastic handles

6 flexible blade for boning
8 blade for breaking
3
16
4-knife set, with plastic handles,

breaking knives: 8, 10, 12, and 14 blades
for laboratory use
Steak, with plastic handle and 12 blade

8 blade for breaking
Wizard*
LAVATORY
Stainless steel base sink with backsplash,

foot/knee operation
LOCKERS
Clothes lockers, male and female facilities

(20 lockers each)
LUGS
Curing bin, 500-pound capacity

Tote, 13 x 12 x 30 inside measurement
MOLD
Hamburger patty press, hand operated
PACKAGING
Vacuum packaging system
PLATTERS
Aluminum, x 12 x 30
1
40
3
20
2
36
Utility, stainless steel, 24-quart capacity
PLATTER DOLLY
12 platter
RACKS
Dunnage racks, aluminum,

27 x 60 x 70 or 12 x 20 x 36/48/60
SAUSAGE STUFFER
Manual or Electric,
SAUSAGE LINKER*
Fresh sausage
SAWS
Meat, stainless steel frame with plastic handle,

3
/8 x 25, 12 tooth
SCABBARDS
Plastic or aluminum with removable froth, 4 x 13;

chain belts with two swivel hooks
SCALES
Beam type, heavy duty, 550-pound capacity upper

beam, and 50-pound capacity lower beam
Electronic with retail labeling operations
Electronic with digital portion control
141
1
4
16
Table 34: Fabrication Room - Continued

AREA
SCALES - Continued
DESCRIPTION
RECOMMENDED
QUANTITY
Platform with 1,000-pound capacity
2-pound capacity
SHARPENER
Sharpening stone, multi-oilstone, set
SHARPENER
Electric for knives
SINK
Double sink/drain board combination, stainless steel,

each sink unit 24 x 24
each with a 24 x 36 drain board
STAMPS
Complete hand set, single line, for meat cuts
STEELS
12 blade
STERILIZING BOX
Sterilizing box for knives, 6 x 12 x 12, electric, 120V 1
TABLES
Cover, Durasan plastic, x 30 x 60
TABLES
Trimming and boning table, stainless steel frame,

6
30 x 34 x 72, equipped with Durasan tops (above)
TABLES
Utility and wrapping table, stainless steel top,

32x36x96
THERMOMETERS
Digital
TREES
Meat type, stainless steel, in-line hooks,

12 hooks with 8 between hooks, 48 long
TROLLEYS
Overhead rail, beef short, standard for hindquarter

15
Galvanized wheel with stainless steel hook, x 6
TROLLEYS
Overhead rail, beef long, standard for forequarter

15
Galvanized wheel with stainless steel hook, x 24
TROLLEYS
Overhead rail, long hog, standard

Galvanized wheel with galvanized hook
15
TRUCKS
Freezer, tray supports, intervals for baskets
Drinking fountain
16
VACUUM TUMBLER
WATER COOLER*
142
Table 35: Power Tools and Equipment

ITEM
DESCRIPTION
RECOMMENDED
QUANTITY
BOWL CUTTER*
COOLER
EXTRUDER*
FLAKER/CHOPPER*
Frozen meat flaker/chopper
MIXER/GRINDER
Power operated, stainless steel, complete
SLICER
Power operated
SLICER*
Power operated, bacon slicer with stacker & shingle
TENDERIZER
Power operated with safety switch, rigid stripper

transparent hopper with stainless steel case
PATTY MACHINE*
Power operated
BANDSAW
Meat quality, sliding table, 3 hp
SMOKER
Complete with accessories
SMOKE HOUSE*
Computer operated
Table 36: Suggested List of Meat Processing Supplies

ITEM
DESCRIPTION
Aprons
Plastic or cloth
Brooms
Fiber, 12 push broom, heavy duty
Brooms
Whiskbroom, heavy duty
Brushes
Clean-up brushes, 8 with nylon filling
Brushes
Scrub brush for cleaning equipment
Clipboards
Plastic
Earplugs
Disposable
Hairnets
Disposable
Oil
Packers white oil, five gallons
Pencils
Squeegees
Floor and table
Tags
Tag gun and tags
Teaching Materials
Bulletins, student materials, videos, slides, CD ROM,
Towels
Cloth or paper
143
Table 37: Slaughter Room Facilities and Equipment

