Group 15 Intergrated Design Exercise Level 4 Final Submission

Civil Engineering Integrated
Design Exercise
Level 4 2020-2021, Group 15

Abdulkareem Alhalaby Student ID: @00585504
Mohammad Arshad Student ID: @00519690
Fahad Aleid Student ID: @00540875
Faisal Faiadh Student ID: @00463665
Contents
Marking and Feedback ……………….……………..………………………….…………….1-6
Table of Figures ………………………….……………………………………………………….7-8
Table of Tables ……………………….…………………………………………………………….. 9
Client Brief ………………………….…………….………………………….…………………….. 10
CV’s .……………….…………………………………………………………..…………………. 11-15
1. Milestone 1 Identification of the Brief……….………………………...………….. 16
2. Milestone 2 Site Selection……….…………………...........…….…………………... 20

2.1 Mohammed Arshad’s scheme ……………………………………..…..20
2.2 Abdulkareem Alhalaby’s scheme ………………..……………………26
2.3 Fahad Aleid’s scheme..……………………………………………………..29
3. Milestone 3 Massing ……….………………….......……………………..……........... 33

3.1 Mohammed Arshad’s scheme ………………………………………….33
4. Milestone 4 Sustainability Strategy ……….………………….......…..……..…... 44

4.1 Mohammed Arshad’s scheme ………………………………………….44
5. Milestone 5 Assembly of Space ……….………………….......….……………….... 53

5.1 Mohammed Arshad’s scheme …………………….……………………53
5.2 Abdulkareem Alhalaby’s scheme ………………..……….…………..59
6. Milestone 6 Structural Arrangement and Comparison ……….…………... 65

6.1 Mohammed Arshad’s scheme …………………….……………………65
6.2 Abdulkareem Alhalaby’s scheme ………………..……….…………..70
8. Milestone 8 Development of the Scheme ……….……………....………... 82-84

9. Milestone 9 Health, Safety and Welfare ………..……….......….………... 85-98
10. Milestone 10 Structural Calculations ……….………….………....……... 99-118
11. Milestone 11 Procurement …………….………………..….......….……... 119-122
12. Milestone 12 Surveying ……….……………….......….…………..………... 123-136
13. Milestone 13 Bill of Quantities ……….………….......….....…………... 137-146
14. Milestone 14 Mathematics ……….……….………..........….…………... 147-153
Minutes weekly submissions ……….….……….........................………... 154-174
References ……….…………………........................................….…………... 175-176
Materials and Geology Labs ……….……………….…….……...............…... 177

Sieve Analysis …………………..………………………..………………....177
Specific Gravity …………………..……………………..………………....188
Tensile Test………………………………………………………………….…193
Structures Laboratory Report ……….……………............................…... 204

Structures E1. Marking and Feedback Sheet
Group No :
30-39% Unsatisfactory
90-100% Outstanding
Mark breakdown
0-9% Extremely Poor
40-49% Inadequate
70-79% Very Good

10-19% Very Poor
80-89% Excellent
Possible Mark
60-69% Good
20-29% Poor
JBM Thread
50-59% Fair
Assessment breakdown
Produce A4 general arrangement drawings of the

building steelwork, showing roof plans, floor plans and a 10 D
sectional elevation.
Produce a wind loading calculation for the building.
10 D
Produce unit dead and imposed loadings for a

10 D
suspended floor, roof, internal partition and external wall.
Choose and justify, a steel subgrade and a corrosion H
5
protection system. Add these to your drawing as notes. S
Design a primary beam with full lateral restraint. Consider D

15
bending, shear and deflection. S
Design a secondary beam with partial lateral restraint. D

15
Consider bending, shear and deflection. S
Design a column. Consider slenderness, axial and D

15
moment interaction. S
Design a stability system for the building. Check strength D

15
and deflection. S
Presentation
5
Mark Awarded 100 %
Comments
Page | 1
Civil Engineering Surveying. Marking and Feedback Sheet
Group No :
90-100% Outstanding
Mark breakdown
0-9% Extremely Poor
40-49% Inadequate
70-79% Very Good

10-19% Very Poor
80-89% Excellent
Possible Mark
60-69% Good
20-29% Poor
JBM Thread
50-59% Fair
Desk Study: Identify site location and size of proposed

D
building, photographic and historical record of site and its 15 H
uses. Identify any relevant hazards.
Site Survey: Recorded level and plan data taken during
15 D
the physical survey. Identify and correct any errors.
Survey Conversion: Computational processing of data.
Create a digital surface plot of the site using any relevant 20 D
programme.
Site Plan: Create a scale survey drawing (plan and
sections) relating the site to its surroundings and including 20 D
a 1:1250 Ordnance Survey extract.
Quantity Surveying: Create a bill of quantities and identify
the financial and carbon costs associated with this bill.
List the limitations of your measurement including what
D
elements have been assumed and what other factors 30 S
can affect your values.
Compare your carbon cost to a national benchmark for
a similar project.
Mark Awarded 100 %
Comments
Page | 2
Civil Engineering Construction. Marking and Feedback Sheet
Group No :
90-100% Outstanding
Mark breakdown
0-9% Extremely Poor
40-49% Inadequate
70-79% Very Good

10-19% Very Poor
80-89% Excellent
Possible Mark
60-69% Good
20-29% Poor
JBM Thread
50-59% Fair
Sustainability: Identify sources of embedded and

operational carbon in your design. Identify how your
S
design embraces your personal design values, and the 30 D
three pillars. Justify the design choices you have made to
push towards the design towards carbon neutrality.
Procurement: Select and justify an appropriate method
of procurement for your design. Identify the advantages
20 H
and disadvantages compared to at least one other
suitable procurement method.
Health and Safety: Create risk assessments at
appropriate stages of the design, show how the risk has H
20
been removed or mitigated and evidence this decision D
process within your design with narrative and sketches.

Construction: Create a construction sequence, using
D
sketches and appropriate descriptive text. The narrative
20 H
should list what is happening at each stage, and why it is S
happening in the specific way you have chosen.
Construction: For one specific activity of your own
choosing, create a detailed method statement that
D
could be issued to the relevant subcontractor. Use 10 H
sketches and text appropriately, this should specifically
identify where risk has been removed from the activity.
Mark Awarded 100 %
Comments
Page | 3
Civil Engineering Communication. Marking and Feedback Sheet
Group No :
90-100% Outstanding
Mark breakdown
0-9% Extremely Poor
40-49% Inadequate
70-79% Very Good

10-19% Very Poor
80-89% Excellent
Possible Mark
60-69% Good
20-29% Poor
JBM Thread
50-59% Fair
Word skills – Report Generally.

Use of Styles.
Captions.
Figures referenced. 30 D
Well presented.
Pages numbered and contents page.
Consistency through document.
Diagrams – Report Generally.
Images scanned and cleaned up appropriately.
Appropriate use of colour.
Digitally enhanced with annotative text. D
20 H
Diagrams created by students.
Selection of SketchUp, Visio, Hand Drawn.
All diagrams should be of a publishable standard.
Curriculum Vitae
Professionally written.
Consistent. 20
Employable, cover appropriate topics.
Appropriate image.
Data – Laboratories.
Correctly presented graphs.
20 D
Annotated technical diagrams.
Well written and correctly structured.
Presentation
Clear and neat presentation 10
Clear presentation of computer output
Mark Awarded 100 %
Comments
Page | 4
Civil Engineering Materials & Geology - Marking and Feedback
Group :
90-100% Outstanding
Mark breakdown
0-9% Extremely Poor
40-49% Inadequate
70-79% Very Good

10-19% Very Poor
80-89% Excellent
Possible Mark
60-69% Good
20-29% Poor
JBM Thread
50-59% Fair
Risk assessment 10
Presentation (use of English, appropriate grammar,

10
spelling, referencing)
Report structure 10
Consideration of appropriate theory 20
Presentation of results and analysis

10
Cogent discussion based on results and supported by

30
relevant theory
Concluding remarks 10
Mark Awarded 100 %
Comments
Good points:
Needs improving:
Page | 5
Civil Engineering Mathematics 1 - Marking and Feedback
Group :
90-100% Outstanding
Mark breakdown
0-9% Extremely Poor
40-49% Inadequate
70-79% Very Good

10-19% Very Poor
80-89% Excellent
Possible Mark
60-69% Good
20-29% Poor
JBM Thread
50-59% Fair
Identification of all the appropriate mathematical

equations and formula applicable to your design (for
example, using differentiation to estimate the dimensions
of a cylindrical container so that the surface area is a
minimum (minimizing the material used), estimating rate
of change of … (areas) using differential equations to 20 D
estimate the dimensions of a field for which the area is a
maximum, estimating area of surfaces or volumes of
excavation using integration methods). Indicate the
strengths and weaknesses of each equation or formulae
with regard to your design.
Choosing the most suitable equations or formula giving
10 D
reasons for your choice.
Application:
Calculations (clarity of expressions will be rewarded), use 35 D
of appropriate significant figures
Clarity of calculations, appropriate use of equations,
10 D
expressions and symbols.
Evaluation of results, comparison of calculated values
with other methods, estimation of error values, discussion
15 D
of the relevance of the calculation to your design
project.
Conclusion 10
Mark Awarded 100 %
Comments
Page | 6
Table of figures
Figure 2.1.1. University of Salford campus – Google Maps…………………………………………………………..21
Figure 2.1.2. Showing the height above sea level around the campus grounds…………………….………24
Figure 2.1.3. Showing the ground conditions of the campus grounds…………………………………….……24
Figure 2.2.4. Flooding map showing the areas probability of flooding…………………………………………25
Figure 2.2.1. Figure showing the location for the site A……………………………………………………………….26
Figure 2.2.2. Figure showing the location for the site B……………………………………………………………….27
Figure 2.2.3. Figure showing the location for the site C………………………………………………………………..28
Figure 2.3.1. Maxwell Building (University of Salford) ………………………………………………….…………….29

