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This curriculum guide contains 21 units of self-paced, self-contained instructional materials in the complete building trades curriculum. It is divided into vocational areas of carpentry, electrical wiring, and plumbing. The purpose of the curriculum is to provide minimum skills for disadvantaged and handicapped students entering mainstream classes and to supplement vocational skills of students in mainstream training programs. The materials are intended as hands-on procedural materials for the special needs student and as a resource and guideline to assist the instructor. Instructor's information includes handouts for additional student practice, answer keys for skill sheets and unit reviews, and teaching notes to the instructor. Each unit contains simplified line drawings, simplified text, and vocabulary development, and each unit is color-coded according to the following components: introduction, objectives, and student assessment; terms and equipment needed; steps of procedure; skill sheets (paper and pencil exercises to develop and reinforce the math skills necessary to perform the procedures in the unit); and student evaluation, including a performance checklist. Topics of units include careers and work attitudes, safety procedures, identifying carpentry tools, using building materials, cutting and measuring materials, framing, roofing, installing drywall, painting, wiring tools and their uses, electrical materials, safety rules in electrical wiring, roughing-in electrical circuits, making electrical connections, wiring a switch, wiring an outlet, installing light fixtures, plumbing materials and tools, and working with plastic, copper, and steel pipe. (YLB)

Intended for use by all general building trades instructors in the Metropolitan Nashville Public Schools, this guide provides a sequential listing of course content and scope. A course description provides a brief overview of the content of the courses offered in the general building trades program. General course objectives are then listed. Outlines of the course content are presented for these courses: general building trades I, II, and III. Suggested time and specific objectives are provided for each major topic. A listing of resource materials, which includes textbooks, curriculum guides, and filmstrip and cassette sets, is appended. (YLB)

This curriculum guide provides instructional materials for a course to train carpenters who will make careers in construction. It includes 6 sections and 21 instructional units. Each unit of instruction consists of eight basic components: performance objectives, teacher activities, information sheets (content essential for meeting the cognitive objectives), assignment sheets (applications of knowledges which are prerequisites to skill development), job sheets (procedures to complete a manipulative or psychomotor skill), transparency masters and supplements, tests, and test and assignment sheet answers. Depending on specific objectives, the unit may include transparency masters, supplements, assignment sheets, or job sheets. Section A has one unit--Introduction to Residential Construction. Section B, Foundations, contains three units: Concrete Foundations, Wood Foundations, and Special Applications. Section C, Forming, contains two units: Footing and Foundation Forms and Edge Forms. The four units in section D, Framing, are Floor and Sill Framing, Wall and Ceiling Framing, Roof Framing, and Special Framing. Section E, Exterior Framing, has five units: Cornices and Gable Ends, Roof Finishes, Exterior Walls and Trims, Windows, and Exterior Doors. Section F, Interior Finishing, contains six units: Insulation, Dry Wall, Interior Walls and Ceilings, Interior Doors and Trims, Cabinet Installation and Special Built-ins, and Floor Finishes. (YLB)

This document contains the new and verified task lists for 10 occupations: shipping and receiving clerk; general office clerk; billing, cost, and rate clerk; order clerk; accounting clerk; typist/word processor; drafter; cook; automobile mechanic; and carpenter. The DACUM (Developing a Curriculum) process task analysis and survey verification and the sample questionnaire are included for the first four occupations. The four DACUM task lists were developed using the DACUM approach. Panels of expert workers within an occupational area were asked to identify job competencies such as knowledges, skills, and abilities required to perform the job successfully as a basis for competency-based curriculum development. Approximately one week after the panel was conducted, each panelist was mailed a task analysis and survey verification form containing a list of task statements and job competencies identified during the task development process. Panelists ranked the skills in order of importance and added other skills as needed. The National Alliance of Business worked with the Chicago Public Schools to conduct the local verification of the other six occupations. (KC)

A curriculum alignment chart is presented that translates mathematics goals/indicators into related vocational skills for the carpentry course in the secondary vocational education curriculum. The chart contains three columns that correlate (1) vocational education performance indicators, (2) vocational education competency and mathematics skill/concept, and (3) relevant mathematics competency indicators. A page that corresponds to the chart provides suggestions for instructing students in the skills listed on the chart and activities that might be appropriate. These activities may be sample test items and/or practical applications of skills learned. (YLB)