ITEM
DESCRIPTION
RECOMMENDED
QUANTITY
CHUTE
Stun chute
CRADLE
Skinning cradle
GAMBRELS
10
HOIST
One-ton capacity
KNIFE*
Air knife for skinning
Table 37: Slaughter Room Facilities and Equipment - Continued

ITEM
DESCRIPTION
RECOMMENDED
QUANTITY
LIFTS*
Hydraulic lifts
RAIL
Landing rail system
SAW
Splitting saw
SCALES
Rail scales
SCALES
Livestock scales
SINK
Deep, double sink
STERILIZER
180 F water capability
TABLE
Offal table
TROLLEYS
Drop-rail system
TRUCK
Viscera table
VAT*
Scalding vat and dehair machine
WASH AREA
Complete with head rack
HIDE PULLER*
APRONS
1
Neoprene
16
Meat Science Advisory Committee

John Mack, James Madison High School, San Antonio, TX
Marty Spradlin, Daingerfield High School, Dangerfield, TX
Joe Liles, Holland High School, Holland, TX
Dr. Randy Harp, Texas A&M University-Commerce, Commerce, TX
Dr. Davey Griffin, Texas A&M University, College Station, TX
Dr. Steve Stoops, Texas A&M University, College Station, TX
144
Figure 27. Floor plan of Conroe High School Food Technology-Meats Laboratory, Conroe, Texas.
145
146
Food Technology Meats Laboratory Photographs
9006M1: A classroom setting inside the meat laboratory (left) should

have direct rail access to the locker area.
9006M2: Students, instructors, and visitors should have easy access to

protective clothing for use in the meats laboratory and harvest area.
.
9006M3: Meat slicers should be equipped with the proper safety devices
and be maintained in good working order.
9006M4: Shrink wrap machines provide the students the opportunity to

package the meat according to industry standards.
9006M5: A commercial meat grinder (left) and a commercial scale

(right) should be a part of the meat laboratory equipment.
147
148
WORK-BASED LEARNING
Agribusiness
Work-based learning (WBL) is inclusive of part
of the education system that extends out of the
school atmosphere into an actual work situation.
The relationship between the student, the
school, and the employer can exist in any of
several options. While attending school, an employer may hire the student to work a minimum
of 15 hours for 3 hours credit or 10 hours for 2
hours credit. With this option, the student receives a salary and has a regular work schedule.
Refer to the Student Attendance Accounting
Handbook available from the Texas Education
Agency for detailed information.
unwilling to pay for providing training to an apprentice.

The last option involves the student shadowing
an individual during normal work hours. Shadowing can last several days but not normally
more than two weeks at a site. The student will
arrive at a predetermined time and can either
observe or assist the cooperating individual.
This activity can either be for wages or voluntary on the part of the student.
All three of these WBL programs require a
school-based meeting area or classroom. Students receive instruction in a controlled environment, designed to reinforce the training they
receive on the job. Much of this work is done as
independent study with a teacher or facilitator to
guide and assist the student. Some of the instruction is offered to the entire group at one
time. In either type of learning situation, a standard classroom is sufficient to meet the educational needs for these programs.
The next WBL option is internship. An intern

usually works in a field that is directly related to
a profession the student is pursuing. The length
of time can fluctuate with the professional
training received. Where this position is often
salaried, a student can waive the salary to receive training when an employer is unable or
149
150
PROJECT/RESEARCH LABORATORY
INTRODUCTION
TYPES OF FACILITIES
A project/research laboratory serves as an educational learning center for extended activities.

