Agricultural Science & Technology

Facility Guidelines

Catalog No. 9006

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 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 re-
quirements of the Modified Court Order, Civil Action NO. 5281, Federal District Court, Eastern District of Texas, Tyler Di-
vision are conducted periodically by staff representatives of the Texas Education Agency. These reviews cover at least the
following policies and practices:

(1) acceptance policies on student transfers from other school districts;

(2) operation of school bus routes or runs on a non-segregated basis;
(3) nondiscrimination in extracurricular activities and the use of school facilities;
(4) non discriminatory practices in the hiring, assigning, promoting, paying, demoting reassigning, or dismissing of fac-
ulty and staff who work with children;
(5) enrollment and assignment of students without discrimination on the basis of race, color, or national origin;
(6) nondiscriminatory practices relating to the use of a student's first language; and
(7) 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, De-
partment 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 sanc-
tions 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

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 ACKNOWLEDGEMENTS
TEXAS EDUCATION AGENCY
Jim Nelson, Commissioner of Education
Arturo Almendarez, Deputy Commissioner
Programs and Instruction
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 docu-
ment. This publication is a reflection of the ideas and experience of these professional in educators and
industry.
Curry Allen, Tuscola
Josh Anderson, Leander
Dr. Mike A. Barrera, McAllen
Reece Blinco, San Marcos
Brian Brawner, R&B Aquatics, Boerne
Rene Cantu, Sr., Edinburg
Glen Conrad, TruGreen Landcare, Bryan
Joe Costanza, J.A. Costanza & Associates
Engineering, Inc., Deer Park
Dr. Joe Dettling, IMS, College Station
Dr. John Dillingham, IMS, College Station
Marshall Eaton, Tuscola
Kenny Edgar, Austin
Kirk Edney, IMS, College Station
Dr. Craig Edwards, IMS, College Station
Larry Ermis, IMS, College Station
Marsha Goodwin, Dallas
Dr. Davey Griffin, TAMU-College Station
Gina Hale, Orange Grove
Dr. Randy Harp, TAMU-Commerce
Dr. Billy Harrell, SHSU, Huntsville
L.W. (Billy) Hartman, Orange Grove
Janet Hayes, Deer Park
Tom Heffernan, Poteet
Don Henson, Goldthwaite
Mike Horn, Prodigene, Inc. College Station
ii
Terry Phillips, Director
Agricultural Science and
Natural Resources Education
Mona Corbett, Program Specialist
Agricultural Science and
Natural Resources Education
Kenny Edgar, Program Specialist
Agricultural Science and
Natural Resources Education
Donna Meyer, Program Specialist
Agricultural Science and
Natural Resources Education
Dr. Jinny Johnson, TAMU-College Station
Tim Knezek, IMS, College Station
Joe Liles, Holland
Kevin Lynch, Splendora
John Mack, San Antonio
Tom Maynard, Austin
Judy McLeod, College Station
Roy Mills, Nacogdoches
Chris Morgan, Flower Mound
Dr. Joe Muller, SHSU, Huntsville
Mickie Ohlendorff, Pearland
Lisa Pieper, College Station
Pat Real, Converse
Ronel Roberts, Victoria
Bobby Rosenbusch, Florence
Javier J. Saenz, Weslaco
Dr. Lon Shell, SWTSU, San Marcos
Joe Skinner, Garland
Marty Spradlin, Daingerfield
Michael Tondre, San Antonio
Dwayne Walters, James E. Blakeman &
Associates, Inc., Navasota
Janelle Watson, Klein
Tim Wyatt, Plano
Bobby Yates, Elgin
Keith Zamzow, IMS, College Station
 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
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 FORWARD

This publication offers ideas, suggestions, and recommendations of industry professionals, school ad-
ministrators, 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 re-
sult, 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 ad-
dressed by calling Instructional Materials Service at (979) 845-6601.

1
2
 INTRODUCTION
The suggestions offered in this guide are the re-
sult of an advisory committee comprised of ag-
ricultural science and technology teachers,
school administrators, and industry representa-
tives. Many facilities were reviewed. The mis-
sion of the advisory committee was to offer rec-
ommendations for facilities within the entire
Agricultural Science and Technology (AST)
curriculum.
It is the purpose of this publication to offer
timely information to planners based on experi-
ences of the members of the committee. Early
use of this publication will allow time for plan-
ners to consider these recommendations while
the district is still in the planning stage of the
project.
The Agricultural Science and Technology cur-
riculum 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 of-
fers the student a field of study in an occupa-
tional area. This educational format for the ag-
riscience program promotes interest in the study
of agriculture. School districts have reason to
evaluate their district’s need for an agriscience
program. In existing programs, the district may
choose to upgrade facilities chosen. Where ag-
ricultural education courses are not offered, the
district may choose implementation of an Agri-
cultural Science and Technology program.
3
CURRICULUM DESIGN
The choices available to a school district are
very diverse. Seven systems comprise the AST
program:
• 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 catego-
ries. Students have the option of enrolling in
agricultural school-based learning (SBL) or
work-based learning (WBL) classes. School-
based learning involves each system and is
comprised of both agriscience and agricultural
industry curricula. Agriscience courses are ½-
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 op-
portunity to enroll in agricultural cooperative
training, rotations, shadowing, or internship.
Each AST system has special facility and
equipment requirements that should be consid-
ered 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 find-
ings of the study should give the district the di-
rection needed to begin the planning stage. Re-
gardless of the system or systems selected, this
publication is designed to assist the school ad-
ministration, the agricultural science and tech-
nology teachers, the architects, and others in-
volved in the facilities planning.
The curriculum design and facility planning
factors are
• Current/future instructional offerings,
• Number of teachers,
• Enrollments,
• Special needs of students, and
• Safety considerations.
Planning should extend beyond the current pro-
gram status. Long-range planning should ac-
count for all areas of instruction within all sys-
4
tems. Planners should consider the following
perspectives regarding long-range planning.
• Community needs,
• Expansion of curriculum and system offer-
ings,
• 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 AST AST/WBL AST/APM AST/Hort AST/GAM
Units Combination Combination Combination Combination
One Square feet Square feet Square feet Square feet Square feet
2400 – laboratory 2400 – laboratory 2400 – laboratory 2400 – laboratory 2400 – laboratory
1000 – c.r. 1000 – c.r. 1000 – c.r. 1000 – c.r. 1000 – c.r.
1200 – s.o.r. 1200 – s.o.r 1200 – s.o.r. 1200 – s.o.r.
350 – paint 1600 – g.h. 350 - paint
600 – h.h.
Two 3000 – laboratory 3000 – laboratory 4200 – laboratory 3000 – laboratory 3000 – laboratory
(2) 750 c.r. (2) 750 c.r. (2) 750 c.r. (2) 750 c.r. (2) 750 c.r.
1500 – s.o.r. 1200 – s.o.r. 1500 – s.o.r. 1500 – s.o.r. 1500 – s.o.r.
350 – paint 350 - paint 1600 – g.h. 350 - paint
600 – h.h.
Three 3600 – laboratory 3600 – laboratory 3600 – laboratory 3600 – laboratory 3600 – laboratory
(2) 750 c.r. (2) 750 c.r. (2) 750 c.r. (2) 750 c.r. (2) 750 c.r.
(one additional if (one additional if (one additional if (one additional if (one additional if
needed) needed) needed) needed) needed)
1600 – s.o.r. 1600 – s.o.r. 1600 – s.o.r. 1600 – s.o.r. 1600 – s.o.r.
350 – paint 350 – paint 1600 – g.h.(2) 350 – paint
600 – h.h.
Four 4200 – laboratory 4200 – laboratory 5400 – laboratory(1) 4200 – laboratory 4200 – laboratory
(3) 750 c.r. (3) 750 c.r. (3) 750 c.r. (3) 750 c.r. (3) 750 c.r.
(one additional if (one additional if (one additional if (one additional if (one additional if
needed) needed) needed) needed) needed)
1700 – s.o.r. 1700 – s.o.r. 1700 – s.o.r. 1700 – s.o.r. 1700 – s.o.r.
350 – paint 350 – paint 1680 ea.– g.h.(2) 350 – paint
600 – h.h.
Five 4800 – laboratory 4800 – laboratory 6000 – laboratory 3600 – laboratory 3600 – laboratory
(4) 750 c.r.* (4) 750 c.r.* (4) 750 c.r.* (4) 750 c.r.* (4) 750 c.r.*
(one additional if (one additional if (one additional if (one additional if (one additional if
needed) needed) needed) needed) needed)
1800 – s.o.r. 1800 – s.o.r. 1800 – s.o.r. 1800 – s.o.r. 1800 – s.o.r.
350 – paint 350 – paint 1600 – g.h.(2) 350 – paint
600 – h.h.

AST – Agricultural Science & Technology ** see page

WBL – Work-based Learning *** see page
APM – Agricultural Power & Machinery (1) If more than two sections of Ag
Hort – Horticulture Power & machinery are offered,
GAM – General Agricultural Mechanics additional stall space will be needed.
c.r. – classroom (2) If more than two sections of Horticulture are offered, an
s.o.r. – storage, office, restroom, inc. additional 400 sq. ft. of greenhouse space will be needed
g.h. – greenhouse (3) If more than two sections of Meats Processing are
h.h. – headhouse offered, an additional 600 sq. feet of meats laboratory
m.l. – meats lab space will be needed

Extra size recommendation due to inclusion of technology requirements, media devices, and related equipment.

5
SUMMARY OF MINIMUM RECOMMENDED SPACE ALLOCATIONS FOR
AGRICUTLURAL SCIENCE FACILITIES IN TEXAS
- Continued -
Teacher AST/AP AST/Aqua AST/MP AST/AR Com-
Units Combination Combination Combination bination
One 2400 – laboratory 2400 – laboratory 2400 – laboratory 2400 – laboratory
1000 – c.r. 1000 – c.r. 1000 – c.r. 1000 – c.r.
1200 – s.o.r. 1200 – s.o.r. 1200 – s.o.r. 1200 – s.o.r.
1200 – m.l. **
Two 3000 – laboratory 3000 – laboratory 3000 – laboratory 2400 – laboratory
(2) 750 – c.r. 750 – c.r. (2) 750 – c.r. 750 – c.r.
1500 – s.o.r. 1500 – s.o.r. 1500 – s.o.r. 1200 – s.o.r.
1200 m.l. **
Three 3600 – laboratory 3600 – laboratory 3600 – laboratory 2400 – laboratory
(2) 750 – c.r. (2) 750 – c.r. (one (2) 750 – c.r. (one (2) 750 – c.r. (one
(one additional if additional if needed) additional if additional if needed)
needed) 1600 – s.o.r. needed) 1200 – s.o.r.
1600 – s.o.r. 1600 – s.o.r.
1200 m.l. ** (3)
Four 4200 – laboratory 4200 – laboratory 4200 – laboratory 2400 – laboratory
(3) 750 – c.r. (3) 750 – c.r. (one (3) 750 – c.r. (one (3) 750 – c.r. (one
(one additional if additional if needed) additional if additional if needed)
needed) 1700 – s.o.r. needed) 1200 – s.o.r.
1700 – s.o.r. 1700 – s.o.r.
1200 m.l. ** (3)
Five 4800 – laboratory 4800 – laboratory 4800 – laboratory 2400 – laboratory
(4) 750 – c.r. (one (4) 750 – c.r. (one (4) 750 – c.r. (one (4) 750 – c.r. (one
additional if additional if needed) additional if additional if needed)
needed) 1800 – s.o.r. needed) 1200 – s.o.r.
1800 – s.o.r. 1800 – s.o.r.
1200 – m.l. ** (3)

AP – Animal Production ** see page

Aqua - Aquaculture *** see page
MP – Meats Processing (1) If more than two sections of Ag
AR – Agricultural Resources Power & machinery are offered,
c.r. – classroom additional stall space will be needed.
s.o.r. – storage, office, restroom, inc. (2) If more than two sections of Horticulture are offered, an
g.h. – greenhouse additional 400 sq. ft. of greenhouse space is needed.
h.h. – headhouse (3) If more than two sections of Meats Processing are
m.l. – meats laboratory 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.

6
 GENERAL RECOMMENDATIONS FOR
AGRICULTURAL SCIENCE FACILITIES
INTRODUCTION
The agricultural science and technology (AST or
agriscience) classroom is the center of the pro-
gram’s 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 cur-
riculum. In addition to serving the needs of high
school students, the design should accommodate
adult education classes and other community
activities.
The design should also consider the needs of the
disabled or handicapped. Many occupations
within the agriscience curriculum lend them-
selves to those individuals with physical limita-
tions. In designing educational facilities to
comply with the Americans with Disabilities
Act, the school district provides the physical
surroundings for handicapped students to re-
ceive 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 handi-
capped students.
A major factor in the development of an AST
facility is safety. This consideration should be
applied to all aspects of the total agriscience cur-
riculum. Safety concerns account for every as-
pect of the programs from mechanized agricul-
tural 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 sur-
roundings for the students or faculty.
7
The curriculum design and facility planning
factors are
• Current/future instructional offerings,
• Number of teachers,
• Enrollments,
• Special needs of students, and
• Safety considerations.
Planning should extend beyond the current pro-
gram status. Long-range planning should ac-
count for all areas of instruction within all sys-
tems. Long-range planning should consider
• Community needs,
• Expansion of curriculum and system offer-
ings,
• Potential increases in enrollment,
• Additions to the agricultural science faculty,
• Emergence of new technologies, and
• Student interests.
To ensure the elimination of architectural barri-
ers in all new construction and substantial reno-
vation of public buildings (in excess of
$50,000), the law requires that plans be ap-
proved by the Architectural Barriers Office of
the State Department of Licensing and Regula-
tion in Austin. The website for this agency is
found at the end of this section. Layout and de-
sign of the total agricultural science facility
should meet or exceed minimum standards,
where established, by the Texas Education
Code. A science lecture/laboratory room re-
quires 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.
EARLY CONSIDERATIONS
The design of this facility should accommodate
anticipated growth within the department. Ad-
ditional 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.
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 in-
tegral part of the total educational program of a
school, considerable thought and careful study
should be given to locating the facility. In addi-
tion to the instruction given to in-school stu-
dents, 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 con-
sidered when selecting the site.
The site should be easily accessible for school
patrons and provide parking spaces. The build-
ing 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 class-
room. Such a design will also reduce ADA de-
sign considerations. The area around the facility
should be well drained.
The main entrance should be open to the out-
side. When incorporated into a career and tech-
nology 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
the main school building or exists as a separate
facility. The following offers advantages to
each situation.
Advantages of the Agricultural Science depart-
ment connected to the main high school build-
ing:
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 sci-
ence department more closely with the to-
tal 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.
Advantages of a Separate Agricultural Science
facility.
1. Possibly noise created in the agricultural sci-
ence laboratory would cause less disturbance
to other classes.
2. Some areas of learning in agricultural sci-
ence 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 partici-
pate in external learning activities. A sepa-
rate agricultural science building would re-
duce disturbance to other classes created by
movement to and from these activities.
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.
The facility should be designed to prevent stu-
dent segregation on the basis of race, color, na-
tional origin, sex, or handicapping condition.
Foundation
The foundation should be concrete, with a
thickness and reinforcement that provide maxi-
mum 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 flush-
fitting machinery tie-downs into the laboratory
floor. Tile or carpet is the recommended cov-
ering for classroom and office areas. Floor cov-
erings are less stressful for feet and legs, allow-
ing for health considerations.
Water Supply and Drainage
Water lines should be installed around the pe-
rimeter 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 as-
sociated 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.
9
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 antici-
pated growth.
(b) An area adjacent to the building should
be available for conducting demon-
strations, parking equipment, and out-
side storage.
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 well-
drained 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 re-
duce disturbance to other classes.
(c) The building should provide equal ac-
cess.
6. Facility size.
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 two-
teacher department, 750 square feet per class-
room is adequate. A width of 40 feet is consid-
ered adequate for the laboratory with a 1:1½
width-to-length ratio.
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 sound-
proof 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 depart-
ments, classrooms should be provided to meet
the needs of all classes. All AST classrooms
should be part of the total AST facility.
In programs having three or more teachers, ad-
ditional classrooms should be provided when
the schedule requires all teachers to meet classes
during the same period.
Where computer stations are part of the class-
room, 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 pre-
ferred dimensions.
Desks or tables for the classroom should be ac-
cording to the teacher’s 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 stu-
dents should be considered.
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.
10
The architect should design a climate-controlled
environment that provides the maximum venti-
lation 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.
Classroom lighting designed by the architect
should consider both computer and audio/visual
use and the needs of students with visual dis-
abilities. This may require conditions where a
light remains on even though main classroom
lights may be turned off. Electrical duplex out-
lets, 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 depart-
ment. Technology equipment located in the
classroom may require additional electrical out-
lets and networking as well as Internet connec-
tions.
The department should maintain a li-
brary/resource area that is accessible to each
classroom. In addition, each classroom should
have a 4’x 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.
The design of the total facility should provide
maximum use of window space into the labora-
tory area for visibility. Windows should be
made of safety glass.
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-
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 de-
termine if exhaust fumes and gases require spe-
cialized systems.
The Council on Educational Facility Planning,
International (CEFPI) prefers that facility plan-
ners follow the latest American Society of
Heating, Refrigerating, and Air-conditioning
Engineers (ASHRAE) recommendations on
Heating, Ventilation, Air Conditioning & Re-
frigeration (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.
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 de-
velopment, 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.
11
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.
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 re-
quirement 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 sta-
tion (Table 1). Placing exhaust ports for the
noxious gases at the work level and not above
the operator’s head will prevent exhaust fumes
from moving past the welder’s face. Portable
ventilation units are available from various ven-
dors. Table 1 will aid in planning local exhaust
systems.
Table 1: Exhaust System Planning
Distance from Minimum air Duct diame-
arc or torch flow ter
(CFM)* (inches)**
4” – 6” 150 3
6” – 8” 275 3½
8” – 10” 425 4½
10” – 12” 600 5½
* Increase by 20% for hoods without flanges
** To nearest ½ inch based on velocity of 4000
fpm in duct
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 effec-
tively use local forced ventilation systems in-
volving flexible hoses. These hoses attach to
engine exhaust and are required for tractor
maintenance stations. Table 2 provides infor-
mation for use in planning an engine exhaust
system.