This document contains three units of a course on wall framing to be used as part of a building trades program. Each unit consists, first, of an informational lesson, with complete lesson plan for the teacher's use. Included in each lesson plan are the lesson aids; lists of teaching aids, materials, references, and prerequisites for students; techniques for learner motivation; complete step-by-step lesson presentation; applications; evaluation check list; summary; and suggested reading for students. Each unit also contains information sheets with line drawings, assignment sheets, one or several complete instructor's lesson plans (similar to the instructional lesson plan) for a manipulative lesson, job sheets, and task sheets. Topics covered include the following: types of wall framing and parts of wall frames, sole plate installation, types and construction of corner posts, construction of partitions, construction of headers, wall bracing, and wall frame construction. (KC)

This document contains three units of a course on floor framing to be used as part of a building trades program. Each unit consists, first, of an informational lesson, with complete lesson plan for the teacher's use. Included in each lesson plan are the lesson aim; lists of teaching aids, materials, references, and prerequisites for students; techniques for learner motivation; complete step-by-step lesson presentation; applications; evaluation check list; summary; and suggested reading for students. Each unit also contains information sheets with line drawings, assignment sheets, several complete instructor's lesson plans (similar to the instructional lesson plan) for a manipulative lesson, job sheets, and task sheets. Topics covered include the following: framing lumber, installing sills and headers on foundation walls, plywood and processed wood panels, framing girders and beams on pier foundations, types of house framing and framing components, installing floor joists, types of floor frames and floor frame components, installing bridging, and installing plywood or fiberboard subfloor. (KC)

This curriculum guide has been developed to assist vocational and special education teachers in teaching handicapped and disadvantaged students in a building trades course. The guide contains suggestions and experiences that are necessary to support the achievement of specific competencies. The guide is divided into units of instruction containing major and minor blocks. It is sequenced secondarily to skills or jobs that progressively build upon one another. Activities and experiences for both regular and special needs learners are provided. These activities are explained in notes to the teacher. All of the units of instruction are intended to enable students to develop skills for employment in the building trades field. The first four units of this guide are directed toward developing acceptable behavior by handicapped students for the work world. They provide extensive explanations to the teacher of what to teach and how to teach it. Material covered in these units include the following topics: how to use the guide and the rationale for it, preliminary occupational exploration, pre-employment laboratory application, and preparatory instructional development. The second part of the guide contains a four-unit project for building a single-family dwelling. Units cover concrete foundation, walls and partitions, roof, and finishing. Parallel tasks and expectations for regular and handicapped students are provided. (KC)

This curriculum guide provides materials for a nine-duty course in carpentry. The nine duties are estimating materials, preparing building site, sharpening tools, building and installing foundation forms, installing rough framing, installing roof components, installing exterior finishes, installing interior finishes, and assembling and constructing stairs. Each duty consists of a number of job-relevant tasks. These components are provided for each task: performance objective (task, standard of performance of task, source of standard, conditions for performance of task), enabling objectives, resource(s), teaching activities, criterion-referenced measure (questions, answers, practical application, method of evaluating practical application), and checklist for the student evaluation. Appendixes include a task list with job titles, definition of terms, list of tools and equipment, list of sources of standards, a bibliography of state-of-the-art literature, and a bibliography compiled by the writing team. (YLB)

This volume, the first in a series of publications that will provide entry-level competencies in the area of building maintenance, is designed as an introduction. The seven instructional units cover these areas in the shop program: (1) introduction to building maintenance, (2) leadership development, (3) personal development, (4) job application and interview, (5) general safety, (6) shop math, and (7) measurement. Each unit contains the basic components of a unit of instruction: performance objectives (both unit and specific), suggested teaching activities to help the students complete the specific objectives and evaluation procedures, information sheets that provide content essential for meeting the cognitive requirements of the unit, transparency masters, job sheets, assignment sheets that give direction to study and that furnish activities providing application of the knowledge contained in the information sheet, a unit test, and answers to the unit test. (YLB)

This packet contains 88 lesson plans for a laboratory course in farm and ranch mechanical repair. The lesson plans are organized into six units covering the following topics: occupational information, construction and maintenance (safety, farm carpentry, farm water supply and sanitation, farm electricity, concrete), hot metal work (oxyacetylene welding and cutting, arc welding, soldering), farm power and machinery maintenance and repair (small gasoline engines, farm trucks and tractors functions and maintenance, farm machinery and equipment), fence building and repair (planning, building and maintaining fences), and agricultural leadership (Future Farmers of America, Parliamentary Procedure). Each lesson plan contains a topic, suggested procedures and activities, information for the teacher to use in presenting the lesson, worksheets for students, transparency masters with accompanying scripts, and references. Materials are illustrated with line drawings, and an outline of the course is provided. (KC)