Students gain personal skills in responsibility,
teamwork, record keeping, and technical skills
involving plant, animal, and soil sciences while
participating in supervised laboratory experiences.
A facility with a broad scope will serve a diverse population of the students in the agriscience program. Such a facility may be designed to serve students having a single
species of plant or animal project, students with

diverse plant or animal interests, or those students with the desire to conduct specific research activities.
A project/research laboratory is one that requires

detailed planning to successfully meet the needs
of all students and the agriscience program.
Planning should include establishing an area for
students to meet the guidelines of the Supervised Agricultural Experience (SAE). This is
important where zoning restrictions or building
codes prohibit activities adjacent to a students
home. Through a SAE program, agriscience
students can gain skills they will use their entire
lives. As a requirement for satisfactory completion of most agricultural science courses, a student must meet certain requirements. A plant or
animal project cared for by the student may
meet partial needs of this requirement. The facility can also allow room for research activities
that can benefit all students by supplementing
the classroom experience. Students can also use
this facility to conduct research for agriscience
projects outside the classroom.
There are three basic types of field laboratories

and numerous combinations that can serve the
agriscience program. Listed in terms of purpose, they are as follows:
Project Center
Exhibition Facility
Learning/Research Laboratory
Project Center
A project center is a facility that makes space
available to students who, for whatever reason,
are unable to keep a project at or near their
home. The use of the facility can designate the
time of year it is open. For example, depending
on the species for targeted exhibition events, the
use may be limited. If students raise projects
year round, the facility will be used regularly.
Options for such a facility include crops or animals for exhibition, breeding animals, and crops
and animals for sale to the market or for home
use. Project facilities for animals will include
but are not limited to species specific pens for
cattle, sheep, swine, goats, and poultry or plots
or acreage for gardens or crops.
District educators must know the attitude of

their clientele to promote the type of facility that
would be accepted and supported. The purpose
of this section is to identify the types of facilities
and key issues that should be addressed in the
planning, promoting, and implementation of a
project/research laboratory for the agricultural
science and technology program.
151
nances affecting residential and business areas,

accessibility and proximity to the school, security, and safety are major site considerations.
Exhibition Facility
An exhibition facility provides the agriscience
program with space for students to gain showmanship skills while handling, training, and exercising their animal projects. This facility provides a location for student learning and competition within the local agriscience department. It
also allows the department to host invitational
exhibitions involving neighboring agriscience
departments.
Ideally, the site should be a comfortable walk

from the classroom. The location should be an
area that does not affect nearby residences, or
businesses. The site should support an allweather road and parking facility.
SECURITY
This type of facility can be designed to include a

work area. Such an area would provide students
and faculty a place to gather, groom, and prepare
animals for exhibition. It would also provide a
site to weigh animals or restrain animals requiring veterinary care or routine treatment. Facilities should be designed to meet the management needs of all species of livestock.
Security is an issue for a learning/ research laboratory. Numerous students will have access to
this area. Security fencing with locking entry/exit gate(s) is strongly recommended. Passcard security gates allow access only to people
with a card. The gate should have a by-pass
system allowing it to remain open whenever
high activity is expected.
A confining fence should surround this type of

facility and prevent animals from roaming.
There should be a covered arena, preferably enclosed for all-weather usage.
All pens and storage areas should be equipped

with locks and locking procedures incorporated
to maximize their effectiveness. An office
building should be equipped with a telephone
with long-distance block or students should
have access to a pay phone.
Learning/Research Laboratory
The learning/research laboratory allows space,
facilities, and equipment for a variety of activities both during and outside of the classroom.
Students involved in an independent study program may use the facility to conduct a wide variety of research activities. Such activities can
be incorporated directly into the classroom
learning environment or as indirect laboratory
activities. These activities could include learning or research work involving plants, soils, the
environment, structures, equipment, or animals.
Students have very demanding schedules and it

