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Rebuild America is a program of the U.S. Department of Energy that focuses on energy-savings solutions as community solutions. It works with K-12 schools, colleges and universities, state and local governments, public and multifamily housing, and commercial buildings. This guide focuses on colleges and universities. Each chapter spells out options and provides guidance for implementing projects that can save substantial energy and money. Information is taken from successful projects implemented nationwide. Each section ends with case studies that provide examples of how the nation's colleges and universities are realizing energy savings. Four sections focus on: (1) "Project Financing" (e.g., financing options and common financial misconceptions); (2) "Clean Fuel Fleets" (e.g., biodiesal and ethanol); (3) "Combined Heat and Power" (e.g., system components and system integration and sizing options); and (4) "Emissions Markets" (e.g., air pollution and climate change programs and opportunities for colleges and universities to participate in air pollution markets). (SM)

These skill standards for the industrial maintenance general maintenance cluster are intended to be a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. An introduction provides the Illinois perspective; Illinois Occupational Skill Standards and Credentialing Council requirements for occupational skill standards; sample format; occupational earnings and employment information; assumptions for these specific skill standards; and performance skill levels. The 77 skill standards are categorized into these 8 performance areas: general business; safety and environment; general maintenance; construction; plumbing and piping; mechanical maintenance; electrical maintenance; and heating, ventilation, air conditioning, and refrigeration. Components of each skill standard are performance area; skill standard, including conditions of performance, work to be performed, and performance criteria; performance elements; and performance assessment criteria, with a listing of required testing, certification, and/or licensing; product; and process. Appendixes include a cluster-specific glossary; cluster-specific tool kit; glossary; and listing of workplace skills. (YLB)

This document presents an overview of the 2-year competency-based building and property maintenance programs offered in Ohio schools at the secondary and/or adult levels. The overview covers the attributes and qualifications required to be a successful worker in the industry and the typical tasks performed by building and property maintenance workers. It also discusses opportunities for advancement and possible occupational ladders in the building and property maintenance field as a whole and in specific occupations in the field. The remainder of the document lists the enabling tasks required for mastery of a total of 64 competencies covered in 12 units of instruction and 1 optional module. The unit topics are as follows: (1) orientation to the building and property management industry; (2) basic safety procedures; (3) basic procedures; (4) computerized property maintenance management systems; (5) blueprints/layout work; (6) masonry applications and repairs; (7) rough carpentry applications and repairs; (8) roof applications and repairs; (9) plumbing installations and repairs; (10) electrical installations and repairs; (11) interior finish/carpentry procedures; (12) heating, ventilation, air conditioning, and components; and (13) welding and cutting operations. (MN)

This document examines the origins and content of Ohio's Automobile Technician Training Certification Program, which is designed to improve the quality of training offered at secondary and postsecondary schools throughout Ohio. The document begins with a brief overview of the certification program, which is under the oversight of the Board of the National Institute for Automotive Service Excellence and under direct supervision of the National Automotive Technicians Education Foundation. The remainder of the document lists the competencies and key indicators of the 11 units of study comprising the automotive technician program. The unit titles are as follows: (1) orientation to the automotive industry; (2) basic shop and safety practices; (3) preventive maintenance; (4) suspension and steering; (5) brakes; (6) electrical and electronic systems; (7) engine performance; (8) engine repair; (9) automatic transmission and transaxle; (10) manual drive train and axles; and (11) heating and air conditioning. Units 3-11 address the specific competencies required for inspecting, diagnosing, and repairing or replacing defective vehicle parts. Units 1 and 2 address more generic competencies, including the following: define the industry; determine skills needed to work in the automotive industry; use personal safety equipment; maintain a safe work environment; protect workers from ergonomic injuries; access needed information using available references and resources; and provide customer service. (MN)

Findings are presented from a 2-year experiment exploring ways to reduce energy costs and improve the learning environment in Florida's 25,000 portable classrooms. Improvements were made in two highly instrumented portable classrooms in the following areas: installation of a T8 lighting system with electronic ballasts; a high efficiency heat pump with enthalpy recovery ventilation (ERV); a metal white reflective roof system; and an occupancy based control system for lighting and air conditioning. Findings reveal the lighting system and occupancy control reduced lighting energy use by an average of 53 percent from one year to the next. The ERV provided five times the ventilation air found in the initial configuration, while still controlling indoor humidity to an acceptable level; this significantly cut internal CO2 levels with a potential beneficial impact on indoor air quality. Total reduction in space conditioning energy needs was 39 percent or about 6.9 kWh/day. The project demonstrates the feasibility of altering new portable classrooms in Florida so that they use 40 percent less electricity. Energy savings greater than 30 percent were demonstrated for existing portable classrooms through automated controls and simple changes to the lighting system. (Contains 21 references.) (GR)

