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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Much of the innovative work in the design and application of heating, ventilating, and air conditioning (HVAC) systems is concentrated on improving the cost effectiveness of such systems through optimizing energy use. One approach to the problem is to reduce a building's HVAC energy demands by designing it for lower heat gains and losses in the first place. Another approach taken by designers in response to their awareness of the need to optimize HVAC energy has been to seek new systems and equipment. This booklet is a conceptual review of the state of the art of HVAC systems and components that have come out of continuing efforts toward more efficient use of energy through technology. (Author/MLF)

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

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

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

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

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

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

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

Designed to present theory as a functional aspect, this air conditioning and refrigeration curriculum guide is comprised of nine units of instruction. Unit titles include (1) Job Orientation, (2) Applying for a Job, (3) Customer Relations, (4) Business Management, (5) Psychometrics, (6) Residential Heat Loss and Heat Gain, (7) Duct Design and Sizing, (8) Air Treatment, and (9) Residential Systems. Each instructional unit includes some or all of the basic components of a unit of instruction: performance objectives, suggested activities for teachers, information sheets, assignment sheets, visual aids, job sheets, tests, and answers to the tests. It is noted that each unit is planned for more than one lesson or class period of instruction. (LRA)

This plan of instruction, study guides, workbooks, and programmed texts for a secondary-postsecondary-level course in refrigeration and air conditioning are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the first section of a three-part course (see Note for other sections) intended to train students in identification, location, function, installation, operational checking, servicing, repair, and maintenance of refrigeration and air conditioning systems. Dealing specifically with the use of hand and special tools, refrigeration materials, and electrical principles, this section contains two blocks covering 93.5 hours of instruction: Fundamentals (3 lessons) and Electricity (3 lessons). The plan of instruction contains an outline of the teaching steps, criterion objectives, lesson duration, correlation of tasks with a training standard, and support materials and guidance. Student materials include three study guides with text information, objectives, review exercises, and references; three workbooks with performance exercises; and five programmed texts for individualized instruction. Commercial texts, military technial manuals, and audiovisual aids are suggested, but not provided. Materials may be adapted for individualized instruction, remedial work, or independent study. (YLB)

This plan of instruction, study guides, and workbooks for a secondary-postsecondary-level course in refrigeration and air conditioning are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the third section of a three-part course (see Note for other sections) intended to train students in identification, location, function, installation, operational checking, servicing, repair, and maintenance of refrigeration and air conditioning systems. Dealing specifically with special refrigeration systems, water conditioning, absorption air conditioning (AC), AC controls, AC equipment, and evaporative cooling systems, this section contains four blocks covering 269.5 hours of instruction: Special Refrigeration System, Cooling Towers, Water Pumps, Water Conditioning, and Absorption AC System (5 lessons); AC Controls; (5 lessons); AC (7 lessons); and evaporative Cooling Systems (1 lesson). The plan of instruction contains an outline of the teaching steps, criterion objectives, lesson duration, correlation of tasks with a training standard, and support materials and guidance. Student materials include eight study guides with text information, objectives, review exercises, and references and eight workbooks with performance exercises. Commercial texts, military technical manuals, and audiovisual aids are suggested, but not provided. Materials may be adapted for individualized instruction or presented in a group setting. (YLB)

This plan of instruction, study guides, and workbooks for a secondary-postsecondary-level course in refrigeration and air conditioning are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the second section of a three-part course (see Note for other sections) intended to train students in identification, location, function, installation, operational checking, servicing, repair, and maintenance or refrigeration and air conditioning systems. Dealing specifically with basic refrigeration, refrigeration controls and accessories, and domestic and commercial refrigeration, this section contains three blocks covering 230 hours of instruction: Basic Refrigeration (4 lessons), Refrigeration Controls and Accessories (3 lessons), and Domestic and Commercial Refrigeration (2 lessons). The plan of instruction contains ar outline of the teaching steps, criterion objectives, lesson duration, correlation of tasks with a training standard, and support materials and guidance. Student materials include four study guides with text information, objectives, review exercises, and references and four workbooks with performance exercises. Commercial texts, military technical manuals, and audiovisual aids are suggested, but not provided. Materials may be adapted for individualized instruction or presented in a group setting. (YLB)