Figure 2.3.2. Peel Park Campus (University of Salford) …………………………………………………..……………30
Figure 2.3.3. Site A (Google Maps) ………… …………………….………………………………………………………….…30
Figure 2.3.4. Site B (Google Maps) ………………………………………………………………………………………………31
Figure 2.3.5. Site C (Google Maps) …………… ……………………………………………………………………………..…31
Figure 2.3.6. A view of Peel Building from Peel Park……………….…………………………………………………..32
Figure 3.1.1. Map showing the land available for the selected site……………………………………………..34
Figure 3.1.2. Showing the reduced size after considering nearby campus buildings…………………..…34
Figure 3.1.3 Showing the reduced size after considering nearby campus buildings and distances
from them…………………………………………………………………………………………………………………………..………35
Figure 3.1.4. Showing the selected area of land, along with the loading bay……………………………..……..36
Figure 3.1.5. Sketches of the exterior plan of the Maker Space……………………………………………………36
Figure 3.1.6. Sketches of the birds eye view of the campus grounds…………………………………………….37
Figure 3.2.1. Chosen site A for maker space………………………………………………………………………………..38
Figure 3.2.2. Chosen site B for Maker Space………………………………………………………………………………..39
Figure 3.2.3. Chosen site C for Maker Space………………………………………………………………………………..39
Figure 3.3.1. The red shaded area: Maker Space site – Google Maps………………………………………….41
Figure 3.3.2. Sketch of Maker Space……………………………………………………………………………………………43
Figure 3.2. 3. The sun path………………………………………………………………………………………………………….43
Figure 5.1.1. Floor plans for the Maker Space……………………………….……………………………………………57
Figure 5.2.1. Abdulkareem’s proposed floor plans………………………………………………………….………….59
Figure 5.2.2. Abdulkareem’s proposed Floor plans with dimensions…………………………………………….60
Figure 6.1.1. Floor plans drawn with columns marked at selected distance………………………………..68
Figure 6.1.2. Sketches of the outer walls and how the panelling will look……………….………………….69
Figure 6.2.1. Initial structural arrangement……………………………………………………………………………..…70
Figure 6.2.2. Final structural arrangement plan view……………………………………………………………….…71
Figure 6.2.3. 3D view of the maker space building’s steelwork ………………………………………………...…72
Figure 6.2.4. Plan view of strip foundations and pad foundations…………….………………………………….73
Figure 6.2.5. 3D view of proposed pad foundation………….……………………………………………………………74
Figure 6.2.6. Cross section of strip foundation …………..………………………………………………………………..74
Figure 6.3.1. (The red shaded area: Maker Space site – Google Maps)………… ……………………………..75
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Figure 6.3.2. Architectural sketch for Maker Space…………….………………………………………………………..76
Figure 6.3.3. Ground Floor Sketch ……………………………………………………………………………………………….77
Figure 6.3.4. First. Floor Sketch……………………………………………………………………………………………………77
Figure 6.3. 5.Ground floor columns sketch………………………………………………………………………………… .78
Figure 6.3.6. First floor columns sketch……………………………………………………………………………………....78
Figure 8.1. Figure showing the internal layout of Mohammad’s scheme……………………………………..83
Figure 8.2. Showing the final floor plan for the maker space…………………………….…………………………84
Figure 9.1 Land surveying and clearing out sketch………………………………………………………………..……85

Figure 9.2 Land excavation sketch………………………………………………………………………………………..……86
Figure 9.3 Maker Space building foundation sketch……………………………………………………………..……86
Figure 9.4 External Walls and columns sketch…………………………………………….………………………..……87
Figure 9.5 Maker Space building roofing sketch……………………………………………………….…………..……88
Figure 12.1. Showing the ground conditions of the campus grounds…………………………………………125
Figure 12.2. Flooding map showing the areas probability of flooding…………………………………….…125
Figure 12.3. location of the site on google pro……………………………………………………………………………126
Figure 12.4. location of the site on google pro different angle …………………………………………………..126
Figure 12.5. location of the site on google pro off university road …………………………………………….127
Figure 12.6. location of the site on CAD drawing………………………………………………………….………..….133
Figure 12.7. location of the site on CAD drawing close-up…………………………………………….……………134
Figure 12.8. setting out CAD drawing……………………………….………………………………………………….……135
Page | 8
Table of tables
Table 2.1.1 Mohammad’s Maker Space site grading ………………………………………………….….………….. 22
Table 2.3.1 Fahad’s Maker Space site grading ……………….……………………………………………...………….. 32
Table 5.1.1 Mohammad’s Arrangement of space ………………….………………………………………….……….. 58
Table 5.2.1 Abdulkareem’s Arrangement of space ………………...………………………………….…….……….. 61
Table 6.4.1 Scheme comparison and recommendation ……………………………………….....………….…….. 81
Table 9.1 Health and Safety Risk Assessment for milestone 9……………..………….……….………….…….. 93
Table 12.1 Surveying’s Risk assessment …………………..………………………………………….…..….………….. 130
Table 12.2 Closed Traverse data table …………………..……………………………………….………..….………….. 132
Table 12.3 Control Station data table …………………..………………………………….…..…………..……..…….. 135
Table 13.1 Bill of Quantities sheet …………………..……….……………………………………...……….……..…….. 137
Page | 9
Client Brief
The aim of this project was to design a building which is sustainable and
gives a comfortable space for people to come and design and make
whatever they want. This challenged us as we were to look for sustainable
technologies and understand how they could be used to the best of their
abilities in the environment they are to be installed. We also used some
knowledge learned in our lectures in order to understand and determine
the materials etc that we wanted to use on this project. This facility will be
used by students who are inventors and want to make their designs reality,
a facility which holds engineering very dearly and encourages people to
develop in the engineering and designing field.
The facility holds a café area for people to enjoy their break and
encourage them to share ideas with colleagues they meet on the facility,
this also allows the café to be sustainable and generate an income form
the pupils using the Maker Space. A sustainable development for pupils
and local residents.
Page | 10
Abdulkareem Alhalaby
Personal data
Email: A.K.Alhalaby@edu.salford.ac.uk
Phone number: +44 78534 66656
Age: 19
Residence: South Manchester, UK.
Education
University of Salford (September 2020 – currently)

Started my first year on the Civil Engineering BEng course
Trafford College Stretford campus (September 2018 – July 2020)

Building Services Engineering BTEC Level 3 Extended Diploma:
Distinction
Distinction
Merit
William Hulme's Grammar School (September 2013 – June 2018)

GCSEs at Grade (A* to C or 9 to 5):
• English language GCSE
• Maths GCSE
• Biology GCSE
• Chemistry GCSE
• Physics GCSE
• Design and Technology GCSE
• Arabic GCSE
Experiences
(September 2018 – July 2020): I have studied a level 3 extended diploma in building
services engineering for two years, achieving a DDM. Therefore, giving me a good
understanding of construction management, laws and regulations within the
construction industry, mathematical skills and basic 2D /3D AutoCAD.
Page | 11
(21st – 25th October 2019) WOWEX programme with ISG construction management at
the Media City offices: It was a very profitable week for me; I was provided an
opportunity to explore the roles and responsibilities of construction professionals such
as estimator, bid manager, design manager, project manager, site manager, quantity
surveyor and planner. This gave me a good insight of what it would be like to work in a
construction company. Furthermore, I worked as part of a team to create a tender for
work winning purposes. We had to use all the information we were taught through out
the week about bidding for and delivering construction projects.
Skills
• Interpersonal skills: excellent communication, team player and patient.
• Time management skills: organisation, undertaking tasks efficiently, goal setting,

planning and working within the time frame.
• Problem-solving skills: creative and dependable.
• Computer skills: basic understanding of 3D/2D AutoCAD, proficient in Microsoft

Office, email, content management and data visualisation.
Hobbies & Interests
• Keep up to date with modern technology.