Table 2: Engine Exhaust System Parameters
Minimum
CFM per ex- diameter of
Engine haust pipe flexible duct
(inches)
Up to 200 hp 100 3 Additional outlets should be provided for com-
Over 200 hp 200 4 puter workstations. GFCI protection should be
Diesel 400 4½
Chalkboard – Dry-Erase Board – White
Board – Projection Board
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, 3’x 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 equip-
ment.
Bulletin Board
At least one 4’x 4’ bulletin board area should be
provided. The bulletin boards should be of ade-
quate 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.
Communication Systems
Each agriscience facility, classroom, and labo-
ratory should be equipped with a communica-
tion 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 ac-
cess would increase communication access in
the laboratory.
12
Power Outlets
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.
provided at the circuit breaker.
Bookcases, Magazine Racks, and Bulletin
Storage
Sectional bookcases with glass front panels or
open shelves are satisfactory for storing books.
Usually, four 3-foot-long sections will be ade-
quate. 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 nec-
essary 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 sci-
ence teachers use many methods, and a specific
filing method is not recommended. However, if
“pigeon-hole” cases are used for filing, it is rec-
ommended that sliding or folding doors be pro-
vided for covering the “pigeon-holes.”
MultiMedia Equipment
A wall mounted projection screen with both re-
flective (video projection) and nonreflective
(overhead) surfaces should be installed in each
classroom. Blackout screen or blinds should be
provided for windows.
Sink and Work Counter
A sink and work counter should be placed in the
classroom. The work counter should have elec-
trical outlets with GFCI protection in the imme-
diate vicinity.
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 admin-
istrators, teachers, parents, and students, and
meet with small groups of adults.
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 an-
other 15 square feet for each computer station in
the office.
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 teacher’s office to permit observa-
tion of the classroom and laboratory from the
office. Visibility is very important for safety
and student management.
The office should contain a desk and chair, stor-
age, 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 dis-
tance service) and be equipped with voice mail
or answer machine capabilities.
The agricultural science teacher’s office should
carry the same status as any other professional’s
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
13
the office as well. A restroom adjacent to the
office is also desirable.
STORAGE
Storage is an important consideration when
planning a facility. Agriscience teachers use
many teaching aids in their instructional deliv-
ery. These include overhead and video projec-
tors, slide projectors, charts, items for demon-
stration, and numerous specimens. In a single-
teacher department, a minimum of 150 square
feet should be provided for storage. In multiple-
teacher departments, at least 200 square feet is
desirable.
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.
RESTROOM FACILITIES
Restroom facilities should be available and eas-
ily 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.
Where departmental restroom facilities are pro-
vided, a shower and locker area is optional. A
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 ex-
panded metal type. Lockers should be secured
with locks. If a changing area is provided,
benches should be permanently installed. Stu-
dents will need a storage area for their materials,
supplies, and personal items. Laboratory tables
are available with storage compartments under-
neath. This storage should provide easy access
for students and maximize space.
Students should have access to an area where
they can clean up after laboratory activities are
complete. An easy-access wash area in the labo-
ratory should be available.
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
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 arm-
chairs. Table should not be attached to the floor
so that they can be rearranged for various class-
room activities and individual learning styles.
An industrial quality table 30 inches wide, 60
inches long, and 30 inches high should be pro-
vided with matching chairs for each two student
in the largest class. The teacher should be pro-
vided with a lecture stand of convenient height
to permit reference to notes and other teaching
materials from a standing position.
FLOOR PLANS
Attached to this section are example floor plans
currently in use by Agricultural Science De-
partments. 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 multi-
teacher departments. You may contact Instruc-
tional Materials Service, 2588 TAMUS, College
Station, Texas 77843-2588 if your planning
committee is interested in any of the configura-
tions. We will assist you in contacting the
school that provided the plans for this publica-
tion.
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 labora-
tory 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
INTRODUCTION
Security Aspects
A security system is essential to the entire facil-
ity. Safety and security concerns are vital con-
siderations in the development of a new pro-
gram 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 spe-
cial lock with one-key access is recommended.
Where as this section does not go into explicit
detail, it does identify issues for consideration
by the planners. All phases of instructional pro-
grams 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 Instruc-
tor),
• Procedures for emergency response,
• Equipment for emergency response, first aid,
and protection from hazards,
• Safety training for school personnel, stu-
dents, and visitors, and
• Proactive evaluation of facilities and proce-
dures to identify and correct deficiencies.
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, stu-
dents, facilities, information, and physical as-
sets. Schools should have an emergency action
plan, which includes security. This
27
section is a reminder to include security as part
of overall program management.
FACILITY SECURITY
Maintaining a secure facility begins in the plan-
ning 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 ad-
dress
• 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 plan-
ners. From notification systems to stu-
dent/teacher ratios, personnel security measures
will work to enhance an overall secure environ-
ment. These measures include
• Supervision/student-teacher ratio,
• Student and personnel identification,
• Controlling facility access,
• Communications, and
• Emergency lighting.
INFORMATION SECURITY
Information security includes storage of infor-
mation, procedures to control and authorize ac-
cess to that information, and a reliable back up
system for information. Considerations for in-
formation control range from passwords on per-
sonal computers to locks on files.
SPECIFICATIONS AND
RECOMMENDATIONS
Safety considerations are the responsibility of all
participating parties. Basic facility safety should
primarily rest with the designing architect. The
architect’s 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)
Meeting the minimum requirements of the asso-
ciated agencies should only be the beginning of
safety measures. Additional recommendations
by professionals and examples that set prece-
dents should be considered to further enhance
the facility and operations. This publication has
begun such an enhancement process by con-
sulting with the following groups and publica-
tions:
• Experienced teaching professionals
• Professional safety consultants
• Manufacture’s representatives
• Code of Federal Regulations
• Occupational Safety and Health Act
(OSHA)
APPLICABLE SAFETY LAW
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
standards is recommended to further enhance a
safe environment and instructional procedures.
School personnel are subject to the Texas Haz-
ard Communications Act of 1985 and the Texas
Health and Safety Code (also see the HAZCOM
section within this publication).
One general guide to safety regulations and pro-
cedures 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
• 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
• How to leave the premises,
• Where to assemble, and
• Where and how to take shelter when dan-
gerous 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.
SAFETY AND HAZARD MANAGEMENT
The management of safety and potential hazards
is an ongoing process. Once procedures are es-
tablished they will need to be continually re-
vised and taught. Anytime a new machine or
task is introduced, there should be an analysis
conducted to evaluate the potential risks and ap-
propriate 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 Stan-
dards” publication or may be obtained from the
National Safety Council (NSC) and OSHA.
Hazards will occur within the school and espe-
cially the agricultural science department. Once
a hazard is identified the follow strategies
should be incorporated. First, eliminate the haz-
ard if possible. If the hazard cannot be elimi-
nated, 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 ade-
quate protection, the task should not be at-
tempted.
PERSONAL PROTECTIVE EQUIPMENT
(PPE)
PPE describes numerous devices which, when
worn, protect against hazards. These products
include but are not limited to
• Gloves,
• Hardhats,
• Hearing protection,
• Respirators,
• Clothing,
• Shoes, and
• Eye and face protection.
29
HAZARDOUS COMMUNICATIONS
(HAZCOM)
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 re-
quired for students. It is recommended the first
three sections be extended to students. The four
main sections are as follows:
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.
ILLUSTRATIONS
Following this section on the website are photo-
graphs that represent selected safety concerns
that are part of the agricultural science and tech-
nology department. Each illustration contains a
caption that further explains the photograph.
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 pro-

vide 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 com-
bustible materials.

31
32
 STUDENTS WITH DISABILITIES
INTRODUCTION
Students are entitled to nondiscriminatory edu-
cation 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 sec-
tion 201(2) of the act. Under the protection of
the ADA, any qualified individual with a dis-
ability 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 curricu-
lum the school district provides to all students.
The ADA should be a major resource in the
planning, design, and implementation of facili-
ties needed to serve special needs in each agris-
cience course of study. It will be less expensive
to construct facilities with the necessary ac-
commodations 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.
It is not the purpose of this section to provide an
in-depth analysis of the Americans with Dis-
abilities Act. Instead, this section is to bring
attention to selected parts of the ADA and chal-
lenge the designer to consider ADA require-
ments during the planning stage.
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 Uni-
form Federal Accessibility Standards
33
(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 Sec-
tion 35.190(b)(1)-(8). Two have particular con-
cern to the Agricultural Science and Technology
program. The Department of Agriculture
[35.190(b)(1)] has the responsibility for the im-
plementation of subpart F of this section. It ad-
dresses all programs, services, and regulatory
activities relating agricultural production, in-
cluding extension services.
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 agen-
cies, section 35.190(c) provides that the Assis-
tant Attorney General shall determine which one
of the agencies shall be the designated agency
for purposes of that complaint.
Public Law 105–17 is the Individuals with Dis-
abilities 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 dis-
abilities, 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-
ronment can only occur when the nature or se-
verity of the disability of a child is such that
education in regular classes with the use of sup-
plementary aids and services cannot be achieved
satisfactorily. Compliance with this law specifi-
cally 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.
ACCESSIBLE ROUTES
Included in this section are space factors to con-
sider when planning a facility. Wheelchair
34
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 photo-
graphs that represent selected ADA concerns
that are part of the Agricultural Science and
Technology department. Each illustration con-
tains a caption that further explains the photo-
graph.
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 ac-

cess.

35
36
 RECOMMENDED FACILITY STANDARDS
The scope of the Agricultural Science and
Technology curriculum provides students a va-
riety of career opportunities within its seven
systems. Classroom facilities may be similar for
the different systems, but laboratory and in-
structional 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 sys-
tem.
Regardless of the systems of instruction, a
school district should plan for some type of
learning laboratory. This can serve the mecha-
nized agriculture curriculum specifically or it
can be designed to serve multiple system labo-
ratory needs.
The importance of stressing safety and ADA
considerations to the architect in the early plan-
ning stages of the total AST facility cannot be
overemphasized.
SCHOOL BASED LEARNING
LABORATORIES
The state Agricultural Science and Technology
curriculum offers fields of study that require
37
special laboratory facilities. The mechanized
agriculture laboratory can be utilized by most of
the other systems. However, fumes from weld-
ing 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 horti-
culture system should have a greenhouse to fully
meet the needs of the curriculum. Still, a labo-
ratory is necessary apart from the greenhouse.
This area can be used for floral design activities
or demonstration work. A study of the recom-
mendations for specific laboratory requirements
should provide planners and designers with in-
formation needed to maximize use of space.
ILLUSTRATIONS
Following this section are photographs that rep-
resent selected facility concerns that are part of
the agricultural science and technology depart-
ment. Each illustration contains a caption that
further explains the photograph.
38
 LEADERSHIP DEVELOPMENT AND TECHNOLOGY SYSTEMS
Recommended Class Size:
Preferred:
INTRODUCTION
These two systems are grouped together because
they use much of the same equipment. Class-
room needs are similar and technology equip-
ment can easily be utilized in both systems.
Technology is rapidly becoming an important
tool for teachers in agriscience classrooms and a
major course of study for students. The imple-
mentation 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.
Technology is changing at such a rapid pace that
it is difficult to make specific statements about
the technologies that are available for imple-
mentation into the classroom. Because of this,
recommendations for technology education in
agriscience will be generalized.
The implementation of technology into the ag-
riscience curriculum can take one of two direc-
tions. 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 dis-
cussed 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
24 students
20 students
DEPARTMENTAL EDUCATIONAL
TECHNOLOGY EQUIPMENT
A teacher presentation station should be part of
the technology laboratory. If a separate class-
room is available, this may be a designated sta-
tion. Where a technology laboratory is part of
the classroom or classrooms in an agriscience
department, a portable unit can be shared.
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 com-
puter 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 soft-
ware without approval.
All classroom computers should be networked
with access to printers. The technology labora-
tory 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
• A video cassette recorder.
SOFTWARE
Software applications vary with the instructor’s
confidence and skill level with each program.
Still, certain types of programs should be avail-
able. 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 pro-
grams on the computer. Virus protection is es-
sential to provide a margin of safety for the
computer and the network. A Web browser
should be installed to allow quick and easy ac-
cess to the Internet.
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 applica-
tion use from the very basic to the most com-
prehensive. An HTML editor is still another
program useful to a technology class. This pro-
40
gram allows the user to develop Web sites for
display on the Internet.
There are a variety of software programs avail-
able for the Agricultural Science and Technol-
ogy program from Instructional Materials Serv-
ice, 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 va-
riety of software programs.
INFRASTRUCTURE
The infrastructure is a total package of the am-
bient needs in the technology laboratory. The
infrastructure includes
• Electrical fixtures,
• Networking,
• Lighting,
• Climate control,
• Furniture, and
• Media.
Electrical Fixtures
Design of the technology laboratory should in-
clude 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 labo-
ratory. Where a technology laboratory is incor-
porated 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.
Networking
Networking allows all computers to send and
receive files. Files can be transferred to other
computers, to the printer, or to a projection de-
vice. 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
wireless networking system. Each system,
wireless or cable, has its advantages and disad-
vantages.
Network servers, hubs, switches, and other
communications equipment should be isolated
in a climate-controlled, restricted area where
possible.
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 con-
trol is also necessary. This will allow the in-
structor 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.
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 heat-
generating equipment. If the air conditioning
system does not reduce humidity levels ade-
quately, a de-humidifier may be necessary to
provide the proper environment.
Special considerations apply where the technol-
ogy 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 mecha-
nized agricultural laboratory should be segre-
gated from the room containing the technology
equipment and software.
Still another consideration is climate control
during holidays and summer. This equipment
41
requires a climate-controlled environment 24-
hours a day, 365 days a year. Without a con-
stant environment, technology equipment can be
adversely affected.
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 mate-
rials. 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 sta-
tion.
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 avail-
able as work areas. These areas should be free
of all technology equipment.
Media
A variety of media equipment should be avail-
able, 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).
Each piece of equipment should be cataloged
and the serial number should berrecorded.
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.
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 moni-
tor/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 ex-
isting classroom, the total space requirements of
that classroom should not be reduced.
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.
It is not intended to suggest that this is an idea
classroom layout.
The photographs at the end of this section repre-
sent facilities currently in use by the school dis-
tricts identified in the caption of each picture. If
any of these scenes interest the planning com-
mittee 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.
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 rep-
resent selected technology laboratory concerns
that are part of the agricultural science and tech-
nology department. Each illustration contains a
caption that further explains the photograph.