is not always possible for them to care for their
project during daylight hours. Outside lighting
with a solar switch will provide a safer working
environment. In addition, such lighting will add
another dimension to the security of the facility
and the students.
SUPERVISION
Once the facility is operational, the school district should designate a supervisor for the site.
The supervisor should have immediate and
complete control over activities within the area.
Regardless of whether the site is a project center, exhibit area, outdoor laboratory, or combination unit, the supervisor should coordinate its
activities. An agricultural science instructor
would be the logical choice for this responsibility. However, the school district may choose an
individual to serve as a full-time caretaker/supervisor.
Combination Facilities
The facility can be any combination of the laboratories. A needs assessment conducted by the
school district should be used to determine the
type of facility.
LOCATION
Location is a major concern when considering
an outdoor laboratory facility. Zoning ordi152
In addition to overseeing security, this individual would also control and schedule activities
conducted on the site. If a full time supervisor/caretaker is available, the related issues of
liability are diminished. If an agriscience
teacher is the supervisor, full-time site management is not always possible. School security
personnel can provide an extra measure of attention by including the site in the patrol area.
filter these waters will work to reduce the effects

of nutrient-rich water.
WASTE MANAGEMENT
PLUMBING
Waste will be a problem primarily when the site

is used as an animal project area. Problems
arise from containment and disposal or removal
of the solid wastes. Wastes addressed in this
section refer primarily to fecal matter and animal bedding materials. Not only will these materials have to be properly managed, they will
generate an odor that surrounding businesses or
residents may find objectionable.
Plumbing should first meet the building codes

of the area where the facility is located. In addition, as an outdoor facility, there should be
ample use of shut-off valves, back-flow preventers, and freeze protection devices.
The second drainage issue refers to the work

area. Animals are washed and groomed during
their production. Providing a wash rack with
proper drainage will provide a safe work area
and keep wet spots from forming around the
pens.
Properly constructed washing facilities aid in

drainage of water. These areas should be
equipped with traps, or catch basins for animal washing facilities. The trap is designed to
contain soil particles that are too heavy to stay in
suspension. Easy cleaning of the traps is also a
factor in their use.
If a lagoon system is incorporated into the overall waste-management plan, issues of liability
arise. Water- and/or waste-retention ponds significantly raise the issue of liability. This type
of structure should be isolated with a security
fence or other means to prevent access by individuals.
ELECTRICITY
Electrical needs must be available for both 120volt and 240-volt service. The number and location of outlets should accommodate easy access at each pen. In addition, the office area and
the work area should also contain adequate outlets. Ground fault circuit interrupters (GFCI)
should be installed on every circuit. A GFCI
breaker may also be needed anywhere water or
dampness may come in contact with the work
area. A breaker box should be easily accessible
and all circuits clearly marked.
Other wastes will also be generated by the facility including feed bags and empty containers.
These materials can easily be removed using the
existing school campus waste management program (i.e., providing a large container to collect
wastes and providing access to the same collection agency that manages school wastes).
DRAINAGE
Electrical considerations should include the use

of fans, misting systems, normal lighting, flood
lighting, and appliance use. Heavy load circuits
should be available for equipment such as hotair blowers for use in drying animal hair coat.
A project/research facility has two drainage issues. First is the issue of heavy rainfall and
runoff. The site should be constructed to allow
excess water to move away from the animal
pens, roads, and parking. Waste containment
areas should be managed to minimize the volume of water that leaches through the material.
Nutrient-rich runoff should not be allowed to
drain into waterways. Providing a greenbelt to
153
evaluate it. This room should be a complete

climate-controlled classroom and contain storage for equipment and supplies.
AMERICAN WITH DISABILITIES ACT

CONSIDERATIONS
Regardless of the type of outdoor laboratory the
school district selects, consideration should be
made for individuals with disabilities. Even
though the task of raising animals or crops is in
itself limiting, facility design can be made to
accommodate the students and teachers.
Where a classroom/laboratory room is not

needed, a facility should be provided for students to meet, work on activities, or do outside
assignments. Separate restroom facilities should
be adjacent to either type of building. In addition to these buildings, a storage facility for
feed, hay, equipment, and supplies should be
available for the students. If possible, large
lockers or storage rooms should be available for
each student. This will prevent problems with
students using other students materials without
permission. Only the student and teacher should
have access to these areas.
Where possible, concrete walkways should be