• Playing tennis in competitive tournaments/leagues.
• Competitive chess player.
• DIY projects.
Page | 12
Mohammad Ismaeel Arshad
Personal data
Email: m.i.arshad@edu.salford.ac.uk
Phone number: +44 7853 826911
Age: 21
Residence: Nelson, UK.
Education
University of Salford (September 2020 – currently)

Nelson and Colne College, Nelson (September 2016 – July 2018)

Mechanical Engineering BTEC Level 3 Extended Diploma:
Distinction*
Distinction*
Distinction
Pendle Vale College (September 2011 – June 2016)

GCSEs at Grade (A to C ):
• English language GCSE
• English Literature GCSE
• Maths GCSE
• Biology GCSE
• Chemistry GCSE
• Physics GCSE
• Design and Technology GCSE
• IT GCSE
• History GCSE
• Business BTEC
Experiences
(September 2016 – July 2018):

I enrolled onto a Level 3 BTec Mechanical Engineering extended diploma for two years,
completing it by attaining aa D*D*D. This gave me a good understanding of engineering
studying a variety of modules Maths, Health and Safety, Communications, Robotics and
Page | 13
also a hands-on Machining module. This also gave me the chance to use software like
AutoCAD which is widely used in the engineering field.
Rivers and Canals Trust:

As part of the college course we worked with the local trust which worked to preserve
and keep the canal clean, running through the locality. As well as making the new
generation aware of what and how the canal was used during the years of the industrial
revolution to deliver coal and other material to and from factories to cities like Leeds
and Liverpool.
We were given a task to design, make and present an item which would help the
volunteers clean up any rubbish on the surface of the water or a few feet into the canal.
Pendle Borough Council

I worked for a whole week with the local council engineering department,
understanding and helping them on the new engineering projects they were currently
working on. I went on sites with the civil engineers and looked at the problems they had
and how they would resolve them. A very good week full of educational and hands on
experience, understanding how they have to work within a budget and design an
efficient item.
Skills
• Communication skills: excellent communication and patient.

• Team working: working in a team to complete a given task, assisting members
who are struggling.
• Time management skills: organising and distributing tasks, setting
milestones/goals to help complete with a time frame.
• Problem-solving skills: creative and dependable.
• Computer skills: basic understanding AutoCAD, well learned in Microsoft Office,
email, content management and data visualisation.
Hobbies & Interests
• Horse Riding.
• Helping out at the local community centre.
• Cars.
• DIY hands on work.
Page | 14
Fahad Aleid
Personal data
Address: Salford, Manchester
Telephone: 07727 601871
Email: f.e.m.t.aleid@edu.salford.ac.uk
Age: 20
Education
2020 – University of Salford

2019-2020 University of Salford

Completed the international foundation year. Including Mathematics, Physics and English.
2018-2019 EF language school

Achieved C1 level at EF international English language school in Manchester.
2015-2018 High School

Grades 10 to 12 in Kuwait. Including Mathematics, English, Arabic, Physics, Chemistry,
Biology, Geology and Geography.
Skills
• Time management: organisation, planning and targeting work, start early and set
up schedulesand deadlines.
• Problem solving: analytical skills, innovative and creative thinking and

teamworking.
• Computer skills: AutoCAD, SketchUp, Microsoft Office and Photoshop.
Page | 15
Milestone 1. Identification of the Brief
The use of the high technology to the low technology tools for the purpose of exploring,
making, learning, and sharing within the library, private or public facility, or in the school
is the collaborative workspace that is known as the maker space. There are different
equipment in the maker space that includes a laser cutter, 3D printer, high technological
machines, sewing machines, and even soldering iron, and these spaces that include all of
these types of machines are open for the adults, entrepreneurs, and even kids. But there
is no need to include all of these machines or any of them to consider a maker space.
Constructionist and constructivist movements are considered to be related to the maker
space that is taking the world by storm! Such as the DIY meets education. It cannot be
considered that maker space is a hack shop where individuals can learn how to use
different machines, including highly advanced machines, but maker spaces have
educational concepts additionally (Peppler & Kafai, 2016). There are different materials
within the maker space, including the material that can be used as the provocation for
inquiry, items to invent with, and the modern technology aa well. You are in the
business if you have cardboard and art suppliers. Suppose anyone wants to know more
about the laser cutters that that person must always look to someone such as Boss Laser
because they have different laser cutters for both home and industrial use. To
understand the machines is worthy if anyone wants to make a maker space at home
because it is the creativity of a maker's mind to make something from nothing and to
explore something of the interest that is at the basis of the maker space. In the 21st
century, these spaces are important as they help in the preparation of the skills in the
field of engineering, technology, science, and math (STEM), where all of these fields are
important in real life. This maker space also helps to develop critical thinking habit and
even help to increase the self-confidence. There are some skills that are learned at the
maker space are concerned with 3D printing, coding, 3D modeling, electronics,
woodworking, and robotics. The site Makerspaces will be used as the accelerators and
the incubators for the startups of the businesses and also considered as the fostering
entrepreneurship.
Makerspace is a mindset than space itself that can be learned and should be taught.
There is student culture having educational skills to consume the technology, but the
restrictions make their acts as eth educational zombies, but with eth use of the maker
space, we can move towards the advanced era that is more than the consumption of the
creation. Maker space is the community where ideas are shared, and collaboration is
made. With the help of technology, innovative equipment design is turned into output.
In the same sense that can be useful for accounting, various issues in accounting can be
resolved, various accounting practices can be discussed, and improvement can be made
with mutual suggestions.
The Maker Space is an area that allows students and staff to be creative and design,
build, experiment in the fields of science and engineering, and will house all the required
machinery and will located at the university of Salford.
Page | 16
As it is designed to cater for the students and staff of the university therefore, to allow
easy access it will be located on campus.
Materials and Construction equipment will arrive through the designated loading bay at
the back of the facility where there will be no restriction in terms of the size of delivery.
The large loading bay will make it easier to accept equipment and for it to be
transported to the center of the facility where it will remain for usage, and this easy
transportation of material and equipment takes into consideration the health and safety
of the staff and students.
The building will have solar panels in order to generate electricity and make it cost
efficient. The Maker Space will have multiple windows for natural sunlight to enter, heat
the building and reducing the need for artificial lights. Installing light sensors will help in
making the running of this facility efficient and saving energy. This facility will have
under ground water pumps, which will use the underground temperature to heat the
building and make it warm for the users to use. There will be minimal wastage of
material in this facility; any material, which isn’t usable, will be considered for other
usages before disposing of it. There will be a effective waste management procedure in
place to make sure that the minimal waste is sent to the right places so that if it can be
recycled, free cycled or up cycled it is.
The computers and software will be the latest; this will save massively on maintenance
costs and also the latest technology will also be more energy efficient. The best
software’s, which are compatible with the construction equipment, will be used, making
sure that the students and staff have the best hands on experience. This will give them
an excellent opportunity to learn the software with the help of expert technicians who
will be available at the facility.
Latest software will make the students familiar with the new additions in the industry.
They will be up to date with the latest things being used in the industry allowing them to
further excel in their studies and also be excellent engineers when they are working in
the of the engineering and science fields.
The equipment for this facility can cost a fortune the industrial machinery is very
expensive; having the latest machinery in the facility will save on maintenance costs as
new machinery will not break down as much or quick as old machinery. The running cost
for new machinery will also be less; newer the technology the more efficient and energy
saving.
The facility aims to give the users a professional experience in the area of engineering.
The purpose will be to set a standard for new technologies/digital methods with the
guidance of an expert enthusiastic technical team.
Maker Space, as any other facility, needs to have the best requirements to be successful
and useful for students and staff. Providing a comfortable and helpful environment can
create the ideal place for students. Many universities, schools, libraries and facilities
Page | 17
around the world are providing the opportunity for students, especially engineering and
science
students, or anyone else to create and participate in equipped place containing