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 K-
12. St. Louis, MO. 1997.
Frech, Marshall. The Basics of Telecommunications Networks for Schools: A Guide for the Non-
technical 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
Recommended Class Size:
Preferred:
INTRODUCTION
The mechanized agriculture system is composed
of five major focus areas: construction and
maintenance, power and machinery, electrifica-
tion, structures, and soil and water management.
The recommendations presented in this docu-
ment represent the needs for the total instruc-
tional 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 ex-
ceed 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 en-
rollment of 15 students for any mechanized ag-
riculture course. Texas Administrative Code
61.103 defines the maximum number of stu-
dents that can be offered safe and effective in-
struction in a high school classroom as 25.
Long-range growth needs of the mechanized
agricultural technology program should be con-
sidered 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.
Facilities must comply with all minimum state,
county, local, and municipal codes. All archi-
tectural drawings and construction practices
must meet or exceed all applicable building
codes.
These codes and compliance requirements may
include
• Americans with Disabilities Act (ADA) re-
quirements,
• National Fire Protection Association
(NFPA) Codes,
49
25 students
15 students
• National Electric Code (NEC) Specifica-
tions, 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 mini-
mum, not optimum, standards. Minimum
standards should never be interpreted to rep-
resent optimum standards.
The recommended starting point is to design the
mechanized agriculture laboratories to meet the
instructional requirements for Agricultural Sci-
ence 221 – Introduction to Agricultural Me-
chanics and build from there based on a variety
of additional considerations. These considera-
tions include but are not limited
• Curriculum design (pathways offered),
• Flexibility,
• Basic Floor Plan,
• Safety Components,
• Future Expansion,
• Complementary Skills, and
• Total Instructional Components.
FLEXIBILITY
The design of the entire agricultural science fa-
cility 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 recommenda-
tions for minimum space allocation in mecha-
nized agriculture laboratories based on the num-
ber of teachers in the agricultural science pro-
gram and course offerings in the agricultural
science curriculum. A laboratory should meet
certain minimum space standards for group in-
structional areas or project assembly areas. This
does not include the operating space require-
ments for equipment or space for other parts of
the facility such as restroom, office, and storage
areas.
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 rec-
ommendations for a one-teacher department.
Additional space will be needed for multiple
teacher departments. See pages 4 and 5 for
more details. Table 4 provides recommend-
ations for special features included in a labora-
tory facility. The amount of space needed for
each piece of power equipment in the agricul-
tural 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 con-
sider several building shapes and interior ar-
rangements before selecting a plan. Many expe-
rienced 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 1:1½ is recommended for the agricul-
tural science facility.

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 300 square feet*
Storage
Restroom, Boys and Girls (each) 100 square feet**
Shower Room 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)
Student wash-up area (in laboratory)
Hazardous materials/waste storage
Facilities shall meet the requirements of Individuals with Disabilities Education Act.
For physically impaired students, 20 square feet per student station should be allocated.
DETERMINING THE SIZE AND LAYOUT
OF THE LABORATORY
State and local program needs and objectives
should be used to determine the size of the labo-
ratory and the machines to be placed in the fa-
cility. Planning should also allow for future ad-
ditions of machines and equipment.
The following are suggested steps for planning
the equipment layout in the shop.
1. Determine specific laboratory areas (this in-
cludes wood, metal fabrication, small en-
gines, electricity, plumbing, construction
and assembly).
2. Choose equipment based on safety, conven-
ience, 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 wood-
and metal-working tables as needed (assem-
bly areas inside shop should be 750 to 1500
square feet).
51
16 square feet
50 square feet
50 square feet
8. Mark safety zones in the shop. The ma-
chines 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 labo-
ratory 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.
In determining the safe floor space requirements
or safety zones needed for machines and equip-
ment, 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 sys-
tems 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 mecha-
nized agriculture laboratory as part of the pre-
requisite facilities. However, horticulture does
require some knowledge of skills that include
electricity, plumbing, and small engine mainte-
nance and repair. Access to a mechanized agri-
culture laboratory will be useful in the horticul-
ture 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.
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 it’s typical use.
The table saw is used to rip lumber up to 16 feet
long, and to cut 4’x 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 (12’x 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 (7’x 26’ = 182 square feet).

Table 5: Recommended Safe Floor Space Needs for Selected Equipment

Free Space Dimensions Free Space Area
Equipment in feet in square feet
Abrasive/cold cut-off saw 7’x 32’ 224
Air compressor 5’x 5’ 25
Arc welder 5’x 7’ 35
Band saw, metal cutting 10’x 34’ 340
Band saw, vertical 8’x 12’ 96
Computer station 3’x 5’ 15
Drill press 13’x 22’ 286
Grinder, pedestal or bench 8’x 9’ 72
Metalworking table 11’x 16’ 176
Monitor/VCR/videodisc player 3’x 4’ 12
Oxyacetylene rig & cutting table 8’x 24’ 192
Pipe bender 15’x 25’ 370
Radial arm saw 7’x 6’ 182
Sander, combination 10’x 12’ 120
Table saw 12’x 35’ 420
Woodworking table 12’x 13’ 156

52
This list may be modified or adapted, based
on various pieces of equipment. For exam-
ple, a district will need to plan for safe floor
space needs when purchasing an iron-
worker, bender, or other large piece of
equipment.
53
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.
54
55
56
SAFETY PRECAUTIONS FOR THE
AGRICULTURAL SCIENCE
LABORATORY
The Texas Department of Health, Austin, TX,
has developed safety standards for most occu-
pations. Questions pertaining to laboratory
safety should be directed to this department (the
TDH web site is listed at the end of this sec-
tion). 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.
SAFETY CONSIDERATIONS
Texas Education Code, Title 19, Chapter 247.
The Code of Ethics and Standard Practices for
Texas Educators. Among other things, this leg-
islation 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 stu-
dents from conditions that are detrimental to
learning, physical health, mental health, or
safety.
57
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 fea-
tures necessary to provide a safe learning envi-
ronment and allow for action to be taken when
problems arise. Specific safety issues will re-
ceive more detailed discussion later in this sec-
tion.
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 super-
vision to all students. The inability to properly
supervise students threatens the safe and effec-
tive learning environment by increasing the pos-
sibility of student injury. Programs with spe-
cial-needs students and substandard facilities
should work to further decrease student ratios.
Mechanized agriculture professionals in indus-
try, 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 maxi-
mum student/teacher ratio recommended by the
group is 25:1. This number is contingent on
adequate space, available equipment, special
needs of students enrolled, and the course of in-
struction. Schools can face serious liability is-
sues when exceeding this recommendation.
The mechanized agriculture curriculum is de-
signed to provide instruction to the students re-
garding 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 emer-
gency response lighting and alarms in the class-
room and laboratory areas. The facility should
be equipped with manually operated pull-type
activators that will generate an immediate emer-
gency warning. These devices may be used for
any panic situations (i.e., fire, police, and vio-
lence). 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 emer-
gency.
Beyond these considerations, safety factors that
must be a part of every laboratory include
• Easily accessible first aid kit,
• Safety signs & posters prominently dis-
played,
• Easily accessible eye wash area, emergency
shower, and suitable floor drain,
• Easily accessible fire extinguishers/ suppres-
sant systems,
• Easily accessible shunt-type emergency dis-
connect and,
• Smoke, heat, and carbon monoxide detec-
tors, installed and operational.
Texas Education Code, Title 19, Chapter 37.
Discipline: Law and Order
58
This legislation states that teachers may
remove a student from the classroom or
laboratory setting and send that student
to the principal’s office for disruptive be-
havior in order to maintain effective dis-
cipline and a safe learning environment.
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 learn-
ing environment should be analyzed to deter-
mine 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 pro-
vide 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 de-
vices (safety glasses or goggles) in appropriate
situations as determined by school district pol-
icy. Local districts must adopt rules defining
when eye protection should be worn and the
type required for specific conditions.
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 par-
ticipate in certain vocational, industrial arts, and
chemical-physical courses or laboratories where
potentially hazardous operations exist.”
Legislation stipulates:
• Local school boards and administrators fur-
nish eye protection suitable for the type of
activity;
• Eye protection be worn when there is a rea-
sonable probability of bodily injury;
• Eye protection be kept clean and in good
repair; and,
• 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 pro-
vided when machines or operations present po-
tential eye or face injury, such as flying material,
splashed chemicals, and hot products. Eye and
face protective equipment should meet the re-
quirements 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 Engi-
neering 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.
Students may be expected to provide their own
protective, natural-fiber clothing such as over-
alls, coveralls, and denim jeans and shirts.
Schools may choose to provide shop coats and
aprons.
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 labora-
tory area can effectively reduce stress and de-
crease the opportunity for injury.
In providing a safe, comfortable learning labo-
ratory environment for students, some consid-
erations 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.
59
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, sta-
tionary 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 as-
sociated noise levels can also detract students in
adjoining classrooms.
Flammable and Combustible Liquids
Mechanized agriculture laboratories use a vari-
ety 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 well-
ventilated area.
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 us-
ing 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.
A maximum of 25 gallons of flammable or
combustible liquids should be stored in a room
that does not meet National Fire Protection As-
sociation (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 ap-
proved storage cabinets may be located in a sin-
gle storage area.
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, Hazard-
ous 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.
Conspicuous and legible signs prohibiting
smoking should be posted in service and refu-
eling 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 sec-
tion.
Hazard Communication (HAZCOM)
This paragraph references the Texas Adminis-
trative Code, Title 25, Part I, Chapter 502, Haz-
ard Communication Act.
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 stu-
dents. It is recommended that the first three (3)
sections be extended to students.
The four (4) main sections are:
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.
60
2. All containers must be clearly and accurately
labeled with regards to the contents and haz-
ard.
3. An education and training program must be
established along a written program.
4. Employers must post written notices in-
forming the employee of their rights under
the Hazard Communications Act.
In addition to “plain language” labeling, the
NFPA has established the following labeling
system for communicating hazards.
Copyright © 1996, National Fire Protection Asso-
ciation, Quincy, MA 02269. This warning is in-
tended to be interpreted and applied only by the
properly trained individuals to identify fire, health,
and reactivity hazards of chemicals. The user is re-
ferred 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 chemi-
cals does so at their own risk.
Gases, Vapors, Fumes, Dusts, and Mists
Exposure to toxic gases, vapors, fumes, dusts,
and mists at a concentration above those speci-
fied in the “Threshold Limit Values of Airborne
Contaminants” of the American Council of
Government Industrial Hygienists (ACGIH), Illumination
should be avoided. Construction areas, ramps, runways, corridors,
offices, laboratories, and storage areas should be
Administrative or engineering controls must be
lighted adequately (Table 6).
implemented whenever feasible to comply with
Threshold Limit Values (TLV). Table 6: Recommended levels of illumination
Foot-candles Area or Operation
When engineering and administrative controls
30 Storage and restroom
are not feasible to achieve full compliance, pro-
70–100 Classroom and office
tective equipment or other protective measures
50–75 General laboratory
should be used to keep the exposure of persons
100 Bench work
to air contaminants within the limits prescribed.
Any equipment and technical measures used for Facility planners may refer to either ANSI/IES
this purpose must first be approved for each standard #RP7-91 (industrial lighting) or
particular use by a competent industrial hygien- ANSI/IES standard #RP3-88 (educational fa-
ist or other technically qualified person. cilities lighting) for further information. These
standards may be purchased from Global Engi-
Fire Protection
neering Documents.
Information regarding fire protection may be
found in OSHA standards, subpart §1926.155. Medical Services and First Aid
NFPA regulations also apply. The school should ensure the availability of
medical personnel for advice and consultation
Portable fire extinguishers suitable to the condi-
on matters of occupational health.
tions and hazards involved should be provided
and maintained in an effective operating condi- First aid supplies should be readily available and
tion. (1999 Standard Fire Prevention Code, appropriate for the most likely injuries. The ba-
608.3.4, Standard Fire Prevention Code sic inventory of first aid supplies, as recom-
2904.2.7) mended by ANSI Standard Z308.1 Minimum
Requirements for Workplace First Aid Kits,
Portable fire extinguishers should be given
consist of
maintenance service at least once a year with a
durable tag securely attached to show the main- • Absorbent compress - 1
tenance or recharge date. • Adhesive bandage - 16
In storage areas, clearance between sprinkler • Adhesive tape - 1” & 2”
system detectors and the top of storage areas • Antiseptic swab - 10
varies with the type of storage. For combustible • Burn treatment - 6
materials stored over 15 feet but not more than
• Gloves, pair - 2
21 feet high in solid piles, or over 12 feet but
not more than 21 feet high in piles that contain • Sterile pads - 4
horizontal channels, the minimum clearance • Triangular bandage - 1
should be 36 inches. The minimum clearance
for smaller piles or for noncombustible materi- Additional contents may include:
als should be 18 inches between the sprinkler • Antiseptic towelettes - 4
system and the top of the stored materials.
• Bandage compresses 2 - 4
• Bandage compresses 3 - 2
• Bandage compresses 4 - 1
61
• Cold pack - 2
• Eye covering - 1
• Eye wash - 2
• Eye wash & covering - 2
• Roller bandage, 4” - 1
• Roller bandage, 2” - 2
To insure that appropriate quantities adequate
items are selected a physician should be con-
sulted.
A safety eye wash and deluge shower should be
part of the first aid/safety area. The eye protec-
tion germicidal cabinet can also be located here,
as well as other types of personal protective
equipment.
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 class-
room, 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 manage-
ment of these fumes.
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 conden-
sation 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.
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 op-
62
erators should use appropriate personal protec-
tive equipment (PPE).
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.
An adjustable work rest plate of rigid construc-
tion 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.
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 Fed-
eral Regulations (CFR) 1910.215.
Cylinders and Compressed Gases Used in the
Mechanized Agricultural laboratory
The mechanized agriculture laboratory com-
monly used a variety of compressed gasses dur-
ing 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.
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” pub-
lications. Another useful reference is the latest
edition of the Standard Building Code. The
American Welding Society offers a publication
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. Cylin-
ders should be properly secured with a non-
flammable device (e.g., chain) when in use
and secured with a nonflammable device
when in storage.
Cylinders designed to accept a valve protection
cap should have the cap properly attached ex-
cept when the cylinder is in use or is connected
for use. Some cylinders use a shielded valve
area for protection.
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 ½ hour.
Drill Press
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 prop-
erly grounded with a GCFI device.
63
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.
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 con-
tainer and vaporizer should be provided with
one or more approved safety relief valves or de-
vices. 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 20-
pound A:B:C rated fire extinguisher within 10
feet of the fuel gas storage area.
When installed outside, containers should be
upright upon firm foundations or otherwise
firmly secured. Operational requirements
sometimes make portable use of containers nec-
essary. 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 accor-
dance with the “Safety and Health Standards.”
Storage of LP gas within buildings is prohib-
ited.
WELDING
General Considerations
The school should thoroughly instruct students
in the safe uses of fuel gas in welding and cut-
ting operations. It is recommended that used
drums, fuel tanks, or other contaminated con-
tainers 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.
Schools should instruct students in the safe
means of arc welding and cutting operations.
Proper precautions (i.e., isolating welding and
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. Re-
fer to OSHA Standard 1926.353, Ventilation
and Protection in Welding , Cutting, and Heat-
ing.
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.
Electric Arc Welding Considerations
Noncombustible or flameproof shields should
shield all arc welding and cutting operations.
This will protect all persons from direct ultra-
violet rays from the arc welder. Electrode hold-
ers left unattended should have the electrodes
removed. The electrode holder should be placed
or protected to prevent the opportunity of elec-
trical contact with a person or conductive object.
All arc welder cables should be completely in-
sulated and free from repair or splices. Defec-
tive cables should be replaced. The cable
should also be insulated at the point of attach-
ment to the welding machine.
Fuel Gas Welding
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 col-
ored 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.
64
Facilities designed with four or more oxy-fuel
welding/cutting stations should consider a mani-
fold 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 spe-
cific 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).
General welding, cutting, and heating operations
(not involving conditions and materials de-
scribed in Safety and Health Standards) may
normally be done without mechanical ventila-
tion 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 at-
mospheric conditions. Air movement of at least
1,000 CFM at the point of operation is recom-
mended.
For further information regarding ventilation in
welding applications, refer to ANSI/AWS Stan-
dard F3.1-89, Guide for Welding Fume Control.
This document is available from Global Engi-
neering Documents.
Students often perform various types of weld-
ing, cutting, or heating activities in the labora-
tory. They should be protected by suitable eye
protective equipment. The Safety and Health
Standards provide the requirements for this type
of protection.
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 con-
nection 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)
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.
Electric power tools should either be approved
double insulated or be properly grounded with a
ground fault circuit interrupter (GFCI) device.
WOODWORKING EQUIPMENT
Saw, Radial
Radial saws should be constructed so that the
upper hood completely encloses the upper por-
tion of the blade down to a point that will in-
clude 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.
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.
Radial saws used for ripping should have non-
kickback fingers or dogs. Stock should always
be fed into the saw against blade rotation. Ra-
dial 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.
Saw, Portable Circular
All portable, power-driven circular saws should
be equipped with guards above and below the
65
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.
Woodworking Machinery
All woodworking machinery such as table saws,
swing saws, radial saws, band saws, jointers,
tenoning machines, boring and mortising ma-
chinery, shapers, planers, lathes, sanders, veneer
cutters, and miscellaneous woodworking ma-
chinery should be effectively guarded to protect
the operator and other persons from hazards in-
herent to their operation.
A power control device should be provided on
each machine to make it possible for the opera-
tor 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.
Each operating treadle should be protected
against unexpected or accidental tripping. Non-
skid surfaces around power equipment should
be provided for the operator. All materials
stored in tiers should be secured to prevent
sliding, falling, or collapse.
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 out-
side storage area should be kept under control.
Storage of material should not obstruct exits or
protrude into normal traffic areas. Materials
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)].
A standard railing consists of a top rail, an in-
termediate rail, and posts and should have a
vertical height of 42 inches from the upper sur-
face 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 with-
standing a load of at least 200 pounds in any di-
rection on any point on the top rail.
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 equip-
ment or moving machinery from which falling
material could cause a hazard.
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
The laboratory may include an approved paint
facility/booth/room. While a paint room is not
discouraged, this document includes recommen-
dations 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
66
Commission (TNRCC) regarding exhaust emis-
sions. 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 peri-
odically, causing printed materials to become
outdated quickly.
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 noncombus-
tible material may be used for intermittent or
low volume spraying. Spray booths should be
designed to sweep air currents toward the ex-
haust outlet.
There should be no open flame or spark-
producing equipment in any spraying areas or
within 20 feet thereof, unless separated by a
full-closure partition.
Electrical wiring, motors, and equipment not
subject to deposits of combustible residues but
located in a spraying area should be explosion-
proof type, UL-approved for Class I, group D
locations or Class I, Division I, Hazardous loca-
tions. 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 nor-
mal 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.
All spraying areas should be provided with me-
chanical ventilation adequate to remove flam-
mable vapors, mists, or powders to a safe loca-
tion and to confine and control combustible
residues so that life is not endangered.
Electric motors driving exhaust fans should not
be placed inside flammable materials spray
booths or ducts. Belts or pulleys within the
booth or duct should be thoroughly enclosed.
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.
Flammable material spraying areas must
meet all applicable state and federal re-
quirements.
ELECTRICAL
The electrical concerns of an agricultural sci-
ence laboratory must first address all local
building codes. All electrical works should be
in compliance with the current National Electri-
cal 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 cir-
cuit 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, rest-
rooms, wash bays, greenhouses, outdoor out-
lets).
The nonconductive metal parts of plug-
connected 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.
Extension cords used with portable electric tools
and appliances should be the three-wire type and
double-insulated. This type of extension is usu-
ally round, not the flat, 3-conductor type. Flexi-
ble cord should be used only in continuous
lengths without splices, except suitable molded
or vulcanized splices may be used where prop-
67
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 lighting array in the laboratory should pro-
duce 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.
The laboratory should also be equipped with an
emergency energy control, a shunt-type emer-
gency 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 opera-
tion. Other lower-order “panic buttons” may be
strategically located throughout the laboratory.
Each emergency shutoff should be clearly la-
beled. Labeling identifies which motors, appli-
ances, service feeders, or branch circuits the
emergency shutoff affects.
HOUSEKEEPING
During project construction, alteration, or re-
pairs, 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.
Combustible scrap and debris should be re-
moved 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).
Containers should be provided for collection
and separation of all refuse. Appropriate covers
should be provided on containers used for
flammable or hazardous substances. Some haz-
ardous 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.
Waste should be disposed of at frequent inter-
vals. Frequent disposal of hazardous material
wastes should be conducted according to state
and federal regulations.
Drip pans should be provided to eliminate oil
spills.
Safety charts should be permanently displayed
as a constant reminder to all concerned.
SAFETY COLOR CODE FOR
LABORATORY MACHINERY AND
EQUIPMENT
Color speaks a universal language when prop-
erly used as a visual aid to safety. Standard col-
ors for specific purposes help identify safety
equipment and accident hazards. Color, how-
ever, is not intended as a substitute for proper
guarding, for elimination of hazardous condi-
tions, or for safe practices.
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. Re-
fer to Table 7 below for Safety Color Applica-
tions. This chart is based on the AAVIM publi-
cation “Safety Color Coding for the Shop”(IMS
#4624).