The Florida Department of Education is monitoring the energy use of two adjacent portable classrooms to compare their energy efficiency in a hot and humid climate and determine if they can be made more energy efficient either by retrofit or when the portables were constructed. This report provides the background of this research and describes the portable classroom's lighting, roofing, heating, ventilation, and air conditioning systems; and discusses results and conclusions. (GR)

This guide contains information on the knowledge and skills identified by industry as essential to the job performance of heating, air-conditioning, and refrigeration technicians. It is intended to assist training providers in public and private institutions, as well as in industry, to develop and implement training that will provide workers with the competencies needed to gain employment as technicians and to advance within the field. The publication contains six sections. The first section defines skill standards, provides suggestions for using them, and explains how they were developed. The second section lists the core knowledge standards in communication, mathematics, and science. The third section lists the core occupational skills standards in these areas: safety and environment, electrical principles, electric motors, controls, refrigeration, heating, air conditioning, and piping. Occupation-specific skill standards for residential and light commercial heating, air conditioning, and heat pumps, and commercial conditioned-air systems and refrigeration are listed in the fourth section. In the fifth section, standards for workplace behaviors, including ethics, environment, communication, professionalism, and problem solving, are provided. The final section contains skill standards matrixes for core skills and occupational skills. An appendix contains a skills matrix that relates all the skill standards to various residential and commercial applications. (KC)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in drafting: drafting I and II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course consists of 14 units on the following topics: orientation; leadership/personal development; safety; introduction to drafting; tools and equipment; lettering; geometric constructions; orthographic projections; basic computer-aided design (CAD); dimensioning; threads and fasteners; sectional views; auxiliary views; and pictorial drawings. Topics covered in the 12 units constituting the second course are the following: orientation; safety; advanced leadership; employability skills; architectural drafting; area planning; structural systems and building materials; architectural working drawings; advanced CAD; civil drafting; plumbing/heating, ventilation, and air-conditioning drafting; and residential wiring plans. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles. (MN)

This guide, which is intended for classroom teachers, supervisors, and administrators throughout Alabama, contains the minimum required content (core program) for public school instruction in trade and industrial education in grades 7-12. Presented first are the following: introduction examining the objectives and delivery of trade and industrial education through an integrated program of academic and vocational instruction; conceptual framework of Alabama's trade and industrial education course of study; and directions for interpreting the minimum required content. Most of the guide consists of parallel lists of topics and content standards for each of the following occupational preparation programs: advertising design technology; automotive service technology; building construction technology; building maintenance technology; cabinetmaking and millwork; carpentry; collision repair technology; computer electronics technology; cosmetology/barbering; diesel technology; drafting/design technology; electrical technology; electronics technology; graphic arts technology; heating, ventilation, air conditioning, and refrigeration technology; industrial maintenance technology; major appliance repair technology; masonry; precision machining technology; small engine repair technology; welding technology; and cooperative education. Appended are Alabama's diploma requirements and guidelines for local time requirements and homework. Contains 16 references. (MN)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter building climate control occupations. The competencies are clustered into 12 units that cover the following topics: fundamental concepts of human comfort; fundamental concepts of the refrigeration cycle; fundamental concepts of electricity; basic safety procedures; basic shop practices and tools; preventive maintenance; installing refrigeration and air-conditioning equipment; troubleshooting refrigeration and air-conditioning equipment; servicing and repairing refrigeration and air-conditioning equipment; installing heating systems; troubleshooting heating systems; and servicing and repairing heating systems. In addition, employability competencies are grouped into 12 units: career development; decision making and problem solving; work ethic; job-seeking skills; job retention and career advancement skills; technology in the workplace; lifelong learning; economic education; balancing work and family; citizenship in the workplace; leadership; and entrepreneurship. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in heating, ventilation, air-conditioning, and refrigeration occupations. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students should master; and a specific list of academic competencies needed for heating, ventilation, air-conditioning, and refrigeration occupations . (KC)