This manual on air conditioning is one of a series of power mechanics texts and visual aids covering theory of operation, diagnosis, and repair. Information is presented for use by vocational students and teachers as well as shop servicemen and laymen. Focus is on air conditioning systems for mobile machines, but most of the information also applies to automotive systems. Eight chapters included in the manual are designed to train readers so that they can understand and service air conditioning systems with speed and skill. Chapter titles include (1) Basics of Air Conditioning; (2) Refrigerants and Oil; (3) Basic System: How It Works; (4) Service Equipment; (5) Inspecting the System; (6) Diagnosing the System; (7) Testing and Adjusting the System; and (8) Preparing System for Service. Many illustrations are included and each chapter concludes with test-yourself questions. A glossary and the answers to the test questions are appended. (A supplementary 35mm color slide set is also available--see availability note.) (LRA)

This publication contains conservation suggestions for schools in California to save water and energy. Contents include: (1) a list of sources of additional energy education assistance and materials; (2) a discussion of energy conservation in schools including HVAC system operations, lighting and building design; (3) a summary outline of actions to improve school energy efficiency; (4) a list of factors to consider in designing new schools; and (5) an outline of suggestions to conserve energy in the school transportation operations. Suggested steps to conserve water in California schools are also presented. (MR)

This publication is one of the major efforts of a project designed to promote energy conservation in California schools. Suggestions are provided that can be adapted at individual school facilities to reduce energy consumption. The guide also focuses on the major concepts of the new state standards for energy conservation for new nonresidential buildings and contains explanations of how these standards affect schools. The introduction examines the evolution of architectural techniques in attempting to understand the nation's energy dilemma. This is followed by discussions of traditional fuels, "new" fuels, and fuels of the future. Suggestions are offered for school districts and architects to consider in planning new school facilities. Suggestions for improvements in existing schools are divided into those that may require minor expenditures and those that may require major expenditures. In the appendices are tables with information about solar projects, and about some other nonsolar energy conservation projects; tips on hiring outside consultants; components of a good energy management program; and section drawings of schools that show effective uses of a number of energy conservation measures. A glossary and a selected bibliography complete the guide. (Author/MLF)

This publication is a homeowner's guide to energy conserving home improvements. This second edition is the same as the earlier version except that the energy conservation cost and saving estimates are based on more current fuel prices. The reader is led through steps to assess the energy conservation needs of a home and then through how to effect the improvements. The major emphasis in this guide is on insulation and other weatherization measures that are simple and effective. (MR)

This is a workbook for students learning advanced blueprint reading for heating, ventilation, and air conditioning applications. The workbook contains eight units covering the following material: architectural working drawings; architectural symbols and dimensions; basic architectural electrical symbols; wiring symbols; basic piping symbols; ducting symbols; heating and refrigeration symbols; and isometrics, sections, and detail drawings. An overall final test is included. Each unit contains an objective and performance indicators, introduction, information sheets, self-assessment quiz with answers provided, and a study guide including references for further information. The materials are illustrated with line drawings. (KC)

This is the thirty-sixth in a set of 36 teacher guides to the Entrepreneurial Training Modules and accompanies CE 031 100. The purpose of the module is to give students some idea of what it is like to own and operate an air conditioning and heating service. Following an overview are general notes on use of the module. Suggested steps for module use contain suggestions on introducing the module, a brief discussion of the nine units, responses to learning activities, suggestions for summarizing the module, and responses to the quiz. The units are Planning an Air Conditioning and Heating Service; Choosing a Location; Getting Money to Start; Being in Charge; Organizing the Work; Setting Prices; Advertising and Selling; Keeping Financial Records; and Keeping Your Business Successful. Each unit contains a case study; responses to individual activities; responses to discussion questions; and a group activity. Suggested readings for the teacher and a list of goals and objectives complete the module. (CT)