Table 7: Safety Color Applications

Color Purpose
Safety Red Danger and emergency
Stop controls
Safety Orange Warning – machine parts which may
cut, crush, shock, or injure. Used to
emphasize such hazards when en-
closure doors are open or when gears,
belt or other guards around moving
equipment are open or removed, ex-
posing unguarded hazards
Safety Yellow Caution – critical parts of machines
Examples of Use
Signs – white letters on red back-
ground
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

68
Table 7: Safety Color Applications - Continued
Color Purpose Examples of Use
Safety Red with Flammable liquids Safety cans or other containers of
Safety Yellow band flammable liquids or combustible
around container materials
middle at least ¼ its
height with contents
identified thereon
Safety Yellow or Flammable waste materials Safety cans for flammable combusti-
Yellow band around ble materials
container middle at Waste container for flammable mate-
least ¼ its height rials
with contents iden-
tified thereon
Safety Yellow with Caution Storage cabinets of flammable materi-
conspicuous, high- als labeled “Flammable – Keep Fire
visibility lettering – Away”
“Flammable-Keep
Fire Away”
Safety Yellow with Caution for striking against, stum- Obstacles such as low beams and ex-
Black Stripes or bling, falling, tripping over tensions that protrude
Checkers
Safety Yellow Outline work areas Work areas around stationary ma-
Stripes chines
Traffic lanes
Safety Blue Information about and caution against Signs on machines, “Out-of-Order”
machines or equipment that are out of
order or under repair
Safety Green Safety and location of first aid and Location of medical equipment, first
safety equipment aid kits, eye wash fountains, deluge
showers
Safety Black and Radiation hazard Radiation from X-ray radiation types,
Safety Yellow such as alpha, beta, gamma, neutron,
stripes proton, deuteron, and meson
Safety Black and Traffic control areas or markings for Barricades directional arrows, work
Safety White or a information purposes areas
combination of al-
ternating black and
white stripes
Safety Gray or Vista To reduce eye strain – both are Body of machines, tables, work
Green pleasing colors benches, floors
Ivory To improve visibility Vertical edges of machines, tables and
workbenches

69
Table 7: Safety Color Applications - Continued
Color Purpose Examples of Use
Aluminum with Or- Waste container for flammable mate- Waste containers
ange Band ¼ the rials
height of container
identifying contents
Aluminum with Waste container for nonflammable Waste containers
Black Band ¼ the materials
height of container
identifying contents
Yellow Band with Pipe identification Natural gas and steam
red lettering (Check this one out)
Blue Band with Pipe identification Compressed air
white lettering
Black Band with Pipe identification Vent lines
white lettering
Gray Band with Pipe identification Water
white lettering
Green Band with Pipe identification Oxygen
black lettering
Red Band with Pipe identification Acetylene
black lettering

UTILITIES • The compressor is difficult to service,

Planning should provide for standard utilities to maintain, or replace when in these types of
the agricultural science facility. These include locations.
water, gas, sewer, electricity, and communica-
LABORATORY INSTALLATION
tions.
Location
Specific needs of machinery and equipment will
The planning and design of the mechanized ag-
play a part in designing some utility aspects of
riculture laboratory should place the facility ad-
the facility. When deciding on the placement of
jacent to the agriscience office and classroom.
air compressors, consider starting/operating
The agriscience facility should be a part of the
noise, drainage requirements, and access to an
total school structure. It should not be separate
adequate supply of fresh air. In many older fa-
from the school. It should have the type of ac-
cilities, air compressors were placed above the
cessibility that will allow for delivery/shipping
classroom or office. This is not an optimum lo-
of materials and supplies, animals, and equip-
cation for several reasons:
ment.
• Accumulated moisture must drain onto the
Space Needs
roof of the classroom or office.
• Starting/operating noise detracts from the The layout should be designed in accordance
classroom learning environment. with a modern concept of agricultural science.
The replacement of labor with machinery,
• Intake air supply is sometimes inadequate. equipment, and technology has caused a rapid
increase in the use, as well as the size of, agri-

70
cultural machinery and equipment and a corre-
sponding increase in the demand for people with
technical mechanical skills.
A laboratory is a necessity if students are to be
trained in technical mechanical skills, and the
increased size of agricultural machinery neces-
sitates 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, demon-
strations, etc.
Some factors to consider in planning and deter-
mining laboratory space requirements are safety,
flow of materials and personnel, equipment to
be included, need for an area to assemble proj-
ects, 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.
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 Hous-
ton State University can provide plans for port-
able welding booths.
Shape
The laboratory should not be less than 40 feet
wide. Buildings 40 feet or wider usually pro-
vide more efficient use of floor and wall space.
If there is a possibility of expansion in the fu-
ture, the ends of the building should not be
blocked by another building or property line.
Type of Construction
The agricultural science installation should con-
form to the existing architecture of the overall
school plan and be of similar design and con-
struction. All applicable building codes and
State health Department requirements should be
met. Blueprints and specifications must be ap-
71
proved by an engineer, stamped with the engi-
neer’s seal, and the facility must be erected un-
der the supervision of a licensed engineer.
Since the type of construction affects insurance
rates, school authorities should check with their
insurance agent or the State Department of In-
surance, Fire Marshal’s Office, Austin, TX, be-
fore accepting the blueprints and specifications.
The web site for the State Department of Insur-
ance is http://www.tdi.state.tx.us/.
Walls, Ceilings, Roofs
Access to the laboratory is critical. The labora-
tory should have at least one overhead door,
14’0”x 14’0” minimum with 16’0”x 16’0” pre-
ferred, and a minimum 14’0” working height.
The factors of door height and width impact the
utilization of the laboratory and also serve to
determine present and future needs.
In order that the overhead service door may be
at least 14’0” feet high, the laboratory walls and
ceiling must be at least 18 feet high. If a
16’x16’ 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.
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.
Supporting columns for the roof are undesirable.
Metal buildings should have the inside area of
the roof insulated to prevent moisture conden-
sation in the laboratory area. The insulation
used should be fire resistant. Walls should be
flameproof. Asbestos or other toxic materials
may not be used.
Utility and structural components should be in-
stalled above light height. This allows for
greater freedom of movement in the laboratory
area, and greater ease in moving materials.
Windows
All windowsills should be at least 72 inches
from the floor to prevent student distraction
from outside the laboratory and to provide am-
ple wall space for equipment arrangement.
Windows located at this height will provide
adequate natural lighting and ventilation.
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.
If windows are not needed for light and ventila-
tion, 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 in-
stall 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.
Internal Storage Facilities
Storage requirements vary within each depart-
ment. 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 ac-
cessible.
Tool storage is a major concern in any labora-
tory area. Locating the storage area/tool room
centrally provides the accessibility needed for
daily lab activities. A wire mesh front wall pro-
vides an open front and maximum visibility.
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
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.
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 op-
eration, and possibly dangerous to the learners.
The tool storage room should contain a mini-
mum 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.
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)
Overhead or balcony-type storage may be con-
structed 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.
Overhead storage areas and storage higher than
six feet above the ground requires fall protec-
tion. 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 rail-
ings.
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 mate-
rials 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 hori-
zontal 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 sys-
tem and the top of the stored materials.
Electrical Power Requirements
The service entrance should be adequate for pre-
sent and future needs. The layout of the labo-
ratory and proposed equipment will determine
the number and size of circuits and outlets.
If the laboratory is to be served with single-
phase and three-phase power, the three-phase
voltage supplied should be 240 volts. Single-
phase power should be available at 120/240
volts or 240/440 volts. Single-phase services of
120/240 volts is not recommended for the agri-
cultural science laboratory. If 120/208-voltage
service is supplied, equipment rated at 208 volts
must be used for satisfactory operation.
Single-phase motors of ½-horsepower or larger
should be operated on 240 volts. Where three-
phase service is readily available, three-phase
equipment is recommended because of the
lower initial investment.
73
Power control for the laboratory should be cen-
tralized 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 de-
sirable 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 in-
structor 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 al-
low the lighting and emergency circuits to re-
main operational. Other lower-order “panic
buttons” may be strategically located throughout
the laboratory. This type of safety feature is ex-
pensive, and two “panic buttons” may prove
satisfactory in most situations. Each discon-
necting 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.
Control lever switches painted with high-
visibility colors will improve laboratory safety.
The standard colors are black for “on” or
“starting” and red for “off” or “stopping”.
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 recom-
mended 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 exten-
sion cords and power tools.
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 recom-
mended for screen-type booths, whereas spacing
of four feet is recommended for bench-type
welding booths. Five to ten arc welders are rec-
ommended.
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 out-
side. 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 in-
tensity based on location.
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
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.
Strategically placed incandescent lighting can be
useful for security and safety applications. Sup-
plemental 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 labora-
tory.
Facility planners may refer to either ANSI/IES
standard #RP7-91 – industrial lighting or
ANSI/IES standard #RP3-88 – educational fa-
74
cilities lighting for further information. These
standards may be purchased from Global Engi-
neering Documents.
Doors
At least three entrances must be provided to the
laboratory. One entrance should be a large
service door at least 14’0”x 14’0”. This door
should be located at least 10 feet from the corner
of the building. In an area where large equip-
ment will be brought into the laboratory, a
16’0’x 16’0” service door is needed. Next to
the service door should be a personnel entrance
door. The third entrance may be from the class-
room. If the office joins the laboratory, there
should be an entrance from the office to the
laboratory.
Heating and Cooling
The heating and cooling of the agricultural sci-
ence classroom and laboratory should be indi-
vidually controlled.
Ventilation
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.
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 re-
quirement of the laboratory can be reduced.
An individual ventilation system should provide
at least 1,000 CFM per arc welding booth and
200 CFM per oxy-fuel welding station. To pre-
vent the exhaust fumes from moving past the
welder’s face, it is recommended the inlets for
the exhaust gases be placed at the work level Visibility
and not above the operator’s head. Portable Visibility in the entire facility should be maxi-
ventilation units are available from various ven- mized to decrease student opportunities to loiter
dors. Table 9 should provide helpful informa- and to assist the instructor in keeping students
tion when planning local exhaust systems. on task. Safe visibility should apply to the tool
storage areas, wash areas, dressing/locker areas,
Engine Exhaust Ventilation
classroom, office, personnel access, and other
When dealing with engine exhaust ventilation storage areas.
situations, local forced ventilation systems, in-
volving flexible hoses that can be attached to Washing Facilities
engine exhausts, are required for tractor mainte- An industrial-type wash basin or sink equipped
nance stations. Table 10 will be helpful in plan- with both hot and cold water should be provided
ning the engine exhaust system in the laboratory area, adjacent to the lockers
and restrooms.
Table 9: Exhaust System Planning
Distance from Minimum air Duct diame- Water Fountain
arc or torch flow ter
(CFM)* (inches)** A drinking fountain should be provided. It may
4” – 6” 150 3 be placed near the wash basin, and the same
6” – 8” 275 3½ cold water line and drain used for the wash ba-
8” – 10” 425 4½ sin may be used. The water fountain must be
10” – 12” 600 5½ accessible to handicapped individuals.
* Increase by 20% for hoods without flanges
** To nearest ½ inch based on velocity of 4000 Drains
fpm in duct A floor drain is necessary in the restroom. If a
For further information regarding ventilation in paint spray room is provided, it should have a
welding applications, refer to ANSI/AWS Standard drain as well. It is also advantageous to have a
F3.1-89, Guide for Welding Fume Control. This
drain in the laboratory assembly area.
document is also available from Global Engineering
Documents.