This document lists and discusses the development of Maryland's performance specifications for occupational programs. The introduction explains the process used to develop performance standards and specifications for 10 career cluster majors that were identified by a task force of educators and employers as high-demand occupational areas in Maryland and were approved by a verification work group consisting of occupational and academic teachers from 12 Maryland counties and representatives of 28 Maryland businesses. Potential uses of the performance specifications by educators/trainers, workers, and businesses are listed. Appendixes constituting more than 90% of the document contain profiles of Maryland's programs to prepare students for employment in the following occupational areas: allied health; bioscience technician; computer-aided drafting and design; carpentry; child care and guidance; electronics; graphic communication and printing; heating, air conditioning, and refrigeration mechanics; horticulture; and secretarial and related programs. Each profile includes the following: program cluster; program title; program description; and identified occupational, foundation, and workplace skills. (MN)

Guidelines for maintaining indoor air quality in schools with HVAC air cleaning systems are provided in this document. Information is offered on the importance of air cleaning, sources of air contaminants and indoor pollutants, types of air cleaners and particulate filters used in central HVAC systems, vapor and gas removal, and performance standards for air filters. Tips for upgrading the cost effectiveness of air filters and for maintaining and purchasing them are also provided. Three figures and three tables are included. (LMI)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for heating, ventilation, air conditioning, and refrigeration occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 14 units are as follows: basic procedures; fundamental concepts of electricity; single-phase and three-phase circuits and devices; fundamental concepts of refrigeration; basic shop practices; shop practice and tools; installing refrigeration and air conditioning equipment; preventive maintenance; troubleshooting refrigeration and air conditioning equipment; servicing and repairing refrigeration and air conditioning equipment; installing heating systems; troubleshooting heating systems; servicing and repairing heating systems; and employability skills. (YLB)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for building and property maintenance occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 11 units are as follows: basic procedures; carpentry applications and repairs; roofing applications and repairs; ceramic tile; masonry applications and repairs; electrical installations and repairs; plumbing installations and repairs; welding and cutting operations; heating, ventilation, air conditioning, and refrigeration installations and service; painting and wallpapering; and employability skills. (YLB)

This curriculum guide contains the technical information and tasks necessary for a student (who has already completed basic drafting) to be employed as an architectural drafter trainee. The curriculum is written in terms of student performance using measurable objectives, technical information, tasks developed to accomplish those objectives, and criterion-referenced instruments for uniform measurement of students' performance against the stated criteria. The guide is activity oriented with emphasis on commercial applications. It contains 11 units of instruction, each including some or all of the following: objective sheet, suggested activities for the teacher, assignment sheets and written test with answers, unit evaluation form, teacher supplements, transparency masters, information sheets, assignment sheets, and student supplements. Units cover the following topics: introduction to architectural drafting; architectural building materials; site conditions; introduction to working drawings; section and detail drawings; structural systems; architectural dimensioning; plumbing systems; heating, ventilation, and air conditioning systems; electrical systems; and presentation techniques. A glossary contains 322 technical terms. Supplementary materials for teachers include information on using the guide, academic and workplace skills classifications, competency profile, instructional/task analysis, related academic and workplace skills list, and 19 references. (KC)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for industrial maintenance occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. This profile contains 11 units: safety; equipment installation; maintain equipment and practice predictive maintenance; electricity; hydraulics and pneumatics; machine trades; welding; heating, ventilation, and air conditioning; carpentry; plumbing and pipefitting; and employability skills. (NLA)

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for diesel mechanics. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability skills needed to enter this occupational area within that outline are three levels of items: core, advancing, and futuring. Core items are essential to entry-level employment. Advancing items are needed to advance in a given occupation. Futuring items are needed to enter and remain in a given occupation 3 to 4 years from now. This profile contains 17 units: (1) general safety and shop practices; (2) basic mechanical skills; (3) planned maintenance; (4) internal combustion engine operation; (5) gasoline engines; (6) diesel engines; (7) drivetrain; (8) brake systems; (9) suspension and steering; (10) chassis; (11) electrical systems; (12) truck and trailer lighting systems; (13) electronically operated control systems; (14) heating and air conditioning systems; (15) cab and trailer maintenance and repair; (16) record keeping; and (17) employability skills. (NLA)