This document contains the occupational duty/task lists for nine occupations in the residential carpentry series. Each occupation is divided into a number of duties. A separate page for each duty in the occupation lists the tasks in that duty along with its code number and columns to indicate whether that particular duty has been taught and to provide space for comments. The occupations are carpenter, form carpenter, frame carpenter, finish carpenter (exterior trim), finish carpenter (interior trim), insulation installer, cornice carpenter, roofer (shingles), and drywall hanger/drywall finisher. The occupational duty/task lists are the result of an extensive two-step development process in which information on current occupational requirements was gathered from such sources as consortia, trade associations, and current curriculum materials and was then synthesized by industry representatives, vocational instructors, and state-level representatives. (KC)

This document contains the occupational duty/task lists for 4 occupations in the commercial carpentry series. Each occupation is divided into a number of duties. A separate page for each duty in the occupation lists the tasks in that duty along with its code number and columns to indicate whether that particular duty has been taught and to provide space for comments. The occupations are carpenter, form builder/form setter, frame carpenter, and finish carpenter. The occupational duty/task lists are the result of an extensive two-step development process in which information on current occupational requirements was gathered from such sources as consortia, trade associations, and current curriculum materials and was then synthesized by industry representatives, vocational instructors, and state-level representatives. (KC)

This competency-based curriculum guide on the specialty area of carpentry is part of the Introduction to Construction series. The series is designed with the flexible training requirements of open shop contractors, preapprenticeship programs, multicraft high school programs, technology education programs, and cooperative education programs in mind. This guide contains four instructional units: carpentry materials, carpentry tools, carpentry layout, and carpentry basic skills. Eight basic components form a unit of instruction: performance objectives (unit and specific objectives), suggested activities for the teacher (an outline of unit contents and an instructor's guide), information sheets, assignment sheets, job sheets, transparency masters and supplements, tests, and answers to tests and assignment sheets. (YLB)

This publication contains the Applied Mathematics Curriculum (Carpentry) for grades 11 and 12 for the Cincinnati (Ohio) Public Schools. The curriculum is part of a larger program (the Applied Academics Program), which emphasizes the integration of mathematics and the language arts with vocational content. Included in the document is a description of the Applied Academics Program (including its philosophy, goals, and evaluation policy), the Applied Mathematics Program (including its philosophy, goals, program objectives, and subject objectives) and the Applied Mathematics Curriculum for grades 11 and 12 (Carpentry I and II). The curriculum outlines include vocational student objectives and student activities and related academic student objectives and student activities. The appendices contain evaluation instruments and forms. (RH)

Competency profiles are presented for 17 instructional programs/occupational areas. These forms provide for recording the following information: instructional program, student name and other identifying information (address, telephone number, social security number, emergency contacts), class information (method of instruction, grade, dates of enrollment, instructor), on-the-job training/work experience, and followup information/record. A rating scale to evaluate student performance on the related job competencies is also part of each competency profile. Another rating scale is also included to evaluate the trainee on essential elements for all vocational programs. Profiles are provided for these instructional programs/occupational areas: business machine repair, auto mechanic, auto body repairer, carpentry, bricklaying, commercial artist, electrician, plumbing, machinist, welder, printer, vocational electronics technician, ironworker, radio and television repairer, computer maintenance technician, pre-tech law enforcement, and heavy equipment repairer. (YLB)

The duties and tasks found in these task lists form the basis of instructional content for secondary, postsecondary, and adult occupational training programs for industrial occupations. The industrial occupations are divided into eight clusters. The clusters and occupations are: construction cluster (bricklayer, carpenter, building maintenance worker, electrician, maintenance painter, plumber/pipefitter), electronics cluster (computer repair technician, electrical and electronic technician), drafter/computer-aided drafter, transportation cluster (auto mechanic, diesel mechanic), manufacturing cluster (machine tool operator, machinist, tool and die maker, punch press operator, sheet metal worker, combination welder, maintenance repairer, automated manufacturing systems technician), bus driver, truck driver, and auto body repairer. Matrices for each cluster list the duties and tasks and indicate which occupations include that duty or task. Each cluster also includes a list of employability skills that are important for all occupations. (YLB)