Interior Finish
Table 10: Engine Exhaust System Parameters
Minimum The ceilings and upper portion of the walls
CFM per ex- diameter of should be painted a light color for improved
Type haust pipe flexible duct light reflection. The lower portions of the walls
(inches) should be painted a color that will not readily
Up to 200 hp 100 3 show dirt. The exposed structural steel or “red
Over 200 hp 200 4 iron” of all pre-engineered steel buildings
Diesel 400 4½ should be painted white.

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 stu-
dents enrolled in the largest class will determine
the number of lockers. Two-tiered or three-
tiered lockers are desirable.
A paved apron near the service entrance to the
laboratory will provide an additional instruc-
tional area for demonstrating various skills
dealing with livestock, machinery, and equip-
ment. 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.
Outside Storage
Outside storage areas are important to the labo-
ratory. 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.
A fenced or protected covered concrete apron
should be provided for outside storage of mate-
rials. 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).
The area should be complete with GFCI electri-
cal 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.
New and recycled wood and metal should be
stored separately from materials that lack sal-
vage value. A school’s 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 com-
mon service area.
Workbenches and/or Work tables
Metal working and woodworking tables are rec-
ommended. Tables will free wall space for lo-
cation of equipment and may be moved to pro-
vide free area for assembly of large projects.
76
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 labora-
tory should be separately keyed for the protec-
tion of the teacher who is responsible for in-
ventory and maintenance of tools and equip-
ment. It is not advisable for the laboratory to be
used except under the supervision of the appro-
priate teacher.
Water and Compressed Air Outlets
A minimum of three water outlets should be
provided: one at the wash basin or water foun-
tain, one inside the laboratory near the service
entrance door, and one in the spray room, if ap-
plicable. Water may be delivered through pull-
down hose reels.
Compressed air for the laboratory requires a
system designed for uses ranging from tool op-
eration to spray painting. The compressor for
the system should be located in a secured over-
head 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 labora-
tory curriculum, a compressed air outlet should
be located at each work station.
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 com-
pressed air are also a recommended option near
the service entrance doors. Each hose reel
should be equipped with a regulator. When de-
signing the manifold system, facility planners
should refer to AWS or NFPA standards.
MECHANIZED AGRICULTURE
LABORATORY EQUIPMENT
To teach the skills needed by students seeking
careers in the broad industry of agriculture, suf-
ficient tools and equipment must be available to
the teacher. The student must actually use the
tool in order to learn and develop a skill. Fre-
quently, 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.
A decision must be made as to the number of
each kind of tool or piece of equipment to pur-
chase. 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.
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 instruc-
tion in the subject matter areas such as basic
hand and power tools, metal fabrication, struc-
tures, 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.
For budgeting and funding purposes, equipment
can be divided in to two categories based on
cost. Controllable equipment that has an acqui-
77
sition cost of at least $5,000, a useful life of one
year or more, and is placed on the district in-
ventory is generally regarded as capital outlay.
These items can be purchased partially or com-
pletely with federal (Carl Perkins) funds for ca-
reer and technology education, but generally re-
quire prior approval.
Items costing less than $5,000, or having a use-
ful 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.
Equipment purchased with state career and
technology funds must be used in accordance
with the guidelines established in SAS309 –
Guide for Funding (TEA document). Equip-
ment 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 docu-
ment).
Tool storage and inventory procedures are im-
portant considerations when completing the fa-
cility plan. Expensive tools and equipment will
not be available for instruction if they are not
properly stored and secured, or if inventory pro-
cedures are not implemented to prevent loss.
Hinges on tool room and storage room doors
should be mounted on the inside to prevent re-
moval by unauthorized individuals.
The method of tool display selected should lend
itself to ease of inventory monitoring. Contact-
paper silhouettes on plywood walls are an eco-
nomical 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
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.
TOOLS AND EQUIPMENT
The following hand tool and equipment list (Ta-
ble 11) specifies the recommended quantities of
each tool needed to teach a class of twenty stu-
dents. This is the recommended number of
tools that a school should purchase for each
course in the mechanized agriculture system.
ILLUSTRATIONS
Following this section are photographs that rep-
resent selected mechanized agricultural labora-
tory concerns that are part of the agricultural
science and technology department. Each illus-
tration contains a caption that further explains
the photograph.

Table 11: Mechanized Agriculture Equipment List by Course

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

78
Table 11: Mechanized Agriculture Equipment List by Course - Continued
Item Description 121 102 221 421 422
Bit set Twist drill 1 1 1 1
Spade or electrician's 1
Countersink 4
Bushing drivers Set 1 1
Cabinet Flammable materials 1 1 1 1
Cabinet - safety goggle U-V sanitized 1 1 1 1
CAD equipment Hardware and software 5 5
Calipers Set, inside and outside 1 1 1
Chain tape 100 foot 1
Chalk line
Chisels Cape 2 2 1 1
1/2" cold 5 10
Wood, set 1 1 1
Clamps Wood - 10" 8 8 4
Bar or pipe 4 4 4
"C" 6 6 6
Concrete mixer Portable 1 1
Conduit bender 1/2" and 3/4" 2 2
Connectors Crimp-type, set 2 2
Containers Cutting oil 1
Drip pan 10 2
Oil 6
Solvent 1
Gasoline 1
Safety 1 2 1
Cutters Bolt 1 1
Glass 6 6
Pipe 1 2
Tubing, with flaring set 1 1 2
PVC 4 1 4
Deglazer Cylinder 1
Dressers Any type 2 2 2
Drill motor 1/2" 1 1 1
3/8" 1 1 1
1/4" 3 1 1
Drill press Heavy duty 2 1 1
Dynamometer 1
Edgers Concrete 4 4

79
Table 11: Mechanized Agriculture Equipment List by Course - Continued
Item Description 121 102 221 421 422
Electric test devices Ohm-meter 1 1 2
Armature growler 1 1
Dwell meter 1
Test lamp 1 2
Timing light 1 2 1
Coil & condenser 1 1 1
Digital multimeter 4
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 10 20
Fire extinguishers Dry chemical - 20 lb. 4 4 4 4 4
First aid kit Industrial quality 1 1 1 1
Floats Concrete 6 6 4
Flywheel holder Small engine
Funnels Assorted 3 3 3
Gauge Marking 1
Screw pitch or thread 1 1 1
Compression, with adapters 1 1
Sheet metal 1 1
Drill 1 1 1 1
Vacuum, set 1 1
Gloves Welding - pair 20 20 20
Grinder Bench, 1/2 hp 2 2 2
Bench, 2 hp 1 1
Portable electric 2 1 1
Groovers Concrete 2 2 2
Gun Caulking 1 1
Paint spray 1 1
Soldering - 350 watts 1 1 2 1
Stapler 1 1 1
Grease, cartridge-type 1 1 1
Hammer Brick 1
Dead-blow 1 1
Wooden mallets 2 2
Nail, curved claw, 13 oz 10
Nail, semi-rip, 16 oz 7
Plastic-tipped 1 1
Sledge, 68 lb. 2 2
Tack, magnetized 1
Ball pein 3 3

80
Table 11: Mechanized Agriculture Equipment List by Course - Continued
Item Description 121 102 221 421 422
Hatchet Roofer's 1 1 1
Broad 1 1
Hoe Mortar 1 1 2
Hoist Portable, 2,000# minimum 1 2 1
A-frame 1
Ceiling 1
"Come-along" 1 1
Hone Cylinder 1 1
Hoses Water, 50' 2 2
Air, 50' 1 2
Hydraulics tester Universal kit
Hydrometer Battery 1 1 1
Radiator 1 1
Injector tester Diesel 1 1
Iron worker Fabrication tool 1 1
Jack stands Assorted pairs 2 6 4
Jacks Hydraulic, 8 ton 2 2 2
Floor, portable hydraulic 1 1
Jointer 6" or 8" 1
Knives Linoleum, pruning, putty 3 2
Lab tables Science-type 2
Ladder Step, 8' 1 2 2
Extension - 24' 1 2
Level sets Surveyors or laser 1 2
Levels Carpenter's aluminum 2 2
Masons wood, 48" 2 2
Torpedo
Magnetic pick-up Flex-head 2 2
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 1
Nut drivers Set 4 4
Oil stones Combination 3
Oxyacetylene rigs WITH accessories 3 3 3
Pick Railroad, 6 lb. 3 3
Parts washer 40 gallon recirculating 1 1

81
Table 11: Mechanized Agriculture Equipment List by Course - Continued
Item Description 121 102 221 421 422
Pipe bender Hydraulic 1
Plasma arc torch 1 1
Pliers Combination, slip-joint 14 10
Diagonal, 6" 2 2
End nipper 1
Blacksmith's tongs 2 2
Hose clamp 2 2
Ignition 1 1
Lineman's 8" 2 8
Locking-type 10
Lock-ring 5 5
Long-nose 4 8
Needle-nose 8 8
Water pump 2 2
Piston ring compressors 10 10
Piston ring expanders 10 10
Post hole diggers 1 1

Press Hydraulic, 20 ton 1 1

Pressure washer 1 1
Propane torch 1 1 1
Pry bar Rolling head, 17" 1 1 1
1/2" X 16" 2 2 2
Precision tools
Dividers 1 1 1 1
Hole gauge 1 1
Inside micrometer 1 1 1
Micrometers, set 1 2 2
Telescoping gauge 1 2 2
Vernier caliper 1 2 2
Pullers Gear 1
Fuse 2 2 2
Punches Assorted set 1 2 2
Radiator tester Pressure cap 1 1
Rasp Wood 10 1 10
Reamer Pipe de-burring, with flutes 1 1 2
Valve guide bushing
Respirators Disposable cartridge type 2 2 2
Riveter "Pop-rivet gun" 1 1 1
Router Portable 2 2 2

82
Table 11: Mechanized Agriculture Equipment List by Course - Continued
Item Description 121 102 221 421 422
Rulers Blacksmith steel - 36" 2 2 3 3
Metal - 12" 6 6 3 3
Wooden 6 6 10
Push-pull tape 5 5 10 10
100' steel tape 2 2 2 2
Safety goggles 1 per student 20
Sander Belt 1
Orbital
Saws Assorted hand 6
Abrasive cut-off 2
Back, 14 pt 2 4
Compass, 12" 4
Coping 4
Keyhole 1 1
Draw-cut, metal 1
Metal bandsaw 1 1
Vertical band, wood 1
Contractor's portable 2 2
Hacksaw 4 4 4
Hand crosscut, 810 pt 10
Hand rip 2
Radial arm 1
Saws - Continued Sabre 1 2
"SawzAll" type 1
Table, tilting arbor 1
Screen Aggregate 1
Screwdrivers Assorted sets 6 6 6 10 10
Screw extractor Set 1 1 1
Shear Metal, fabricator 1
Shop vacuum Wet/dry, HD 1 1 1
Shovels Assorted 6 6
Small engine Blade balancer 1
Small engine 1/25 hp 5 10
Snips Set - RH, LH, aviation 1 1 4
Spark plug tap Set 2 2
Square Carpenter 5 5 5
Combination 5 5 5
Miter 5 5 5
Speed
Try - 6" 5 5 5
Stencil set 1", 2", 3", 4" 1 1 1
Tachometer Hand held 1 1
Tap & die set NC & NF 1 1 2

83
Table 11: Mechanized Agriculture Equipment List by Course - Continued
Item Description 121 102 221 421 422
Template Pipe cutting 1
Thread repair kit 1/2" maximum 1 1
Threader Pipe, 1/2", 3/4", 1"
Tool cabinets Wall mount 2 2 4 4
Tow chain 2 2
Trowels Brick, 5" X 10" 4 4 4
Concrete finishing 4 4
Plastering, 5" X 12" 4 4 4
Valve face grinder 1
Valve lapping tool 1 1
Valve seat narrower 1 1
Valve spring compressors
Vises Assorted 10 10 10 10
Weld tester Guided-bend 1
Wheelbarrow Contractor's 2 1
Wrenches Adjustable, set 1 1 1
Combination, 12 pt 1 5 3
Combination, 1/8" 2" 1 1
Set of pipe 1 5 5
Socket, 1/2" drive, 6 pt 1 5 2
Socket, 1/2" drive, 12 pt 1 5 2
Deep socket, 3/8 " 12 pt 1 2 2
Socket, 1/4" drive, 6 pt 1 5 2
Wrenches - Continued Tappet, set 1 2
Torque 2 2
Allen, set 5 5 2
Ignition, set 1 1 2
Oil filter 2 2
Basin 1 2
Impact 1 1
Wrecking bar 24" gooseneck 2 2
30" gooseneck 2 2

84
Table 12: Electrical Components, with GFCI
Item Description 121 102 221 421 422
Switch box 5 5 5
Breaker box 100 amp 1
Junction box Light 3
Outlet box 240 v 1
120 v 2
Welder/range 1
Duplex 120 v 2
GFCI 2
Receptacles Lamp 1
Receptacles Keyless 1
Relay 120 v/2 pole 1
240 v/2 pole 1
Switch Reversing 1
Magnetic starter 1
Single-pole 2
3-way 2
4-way 2
Motor Capacitor, 1/2 hp 1
Split phase 1
Universal 1
3-phase 1

Table 13: Welding Accessories

Item 121 102 221 421 422
Helmets 10
Cape sleeves 10
Cutting goggles 10
Leather gloves, pair 10
Slag hammers 10
Spark lighters 3
Welding helmets 10

85
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, Inter-
national, 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 Uni-
versity, Agriculture Department. nd.

Useful Web Sites

American Council of Government Industrial Hygienists http://www.acgih.org
American National Standards Institute http://www.ansi.org
American Society of Heating, Refrigerating, http://www.ashrae.org
and Air-Conditioning Engineers
American Welding Society http://www.aws.org
Council on Educational Facility Planning http://www.cefpi.org
Environmental Protection Agency http://www.epa.gov
Global Engineering Documents http://global.his.com
National Fire Protection Association http://www.nfpa.org
Occupational Safety & Health Administration http://www.osha.gov
Standard Fire Prevention Association http://www.sbcci.org
Texas Department of Health http://www.tdh.state.tx.us
Texas Department of Licensing & Regulation http://www.tdi.state.tx.us
Texas Natural Resource Conservation Commission http://www.tnrcc.state.tx.us
Underwriter’s Laboratories, Inc. 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 O’Connor 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, se-

cured, and separated by a walled petition outside of the mechanized agri-
culture laboratory facility.