This module on owning and operating an air conditioning and heating service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into individual activities, discussion questions, and a group activity. Units (and subject matter) in this module are: planning your business (services, customers, competition; personal qualities; legal requirements); choosing a location (customers; competition; personal considerations; selecting a specific location); getting money to start (information needed to get a business loan; financial information); being in charge (tasks; selecting staff; keeping people happy); organizing the work (work orders; scheduling; time planning); setting prices (acceptable to customers; in line with competition; components of price; establishing a price); advertising and selling (customer needs; advertising and promotion; selling and customer relations); keeping financial records (importance of financial records; customer billing; daily cash sheet); and keeping your business successful (profit and personal satisfaction; profit/loss statement; how to increase profits). A summary and quiz complete the document. (A teacher's guide is available for this module.) (CT)

This report provides vocational teachers with readability information for selected vocational texts. Selected texts are categorized and appear in charts according to 21 vocational programs: accounting, air conditioning and refrigeration, automotive shop (automotive body and fender repair, automotive mechanics), aviation shop, business, carpentry, cosmetology, data processor-computer operator, design-drafting-engineering, electronics, farm management--mechanics and production, fashion design, food science, graphic arts, health care (practical nursing--dental assistant, medical assistant), heating and plumbing, machine shop (machinists, metallurgy, tools), secretarial science--stenographer and related occupations, sheet metal, typing and related occupations, and welding. The mean reading level (in terms of grade level), of each text are given based upon these readability formulas: Flesch, Forecast, Dale-Chall, Fry, and Raygor. Other information provided for each includes title, author, year, publisher, and source of information. (YLB)

This manual was developed to serve as an aid to administrators and instructors involved with postsecondary air conditioning, heating, and refrigeration programs. The first of six chapters contains general information on program implementation, the curriculum design, facilities and equipment requirements, and textbooks and references. Chapter 2 describes the project procedures utilized in developing the curriculum. Suggested job descriptions and job competencies for air conditioning, heating, and refrigeration are given in the third chapter. Chapter 4 is comprised of the actual curriculum including course outlines for two air conditioning, heating, and refrigeration mechanic courses. For all other courses, brief topical outlines are provided. A detailed listing of equipment necessary to start an air conditioning, heating, and refrigeration mechanic program for eighteen students is given in the fifth chapter. The final chapter, Resources, lists 279 books and 319 training aids. Appended sections include Air Conditioning, Heating, and Refrigeration Tasks: Response from Industry; Tasks by Job Levels; and Air Conditioning, Heating, and Refrigeration Competencies and Criterion Measures. (LRA)

This course in instrumentation and controls is one of 16 courses in the Energy Technology Series developed for an Energy Conservation-and-Use Technology curriculum. Intended for use in two-year postsecondary technical institutions to prepare technicians for employment, the courses are also useful in industry for updating employees in company-sponsored training programs. Comprised of eight modules, the course is designed to provide the student with practical knowledge and skills in the specification, use, and calibration of measuring devices and the principles and applications of automatic control process. A detailed examination is made of control systems for electrical power production, heating, air conditioning, and manufacturing. Written by a technical expert and approved by industry representatives, each module contains the following elements: introduction, prerequisites, objectives, subject matter, exercises, laboratory materials, laboratory procedures (experiment section for hands-on portion), data tables (included in most basic courses to help students learn to collect or organize data), references, and glossary. Module titles are Principles of Process Control, Instruments for Fluid Measurements--Pressure and Level, Fluid Flow Measurement, Instruments for Mechanical Measurement, Pneumatic Controls, Automatic Control Systems, and Boiler and Other Special Control Systems. (YLB)

This course in energy audits is one of 16 courses in the Energy Technology Series developed for an Energy Conservation-and-Use Technology curriculum. Intended for use in two-year postsecondary technical institutions to prepare technicians for employment, the courses are also useful in industry for updating employees in company-sponsored training programs. Comprised of 11 modules, the course overviews the purpose, objectives, and mechanics of the energy audit process. Full background and procedural instructions precede case studies and laboratory practice in auditing. In the final module the students undertake audit analyses and recommend remedial actions based on analyses of their practice audits. Written by a technical expert and approved by industry representatives, each module contains the following elements: introduction, prerequisites, objectives, subject matter, exercises, laboratory materials, laboratory procedures (experiment section for hands-on portion), data tables (included in most basic courses to help students learn to collect or organize data), references, and glossary. Module titles are Total Energy Management, Elements of an Energy Audit, Energy Audit Procedures and Analyses, Building Systems, Lighting Systems, Auditing HVAC Systems--Parts I and II, Auxiliary Equipment Systems, Process Energy Systems, Applications of Solar Energy, and Energy Audit Workbook. (YLB)