This curriculum for interior trim provides instructional materials for 18 informational and manipulative lessons. A list of 11 references precedes the course materials. The instructor's plan for each informational lesson begins by providing this information: subject, aim, required teaching aids, required materials, references, and prerequisite experience of the learner. Components of the instructor's plan include preparation of the learner (motivation), presentation of information, application (teacher and student activities), verification and/or evaluation (final check on student's comprehension of materials presented), summary, and suggested reading for students. Information sheets and assignment sheets are provided as needed. The instructor's plan for a manipulative lesson begins with this information: task, aim, tools and equipment needed, materials needed, teaching aids, references, and checking standards. Components of the plan include preparation, presentation of the skills, application (practice by learner under close supervision), verification and/or evaluation, summary, and suggested reading for students. A job sheet and task sheets are provided. Topics covered include thermal insulation; acoustical insulation; insulation installation; drywall construction; gypsum wallboard installation; wall panels; wood paneling; wood flooring; resilient tile flooring; kitchen/bathroom cabinets; and base, ceiling, and wall molding and their installation. (YLB)

This curriculum for roof framing provides instructional materials for 11 informational and manipulative lessons. A list of six references precedes the course materials. The instructor's plan for each informational lesson begins by providing this information: subject, aim, required teaching aids, required materials, references, and prerequisite experience of the learner. Components of the instructor's plan include preparation of the learner (motivation), presentation of information, application (teacher and student activities), verification and/or evaluation (final check on student's comprehension of materials presented), summary, and suggested reading for students. Information sheets and assignment sheets are provided as needed. The instructor's plan for a manipulative lesson begins with this information: task, aim, tools and equipment needed, materials needed, teaching aids, references, and checking standards. Components of the plan include preparation, presentation of the skills, application (practice by learner under close supervision), verification and/or evaluation, summary, and suggested reading for students. A job sheet and task sheets are provided. Topics covered include roof frame types (including terminology and layout), ceiling joists, gable roof framing, common rafters, gable end frames and extended roof rake, hip and valley rafters, and jack rafters. (YLB)

This student learning guide contains 17 modules for completing a course in carpentry. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student self-check with answer key, performance test, instructional resources, and knowledge test. The 17 modules cover the following topics: layout and cutting of common rafters; layout and cutting of hip and valley rafters; using portable saws, portable electric routers, portable electric drills, table saws, portable electric power planes, and fasteners; followup applications and interviews; using band saws and scroll saws; erecting scaffolding; building sawhorses; using drilling and boring tools; identifying employment opportunities; measuring and squaring lumber; practicing safety; and using radial arm saws. (KC)

This curriculum guide contains 12 units that provide the basic curriculum components required to develop lesson plans for the carpentry curriculum. The guide is not intended to be a complete, self-contained curriculum, but instead provides the teacher with a number of informational items related to the learning outcomes and allows the teacher flexibility to design instructional activities, select resources, and deliver instruction most appropriate for the learner and learning environment. The units of instruction contain the following components: learning outcomes; associated tasks; performance standards; lists of tools, equipment, resources, and limiting constraints; performance steps; and enabling objectives. The units cover the following topics: reading blueprints; selecting, purchasing, and storing material; cutting, shaping, and fastening; preparing building site; preparing concrete forms; framing floors; framing walls; framing roof and ceiling; installing roof; finishing exterior; finishing interior; and constructing stairs. A list of items to be included in a standard carpentry tool kit completes the guide. (KC)

This teaching guide is intended to combine practical experience in the construction industry with the teaching methods of vocational education for instruction in carpentry. Instructional material in this manual is written in terms of student performance, using measurable behavioral objectives. This guide contains 4 sections organized in 24 instructional units. Following a standardized format established in Oklahoma in 1970, the guide includes eight basic components that form a unit of instruction: performance objectives, suggested activities for the teacher, information sheets, assignment sheets, job sheets, transparency masters and supplements, tests, and answers to tests and assignment sheets. (Depending on the specific objectives, not all of these elements may be included in each of the units.) The following topics are included in this course: forming, framing, finishing, and miscellaneous tasks (rigging, welding). (KC)

This curriculum guide, written at the Arizona Vocational Educator's Curriculum Academy during July and August, 1985, was developed to complement the Arizona validated competency lists for construction trades. The writing team included tradespeople, secondary vocational educators, community college vocational instructors, and university professors of construction technology programs. This guide lists 48 competencies to be mastered by entry-level carpenters. For each competency, various tasks with their standard of performance, conditions for performance, source of the standard, and a performance guide are provided. These materials are intended to assist teachers in secondary and postsecondary vocational programs in developing a course of study, structuring learning sequences, determining standards of performance, and locating resources. The guide also contains a list of tools for a carpenter's basic tool kit, reference, and a matrix of carpentry competencies. (KC)