9006H3: A portable stairway will allow access to overhead storage ar-

eas 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 con-

veniently located near overhead doors.

89
90
 FOOD AND FIBER
Agricultural Biotechnology
Recommended Class Size:
Preferred:
INTRODUCTION
The biotechnology curriculum offers each stu-
dent the opportunity to explore a variety of oc-
cupational 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 sur-
rounding class activities that makes the class-
size recommendation necessary.
CLASSROOM/LABORATORY
FACILITIES
The minimum total square footage in the class-
room/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 sta-
tions clusters in the center of the room. Each
station cluster should accommodate four stu-
dents.
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 bet-
ter. The counter top for the bench space should
be the same as that used for the student stations.
91
25 students
15 students
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 labora-
tory option that is strongly recommended. A
central gas, air, or vacuum is necessary for the
laboratory. All floor areas should be tile con-
struction.
STORAGE
A storage area should be available for equip-
ment and supplies. A room adjacent to the labo-
ratory/classroom will provide easy access. Ad-
ditional glass cabinetry above the bench space
above the peripheral benches is also recom-
mended.
CHECKLIST FOR AGRICULTURAL
BIOTECHNOLOGY
The agricultural science and technology facili-
ties 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 represen-
tative 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 dis-
trict may eliminate potential problems or con-
cerns early. See Table 14 of the Agricultural
Biotechnology Safety Checklist.
TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST
Communications
√ √
Grades
Communication System 6-8 9-12
• 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 6-8 9-12

• 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

Protective Clothing 9-12

• Laboratory aprons or coats available for each student
• Gloves (acid resistant and heat resistant) if available

Safety Goggles 6-8 9-12

• Approved ANSI safety goggles available for each student and teacher
• Materials available for disinfecting goggles after each use
• Face shields available when appropriate

92
TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST - Continued
Personal Protection – Continued √ √
First Aid 6-8 9-12
• Kits available in each laboratory
• Kits clearly marked and visible
• Kits checked on a regular basis and supplies replenished
• Located near sink

Chemical Storage

Combination BC Fire Extinguisher (flammable liquids & electrical) 9-12

• 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

• 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
 TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST - Continued
Chemical Storage – Continued √

Ventilation 9-12
• Six air changes per hour

Preparation and Equipment Storage √ √

General Storage Requirements 6-8 9-12
• 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)

Laboratory Facilities

Laboratory Work Stations 6-8 9-12

• 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
TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST - Continued

Laboratory Facilities - Continued √ √

Fume Hood 6-8 9-12

• 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 6-8 9-12

• Chemical spill kits available
• 4- to 9-liter container of dry sand or absorbent clay (cat litter)

Sinks 6-8 9-12

• One available for every 4 students (15” x 15” minimum size)
• One equipped with hot water
• 5% of sinks ADA compliant

Ventilation 6-8 9-12

• Forced floor to ceiling
• Six air changes per hour
• Emergency exhaust fan available

General Safety Requirements 6-8 9-12

• 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
 TABLE 14: AGRICULTURAL BIOTECHNOLOGY SAFETY CHECKLIST - Continued

Laboratory Facilities - Continued √ √

Fire Protection 6-8 9-12

• 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 Safety √ √

Electrical System 6-8 9-12

• 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
EQUIPMENT, SUPPLIES, AND Table 17 (Assorted Household Items) provides
MATERIALS additional materials a listing of common items
that should be readily available in the biotech
Included with this section is a listing of equip-
laboratory. Table 18 (Chemicals) provides a list
ment, supplies, and materials that will be needed
of chemical supplies that will be needed to con-
to adequately conduct this course (Table 15). A
duct biotechnology laboratory exercises.
review of the equipment and supplies by the ar-
chitect should provide sufficient information to
ILLUSTRATIONS
make determinations regarding space and de-
sign. Following this section are photographs that rep-
resent selected biotechnology laboratory con-
An approximate cost for each item is also pro- cerns that are part of the agricultural science and
vided in these sections. These estimates should technology department. Each illustration con-
give some idea of the value of the equipment tains a caption that further explains the photo-
and supplies needed for this course (Table 16). graph.
Because quality varies, these values should help
identify the quality of items when bids are re-
leased.

Table 15: Major Equipment List

Item Preferred
Tabletop autoclave 1
Microcentrifuge 2
Tabletop clinical centrifuge 1
Spectrophotometer 1
Bench-top laminar flow hood 1
Incubator 1
Microwave 1
Hot plate stirrers 6
Water bath 1
Refrigerator 1
Freezer (upright/chest type) 1
Orbital shaker 1
Balance 1
Power supply for gel electrophoresis 3
Micropipettes: 20 ml 6
Micropipettes: 200 ml 6
pH meter 1
Vortexers 6

OPTIONAL
Student microscopes 6

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 Univer-
sity, 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 in-
structor 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 materi-

als 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 ac-
tivity.

103
104
 HORTICULTURE
Recommended Class Size:
Preferred:
INTRODUCTION
The horticulture system is a multifaceted cur-
riculum 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 ad-
dition to a regular classroom setting, the horti-
cultural system should provide a greenhouse and
a laboratory facility.
Classroom specifications discussed earlier out-
lined 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 produc-
tion lab can be incorporated into the greenhouse
but cannot fully serve the floral design or land-
scaping needs of the class. This document will
provide the detailed information to develop a
greenhouse and a lab for the horticultural sys-
tem.
GREENHOUSE STRUCTURE
The recommended size structure for a green-
house 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 struc-
tural members. Greenhouse style can be either
105
25 students
15 students
Quonset or even span. The frame should be
galvanized steel or aluminum. Wood is not rec-
ommended. The recommended covering mate-
rial is corrugated polycarbonate. These smooth
surface, clear panels are durable and do not lose
the ability to transmit light with age.
If possible, a shade house of the same dimen-
sions (35’x 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 sepa-
rate from the greenhouse, it should still have the
same north to south orientation. It should pro-
vide 50 percent minimal shade. A woven poly-
propylene shade fabric is an effective cover
material.
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 in-
cludes a four-foot entrance door and five-foot
walkways. There should be two doors in the
facility for accessibility and as a fire safety pre-
caution. A door should not be located on the
same wall as the cooling pads.
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.
 Figure 22: Sample Floor Plan of Greenhouse with Attached Shade House
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. En-
close the entire facility with a 6-foot chain link
fence. Leave enough space around the green-
house to provide for easy maintenance.
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
106
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.
Gas-fired, force-draft unit heaters with stainless
steel burners and heat exchangers are the rec-
ommended 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 supple-
mental heat.
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.
An aluminum ventilation fan will outlast either
galvanized or stainless steel.
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 con-
trols should be a part of all temperature regu-
lating 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.
WATER REQUIREMENTS
Water quality should be a concern when plan-
ning 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:
• 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 mu-
nicipal water in a given area. Even though
treated before available for public use, munici-
pal 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.

z
Table 20: Categories of Irrigation Water Quality as Determined by Chemical Properties.
Quality Conductivity Salts Sodium Content Boron x
Y
pH
Category millimho/cm ppm Percent as Na SAR ppm
Excellent <0.25 175 <20% 3 <0.33 5.5 to 6.5
Good 0.25 to .075 175 to 525 20-40 % 3 to 5 0.33 to 0.67
Permissible .075 to 2 525 to 1,400 40-60% 5 to 10 0.67 to 1
Doubtful 2 to 3 1,400 to 2,100 60-80% 10 to 15 1 to 1.25 >8.4
Unsuitable >3 >2,100 >80% >15 >1.25
z
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+.
Y
SAR, sodium absorption ration is a ratio calculated from the content of sodium, calcium, and magnesium in the water.
x
Optimum pH is hard to define because the alkalinity (bicarbonate/carbonate content) of the water must be considered. Gen-
erally, a slightly acid pH is considered desirable.
107
A 1½- to 2-inch main water line with a mini-
mum 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 ¾-
inch line wherever necessary. With water con-
ditions less than permissible, a filter will in-
crease 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.
GREENHOUSE BENCHES
Approximately 6070 percent of the total green-
house 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. Galva-
nized 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.
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 ex-
ceed 30 inches.
Once a rolling bench is filled with plants, it can
be rolled to end of the greenhouse. Each addi-
tional 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 main-
tain the same accessibility for handicapped stu-
dents.
108
WORK AND STORAGE AREAS
The greenhouse growing area should never dou-
ble as classroom space. Even the work (prepa-
ration) room and storage space should be sepa-
rate 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, lawn-
mowers, tillers, edgers, cord trimmers, plus pro-
duction supplies. The storage area can be part
of the main shop/laboratory facility if the green-
house is located within a reasonable distance
from the main agriscience facilities.
The location of the greenhouse may not be adja-
cent 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 fa-
cilities, a sink with hot and cold water, work
tables, tool equipment storage, and supply stor-
age 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.
LAND REQUIREMENTS
Although a chain link fence should enclose the
greenhouse, space or land accessible to the hor-
ticulture 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 pro-
duction area.
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.
ILLUSTRATIONS
Following this section are photographs that rep-
resent selected horticultural facility concerns
that are part of the agricultural science and tech-
nology department. Each illustration contains a
caption that further explains the photograph.

EQUIPMENT, TOOLS, AND SUPPLIES

(Recommended for training a maximum of 20 students per class.)
Table 21: Greenhouse Equipment
RECOMMENDED
AREA DESCRIPTION QUANTITY

COOLING 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 1
Pump, suction, complete /3 – /2 hp centrifugal or submergible 1
Automatic climate controller 1
HEATING Gas-fired heaters, forced-draft heaters with stainless steel 2
Burners and heat exchangers and automatic controls
(Size determined by local conditions)
Maximum-minimum thermometer 3
FERTILIZATION 1:100 fertilizer injector 1
1:16 brass siphon fertilizer mixer 1
PROPAGATION Mist system (including nozzles, automatic controls, and 1
programmable electric timers.)
Propagation mat, 22” x 60” electric 2
WATERING Commercial heavy-grade water hose, ¾” x 50’ 3
Water breaker heads and wands 2
Plastic watering can 2
Drip tubes (quantity determined by number of plants on system) *

109
Table 22: Workroom Equipment
RECOMMENDED
ITEM DESCRIPTION QUANTITY
BROOM Commercial grade push type 2
BRUSH Utility, hand-held counter brush 5
CABINETS Tool and chemicals (lockable) 2
CARTS 2 shelf, 30”x60” with flat, expanded metal shelves 2
1 shelf, 30”x60” with flat, expanded metal shelves 2
CONTAINERS 5-gallon, nonbreakable for gasoline 1
2½-gallon mixed gas 1
o o
COOLER Walk-in, 8’x8’x7’, temperature range 34 70 F 1
(to include rolling racks)
EXTENSION CORD Heavy duty (14 gauge), 50 foot 2
GLASSES/GOGGLES Safety, one per student plus extra for visitors 21*
GRINDER Bench type, ½ hp electric motor with two 7-inch wheels 1
KITS First Aid 1
LADDERS 4-foot step 1
8-foot step 1
MAGNIFIER Pocket, 1020X 3
MASKS Gas mask, full-view face 1
1
MEASURING DEVICES Spoons, /8 teaspoon to 1 tablespoon set 1
Cups, ¼ cup to 1 gallon set 1
Graduated cylinders for liquids 1
1
(8-ounce capacity with /8-ounce increments)
METERS Light, to determine lumination levels 2
MICROSCOPE Dissection, 1
NURSERY BINS Mobile, for storing growing media components 4
SCALES Tabletop, ½ ounce increments, 5 pound maximum 1
Utility, 40 pound, ¼-pound increments 1
SOIL MIXER ½ yard capacity with 1½ hp electric motor 1
SPRAYERS 1-quart hand held 3
Hose end, adjustable 1
2-gallon capacity, pump sprayer 2
SPREADERS Broadcast, single axle, adjustments on handle 1
STAPLING TACKER 1
TREE DOLLY Heavy duty 1
VISE Mechanic’s, solid base with 3½” jaws 1

110
Table 22: Workroom Equipment - Continued
RECOMMENDED
ITEM DESCRIPTION QUANTITY
WHEELBARROW Commercial grade, 5 cubic foot capacity, pneumatic tire 3
WORK TABLES Movable, with castors, 15 square feet/student *

Table 23: Hand Tools and Equipment

RECOMMENDED
ITEM DESCRIPTION QUANTITY

CHISELS Cold set, ¼”, ½”, ¾”, center punch 1

Wood set, ¼”, ½”, ¾” 1
COME-A-LONG 1
EDGER Gasoline powered, 8-inch blade 1
FILES Flat, 10-inch and 12-inch 2
Half-round, 10 inch and 12 inch 2
Mill, 10 inch 2
Rattail, 10 inch 1
FORKS Seed 1
Spading (clay) 2
GLUE PAN Low temperature glue-melting unit 2
GRINDER Portable, electric, 4-inch right angle 1
HAMMERS Ball peen, 8 ounce 2
Curve claw, 16 ounce 5
Sledge, 3 pound and 6 pound 2
HOES Garden 10
Mattock 2
KNIVES Horticultural multipurpose (2¼” blade with 4” handle) 10
LAWN MOWER Rotary type, mulching, 22 inch, 6 hp 1
Reel type, 18 inch 1
LEVEL Carpenter’s 24 or 36 inch 1
LINE TRIMMER Straight Shaft, 2-cycle engine, 17-inch cut 1
PLIERS Slip joint, 6 inch 2
Diagonal, 6 inch 2
Lineman’s, 8 inch 1
Adjustable locking grip 1
Fencing 1

111
Table 23: Hand Tools and Equipment - Continued
RECOMMENDED
ITEM DESCRIPTION QUANTITY

POST HOLE DIGGER Heavy duty, high carbon steel blades, 6½-inch spread 2
RAKES Lawn 2
Bow 2
RASPS Wood, 10 inch half round 2
RULERS 100-foot tape 1
25-foot tape 1
Measuring wheel 1
SAWS Bow, 24 inch 2
Pruning, heavy duty 2
Hacksaw, 12 inch 2
Pole pruning/saw 2
SCISSORS Utility, 8 inch 2
SCREWDRIVERS Assorted lengths of Phillips and flat head 12
SHARPENING STONES Oil, combination 6
SHEARS Pruning, hand 10
Pruning, hedge 2
Pruning, lopping 4
SHOVELS D-grip, round point 2
Round point 3
Square point 3
Sharp shooter 3
Scoop, grain 1
SQUARES Carpenter’s framing 1
Combination 2
TILLER Rotary, 18-inch width, 12-inch tines 1
TREE CALIPER Aluminum alloy, 9½ inch 1
TROWELS Commercial grade, assorted 6
WRECKING BAR Landscape chopper/scrapper (rock bar) 1
Gooseneck 1
WRENCHES Open-end adjustable set, 6-inch, 9-inch, & 10-inch 1
Standard, combination open-end/boxed end set,
1
/4 ” – 7 /8 ” 2
Metric, combination open-end/boxed end set,
6mm15mm 2

112
Table 23: Hand Tools and Equipment - Continued
RECOMMENDED
ITEM DESCRIPTION QUANTITY

WRENCHES – Continued Pipe wrenches 3

3 3 7
Socket set, /8” drive, /8” – /8” sockets 1
Allen wrenches, short arm set 1
Allen wrenches, long arm set 1

Table 24: Floral Tools and Equipment

RECOMMENDED
ITEM DESCRIPTION QUANTITY

FLORIST KNIVES Floral fixed straight blade, 7 inch 20

HOT GLUE GUNS 5
ROSE STRIPPER Metal 2
SHEARS Florist clippers, 8 inch 5
Ribbon scissors, 8 inch 20
Hand pruning 5
STAPLER Hand held 10
STEEL PICKING 1
MACHINE
UNDERWATER STEM
CUTTER Heavy gauge 1
WIRE CUTTERS 6 inch 20

Table 25: Floral Supplies

RECOMMENDED
ITEM DESCRIPTION QUANTITY

ANCHOR TAPE Roll 5

DESIGN BOWLS Standard/utility bowls, box 1
FLORAL ADHESIVE For fresh flowers, bottles 2
FLORAL FOAM For fresh flowers, box 1
For preserved & silk flowers, box 1
FLORAL TAPE Moss-colored, 12 rolls per box 2
RIBBON #1.5 assorted colors, bolts 5
#3 assorted colors, bolts 10
#9 assorted colors, bolts 10
113
Table 25: Floral Supplies - Continued
RECOMMENDED
ITEM DESCRIPTION QUANTITY
RIBBON - Continued #16 assorted colors, bolts 2
#100 assorted colors, bolts 2
SPRAYS Paint, regular assorted colors, cans 6
Paint, translucent, cans 3
Paint, glitter (gold, silver, opaque), cans 3
“Crowning Glory,” concentrated bottle 1
Surface sealer, can 1
Leaf shining agent, can 1
WATER BOTTLES with Spray nozzles 3
WATER TUBES Bag (100/bag) 1
WAXED TISSUE PAPER Bag (400 sheets/bag) 1
WIRE #28 gauge (box) 1
#26 gauge (box) 1
#22 gauge (box) 1
#20 gauge (box) 1
#16 gauge (box) 1

Table 26: Drafting Equipment (1 set per student)

RECOMMENDED
ITEM DESCRIPTION QUANTITY
COMPASS 1
CIRCLE TEMPLATE 1
DRAFTING BOARD 1
SCALE Architect 1
Engineer’s 1
o o o o
TRIANGLES 30 60 , 45 90 2
T-SQUARE 24-inch 1

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 gal-

vanized frame.