technology and curriculum activities.
First of all, the availability of staff in the facility. This will help the students to engage
with the staff asking for help. Maker space staff should be efficient and competent to
give the required assistance and experience for the students. As well as the staff,
students can gather to share their ideas and thoughts to each other while working on a
specific project. Creating a particular space for people to engage and communicate with
each other. The main basic requirement for the Maker Space facility is to provide
adequate and crucial equipment to use at the facility. Maker Space provide a variety of
equipment, for instance: computers, machines, printers and tools. Most of the Maker
Space facilities nowadays are providing a high technology equipment. Supplies and
materials should be organized so it can be easier and more quicker for students to find
what they are seeking for. Maker Space should provide an adequate number of
computers and machines that it could be able to accommodate a significant number for
users. That plenty of tools can help to avoid the obstruction and crowd. The safety of all
people, during their time inside the facility, should considered as a very important
priority for the facility. Safety of people could be achieved by acknowledging them about
the instructions of using equipment and materials. More safety can be guaranteed by
providing first aid kits, smoke detector and fire extinguisher all around the building.
Workers can experience several types of creating projects. Handicraft materials such as
woodwork, cardboard, plastic and glass. On the other hand, high technology materials
can easily help making products. For instance: 3D-printers, laser cutter and different
types of electronics. People can buy and share several tools and materials to put them in
that Maker Space workshop. Sharing materials can help people, especially those with
low-budget possibilities, who can not afford buying expensive machines to use it for a
while. There are also classes so anyone can help and share their knowledge and skills to
others.
A construction site must have good management due to the requirements and time
schedules for the project that should be met. Furthermore, the project should function
as a part of a system meaning project managers and site manager should make sure that
everyone is doing their job correctly. Another very important thing the construction
management team should in force is health and safety; all workers should have the
appropriate personal protection equipment (PPE). PPE is important, it will protect
workers should they come in contact with a hazard on site. Hi-Viz helps to make sure
that you are more visible/seen. Safety boots protect your feet from falling objects. Hard
hats will protect the skull. Gloves will protect your hands from any sharp objects, or any
harmful chemicals and safety goggles will protect your eyes from any dust or chemical
splashes. Everyone on a construction site must be wearing a set of PPE otherwise they
should not be let in.
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Furthermore, a site must have all the appropriate facilities. Such as: Toilets for workers
and members of staff on site, changing rooms and lockers for workers to put on their
PPE, rest
areas and Site offices this is where the site mangers will be located and where first aid
kits will be in case of an accident or emergency. Furthermore, there needs to be
designated entrances for vehicles, workers and members of staff. There should be signs
to inform people on site of the safety precautions and other relevant information site
members should be aware of. The site should have appropriate lighting. Lastly there
should be appropriate waste management and different types of waste should be put in
the appropriate categories.
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Milestone 2. Site Selection
2.1 (Mohammed Arshad- 00519690)
The Maker Space is an area that allows students and staff to be creative to design, build
and experiment in the fields of science and engineering, and it will also house all the
required machinery and will located at the University of Salford.
The Maker Space facility is a modern building for up-to-date and innovative ideas to
come into existence, a place for science and engineering enthusiasts. Therefore, this
building should also look modern from the outside to give it a modern and innovative
feel. The building as well as taking into consideration sustainability should be a product
of contemporary engineering and art.
The Peel Park Campus of The University of Salford is where all three of these potential
sites for The Maker Space will be located. The three sites have been labelled on the map
marking where they are located on the Peel Park Campus of University of Salford. As
well as being located in the heart of the institute the locations have been chosen on
beautiful landscapes looking out onto the fields and scenery on campus where possible.
The purpose of this report is to expand on the reasons for the chosen location of The
Maker Space. Three potential sites for this facility were selected and then graded based
upon their factors for best compatibility for the requirements that are needed. After
considering all the various information that was presented, it is the site off University
Road (Site B) that scored the highest, graded the best for being chosen as the potential
site of the location for The Maker Space. A table has been made in order to grade the
sites alongside each other to show their strong and weak points, this is an easy and
quick visual way to get the results. Below I will explain in more detail that reasons as to
why I feel this site is best suited for the building of The Maker Space.
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B
C
Figure 2.1.1. University of Salford campus – Google Maps.
Page | 21
The Maker Space Site Grading
Comparat Site A (A6 - Main Site B (University Road) Site C (On Campus)
or Entrance)
Close to a There is a 5 The site is off University 5 The site is in the 1
road in main road Road. campus where
order to located at the there is no road.
allow front of the
deliveries university.
Supply of There are 4 There are services, 4 These services we 1
Electricity electric wires electricity and water will need to take
and Water and water services on this road. from any one of
services on the nearest
this road. buildings.
Safe area The staff and 1 There is a car park 5 There is no car 1
for Cars to members located next to the site park in this specific
park using must for people to park in a area however the
park their cars safe place. different car parks
in a safe for the campus
place. can be used. E.g.
student
accommodation.
Total 10 14 3
Table 2.1.1 The Maker Space Site Grading
Site A (A6):
This is located at the front of the main university entrance. The area fulfils the
requirement of being near a main road, in fact being on the main road, to allow easy
access to vehicle coming in however, there are also many downfalls to this location.
Being located at the front of the campus would cause a lot traffic and health and safety
concerns for the delivery vehicle, passing traffic and any pedestrians entering the
university; that could cause a potential hazard when loading or unloading in this area.
Being at the university entrance would cause disruption to the daily operations of the
university as the main entrance, an area for visitors and continuous operations, would
constantly be disrupted by deliveries and large vehicles.
The electricity and water services are available on the A6, as well as being on the
grounds of the university there wouldn’t be any difficulty to get connected to mains for
electrical or water services. Parking area closest to this location is on the opposite side
of the A6, Crescent House, as well as other university car parks within walking distance.
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Site B (University Road) Selection:
The site and facility requirement were to be near a road which could allow big vehicles
to bring in machinery and allow materials to be delivered easily, taking into account
health and safety.
Site B off the University Road, is an ideal location for this. Firstly, the road is suitable for
big vehicles to access and has less traffic than the surrounding A6, allowing easier
deliveries of materials and machinery as opposed to the main A6 or main university
entrance. This would also be safer for the staff members taking the deliveries to easily
and safely receive the materials and allow the delivery vehicle to unload without any
problem by taking their time, to ensure it is done properly and without causing any
disruption to the university operations, as it is away from the main entrance and the
busy A6. University Road is more suitable than the A6 as the speeding traffic would
cause major safety concerns for the delivery vehicle when unloading or driving into the
loading bay.
The electricity and water services are available on this road so this site will be able to
access them and fulfil the requirements. As these three locations are on the Peel Park
Campus there wouldn’t have been an issue for the electrical or water services. Parking
area for cars is located near this location, in fact running parallel to the location. This will
be ideal for the staff members working or using this site, and providing a safe place for
their vehicle to be parked.
Site C (On Campus – Peel Park)