A project completed and field tested the concept of vocational instructors and special educators jointly planning curriculum objectives for the handicapped/special needs learner. The diagnostic-prescriptive individualized education (IEP) model developed at Bloomsburg University (Pennsylvania) or IEP Planner was used. Eight occupational areas were developed to supplement the four areas already completed. For each of these occupational areas, occupational safety, mathematical, and vocabulary skills appropriate for job entry levels for handicapped learners were identified. Following the 11-page narrative is the manual, "A Vocational/Special Education Individualized Transitional Planner (School to Work)." Planners are included for these vocational areas: horticulture, apparel assembly, carpentry, food service, plumbing, masonry, sales, cosmetology, electrical, welding, graphic arts, and machine. A completed planner is intended for use as an addendum to an IEP. Each planner provides the following: individual transitional preparation form (present aptitude level, physical assessment, career goal, job selection, attitude assessment); a vocational curriculum assessment inventory of specific occupational, safety, mathematics, and vocabulary skills to indicate attainment of objectives in the categories of objective, exposure, training, production, and employable; and a curriculum planning form. (YLB)

This document contains trade and industrial occupations-related materials to help teachers and parents teach access skills to Missouri junior high and high school special needs students who want to pursue a vocational program in carpentry; commercial art; drafting; electronics; heating, air conditioning, and refrigeration; or offset lithography and printing. Access skills are defined as those skills needed to access vocational education programs and be successful in the world of work. An introduction explains this document's relationship to other documents about Missouri vocational education and describes the document's contents. The next six sections contain competency lists, skills checklists on which teachers can record student competency, and instructional activities relevant to the six vocations. The activities cover each of the five major areas (math, physical demands and working environment, aptitudes, temperament, and vocational) of Missouri's Vocational Readiness Inventory. Glossaries, tool lists, teacher and student worksheets, and lists of resources are included. The document concludes with 10 instructional modules that teach how to apply basic measurement concepts, use basic first aid, become familiar with occupational vocabulary, figure square feet and cubic feet, identify and use tools, identify colors, perform basic operations using decimals and percents, perform basic operations using fractions, perform physically demanding movements, and recognize and read blueprints. The modules include task analysis sheets and directions for instruction. (CML)

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; a preface; a table that explains the number of hours required for academic credit in various programs and the number of those hours that are devoted to basic skills and vocational activities; matrices that show in which courses specific basic skills are taught; a list of objectives; and an explanation of student activities. Most pages in the document are tables that describe the relationship of vocational skills to basic skills within the building trades program. These pages are organized by instructional unit and the topics within them. For each topic and associated task(s) are listed the theory and basic skills covered. Also listed are the expected student outcomes. The 20 instructional units included are: orientation; careers in the construction field; carpentry hand tools; carpentry power tools; carpentry building materials; safety; building plans; specifications plans and codes; building site preparation; footing foundation; foundation walls; floor framing; wall and ceiling framing; roof framing; exterior roofing material; exterior siding and trim; exterior doors and windows; thermal and sound insulations; interior wall and ceiling finish; and stairs. (CML)

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a table that explains the number of hours required for academic credit in various programs and the number of those hours that are devoted to basic skills and vocational activities; matrices that show in which courses specific basic skills are taught; a list of objectives; and an explanation of student activities. Most pages in the document are tables that describe the relationship of vocational skills to basic skills within the commercial construction (masonry) program. These pages are organized by instructional unit and the topics within them. For each topic and associated task(s) are listed the theory and basic skills covered. Also listed are the expected student outcomes. The 11 instructional units included are: orientation; safety; hand tools; equipment use and maintenance; blueprint reading; concrete; block; brick; fireplace construction, carpentry, and estimating. (CML)

This document is intended to help construction carpentry instructors in the State of Truk, Truk, Federated States of Micronesia, to prepare their senior high school students uniformly to design and build residential structures capable of withstanding typhoons. Because of the threat of typhoons, the carpentry curriculum contained in the guide has a strong masonry construction component. For each grade (9th through 12th), the guide provides a course description, course goal, course objectives, and curriculum outline consisting of unit titles and a subject matter topic list for each. In addition, the guide lists for every unit a major student performance objective, instructional content, cognitive and performance activities, and instructional aids and methods. For the 9th and 10th grades, the units are shop and construction safety, common carpentry hand tools, mathematics for carpenters, plan reading and interpretation, building materials and hardware, and (for ninth grade only) joinery. For the 11th grade, the units are building layout and framing. For the 12th grade, the units are orientation to construction and carpentry, power tools and equipment, cement and concrete, framing, finishing carpentry, and estimating. A 40-item bibliography completes the document. (CML)