9006J2: Cooling pads with automatic louvers regulate inside tempera-

ture of the greenhouse.

9006J3: Galvanized tables are recommended in the greenhouse. Cast-

ers on the legs would allow for more tables and maximize space.

9006J4: Storage shed allows for storage of equipment and supplies out-
side of the greenhouse.

9006J5: A cooler provides space for storing cut flowers and arrange-
ments for floral design classes.

115
116
 ENVIRONMENTAL AND NATURAL RESOURCES
Natural Resources: Aquaculture
Recommended Class Size:
INTRODUCTION
Aquaculture is an emerging part of the Agricul-
tural Science and Technology curriculum
throughout the nation. It can be taught as an
agriscience semester course or offered as a year-
long agricultural industry course.
Students benefit from this set of curricula by
receiving instruction not only in the care and
production of aquatic species but in testing wa-
ter quality. This training provides the individual
with the skills necessary to enter the aquaculture
industry as a semiskilled technician. The train-
ing also provides the student with marketable
skills in water-quality testing and maintenance.
These skills are beneficial to industries and mu-
nicipalities where maintaining water quality is a
primary concern.
CLASSROOM AND LABORATORY
The classroom for an aquaculture class should
be consistent with that of other agricscience
courses, with a separate but adjoining labora-
tory. If possible the area should be climate con-
trolled. An area lacking the ability to control
ambient temperatures will encounter considera-
bly more production problems. An outdoor
pond may be part of the local aquaculture pro-
gram. Production requires planning to culture
species that can tolerate climatic variances.
An indoor laboratory facility should be a mini-
mum of 30’0”x 50’0”. This will allow for a va-
riety of recirculating systems and raceways. A
500-gallon production tank with a settling
chamber and bio-filter recirculating system can
fit into a 3’0”x10’0” space. This does not allow
for room to move around the system. Adequate
117
25 students
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.
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 wa-
ter. 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 ground-
water 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 aquacul-
ture system must be chlorine free.
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 in-
let pipe will collect these organisms.
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.
Municipal water is still another source for in-
door systems. This source has two disadvan-
tages. 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.
Water considerations should include planning
for a water reserve. This water should be im-
mediately 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.
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 dis-
charge is usually not sufficient to require a per-
mit. 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 settle-
able 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.
AQUACULTURE PRODUCTION
SYSTEMS
There are a variety of production systems that
can be useful in incorporating the Texas Essen-
tial 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 pro-
gram designed to meet the needs of the students
and budget of the school district. In most cases,
118
the limiting resources are suitable water, land,
and/or facilities.
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 parame-
ters are specific to the unit. A student or group
of students may be assigned the responsibility of
maintaining water quality and the overall pro-
duction of the unit. As part of an array, the en-
tire system can share a common bio-filter. This
will allow for students to conduct research re-
garding such variables as production gain or
feed quality. Either an aquaria array or individ-
ual tanks can serve as an entry-level program for
students with an interest in aquaculture.
Recirculating Systems
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 prob-
lems 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 de-
livers 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 aquac-
ulture 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.
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
same pump supplies air used to aerate the bio-
filter and production chamber.
LABORATORY CONSTRUCTION
CONCERNS
The laboratory floor should be below grade
relative to the floors in adjoining rooms. If this
is not possible, the room should have a 4’0”
concrete water curb on all four walls. This is to
contain any water that might spill. The labora-
tory floor should be equipped with double-
screened drains with floors sloped toward the
drains at a 1” to 10’0” slope. The laboratory
walls should be waterproofed with a marine-
grade sealer or with textured fiberglass wall
panels. The laboratory facility should be cli-
mate controlled with central heating and air
conditioning. The system should be independ-
ent from other classrooms or facilities.
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 fa-
cilities provide a place for aquatic chemicals,
spare parts, and feeds. A refrigerator or chest-
type freezer should be provided to maintain
quality of feeds containing products with a high
fishmeal content.
The laboratory should be equipped with a large,
deep-well stainless-steel sink and counter. For-
mica 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 pro-
119
vided. This also works well for fish species re-
quiring softwater.
The laboratory facility should be equipped with
rollup or double access doors. There should be
windows between the laboratory and the class-
room or office. External windows make envi-
ronmental control more difficult. If windows
are incorporated into the facility, they should be
mounted high on the wall.
OUTDOOR LABORATORY/POND
A pond system would add a dynamic dimension
to any agriscience program implementing
aquaculture into the curriculum. Either a single-
pond or multiple-pond system would provide
students with near-industry production experi-
ence. 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 unus-
able.
The recommended pond size in an educational
setting should range between 1/3 acre (75’0”
wide and 200’0” long) to ½ acre (110’0” wide
and 200’0” long). The pond should have a 3:1
or 4:1 slope on all banks. The levee surround-
ing the pond should be at least 12’0” 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 al-
low 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 sys-
tem, 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 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 har-
vesting 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

RECOMMENDED
ITEM DESCRIPTION QUANTITY

AERATOR Paddlewheel, infuser, air jet, or similar type 2

ELECTRICAL Power source at the pond to provide electricity to the aerator 1
SALES COUNTER* Fresh retail counter with scale and printer 10 ft.
CUFFS Boning, 6” wide 17
FIRST AID KIT WITH cold packs to treat snake bite 1
METER Oxygen meter and replacement parts 1
SEINE 120 feet x 5 feet 1
WADDERS Chest type 6

RECIRCULATING SYSTEMS with bio-material. The final major component is

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 six-
foot diameter and 34-inch depth will hold ap-
proximately 575 gallons of water. It is recom-
mended that the tank have a viewing window. It
should also be equipped with two 2-inch cou-
plings: one in the center on the bottom and one
high on the side.
The second part of this system is a settling
chamber. A 140-gallon round fiberglass (42-
inch diameter x 2 feet deep) should be equipped
with three 2-inch couplings: one at bottom cen-
ter, one high on the side, and the other high on
the opposite side. The third component is the
vertical screen biological filter (24”x 36”x 26”)
120
a ½ 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 800-
gallon total capacity system.
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 addi-
tional 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 identi-
fied.
Table 28 provides a list of most of the materials
that will be needed in the laboratory. Again, the
production system can vary in type, size, and
number.
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 aquapon-
ics (discussed later in this section) or operate
separately from other production systems.
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 sup-
ports. Available space would limit the size of
the production pond.
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 pro-
gram or be part of the aquaculture curriculum.
Nitrogen-rich water from the production cham-
ber 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.

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 recirculat-
ing system and plant production site.

Table 28: Recirculating Equipment and Supplies

RECOMMENDED
ITEM DESCRIPTION QUANTITY

PRODUCTION Complete with production chamber, settling chamber, *

SYSTEM 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 1
HEATER Bayonet style immersion heater (3 watts per gallon of water 2
in the system (i.e., 2,400 watts for a 800 gallons of water)
NET Food fish 1
BIO-FILTER MEDIA Type can range from commercial products to custom *
fabricated. *Quantity sufficient to supply the production needs
NET Fingerling 2
NET Sampling
OUTLETS GFCI (ground fault circuit interrupters) 4
TEST KIT Nine-parameter water quality test kit 1
TEST KIT Individual dissolved oxygen kit 4
TEST KIT Individual nitrate nitrogen kit 4

121
Table 28: Recirculating Equipment and Supplies - Continued
ITEM 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
The safe and effective instruction of aquaculture
requires a variety of accessory supplies and ma-
terials. Table 31 provides a list of the most
common items used in an aquaculture labora-
tory. Depending on the system selected and size
of the program, additional supplies and materi-
als may be necessary. Local policy and program
direction will dictate the need. A variety of
aquaculture supply catalogs provide both de-
scription and uses of supplies and materials.
FACILITY GROWTH
Facility development should allow for the
aquaculture program to expand. Another recir-
culating system of equal or larger size should be
implemented, necessitating additional equip-
ment to maintain and monitor all of the systems.
Table 30 contains a list of items that should be
considered as the program grows.
122
RECOMMENDED
QUANTITY
4
4
4
4
4
4
3
3
*
MARICULTURE PRODUCTION
Another facet of the aquaculture program is
mariculture. Implementation of the marine sci-
ence aspect is not limited to coastal areas. The
same type of equipment used for freshwater
systems can also be incorporated into maricul-
ture 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 wa-
ter to produce the desired level needed for the
species in cultivation. Table 29 is a list of items
that are unique to mariculture production.
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.
Table 29: Saltwater Production
RECOMMENDED
ITEM DESCRIPTION QUANTITY
KIT Marine sampling kit 1
METER Refractometer 2
SKIMMER Protein skimmer (per system) 1
TEST KITS Individual sodium chloride kit 4

CURRICULUM MATERIALS AND Aquaculture Center (SRAC) has the largest se-
REFERENCES lection of publications. SRAC Administrative
Office is located at the Delta Research and Ex-
There are a variety of resources that provide in-
tension, Stoneville, Mississippi. Mississippi
structional materials for the aquaculture pro-
State University serves as the host institution.
gram. Instructional Materials Service, 2588
In addition, most states support a state aquacul-
TAMUS, College Station, Texas 77843-2588
ture association. This can be a valuable re-
has student materials, curriculum guides, test
source for locating resource personnel, potential
bank, keys, videos, and miscellaneous other ref-
jobs for graduates, and specialists that can help
erences.
when problems arise.
Five regional aquaculture centers produce bul-
The Internet is an emerging educational resource
letins on various aquaculture topics. The five
tool for all instructional areas. The concern with
centers are the North Central, North Eastern,
this resource is the line between valid informa-
Southern, Western, and the Tropical and Sub-
tion and opinion. The researcher should always
tropical. Of the five, the Southern Regional
question the credibility of the source.

Table 30: Expansion Accessories

RECOMMENDED
ITEM DESCRIPTION QUANTITY
ALARM Telephone alarm/monitoring 8 system 1
CHILLERS For use with cold water species (i.e., trout) 1
FEEDERS Automatic scatter feeder - per pond 1
FEEDERS Vibrator feeder for fry production 2
FEEDERS Automatic belt feeder for recirculating systems - per system 1
GENERATOR Gasoline or diesel auto start electric generator 1
or oxygen backup system
KIT Dissecting kit complete with trays 6
METER DO meter 1
METER Salinity, conductivity, temperature meter 1
o
METER pH/mV/ C meter 1
MICROSCOPES Basic 3 power laboratory microscope 4

123
Table 30: Expansion Accessories - Continued
RECOMMENDED
ITEM DESCRIPTION QUANTITY
SCALES Triple beam 3
SCALES Hanging scale, 25-pound capacity 3
SCALES Floor type, 50250-pound capacity 3
STERILIZER Ultra-violet sterilizing unit 11

Table 31: Supplies and Materials

RECOMMENDED
ITEM DESCRIPTION QUANTITY
AIR STONES Assorted sizes from .1 to 1.0 CFM 30
BASKET Polyethylene with heavy duty handles 3
BROOMS Fiber, 12” pushbroom, heavy duty 3
BROOMS Whiskbroom, heavy duty 4
BRUSHES Clean-up brushes, 8” with nylon filling 4
BRUSHES Test tube, bottle, and scrub brushes, assorted 10
CLIPBOARDS Plastic 10
FEED Meet the requirements of species in production
FILTER Sand filter system 1
KNIFE Air knife for skinning 6
NET Plankton net 1
NET Cast net, 6’ radius, 1
SECCHI DISK To test turbidity in ponds, with line and weight 1
SQUEEGEE Heavy duty 2
TAGGING Tag gun and tags 1
TOWELS Cloth or paper

RECIRCULATING SYSTEM DIAGRAMS generator to operate both systems. Each system

Included in this section is a diagram of a recir-
culating system. The first shows a single tank
production system complete with settling cham-
ber, biofilter, piping, and air supply.
The second diagram illustrates the same type of
recirculating system except with two production
chambers. It is capable of using the same air
124
has its own settling chamber and biofilter.
POND SYSTEM DIAGRAMS
There are three diagrams presented in this sec-
tion. 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
area. The wetland area is also used for the pro-
duction of aquatic plants.

The final pond system is located on the coast.

The saltwater resource allows the school the op-
portunity to work with marine production. A
freshwater well also provides the opportunity to
work with freshwater species.

ILLUSTRATIONS
Following this section are photographs that rep-
resent selected aquaculture facility concerns that
are part of the agricultural science and technol-
ogy department. Each illustration contains a
caption that further explains the photograph.