Third potential location is on the ground of the university (peel park). This is easily
accessible for the members of staff and students. However, the site isn’t easily
accessible for the delivery vehicles, as there is no main road to this location. The need of
additional machinery, to receive materials/goods from the delivery vehicles and bring
them into the facility, will add extra running costs and health and safety risks, which isn’t
ideal or suitable. As there are many people on the campus at all times, this will make
deliveries harder adding additional hazards every time a delivery is scheduled. This
would again cause much unnecessary disruption to the running of the university campus
for the regular users.
Electricity and water services are available on the grounds of the university. The nearest
buildings would be the library or the University House. Multiple parking areas are
located around for the staff and pupils using this facility, the student accommodation
blocks being the closest. Nevertheless, the parking on the opposite side to Site B could
also be used, they are all within walking distance.
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Figure 2.1.2. Showing the height above sea level around the campus grounds
The map from Digimap shows the height above sea level, overall area of the three
locations is around 40 - 41 metres above sea level. This shows that the land is more or
less the same height for all three sites. There is a drop on the land after Site C looking
onto the fields towards the river. The front of the university campus, Site A, has a similar
height to the second which is Site B that is located on University Road.
(Geology of Britain viewer | British Geological Survey (BGS), 2020)
Figure 2.1.3. Showing the ground conditions of the campus grounds
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Alluvium is the ground type listed in this source. Using the Geology of Britain, the
information found about the type of bedrock under the Alluvium is Sedimentary and
Sandstone.
Figure 2.2.4. Flooding map showing the areas probability of flooding
Using the Salford City Council, surface water flooding maps the information found for
the three potential sites is that the “intermediate susceptibility” for flooding. Therefore,
it shows that there is a potential that these three sites could flood, however the risk for
this is not very high.
After studying all the information presented, and after studying all the maps provided.
The outcome is that all three of these sites have very similar land properties, meaning
that the soil properties are very similar so there is not much to be differentiated
between the sites for that. The height above sea level is also very similar across the
different sites so this is also a factor that does not need to be taken into account.
To conclude the sites, have very similar properties in terms of the soil, height above sea
level and flooding likelihood. However, the second site (Site B), is the best for many
reasons. The site is a little out the way from the main road (A6) which as well as allowing
easy access to big delivery trucks considers their health and safety. This is a factor which
is considered throughout the report as it is to do with the wellbeing of the staff and
pupils. Alongside this, the location (Site B) also fulfils the other two site requirements,
scoring higher or same but overall giving Site B a higher total grading.
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2.2 (Abdulkareem Alhalaby- 00585504)
Site A: In front of the Salford Museum and Art Gallery (Chosen site)
The 70 metres by 30 metres patch of unoccupied land would be more than enough space to
facilitate a maker space. The site will have electricity, water and telecom services which can be
extended from under the dual carriageway. During construction their will be no disruption causing
any inconvenience to the campus as the it will have the sufficient space to facilitate construction
equipment, materials, vehicles and site offices. It is 40 metres above sea level and is a fairly flat
ground. The soil properties of this ground are known as till Devensian - diamicton, which is a firm
sandy silty gravelly clay and very compact clay silty gravelly sand. Using data from a borehole just
outside the proposed site it looks like at 5.5 metres the land is made up of firm brown clay with
sand, silt and stone inclusion. A mix of particle sizes is good in engineering as it will make a good
stable foundation. The general area of the site has low susceptibility to surface water flooding as
stated by the Salford city council map. Lastly there are no ground hazardous gases for the chosen
site.
Figure 2.2.1. Figure showing the location for the site A.
Site B: in between the Museum and the Peel building
The 35 metres by 25 metres patch of unoccupied land will just about be enough space to facilitate a
maker space. Just like Site A this proposed site will have electricity, water and telecom services
which can be extended from under the dual carriageway. However during construction their will be
disruptions to the campus causing inconveniences to one of the building opposite the site which is
the Peel building as the entrance will be occupied by the site. Also will need to be closed as it will
need to facilitate construction equipment, materials, vehicles and site offices. It is 40 metres above
sea level and is a fairly flat ground. The soil properties of this ground are known as till Devensian -
diamicton, which is a firm sandy silty gravelly clay and very compact clay silty gravelly sand. Using
data from a borehole just outside the proposed site it looks like at 5.5 metres the land is made up of
firm brown clay with sand, silt and stone inclusion. A mix of particle sizes is good in engineering as it
will make a good stable foundation. The general area of the site has low susceptibility to surface
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water flooding as stated by the Salford city council map. Lastly there are no ground hazardous gases
for the chosen site
Figure 2.2.2. Figure showing the location for the site B.
Site C: beside the Chapman building, about 50 metres opposite student accommodation
The 60 metres by 30 metres patch of unoccupied land in the middle of the campus be more than
enough space to facilitate a maker space. Just like Site this proposed site will have electricity, water
and telecom services which can be extended from under the dual carriageway. During construction
their will be no disruptions to the campus as the nearby land will facilitate construction equipment,
materials, vehicles and site offices. It is 40 metres above sea level and is a fairly flat ground. The soil
properties of this ground are known as till Devensian - diamicton, which is a firm sandy silty gravelly
clay and very compact clay silty gravelly sand. Using data from a borehole just outside the proposed
site it looks like at 5.5 metres the land is made up of firm brown clay with sand, silt and stone
inclusion. A mix of particle sizes is good in engineering as it will make a good stable foundation. The
general area of the site has low susceptibility to surface water flooding as stated by the Salford city
Page | 27
council map. Lastly there are gases within the ground that need to be taken into consideration, this
will be hazardous to the building as the area has a radon potential of 1-3 %.
Figure 2.2.3. Figure showing the location for the site C.
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2.3 (Fahad Aleid- @00540875)
Milestone 2: Maker Space Site Selection
After stating the identification of the brief, any project demands a site to be built on it
according to specific criteria and requirements. Maker Space is a facility where people can
gather to create projects from the provided materials and tools in the facility. Most
universities and schools around the world give the opportunity for students to make
projects with high quality materials and machines in an equipped place called Maker Space.
Such a place needs an appropriate site in the University of Salford to be suitable for
student’s needs.
Figure 2.3.1. Maxwell Building (University of Salford).
Three sites in the University of Salford have been choose as a potential sites for the Maker
Space project. All of the three sites are located in the Peel Park Campus. The first site (Site
A) which is located in a green space behind the student accommodation in the university
and student union center. The second site (Site B) is located in afront of the Chapman
Building which is already provided with a car park site. The third site (Site C) is located
between Maxwell Building and Peel Building on the crescent road (A6 road).
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Site A
Site B
Site C
Figure 2.3.2. Peel Park Campus (University of Salford).
Each site has its different properties and standards. Beginning from the location, which will
may affect the movement of students, to the way who materials are delivered. What matter
for any facility or place such as Maker Space is a car parking site for students and staff.
Providing a close car parking space will help those people, whether students or staff, who
own vehicles to park their cars on a nearby site from the facility. Both sites (B and C) has
already a very close car parking sites. Whilst (site A) does not have a close car parking site.
The nearest car parking space to (Site A) is in student accommodation block, which is almost
150 meters away from the facility potential site.
Figure 2.3.3. Site A (Google Maps).
The closeness for fast roads may help the facility goers and make it easier to get to the
Maker Space and faster to find it. Site (C) has an ideal spot, since it is next to the crescent
road (A6 road). Site (B) is considered to be located in the center of Peel Park Campus, which
is next to the university road. On the other hand, site (A) is located in Peel Park, as shown on
the above figure, which is far away from any road or street. Another point to consider is
availability of water, electricity and telecoms connections. The nearest service to site (A) is
located at University House, which is 200 meters away from the site. Site (B) has multiple
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nearby services which are adjacent to the University Road. While there are a lot of services
along the crescent road (A6 road), where site (C) is located.
Figure 2.3.4. Site B (Google Maps).
Figure 2.3.5. Site C (Google Maps).

Moreover, the way to deliver materials along to the facility will affect the ease of moving
those materials and tools for the staff and students. Because of the location of (site C) off
the crescent road (A6 road), materials can be delivered by an articulated lorry or any other
possible vehicle. Site (B), as we mentioned before, will be at the university road, which is
considered as an inner street. That will make it a little difficult for large vehicles as lorries or
vans to get inside it. However, materials could be delivered using cars or even by couriers. In
the reason of the remote location of site (A), materials can only be delivered by couriers.
Along with each specific site location among the campus, the neighboring buildings may
reflect to the facility by helping students and staff to share materials and tools with the
adjacent buildings. In short words, the characteristics of each nearby building could support
the students or any users of the facility to get the help from those building’s tutors and staff
in order to get the benefit. Although that (Site A) is located in the corner of the Peel Park,
Site A is considered to be close from the Student University Accommodation, University
House and Student Union Center. All of the previous places are counted to be non-
educational buildings, in other words, they are counted as either a service and facility or an
accommodational place. There is no road access to site A. Whilst both (Sides B and C) does
have neighboring educational buildings. There is a car parking space in (Site B) which will
help car drivers to get faster to the facility by using the University Road. Site (B) is
considered to be placed in afront of Chapman Building, the lecture theatres building, beside
being close from the Clifford Whitwoth Library building. In the other hand, Site (C) is off the
crescent road (A6 road). Not only that but also (Site C) is located between four educational
buildings: Maxwell Building, Maxwell Hall, Pell Building and Salford Museum and Art Gallery.
Along with all different services are available among the crescent road (A6 road).
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Newton Building is one of the biggest buildings on the Peel Park Campus in the University of
Salford. Newton Building is generally where often the most of Engineering and Science
modules are taken place there. Newton Building has a number of equipped classes room
and labs where engineering and science students and teachers can find several machines
and materials to use. Newton Building is located almost the half way between Sites (B and
C). Nevertheless, according to Google Maps, Newton Building is nearer to Site C than Site B.
Comparator Site A Site B Site C

Close to fast Site is in Peel Park, Site is next to the Site is off the crescent
1 3 5
roads there is no road access University Road road (A6 road)
The nearest car parking There is a small car
Car Parking There is a car parking
site is in student 2 5 parking site beside the 4
Sites site adjacent to the site
accommodation blocks Salford Museum
The Delivery Materials could be Delivery by couriers or Delivery by articulated
3 4 5
of materials delivered by couriers small vehicles lorry
Site in Peel Park. Close Adjacent to Chapman Located between

Location in to student Building, close to Maxwell, Peel and
accommodation and
2 Clifford Whitwoth
4 Salford Museum
4
Campus
University House Library Building
Newton Quite far from Newton Far from Newton Far but still the nearest
Building
1 Building
2 site to Newton Building
3
Building
Water,
The nearest services There are services There are all services
Electricity
will be at University. 2 adjacent to the site in 4 under the crescent 3
and telecom House University Road road (A6 road)
connections
TOTAL 11 22 24
Table 2.3.1 Maker Space Site Grading
Figure 2.3.6. A view of Peel Building from Peel Park
Each site and facility requirement have been allocated in the above table to compare
between each category. Each category has been graded in the scale of one to five. After
calculating the grades from each category for each site, It has appeared that (Site C) is the
most suitable potential site for the Maker Space Building.
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Milestone 3. Massing