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 11 units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills needed to enter the repair business as an auto mechanic. Within the outline are three levels of items: core (required, the basis for state vocational competency tests); advancing (needed to advance in an occupation); and futuring (needed to enter and remain in a given occupation 3 to 4 years from now). The units cover the following: (1) safety and housekeeping; (2) engine repair; (3) automatic transmission/transaxle; (4) manual drive train and axles; (5) suspension and steering; (6) brakes; (7) electrical systems; (8) heating and air conditioning; (9) engine performance; (10) nonmechanical body trim and upholstery; and (11) employability skills. (KC)

This curriculum guide contains 18 units of instruction for a competency-based course in residential and light commercial heating, ventilating, and air conditioning (HVAC). Introductory materials include a competency profile and an instructional/task analysis that correlates job training with related information for this course. Each instructional unit includes some or all of these basic components: performance objectives; suggested activities for teachers and students; information sheets; assignment sheets; job sheets; visual aids; tests; and answer keys. Units are planned for more than one lesson or class period. A list of tools, equipment, and materials and an alphabetical list of 38 references are provided. Unit topics include: psychometrics for residential HVAC; residential load calculations; residential duct design and sizing; residential air treatment; psychrometrics for light commercial HVAC; load calculations for light commercial HVAC; light commercial system design; light commercial air treatment; standard gas-fired furnaces; high-efficiency gas-fired furnaces; oil-fired furnaces; electrical heating systems; cooling systems; heat pump systems; balance points; introduction to hydronics; customer relations; and service operations. (YLB)

Discusses how to spot indoor air quality (IAQ) problems in schools and possible actions to take to eliminate them. Highlights the types of pollutants that contribute to IAQ deterioration and the physical symptoms commonly associated with them, and suggests ways of addressing older heating, ventilation, and air conditioning systems to improve air quality. (GR)

Offers tips on how to find the best lighting solution for school facilities that is also cost effective. Tips include looking for energy-efficient lighting systems that help cut long-term costs; using high-quality lighting that reduces the number of fixtures needed; and considering heating and air-conditioning loads, daylight entering the classrooms, and long-term maintenance needs. (GR)

Designed to meet the job-related metric measurement needs of the air conditioning and refrigeration, heating and ventilating student, this instructional package is one of three for the construction occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

The two courses of study described and outlined here are offered at Burr D. Coe Vocational and Technical High School in East Brunswick, New Jersey, for students wishing to prepare for a career in air conditioning and refrigeration. Section 1 deals with a 4-year high school course, Section 2 with a 1-year course for those who have completed high school or its equivalent. Each section includes a job description for the airconditioning and refrigeration mechanic, a course description and notes on length of course, entrance requirements, diploma, and equipment and facilities, with most of the section being devoted to a course outline which lists objectives, course content, and text and reference books for each unit. The shop practice outlines are set up in parallel columns to clarify the dual role of the teacher responsible for teaching both the tools of the trade and related trade information. Left columns list operations to be performed by the student while parallel right columns list related information required. The courses stress the basic jobs, operations, and skills needed in the servicing, repairing and installation, of air conditioning and refrigeration units. Related subject matter, consisting of mathematics, science, and drawing related to the air conditioning and refrigeration trade is an integral part of the course for high school students; for post high school students related subject matter requirements will depend upon the student's educational background. (HD)

Focusing on finishing construction occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include air conditioning/refrigeration/heating repairmen, drywall installers and finishers, electricians (construction), floor covering installers, glaziers, insulation workers, lathers, painters and paperhangers, plasterers, sheet metal workers, and tilesetters. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

This training course and a companion course titled "Design of Systems for Solar Heating and Cooling of Residential Buildings," are designed to train home designers and builders in the fundamentals of solar hydronic and air systems for space heating and cooling and domestic hot water heating for residential buildings. Each course, organized in 22 modules, provides 44 hours of instruction. The modularized structure of the training courses provides considerable latitude in organization and presentation, especially with regard to the time period over which the course could be presented. Included in each course are directed periods for computational practice, inspection of working systems, and "hands-on" experience with models. Course standards and needs were developed by interacting with architects, engineers, builders, contractors, and installers of heating, ventilating, and air conditioning systems in residential buildings. From the standards and needs, objectives for the course were developed and the curricular materials prepared. (Author/MLF)