This course in energy conservation is one of 16 courses in the Energy Conservation-and-Use Technology curriculum. Intended for use in two-year postsecondary technical institutions to prepare technicians for employment, the courses are also useful in industry for updating employees in company-sponsored training programs. Comprised of seven modules, the course is designed to give the student technical knowledge and specific skills required to perform conservation measures relative to the most common energy uses. The student learns and utilizes the basic principles of energy conservation and efficiency. Written by a technical expert and approved by industry representatives, each module contains the following elements: introduction, prerequisites, objectives, subject matter, exercises, laboratory materials, laboratory procedures (experiment section for hands-on portion), data tables (included in most basic courses to help students learn to collect or organize data), references, and glossary. Module titles are Energy Conservation--An Introduction, Conservation Principles and Efficiency Measurements (CPEM)--Space Heating, CPEM--Space Cooling, CPEM--Hot Water and Steam Supply Systems, CPEM--Illumination, CPEM--Electric Motors, and CPEM--Building Construction. (YLB)

This course in chemistry for energy technology is one of 16 courses in the Energy Technology Series developed for an Energy Conservation-and-Use Technology curriculum. Intended for use in two-year postsecondary technical institutions to prepare technicians for employment, the courses are also useful in industry for updating employees in company-sponsored training programs. Comprised of five modules, the course is designed with a special emphasis on all aspects of chemistry as it relates to the work of an energy technician. Basic chemical information and techniques are presented. (Chemistry for Energy Technology II is available separately as CE 030 777.) Written by a technical expert and approved by industry representatives, each module contains the following elements: introduction, prerequisites, objectives, subject matter, exercises, laboratory materials, laboratory procedures (experiment section for hands-on portion), data tables (included in most basic courses to help students learn to collect or organize data), references, and glossary. Module titles are Safety in Chemical Operations; Structure of Matter; Chemical Equations and Calculations; Refrigeration, Gases, and Air Pollution; and Solutions. (YLB)

This publication contains a teaching guide and student instructional materials for conducting a high school or adult vocational education course to train persons to perform duties as an aircraft environmental systems mechanic. Course content has been adapted from a military course. The instructional design for this course is self-pace and/or small group-paced. Instructor materials contained in the course guide include lesson plans detailing training equipment needed, training methods, multiple instructor requirements, and instructional guidance. The student material includes a workbook and programmed texts with review exercises. A bibliography and glossary of terms are provided to aid both teacher and students. The course includes information or organizational and field maintenance of aircraft pressurization, air conditioning, and air starter systems, and life raft inflation equipment. The course is composed of four parts (see note). Block II (contained in this document) is composed of eight lessons covering 124 hours of instruction. Topics covered include fighter cabin air conditioning system; rain removal system; equipment air conditioning system; temperature control system tester; bomber air conditioning system; decade resistor functions and windshield amplifier bench check; cargo bleed air and anti-icing system; and cargo air conditioning system. (KC)

This curriculum guide contains 18 units for a course to assist apprentices in learning the pipefitting trade. Introductory materials include lists of suggested audiovisual materials, competencies, and textbooks and approximate times for each unit. Each instructional unit includes some or all of the following components: competencies, instructional objectives, learning activities, application exercises, evaluation/checkout, list of equipment, list of learning materials, audiovisual materials, and resources. Answers to exercises and evaluations are appended to each unit. Units cover introduction to the trade; brazing and soldering; chemical handling; hot water heating systems; hydraulics; insulation; mathematics; physics; pipe hangers and supports; pipe welding and welding--basic skills; pneumatics; process pipe drafting; process piping fabrication; process steam systems; refrigeration and air conditioning; rigging; templet development; and valves, packings, and gaskets. Copies are provided of the apprentice guides for each of the units. These list the competency; instructional objectives; learning activities; and evaluation/checkout. An attached handbook for supervisors includes a series of application exercises for the apprentice. They correspond with competencies and learning objectives learned in the classroom. (YLB)