Structural massing is a crucial part of designing and building, taking into account the major factors which
result in the success of the build, and this helps us to determine the size, orientation and shape of the
building. During the design process it helps us to look at the surroundings as well as the land which is
selected for the build and highlighting the potential hazards and ensuring we are making full use of the
resources we have such as making using natural sunlight to help with our designs, features and
orientation of the buildings.
In this report everything from the size, orientation, terrain, storeys and access routes and exits has been
discussed, in relation to the selected site on University Road.
Size
The following data firstly looks at the amount of land which is present at this chosen site and shows the
area and outer dimensions of it.
After looking at the machinery and facilities being available at the site having circa 1500 m2 space is more
than enough for the site.
Terrain
When looking at the land selected for the site on University Road, it is mostly flat and there are no slopes
within it. The land is spacious and a huge facility can be constructed on it. This location is also easily
accessible due to the road running alongside it.
Location and Orientation
The Maker Space being a building which is eco-friendly and maximises the use of sunlight this is ideal as
there is a lot of area which can potentially be exposed to absorb maximum light.
Analysing the sun path in this regard is important, in order to understand and decide the orientation and
shape of the building. The natural light needs to be taken advantage of to save running costs and also
make the building more efficient.
The university road is on the west of the location, Chapman Building being on the South and the Delaney
Student accommodation on the North. The side facing the South will absorb in the most sunlight
therefore; this side has to be greater compared to the rest.
Facilities and Storeys
The building will be constructed with two floors, housing facilities within it; these include toilet, offices
for the staff members and store rooms for the materials. There will also need to be a computer suite
which will be constructed on the second floor of the building in order to allow the whole space
downstairs for the workshop only. The offices for the staff members will also be located on the second
floor. Before entering the actual space there will be an area allocated to changing room facilities and
housing individual lockers for belongings to be put into. The changing room will be a space for the user to
get changed into the appropriate PPE before they enter the workshop.
Also, after reviewing this point I also need to make sure that the previous builds are not disregarded and
make sure that the sunlight hits them and this build doesn’t affect their exposure to the natural light.
This image below shows the available land which could all be potentially used for the facility. This is over
7800m squared which will allow us to make a huge facility. However, when considering other building
around the area this will not be practicable as there will be a huge cost involved as well as making great
changes to factors which are vital for other buildings.
If we are considering sun paths and other elements for this build using all the land this building will affect
the exposure that other buildings have, resulting in the same factor going up which will not be efficient at
all. Although we may be using less lights in this area/facility there will be an increase in the other part of
the university.
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In the image below I have also shows the distance between other buildings and this potential site if all
the area of land is used. Clearly showing that the minimal space is enough and that constructing a facility
without cosidering other buiding will not be efficient.
(Digimap, 2020)
Figure 3.1.1. Map showing the land available for the selected site
Considering the factors which were mentioned above and looking at the building besides the new
potential facility, it would be a ideal to reduce the size of the land used by the facility. This would
maximise the sun path for them existing buildings as well as leaving a huge part of the landscape for
outdoor area for recreational purposes. This would leave a huge part of the university landscape as it is.
After considering a reduction in the size, another meaurement process was taken out in order to see the
amount of space between the facilities now. This distance was greater and better than the one before,
allowing the exisiting building to retain maximum light and landscape views.
(Digimap, 2020)
Figure 3.1.2. Showing the reduced size after considering nearby campus buildings
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(Digimap, 2020)
Figure 3.1.3 Showing the reduced size after considering nearby campus buildings and distances
from them
The considered size 1500m2 is seen to be more suitable taking into account the surrounding buildings and
the facility requirements, as well as fitting suitably in the plot of land. The existing nearby buildings are of
a similar size therefore this building has also kept to that and has been allocated the space in line with all
these factors.
Delivery Routes
The space has a loading bay (10mx10m) on the University Road in order to allow delivery trucks a
separate entrance besides the car park, in order to make sure that the valuable cars parked don’t get
damaged when the loading vehicle is driving into the facility. The 10m by 10m open space has been
considered for the delivery vehicle to unload safely, this area will only be used by the Maker Space. There
are exits into the car park on the same side from the other buildings which are retained for possible
emergency purposes. Taking all these factors into consideration assisted with the selection of this site as
the building is a good distance away from the other buildings located on the opposite side of the field
besides the Delaney student accommodation.
Access Routes
The Main entrance will be on University Road along with multiple emergency exit points around the
facility. A second entrance is located on the landscape accessible by pupils and staff using the walking
paths on Peel Park.
Shape and Orientation
The shape considered is a rectangular shape, and this was selected after looking at all the university
buildings as they are all of the same shape. The long wall/side of this proposed rectangular building will
be facing South in order to absorb maximum sunlight and allow natural sunlight to enter the facility, and
will be made from a transparent material (glazing) in order to allow maximum light to come in. The
remaining walls will have windows on them in order to allow light however they will not be of the glazing
material fully as when the sun is rising as it can affect one’s vision, particularly when operating machinery
and be considered a health and safety hazard once the facility is up and running.
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(Digimap, 2020)
Figure 3.1.4. Showing the selected area of land, along with the loading bay
Figure 3.1.5. Sketches of the exterior plan of the Maker Space
This drawing shows the sun path and the building from the University Road. This clearly shows how the
empty car park area clears the way for the light to hit on the Maker space wall.
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Figure 3.1.6. Sketches of the birds eye view of the campus grounds
A Birds eye view drawing to show the dimensions of the sides of the Maker Space, surrounding buildings
and the distance between them located on campus.
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Site A: In front of the Salford Museum and Art Gallery (Chosen site)
The one-story rectangular shaped flat roof maker space building will be 7.5 metres high, 60 metres
wide and 30 metres deep. The widest part of the of the building which is facing the road is south
facing, where the sun will be at its highest at midday resulting in the maximum light exposure for the
maker space room, therefore, that side will have a lot of windows to make use of the natural light
from the sun therefore not depending on artificial light, making the one room building more
environmentally friendly. The building must be one story and have a flat roof so that the
historic/iconic building behind it which is now a museum and art gallery won’t be blocked off
completely and not visible. The building must not have a very modern building envelope as it will be
next to the peel building and the museum which are historic buildings therefore the exterior of the
maker space should be designed to fit into that environment. For example, the building exterior
would be walls made from similar looking red bricks just like the surrounding buildings. The
university campus has a low susceptibility to surface water flooding as stated by the Salford city
council map therefore the building should not be raised.
South (180°)
Figure 3.2.1. Chosen site A for maker space
Site B: in between the Museum and the Peel building
For this site the one-story rectangular shaped maker space building with a hip roof, will be 7.5
metres high, 25 metres wide and 35 metres deep. This time the shorter side of the building will be
south facing therefore the maker space room will not be able to maximise the sunlight. Therefore,
this building will have skylight panels to take advantage of natural light and reducing the use for
artificial lighting during the daytime making it more environmentally friendly and reducing electricity
bills. Unlike the proposed building in Site A this site will have a hip roof as it will not be blocking
much of the historical buildings nearby. Furthermore, a hip roof is chosen for this building because
skylight panels will capture more sunlight than a flat roof would. Like I mentioned for site A, the
building envelope should match the two older buildings on either side, meaning it should not look
too modern, for example the building exterior would be walls made from similar looking red bricks
just like the surrounding buildings. The general area is not susceptible to flooding so there will be no
need to elevate the building or the surrounding area.
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South (180°)
Figure 3.2.2. Chosen site B for Maker Space
Site C: beside the Chapman building, about 50 metres opposite student accommodation
This modern looking 2 story building will be 15 metres high (at its higher side), 50 metres wide and
25 metres deep. The orientation of the building is south facing at its widest side therefore the maker
space room will be able to take advantage of the sun light in the daytime. This building will have
slanted roof which will also be the second floor of the maker space. The slanted side will be facing
the south which will accommodate skylight panels so that the second floor can benefit from natural
lighting. To blend into the surrounding environment and for an aesthetically pleasing look the
building will have a modern looking building envelope such as the slanted roof with skylight panels
and the exterior walls will be made from metal or concrete cladding to give it the modern look.
Lastly the site is not vulnerable to flooding therefore the building and the surrounding area don’t
need to be elevated.
South (180°)
Figure 3.2.3. Chosen site C for Maker Space
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3.3 (Fahad Aleid- @00540875)
Milestone 3: Maker Space Structural Massing
Introduction
After determining the Maker Space site location and identifying the brief of the design
process in the last couple of weeks, any project needs to be given a specific properties and
features. The site location of Maker Space in the Crescent Road (A6 road) between Maxwell
building and Peel Building could have a major impact on the designing stage of the building
along with the requirements for the building. All of that related design stages could be
addressed as structural massing. Several of things and preferences should be taken into
consideration while planning and preparing for the structure of any building. Such as: the
size of the building, the site selection, the capacity, the shape and the character of the
building and the potential environmental and geographical risks.
Information about Structural Massing
The definition of Structural Massing

Structural Massing could be defined as the process of studying designing the internal and
external shape of the building. Massing is a term in architecture which refers to the
perception of the general shape and form as well as size of a building. Massing refers to the
three dimensions of the structure: width, breadth and height. In short words, Structural
Massing is look after the architecture design of the building or structure.
The purpose of Structural Massing

The purpose of Structural Massing could be introduced in various points. Structural Massing
is interest in determining how large is that specific building is. Structural Massing define
what shape will the building should be. Architectural designing styles could be considered as
a way of describing how the building is shaped. Structural Massing can also determine what
orientation that structure should be.
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Figure 3.3.1. The red shaded area: Maker Space site – Google Maps
Structural Massing properties
The purpose of Structural Massing

All of the requirements that were noted during the last couple of weeks need to be achieved
along with the properties of the structural massing of the building. As we mentioned before,
the Maker Space project is located in the Crescent Road (A6 road) between Maxwell
building and Peel Building which would make a concerning impact on the structural massing
of the building. Recently, many of engineers and architects adopted the idea of designing a
specific exterior shape or design of the building to express the character of the building, or
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in other words, what does the building is built for. The purpose of the orientation of the
building
The orientation of the building is one of the most important matters that engineers and
architects take into consideration during the design phase. Building orientation, basically,
means the practice of facing a building so as to maximize certain aspects of its surroundings,
such as street appeal, to capture a scenic view, for drainage considerations, etc. Moreover,
the sun itself may be considered as the most important external object to affect the design
of the building along with its orientation for various and diverse reasons. The purpose of
orienteering the building towards
the sun path is to minimize the cost of electricity usage by letting the sun day light to escape
through the windows glasses into the building. Orienteering the building towards the sun
path can even help to reduce the utilization of the home heating,
that could be achieved by the sun’s heat flux to the home.
The shape of the building