Intended to help local administrators, teacher educators, and technology education/industrial arts teachers in Louisiana improve technology education and standardize its instruction, this document contains teacher's materials for a 10-unit course in construction technology for 10th-, 11th-, or 12th-grade students. The instructional units are as follows: Rules and Regulations; Safety in the Laboratory or Classroom; Introduction to the Construction Industry; Basic Construction Tools and Equipment; Construction Mathematics; Safety and Health in Construction; Pre-Construction Planning; Construction Processes and Production; Construction Completion; and Construction in the Future. The document lists unit titles, describes the course, allots time for the units, outlines the course and presents a table that covers each unit's objectives, the time allotted for each, instructional topics, student activities, teacher activities, and references to resources. Eleven appendices comprising the bulk of the document contain instructional material (much of it in the form of illustrated handouts) for use with each unit. Appendix 11 contains information on student competitive events, and a 15-item bibliography concludes the guide. (CML)

The curriculum guide focuses on the building trades at the secondary level of education and industrial arts. It addresses the subject in behavioral terms, as prominent components of the career education concept. Presenting five skill modules, painting, carpentry, brick/stonemasonry, electrical, and plumbing/pipefitting, the objectives presented are designed to be compatible with individualized systems and/or application to small and large group use. Terminal and transitional objectives are presented, the transitional objectives are designed to break the major task into subtasks at four specific competency levels: (1) entry level, only cursory knowledge of the task, (2) successful performance with direct supervision, (3) successful performance with routine supervision, and (4) independent performance at the journeyman level. Concepts treated in the five modules include safety practices and the maintenance and operation of tools and equipment. Specific skills related to each trade are provided, emphasizing applications to residential construction and local building codes. Test items for each competency level are provided, evaluative criteria suggested, and occupational information offered. A seven-page bibliography is appended. (MW)

Designed to supplement any standard textbook in the first-year level of related drafting instruction for carpentry, this manual contains original illustrations on graphic representation, pictorial representation, working drawings, and structured building details (exterior and interior). It consists of five units with separate lessons for each: (1) Graphic Representation (American Standards Association Principles of Projection, Spacing Views on Drawing Paper, Drawing Required Views, Developing the Third View from Two Views, Completing Views by Filling in Missing Lines, Freehand Orthographic Sketching); (2) Pictorial Representation (Freehand Sketching, Isometric, Oblique, Cabinet); (3) Working Drawings (Importance of Working Drawings for a One-Story House, Elevation Views, Commonly Used Abbreviations for Elevation Terms, Symbols and Conventions for Elevations Views, Plan Views, Commonly Used Abbreviations for Plan Terms, Symbols and Conventions); (4) Structural Building Details--Exterior (Framing, Roof, Siding, Cornices, Window Frames, Door Frames); (5) Structural Building Details--Interior (Window Sash, Doors, Walls, Floor, Ceiling, Stairs, Cabinets). The appendices contain drawings of tree trunk cross-sectioning, sawing of lumber, common cuts in wood, common wood joints, and nails. A wood screws table, a chart of American Standard plumbing symbols, and a 37-item short-answer test are also included. (HD)

Intended to assist building trades instructors, this course outline to a prevocational building trades program for junior and senior high school students covers four occupational areas: carpentry, masonry, plumbing, and electricity. Specific notes to the administrator and teacher and the course goals precede the four occupational units. Each unit contains occupational information, instructional analysis, behavioral objectives, and a bibliography specific to the occupational area indicated. Additional information on apprenticeship opportunities, an equipment list, and a sample project developed in a Building Trades I class are also included in this course outline. (BM)

This curriculum guide is designed for group instruction of secondary agricultural education students enrolled in one or two semester-long courses in agriculture structures. The guide presents units of study in the following areas: (1) shop safety, (2) identification and general use of hand tools, (3) power tools, (4) carpentry, (5) blueprint reading for structures, (6) plumbing, (7) electricity, (8) concrete and masonry for structures, and (9) surveying for structures. Each of the nine units of instruction follows a typical format: terminal objective, specific objectives, suggested instructor and student activities, instructional materials, information sheet, transparency masters, assignment sheets, and a student test. (LRA)

An Indiana school researched and experimented to find "ideal" doors for heavily trafficked locations. Specifications are outlined for the door they determine may last 20 years. (MD)