Designed to provide students with the basic skills for an occupation in air conditioning and refrigeration, this curriculum guide includes seven major areas, each consisting of one or more units of instruction. These areas and their respective units are titled as follows: Orientation (history and development, and job opportunities), Safety (general safety and specific safety), Tools (hand tools, special tools, and measuring), Tubing and Pipe (tubing, tubing operations, and pipe), Soldering and Welding (soldering and welding equipment, soft soldering, silver brazing, aluminum soldering, oxyacetylene cutting--welding--brazing, and electric welding), Basic Compression Refrigeration (basic mechanical refrigeration, refrigerant system accessories, refrigerants, and evacuation), and Sealed Systems Servicing (pressurizing and leak testing and charging). Each unit within the major areas includes some or all of the following basic components: performance objectives, suggested activities for teacher and students, information sheets (providing content essential for meeting the cognitive objectives of the unit), assignment sheets, job sheets (giving direction to the skill being taught and allowing both student and teacher to check student progress toward the accomplishment of the skill), visual aids, tests, and answers to the tests. Units are planned for more than one lesson or class period. Full-page illustrations and diagrams are presented throughout the guide. (SH)

This curriculum guide (book II), along with book I, is designed to provide students with the basic skills for an occupation in air conditioning and refrigeration. Six major areas are included, each consisting of one or more units of instruction. These areas and their respective units are titled as follows: Electricity (fundamentals of electricity, electrical test instruments, and electric power), Electrical Components (basic electric thermostats, relays, protection devices, and capacitors), Motors (electric motors, split-phase motors, shaded-pole motors, and three-phase motors), Wiring Diagrams, Domestic Refrigeration (domestic refrigeration fundamentals, sealed system components, domestic refrigeration defrost and electrical controls, mechanical servicing of domestic refrigerators, troubleshooting domestic refrigerators, and domestic refrigerator ice makers), and Window Air Conditioners (fundamentals of window air conditioners and window air conditioner repair). Each unit includes some or all of the following basic components: performance objectives, suggested activities for teacher and students, information sheets (providing content essential for meeting the cognitive objectives of the unit), assignment sheets, job sheets (giving direction to the skill being taught and allowing both student and teacher to check student progress), visual aids, tests, and answers to tests. Units are planned for more than one lesson or class period. Full-page illustrations and diagrams are presented throughout the guide. (SH)

This Heating, Refrigeration, and Air Conditioning course is comprised of eleven individualized units: (1) Refrigeration Tools, Materials, and Refrigerant; (2) Basic Heating and Air Conditioning; (3) Sealed System Repairs; (4) Basic Refrigeration Systems; (5) Compression Systems and Compressors; (6) Refrigeration Controls; (7) Electric Circuit Controls; (8) Domestic Equipment; (9) Walk-In Coolers; (10) Other Air Conditioning Systems; and (11) Equipment Installations. Each unit consists of Learning Activity Packages (LAP) that provide specific information for completion of a learning activity. Each LAP is comprised of the following parts: objective, evaluation procedure, resources, procedure, supplemental sheets, study guide, and a LAP test with answers. The course is preceded by a pretest which is designed to direct the student to units and performance activities. (LRA)

This is the teacher's guide for a training program designed to educate students and individuals in the importance of conserving energy and to provide for developing skills needed in the application of energy-saving techniques that result in energy efficient buildings. Alternatives are provided in the program to allow for specific instruction in energy-saving methods and procedures, or for integration with construction courses. It may also be used for self-paced instruction. Tha materials are divided into three parts: (1) Understanding and practicing energy conservation; (2) Determining amount of energy lost or gained in a building; and (3) Determining which practices are more efficient and installing materials. (Author/DS)

This student manual presents a training program designed to educate students and individuals in the importance of conserving energy and to provide for developing skills needed in the application of energy-saving techniques that may result in energy efficient buildings. Alternatives are provided in this program to allow for specific instruction in energy-saving methods and procedures, or for integration with construction courses. It may also be used for self-paced instruction. The materials are divided into three parts: (1) Understanding and practicing energy conservation; (2) Determining amount of energy lost or gained in a building; and (3) Determining which practices are more efficient and installing materials. (Author/DS)