The shape is the foundation of designing structures. The shape given
to a building envelope dictates its expression on various levels. This
architectural expression that is deployed is also the limits of their
technological connections, a demonstration of the relationship
between space and function as well as the dialectic between material resistance, limits and
space. The shape of a building defines the concept of that building. It necessary for the
building to be adapted with the surrounding environment, for instance the style
of the neighboring buildings.
The structural massing of Maker Space
Storeys and Rooms

Maker Space is a facility where people, especially engineering and science students, can use
to learn real word engineering skills. Maker Space enable people to use various types of
machines and tools in order to create engineering projects.
Maker Space facility project requires an adequate number of rooms and sufficient area for
student, staff and users to take the advantage of the facility in the most comfortable way
along with the rising number of engineering and science students in the University of Salford
and the rising in the number of Manchester and Salford population. Therefore, number of
two or three storeys for Maker Space building will be the most appropriate for the nature of
this manufacturing building.
Storeys and Rooms

There will be three staff room for each storey. That will help the students to have the
wished assistance and help. The larger space of the building will provide different areas for
student to use the various types of highly technology machines, printers, tools and
computers so they can create their projects. There will be a specific area on each storey
with seats and tables where the student can communicate and help each other by sharing
their ideas and knowledge. As any other facility, the building will contain toilet rooms on
each floor. A small café shop will be located in the ground floor.
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The shape of Maker Space and sun path
The external shape of any building reflects the concept of that building. Maker Space will be
basically designed as a rectangular building with a glassy edges in each angle of the building,
as shown in the below diagram (figure 3). The building will mostly rely on the sun day light
during the morning because of the large glass sides and windows. Most of the windows will
be placed in both Northern and Southern sides of the building. Windows will be reduced in
both Eastern and Western sides of the building. Both northern and southern side are longer
than the eastern and western sides. That will help more sun light to get into the building.
The building could be surrounded by number of trees to prevent the building from the
strong winds, along with the tree aesthetic view. The building will be designed in modern
style.
Figure 3.3.2. Sketch of Maker Space
Figure 3.2. 3. The sun path
Access routes
Maker Space is located in the Crescent Road (A6 road) between Maxwell building and Peel
Building. Maker Space is located by the end of Peel Park Campus. Its distinctive location can
benefit the facility users to take the advantage of many services. There are all services under
the Crescent Road (A6 road). Salford crescent train station is six minutes walking away from
the Maker Space site.
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Milestone 4. Sustainability Strategy
Introduction
When designing a build or any project sustainability is a great factor to be considered,
the project/building has to be sustainable in order to be successful in construction and
therefore when operational. If the project is not ‘liveable’ it will not be successful. In a
time when developments happen speedily, making sure them developments are
sustainable is also as important as making new developments. Sustainability can simply
be defined as; making developments that are meeting the needs of the present, and are
doing this without compromising the ability of the future generations, or without
limiting future generations to make their own developments to meet their needs.
The Maker Space is a project which is a home of new ideas and developments, therefore
this factor has to be considered in every part of designing this build. Being considerate of
the three pillars of sustainability is very important. Economical, Social & Environmental.
Understanding how to make this environmentally sustainable, socially and economically,
considerate of renewable energy sources as much as possible in order to reduce the
amount of electricity needed from power stations, having a planned waste management
system are all part of environmentally sustainable.
Helping the users on sustainable ideas and advising them to use sustainable materials or
technologies whilst in the designing of their products, questioning how their design
could be more sustainable and informing them on technologies which they may have
not come across could help make this socially sustainable.
Finally, using available technologies to save as much as possible and have a greener
initiative could help with making this design economically sustainable.
Altogether supporting sustainable initiatives to help reduce global greenhouse gases.