installed. Handicapped parking and restroom
accommodations are a necessary factor in all
facilities planning. Additional considerations
include lower light switches and receptacles.
Feeding pens and tack rooms should be easily
accessible.
Other ADA considerations and factors are important to the total facilities planning. Enlisting
the assistance of an ADA representative or
working with an architect with this experience
could possibly prevent expensive renovations at
a later date.
During livestock or plant production, students

and teachers will use syringes, scalpels, vaccines, pesticides, insecticides, and various
chemicals. To accommodate disposal of empty
or used materials, biohazard containers/receptacles should be easily accessible to all
individuals using the facility.
FLEXIBILITY IN DESIGN
It is virtually impossible to foresee the growth
and future demands that will be placed on the
outdoor laboratory. For this reason, the facility
design should contain a degree of flexibility.
This can range from allowing for additions to
the facility to the ability to convert pen use from
one species to another (i.e., converting steer
pens to lamb pens).
The design of the facility should also be such

that it allows for the safe use of baits, traps,
chemicals, and other devices used to control
flies, rats, birds, and other nuisances and pests in
and around the facilities.
Animals in confined areas need exercise or
turn-out areas. The need varies with each
species and the area should be adjacent to each
species section.
This would require changing of panels, gates,

and square footage of pens. By implementing
this type of flexibility, the facility becomes pliable in that it can change with the changing
interest of the students.
The outdoor lab will need access and interior

gates. Drive through barns should have gates at
each end of the alley and swing-outs to facilitate loading and unloading of animals.
PERIPHERAL FACILITY
CONSIDERATIONS
The texture of concrete areas is a concern for

animals. The finish of concrete flooring in wash
areas and along walkways should have a coarse,
broom finish to provide sound footing for animals. Pens that will have a sand or bedding on
the concrete can have a smoother finish.
Where an outdoor laboratory serves as an extension of the classroom, a building should be

available for the students. This on-site classroom/laboratory room would allow the students
to gather data and immediately analyze or
154
Useful recommended equipment items that can

be budgeted accordingly include but are not
limited to the following: a riding mower and
other lawn maintenance equipment; a manure
spreader or similar waste disposal equipment; a
high-pressure washer; and livestock sprayer
equipment.
Parents and students must agree to project center/laboratory rules and policies, which include
eviction procedures. These rules should be
discussed and agreements signed at a mandatory
student/parent meeting. Signed copies should
be kept on file by the students/parents and the
agricultural teachers.
NONCONSTRUCTION
CONCERNS/SUGGESTIONS
The school district should prearrange facility

maintenance responsibilities and resolve such
issues as:
The students will be investing time and money

into their projects. It is essential to be honest
about the level of teacher expertise/knowledge
concerning project care and feeding. Where
necessary, an outside consultant should be contacted.
Preplanning a facility should involve site visits

to existing facilities. An interview with the agriscience teachers as well as other school district
personnel will provide insights not obtained in
any publication.
Who is responsible for grounds maintenance?

Who is responsible for plumbing and electrical repairs?
Who is responsible for road maintenance?
ILLUSTRATIONS
Following this section are photographs that represent selected project/research laboratory concerns that are part of the agricultural science and
technology department. Each illustration contains a caption that further explains the photograph.
While still in the planning stage, all city, county,

or state rules, regulations, laws, and codes
should be carefully considered.
The facility should exist as a cost-recovery, or
near cost-recovery facility. As a result, a realistic fee structure must be established to cover
items that include but are not limited to deposits, sand and bedding, cleanup, waste removal,
electricity, and water.
Project/Research Laboratory Advisory Committee

Craig Edwards, Curriculum Specialists, IMS, Texas A&M University, College Station, TX
Kevin Lynch, AST Splendora High School, Splendora, TX
Mickey Ohlendorf, Career & Technology Director, Pearland ISD, Pearland, TX
Pat Real, AST Judson High School, Judson, TX
Janelle Watson, Career & Technology Director, Klein ISD, Klein, TX
155
156
Figure 28. Deer Park High School Project/Research