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 ap-

proach 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
Recommended Class Size:
INTRODUCTION
Forestry is one of the established curriculums in
Agricultural Science and Technology. An agris-
cience course, forestry is TEA approved for ½-
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 ac-
cess to a forest and preferably a logging and/or
milling operation.
LABORATORY FACILITY
In addition to classroom, office, restrooms, stor-
age, 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 fa-
cility designed to meet the needs of an addi-
tional agribusiness course.
TOOLS AND EQUIPMENT
A list of tools and equipment (Tables 32 and 33)
follow this discussion. The recommended
quantity is based on the recommended enroll-
ment of 10 students. Additional tools and
equipment will be needed as more students en-
roll in the course.
137
10 students
TRANSPORTATION
Unless the school is located adjacent to a stand
of timber and industry, transportation should be
available for use by the instructor. If the in-
structor 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.
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 in-
structor should have access to a cell phone.
This will allow for prompt notice and calls for
assistance, should the need arise.
Table 32: Power Equipment
RECOMMENDED
ITEM DESCRIPTION QUANTITY

SAW Gas-powered chain, minimum size 4.0 cu.in. 2

for direct drive or 2.3-cu.in for gear driven)

Table 33: Hand Tools and Equipment

RECOMMENDED
ITEM DESCRIPTION QUANTITY

AX Double bit 3
BORERS Increment, 8” 2
COMPASSES Cruising, professional quality 3
GPS/GIS instrumentation 2
COOLER Water, 10 gallon 1
FILES Flat, assorted 4
GOGGLES Safety 1 per person
GUN Tree marking 1
HANDLES File tang 1 per file
HATS Hard, safety 1 per person
INJECTOR Tree 1
FIRST AID KIT Industrial quality 1
LEVEL Laser 1
Topographic abney 1
MACHETTE with leather sheath 2
PADS Tally, for timber cruising 5
STICKS Scale 10
SQUARES Timber cruising prism, 10 factor 5
TAPES Engineer’s, 100 ft 1
Diameter 5
Logger 1
WEDGES Metal 2

138
 VALUE ADDED AND FOOD PROCESSING
Food Technology - Meats Processing
Recommended Class Size:
Preferred:
INTRODUCTION
The meats processing curriculum provides both
technical and hands on instruction to students
with career goals in the food technology indus-
try. Knowledge and skills gained through this
area of study will prepare students for immedi-
ate employment.
Working with animal carcasses, sharp knives,
and possibly around live animals presents haz-
ards not common to the typical classroom set-
ting. As a result, class size is an extremely im-
portant consideration when planning to imple-
ment this curriculum. The key factor for class
size recommendation is safety concerns.
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.
MEATS PROCESSING AGRICULTURAL
INDUSTRY FACILITIES
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, exceed-
ing this capacity seriously jeopardizes the safety
of the students and instructor. These recom-
mendations also address those needs other than
classroom and space requirements.
A meats processing laboratory should have a
floor space of 1,200-square feet. An additional
800-square foot facility, adjoining the process-
ing 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
15 students
12 students
each class above the recommended two classes,
there should be an
additional 600 square feet of floor space for the
processing area.
APPROVAL OF PLANS AND
SPECIFICATIONS
The Division of Veterinary Public Health, Texas
State Department of Health, must review and
approve plans and specifications for the pro-
posed school-directed meats processing labora-
tory. 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 ap-
proval should be secured before the plans and
specifications are let out for bid.
GENERAL CONSTRUCTION
CONSIDERATIONS
Wall construction consisting of a steel stud
frame is recommended. Wall covering should
be glassboard (FRP).
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.
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 consis-
tent with industry standards.
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 agri-
cultural industry. The quantity recommenda-
tions are based on a class size of 15
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 avail-
able.
ILLUSTRATIONS
Following this section are photographs that rep-
resent selected food processing – meats labora-
tory concerns that are part of the agricultural
science and technology department. Each illus-
tration contains a caption that further explains
the photograph.

Table 34: Fabrication Room

RECOMMENDED
AREA DESCRIPTION QUANTITY
APRONS Boning, white neoprene coated, 14” x 18” 15
BASKETS Freezer, 5” x 17” x 28” 56
BOOT DIP MAT Disinfectant boot dip mat
CLIPPING SYSTEM One bag clipping system
COUNTER* Fresh retail counter with scale and printer
CUFFS Boning, 6” wide 17
CURE PUMP Complete with all accessories
CUTTERS Paper, hold 9” diameter rolls and 2
widths of 15”, 18”, & 24”
DOLLY Double lug, 15¾” x 28¼” x 33” 2
DOLLY Four lug, 15¾” x 28¼” x 33” 4
DOLLY Single tote 2
DISPENSER Tape, adjustable to measure desired length 6
DUST REMOVERS For removal of bone 6
FIRST AID KIT Designed to attend to major injuries 1
FROCK For freezer use 2
GLOVES Metal mesh, thumb and two fingers - pair 16
HOOKS Boning hooks 5
HOIST ½-ton capacity for loading dock 1

140
Table 34: Fabrication Room - Continued
RECOMMENDED
AREA DESCRIPTION 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 3
KNIVES 2-knife set, complete with plastic handles 16
6” flexible blade for boning
8” blade for breaking
4-knife set, with plastic handles, 1
breaking knives: 8”, 10”, 12”, and 14” blades
for laboratory use
Steak, with plastic handle and 12” blade 3
8” blade for breaking
Wizard*
LAVATORY Stainless steel base sink with backsplash,
foot/knee operation 1
LOCKERS Clothes lockers, male and female facilities 40
(20 lockers each)
LUGS Curing bin, 500-pound capacity 3
Tote, 13” x 12½ x 30” inside measurement 20
MOLD Hamburger patty press, hand operated 2
PACKAGING Vacuum packaging system
PLATTERS Aluminum, ¾” x 12½ x 30” 36
Utility, stainless steel, 24-quart capacity 2
PLATTER DOLLY 12 platter 3
RACKS Dunnage racks, aluminum,
27” x 60” x 70” or 12” x 20” x 36”/48”/60”
SAUSAGE STUFFER Manual or Electric, 1
SAUSAGE LINKER* Fresh sausage
SAWS Meat, stainless steel frame with plastic handle, 4
3
/8” x 25”, 12 tooth
SCABBARDS Plastic or aluminum with removable froth, 4½” x 13”; 16
chain belts with two swivel hooks
SCALES Beam type, heavy duty, 550-pound capacity upper 1
beam, and 50-pound capacity lower beam
Electronic with retail labeling operations 1
Electronic with digital portion control 1
141
Table 34: Fabrication Room - Continued
RECOMMENDED
AREA DESCRIPTION QUANTITY

SCALES - Continued Platform with 1,000-pound capacity 1

2-pound capacity 4
SHARPENER Sharpening stone, multi-oilstone, set 2
SHARPENER Electric for knives 1
SINK Double sink/drain board combination, stainless steel, 1
each sink unit 24” x 24”
each with a 24” x 36” drain board
STAMPS Complete hand set, single line, for meat cuts 1
STEELS 12” blade 16
STERILIZING BOX Sterilizing box for knives, 6” x 12” x 12”, electric, 120V 1
TABLES Cover, Durasan plastic, ¾” x 30” x 6’0” 5
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, 3
32”x36”x96”
THERMOMETERS Digital
TREES Meat type, stainless steel, in-line hooks, 2
12 hooks with 8” between hooks, 48” long
TROLLEYS Overhead rail, beef short, standard for hindquarter 15
Galvanized wheel with stainless steel hook, ½” x 6¼”
TROLLEYS Overhead rail, beef long, standard for forequarter 15
Galvanized wheel with stainless steel hook, ½” x 24”
TROLLEYS Overhead rail, long hog, standard 15
Galvanized wheel with galvanized hook
TRUCKS Freezer, tray supports, intervals for baskets 6
VACUUM TUMBLER
WATER COOLER* Drinking fountain 1

142
Table 35: Power Tools and Equipment
RECOMMENDED
ITEM DESCRIPTION QUANTITY

BOWL CUTTER*
COOLER 1
EXTRUDER*
FLAKER/CHOPPER* Frozen meat flaker/chopper
MIXER/GRINDER Power operated, stainless steel, complete 1
SLICER Power operated 1
SLICER* Power operated, bacon slicer with stacker & shingle
TENDERIZER Power operated with safety switch, rigid stripper 1
transparent hopper with stainless steel case
PATTY MACHINE* Power operated 1
BANDSAW Meat quality, sliding table, 3 hp 1
SMOKER Complete with accessories 1
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
RECOMMENDED
ITEM DESCRIPTION QUANTITY
CHUTE Stun chute 1
CRADLE Skinning cradle 2
GAMBRELS 10
HOIST One-ton capacity 1
KNIFE* Air knife for skinning 1

Table 37: Slaughter Room Facilities and Equipment - Continued

RECOMMENDED
ITEM DESCRIPTION QUANTITY
LIFTS* Hydraulic lifts 1
RAIL Landing rail system 1
SAW Splitting saw 1
SCALES Rail scales 1
SCALES Livestock scales 1
SINK Deep, double sink 1
o
STERILIZER 180 F water capability 1
TABLE Offal table 1
TROLLEYS Drop-rail system 1
TRUCK Viscera table 1
VAT* Scalding vat and dehair machine 1
WASH AREA Complete with head rack 2
HIDE PULLER* 1
APRONS 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 em-
ployer 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 re-
ceives a salary and has a regular work schedule.
Refer to the Student Attendance Accounting
Handbook available from the Texas Education
Agency for detailed information.
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 re-
ceive training when an employer is unable or
149
unwilling to pay for providing training to an ap-
prentice.
The last option involves the student ‘shadowing’
an individual during normal work hours. Shad-
owing 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 volun-
tary on the part of the student.
All three of these WBL programs require a
school-based meeting area or classroom. Stu-
dents receive instruction in a controlled envi-
ronment, 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 in-
struction is offered to the entire group at one
time. In either type of learning situation, a stan-
dard classroom is sufficient to meet the educa-
tional needs for these programs.
150
 PROJECT/RESEARCH LABORATORY
INTRODUCTION
A project/research laboratory serves as an edu-
cational 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 experi-
ences.
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 Super-
vised Agricultural Experience (SAE). This is
important where zoning restrictions or building
codes prohibit activities adjacent to a student’s
home. Through a SAE program, agriscience
students can gain skills they will use their entire
lives. As a requirement for satisfactory comple-
tion of most agricultural science courses, a stu-
dent must meet certain requirements. A plant or
animal project cared for by the student may
meet partial needs of this requirement. The fa-
cility 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.
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
TYPES OF FACILITIES
A facility with a broad scope will serve a di-
verse population of the students in the agris-
cience program. Such a facility may be de-
signed to serve students having a single
species of plant or animal project, students with
diverse plant or animal interests, or those stu-
dents with the desire to conduct specific re-
search activities.
There are three basic types of field laboratories
and numerous combinations that can serve the
agriscience program. Listed in terms of pur-
pose, 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 ani-
mals 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.
Exhibition Facility
An exhibition facility provides the agriscience
program with space for students to gain show-
manship skills while handling, training, and ex-
ercising their animal projects. This facility pro-
vides a location for student learning and compe-
tition within the local agriscience department. It
also allows the department to host invitational
exhibitions involving neighboring agriscience
departments.
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 re-
quiring veterinary care or routine treatment. Fa-
cilities should be designed to meet the manage-
ment needs of all species of livestock.
A confining fence should surround this type of
facility and prevent animals from roaming.
There should be a covered arena, preferably en-
closed for all-weather usage.
Learning/Research Laboratory
The learning/research laboratory allows space,
facilities, and equipment for a variety of activi-
ties both during and outside of the classroom.
Students involved in an independent study pro-
gram may use the facility to conduct a wide va-
riety of research activities. Such activities can
be incorporated directly into the classroom
learning environment or as indirect laboratory
activities. These activities could include learn-
ing or research work involving plants, soils, the
environment, structures, equipment, or animals.
Combination Facilities
The facility can be any combination of the labo-
ratories. 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 ordi-
152
nances affecting residential and business areas,
accessibility and proximity to the school, secu-
rity, and safety are major site considerations.
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 all-
weather road and parking facility.
SECURITY
Security is an issue for a learning/ research labo-
ratory. Numerous students will have access to
this area. Security fencing with locking en-
try/exit gate(s) is strongly recommended. Pass-
card 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.
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.
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 dis-
trict 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 cen-
ter, exhibit area, outdoor laboratory, or combi-
nation unit, the supervisor should coordinate its
activities. An agricultural science instructor
would be the logical choice for this responsibil-
ity. However, the school district may choose an
individual to serve as a full-time care-
taker/supervisor.
In addition to overseeing security, this individ-
ual would also control and schedule activities
conducted on the site. If a full time supervi-
sor/caretaker is available, the related issues of
liability are diminished. If an agriscience
teacher is the supervisor, full-time site manage-
ment is not always possible. School security
personnel can provide an extra measure of at-
tention by including the site in the patrol area.
WASTE MANAGEMENT
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 ani-
mal bedding materials. Not only will these ma-
terials have to be properly managed, they will
generate an odor that surrounding businesses or
residents may find objectionable.
If a lagoon system is incorporated into the over-
all waste-management plan, issues of liability
arise. Water- and/or waste-retention ponds sig-
nificantly raise the issue of liability. This type
of structure should be isolated with a security
fence or other means to prevent access by indi-
viduals.
Other wastes will also be generated by the facil-
ity including feed bags and empty containers.
These materials can easily be removed using the
existing school campus waste management pro-
gram (i.e., providing a large container to collect
wastes and providing access to the same collec-
tion agency that manages school wastes).
DRAINAGE
A project/research facility has two drainage is-
sues. 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 vol-
ume of water that leaches through the material.
Nutrient-rich runoff should not be allowed to
drain into waterways. Providing a greenbelt to
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filter these waters will work to reduce the effects
of nutrient-rich water.
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.
PLUMBING
Plumbing should first meet the building codes
of the area where the facility is located. In ad-
dition, as an outdoor facility, there should be
ample use of shut-off valves, back-flow “pre-
venters,” and freeze protection devices.
Properly constructed washing facilities aid in
drainage of water. These areas should be
equipped with traps, or “catch basins” for ani-
mal 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.
ELECTRICITY
Electrical needs must be available for both 120-
volt and 240-volt service. The number and lo-
cation of outlets should accommodate easy ac-
cess at each pen. In addition, the office area and
the work area should also contain adequate out-
lets. 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.
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 hot-
air blowers for use in drying animal hair coat.
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 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 im-
portant 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.
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).
This would require changing of panels, gates,
and square footage of pens. By implementing
this type of flexibility, the facility becomes “pli-
able” in that it can change with the changing
interest of the students.
PERIPHERAL FACILITY
CONSIDERATIONS
Where an outdoor laboratory serves as an exten-
sion of the classroom, a building should be
available for the students. This on-site class-
room/laboratory room would allow the students
to gather data and immediately analyze or
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evaluate it. This room should be a complete
climate-controlled classroom and contain stor-
age for equipment and supplies.
Where a classroom/laboratory room is not
needed, a facility should be provided for stu-
dents to meet, work on activities, or do outside
assignments. Separate restroom facilities should
be adjacent to either type of building. In addi-
tion 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.
During livestock or plant production, students
and teachers will use syringes, scalpels, vac-
cines, pesticides, insecticides, and various
chemicals. To accommodate disposal of empty
or used materials, biohazard contain-
ers/receptacles should be easily accessible to all
individuals using the facility.
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.
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 facili-
tate loading and unloading of animals.
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 ani-
mals. Pens that will have a sand or bedding on
the concrete can have a smoother finish.
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 cen-
ter/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 The school district should prearrange facility

CONCERNS/SUGGESTIONS
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 con-
tacted.
Preplanning a facility should involve site visits
to existing facilities. An interview with the ag-
riscience teachers as well as other school district
personnel will provide insights not obtained in
any publication.
While still in the planning stage, all city, county,
or state rules, regulations, laws, and codes
should be carefully considered.
maintenance responsibilities and resolve such
issues as:
• Who is responsible for grounds mainte-
nance?
• Who is responsible for plumbing and elec-
trical repairs?
• Who is responsible for road maintenance?
ILLUSTRATIONS
Following this section are photographs that rep-
resent selected project/research laboratory con-
cerns that are part of the agricultural science and
technology department. Each illustration con-
tains a caption that further explains the photo-
graph.

The facility should exist as a cost-recovery, or

near cost-recovery facility. As a result, a realis-
tic fee structure must be established to cover
items that include but are not limited to depos-
its, 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 en-
closed 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.

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160
 SUMMARY

The task of planning any facility is a complex This reference should provide the foundation for
process. The diversity of the Agricultural Sci- planners to come together collectively to review
ence and Technology curriculum adds additional the needs for the new department or additions to
dimensions to this process. No longer is agri- a department. Hopefully, it will provide insight
cultural education in high schools a matter of a into program planning to assist in providing the
classroom and a shop. The school district will type of facility that will foster a safe, effective
make available systems of the AST curriculum learning environment.
guided by the student enrollment, teacher certi-
fication, and community support. Administra-
tion, counseling staff, and teachers working to-
gether will make decisions that directly affect
the students. The facilities should provide the
setting for the systems of instruction available
within the school district.

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Instructional Materials Service • 2588 TAMUS • College Station , TX 77843-2588