Laboratory, Deer Park I. S. D., Deer Park, Texas.
157
158
Project/Research Laboratory
9006O1: A project/research laboratory area can provide a facility for

classes to meet, supplies to be stored, or grooming and care activities of
animals to take place.
9006O2: Where a facility is used to stable livestock, a exhibit arena

provides an area for students to exercise their animals or compete with
other students in simulated exercises.
9006O3: Pen construction should be low maintenance and yet durable

enough to withstand long term use.
9006O4: A wash facility can be opened for larger animals only or enclosed and covered allowing access to all livestock.
9006O5: Covered facilities with open sides allow for air to circulate. It
may be necessary to provide for additional ventilation and cooling
through the use of fans and mist systems.
159
160
SUMMARY
The task of planning any facility is a complex
process. The diversity of the Agricultural Science and Technology curriculum adds additional
dimensions to this process. No longer is agricultural education in high schools a matter of a
classroom and a shop. The school district will
make available systems of the AST curriculum
guided by the student enrollment, teacher certification, and community support. Administration, counseling staff, and teachers working together will make decisions that directly affect
the students. The facilities should provide the
setting for the systems of instruction available
within the school district.
161
This reference should provide the foundation for

planners to come together collectively to review
the needs for the new department or additions to
a department. Hopefully, it will provide insight
into program planning to assist in providing the
type of facility that will foster a safe, effective
learning environment.
Instructional Materials Service 2588 TAMUS College Station , TX 77843-2588

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Agricultural Science & Technology

Catalog No. 9006

acceptance policies on student transfers from other school districts;

ALL RIGHTS RESERVED

Terry Phillips, Director

Arturo Almendarez, Deputy Commissioner

Mona Corbett, Program Specialist

Robert Muller, Associate Commissioner

AGRICULTURAL SCIENCE AND TECHNOLOGY FACILITY STANDARDS

It is the purpose of this publication to offer

Each AST system has special facility and

The curriculum design and facility planning

tems. Planners should consider the following

Current/future instructional offerings,

SUMMARY OF MINIMUM RECOMMENDED SPACE ALLOCATIONS FOR

AST Agricultural Science & Technology

SUMMARY OF MINIMUM RECOMMENDED SPACE ALLOCATIONS FOR

GENERAL RECOMMENDATIONS FOR

The curriculum design and facility planning

Current/future instructional offerings,

The design should also consider the needs of the

A major factor in the development of an AST

the main school building or exists as a separate

Advantages of a Separate Agricultural Science

The site should be easily accessible for school

In some, cases, the separation of the classroom

2. Accessibility to school patrons.

The foundation should be concrete, with a

The architect should design a climate-controlled

The total classroom environment should be

Classroom lighting designed by the architect

The department should maintain a library/resource area that is accessible to each

The design of the total facility should provide

The classroom should contain built-in storage

Refer to Safety in Welding, Cutting, and Allied

fier can be installed if air conditioning units can

If general mechanical ventilation is provided, a

The Council on Educational Facility Planning,

Table 1: Exhaust System Planning

Minimum air Duct diameflow

Texas Administrative Code, Title 25, Part I,

For further information regarding ventilation in

CFM per exhaust pipe

Grounded duplex outlets, 120V 20A, should

Chalkboard Dry-Erase Board White

Bookcases, Magazine Racks, and Bulletin

A 4-foot by 16-foot magnetic board of high

Sectional bookcases with glass front panels or

Sink and Work Counter

the office as well. A restroom adjacent to the

Each department should provide office space to

A storage area adjoining, but separate from,

Office design should limit personnel access.

The agricultural science teachers office should

locker area is not necessary since most students

contain counter top tables of an inert material

Students should have access to an area where

Agricultural Science and Technology Facility Photographs

9006C1: Covered, secure site adjacent to main building increases work

9006C2: Lockers can provide a secure area for students to storeitems

9006C4: Shelves and periodicals rack can provide students access to a

9006C5: An accordion panel between classrooms is an inexpensive way