Sustainable Technologies
When looking at Sustainable technologies there are many available to us, using them
makes and helps to reduce the carbon footprint of any project. After understanding and
considering them for this project there are multiple which can be looked into following:
Solar Panels; these are widely used nowadays and are a very good renewable energy
source, they help to generate electricity without burning fossil fuels or any greenhouse
gases. The sun-path however has to be considered in order to make effective use of this
technology, the maximum exposure to the sun will maximize their production.
Wind; another renewable energy source. Using the wind to generate electricity reducing
in the needs of using the mains electricity and relying on fossil fuels. These can be used
in open areas and be connected to the project or be mounted on the roof of the building
where the wind is not blocked in order for optimum production of energy.
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Using natural air conditioning, or windows, aids in two factors when considered. Firstly,
they help to keep the area cool and secondly allow light to come in, reducing the need
of using artificial lights. Using windows allows fresh air to flow through and reduction in
the need to install air conditioning units, saving the cost of their installation and
operation. This substantial factor is a great help in saving on the energy bills and helping
in the reduction of the operational costs.
When we want to use natural light in order to help with operation of our project there
are many thoughtful points. Firstly, the benefits of this are, natural light or using the sun
can help to warm the building up if the sun paths are considered. Also, if the building is
oriented in the correct direction then maximum sunlight can be used not only to warm
the building but to also reduce the need of using lights like mentioned above.
Light sensors, utilising this technology will help consider the third pillar of sustainability
making a project economically sustainable. These sensors help by switching the
additional lights off under which nobody is working, the sensor will switch the lights off
when nobody has been sensed in the area for a certain time limit. The lights will only
switch on when someone has passed under the sensor. This will help to improve the
usage, especially over a larger area as the usage of lights will be reduced, which in turn
will help the reduction of electricity used over a wider period. Along with these sensors,
a timer can be added or an overriding button to allow the lights to be switched off when
there is enough light coming in from outside. For example, if the lights are not needed
but someone passes by the sensor it will switch the light on but having an overriding
button you could switch them off or have them timed. Only switching them on when the
light from outside is not to a certain level and the lights are actually needed.
Rainwater harvesting; this depends on the amount of rainfall in the geographical area. If
the amount of rainfall is sufficient than this technology is a really efficient way of saving
water and becoming more sustainable. The water from the rain is collected and filtered
using it for flushing toilets or washing hands or any other need where people are not
going to be drinking water. Application of this technology can reduce water
consumption by a huge amount and lower the operational costs of any project.
Tap; self-closing basin taps can be fitted within the toilet areas ensuring that no tap is
left open by mistake and water is wasted. With these taps you have to press them in
order for water to be released, after a few seconds the tap is lifted and the water flow
stops. They can be pressed multiple times if needed but their purpose is to stop the
water from constantly running. This helps to make sure that the water consumption is
minimal and is a sustainable technology.
Another considerable element when looking at taps is the flow reduction washer, this is
installed within the tap. This allows the operation of the tap to carry on as normal
however it reduces the amount of water which flows through the tap. These washers
are a simple but efficient way of reducing water consumption.
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Adding to this is the dual flush buttons regulating the amount of water flushed in a
toilet, these buttons limit the amount of water flowing depending on the button which
is pressed. The bigger button will release a greater amount compared to the small
button which will release a considerably less amount of water.
Application on Maker Space
Making the Maker Space sustainable is vital for its success, taking all sustainable
technologies into consideration and utilising them to reduce the ultimate cost of this
project and carbon footprint.
Installing solar panels onto the rooftop of this building will reduce the carbon footprint
of this building and make it more sustainable. It will be using a renewable energy source
to power the electric needs. This has been well-thought-out for this project; the
orientation of the building has been selected in order to make sure this technology can
be used considering the sun path analysis. After considering and looking at other
applications there may be a few changes that may need to happen to the design first
proposed, however making them changes will not change the project immensely and
will also help with using other sustainable technologies.
For example, the idea of making the roof slanted at an angle will allow the solar panels
to absorb maximum sunlight from the sun and help the flow of water towards the piping
leading towards the water irrigation system without the use of pumps.
The sun is not only a source of energy and light but also can be can be used as a heat
source to warm the building up in the winters. The sun path like the solar panels needs
to be analysed and made sure that it can pass through the glass and the warmth can
enter the building. The long glazing walls will be beneficial in this sense also and in the
sense of allowing light to enter. Using triple glazing windows for the use of heat
insulation and lighting to reduce the need for external heating solutions. These will aid
in the use of natural light and solar heat to warm the building and maintain natural
heating residue for the inside of the facility.
Light sensors, as mentioned, above they are a very good technology to use. They reduce
the energy cost by automatically switching the light off behind. These motion sensors
reduce the cost and make sure that when the lights are not in use and are not needed
they are switched off. Along with these making use of the energy saving bulbs in the
facility will also make a big difference, the light sensors, solar panels and energy efficient
bulbs will together assist in saving a huge amount from the energy cost.
Wind turbines can also be used in the facility and can be mounted onto the top of the
roof, or offsite onto the peel park field. This is also a great way to make use of this
technology and sustainability, however I have not considered this and don’t think this
will be the best for this build. A greater area of space is required compared to the solar
panels for this and also if this is taken offsite there will be a greater cost for their
installation.
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Wind is not only a great source of making energy but also required for conditioning of air
and making closed spaces cool. There have been multiple windows added to the
proposed design of the maker space in order to make sure there is air flow within the
facility, so that when cooling is needed they can be opened to allow air in. Along with air
conditioning units this will help as windows can be opened or closed instead of using the
air conditioning units which will result in adding to the operational costs of the facility.
The facility will include toilets and sinks for users to wash their hands after they have
completed the work they have been doing. The idea of harvesting rainwater will help to
reduce the consumption of water at the site and ultimately the cost. The amount of rain
in the geographical area will make this a success as the rain can be collected and stored
in water tanks and used when necessary. The water needs of the whole facility can
practically be fulfilled through this. The toilets and basin can use the water collected
whereas the water fountain can be connected to a main supply or water tank with
mineral water.
The toilets in the facility can be fitted with a dual flush button to make sure that the
minimum amount of water is flushed through the toilet the bigger button for bigger
wastage and small button for smaller wastage, these buttons controlling the amount of
water, resulting in minimal waste.
Mentioned above are also self-closing basin taps and flow reduction washers which are
all part of the sustainable idea of saving water gathered from rainfall and making full use
of it. All three things mentioned in relation to reduced water consumption are suitable,
sustainable and efficient in the long term and short. This factor can also be considered
as upcycling, reusing something which we already have and making better use of it. That
rainwater which would have gone into the gutter unused can be collected purified to a
certain degree and reused in areas where absolute clean water is not needed like
washing hands and flushing the toilet and in areas where highly purified water is needed
like drinking we can use the mains or mineral water tanks.
Conclusion
To summarise, the sustainable technologies which are applicable to The Maker Space
are solar panels, windows, light sensors, rainwater harvesting, self-closing basin taps and
flow reduction washers. They are all beneficial to the Maker Space as they are cost
efficient and energy efficient, and they make the facility a more sustainable and
environmentally friendly. Application of these sustainable technologies will reduce the
operational cost of the building, saving huge amounts on the cost on factors which
normally contribute massively to the running cost of any facility, meeting the electricity
needs from renewable sources and not having to rely on the mains electricity is a factor
which is a huge part of making a sustainable project.
This allows us to give future generations an example of how this sustainable facility can
help and influence them to make designs which are sustainable. These considered
sustainable technologies are innovative and simple an example for users to be
innovative and contemplate sustainable developments. Playing a part in reducing the
consumption of greenhouse gases and not compromising on their future and allowing
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them to have the same flexibility we have today to a certain extent in their design, ideas
and construction.
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The physical built environment we live in, has a direct impact on people’s daily lives.
Therefore, as civil engineers, sustainability is a prominent factor which we must think
about in the in the design, construction and operation stage of a project. Sustainability
can be defined as meeting the needs of current generations without comprising the
abilities of future generations, although there are other definitions/interpretations I
personally find this one to be the most precise, as it sums up the idea and is straight to
the point. Sustainability is often divided into three pillars which are Environmental,
Economic and Social. Environmental is about reducing our overall carbon footprint.
Economic is about conserving our limited resources by using Sustainable technologies
which I will explain in greater depth throughout this document, also by Recycling,
Freecycling and Upcycling. Social sustainability is the idea of preserving/improving the
quality of life in cultures, communities, and societies. Embodies carbon is the
greenhouse gases that can be generated from the construction and transportation of
material. Whereas operational carbon is the greenhouses gases emissions related to the
operation of a building. Embodied and operational carbon are two eminent factors of
sustainability as it counts towards 20%-50% of a new buildings carbon footprint.
Therefore, as engineers we have the ability to make certain choices in the design,
construction and operation stages of a project to create a sustainable physical built
environment regardless of how big or small a project will be.
During the operation of the building there are several ways to reduce energy
consumption, which will reduce the carbon emissions of the maker space building
making it more environmentally friendly. By using more energy efficient appliances such
as A+ EU energy rated air conditioning and various power tools in the maker space.
Furthermore, LED lighting should be used, light sensors that will automatically turn off
when they are not needed. Monitoring energy usage on a quarterly basis around the
buildings and seeing where the use of electricity usage can be reduced. Various
sustainable energy solutions exist such as mounting a domestic wind turbine on the roof
of a building will produce up to 6KW of energy. Another sustainable technology that can
be used for this building is mounting solar panels on the roof, since the building is south
facing and there won’t be any buildings in front of the maker space blocking the sunlight
the solar panels can benefit from this, on a sunny day a domestic solar panel can
produce up to 265 watts per panel (1.6 square metres) so using 32 panels on the roof
will produce 8.5KW. The domestic wind turbines and solar panels are ideal for this one
floor building such as this maker space, as it is not a bigger multifunctional building that
requires a lot of energy, therefore the maker space will benefit greatly from these solar
panels and wind turbines. Using renewable energy sources like solar panels and wind
turbines will reduce the need for energy from fossil fuels making this building more
environmentally friendly. Another way to reduce energy consumption in a building is by
considering the orientation of the building, the maker space should be south facing if
possible as this this will maximise light exposure and reduce the need for artificial light
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during the day. Furthermore, skylight panels on the roof can be used to reduce the need
of artificial lighting. Embodied carbon can be reduced early on in a project when
engineers are thinking of what materials to use, for example recycled materials can be
used such as using crushed concrete from demolished buildings. Using more sustainable
materials that cause less carbon emissions such as choosing wood over steel. Pre-site
fabrication can be used in the construction stage to reduce the need for power tools on
site and reducing noise pollution. Lastly there should be good waste management
providing several different categories of waste such as paper and cardboard, plastic,
glass and general waste. By having recycle bins of different categories this will stop
different waste ending up in one place and eventually in the land fill.
Overall, the one-story maker space building can be made to be more sustainable by
reducing energy consumption, using green technologies, reducing embodied carbon and
effective waste management. As civil engineers we play a big part in creating a more
sustainable future, and we should take responsibility in the design and construction and
operation of any given project to make sure carbon emission can be reduced and create
a more sustainable long term future.
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4.3 (Fahad Aleid- @00540875)
Introduction
It is valuable for today’s societies to consider Sustainability as an essential priority.
Sustainability is a topic that is affecting the industry and the way in which it behaves and
interacts with the built environment. There is no universally agreed definition of
sustainability. In fact, there are many different viewpoints on this concept and on how it
can be achieved. However, Sustainability, commonly, can be defined as the ability to be
maintained at a certain rate or level. Sustainability is a topic that is affecting the industry
and the way in which it behaves and interacts with the build environment. Sustainability
is generally divided into what it is known as the three pillars of sustainability. The three
pillars of sustainability are: social, economic and environmental.
Social sustainability is generally focus on the preservation of communities and groups of
people. While economic sustainability refers to practices that support long-term
economic growth without negatively impacting social, environmental, and cultural
aspects of the community. On the other hand, environmental sustainability focus on the
permeant existence of the natural resources. Embodied carbon is the carbon footprint
of a material. It determines the quantity of the released greenhouse gases throughout
the supply chain.
Summary of available technologies and solutions
Insuring a sustainable and comfortable life can be achieved by using numerous ways and
solutions. Sustainable solutions can contain diverse types and aspects among houses
and building. Such as: the sustainability of water usage, the sustainability of electricity
and lighting usage, waste and make use of the renewable energy.
Making building and houses sustainable is simple task and do not need any big effort
and do not cause a lot of money. Even the old buildings and houses that is already
constructed could be improved by different types of solutions to make it more
sustainable.
Water and electricity are the most important aspects to be considered in the housing
sustainability. There are many solutions and ways to insure a sustainable water in the
houses or buildings. In general, reducing the consumption of water can raise the
sustainability of water in buildings. That can be achieved by many ways and solutions.
Turning off the taps while it is not in use, and to reduce the water pressure, or the
quantity of water, while using faucets. Running both laundry and dishwasher only when
they are full can generally help reducing the consumption of water and even electricity.
Regularly check all the pipes, couplings, toilets and tips for any water leaking to fix it.
Water leaking can mostly be the reason of losing more than 100 gallons of water a day.
Soaking the dishes in warm water first can help the sustainably of water. Soaking the
dishes in hot water kills bacteria and microorganisms and lift away all food leftovers and
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grime from dirty plates. Hot water as well dries more quickly on plates than cold water.
Using water softener can help reduce and tackle hard water problems. Water softener
can help reduce the scale on pipes, fixtures, and appliances. Soft water is better for
certain dry skin conditions. Soft water can also improve the efficiency of hot water and
heating system. Reduce the usage of sprinklers and gardening hose. Try to limit your
showers as short as possible to reduce the usage of water.
Similarly to the solutions for the sustainability of water, there are a multiple ways and
solutions to help keeping the sustainability of electricity and lighting. First of all,
depending on the natural day light during the morning can significantly help reduce the
consumption of electricity. Using Energy Efficient Light Bulbs can mainly help reduce the
consumption of the electricity and even can help reduce the consumption. The new
energy efficient light bulbs use around 70-80% less electricity than the equivalent
traditional bulbs, as well as lasting almost ten times longer. The longer age of the Energy
Efficient Light Bulbs can even help save money. Moreover, Sunlight-piping systems can
be used in combination with solar panels to integrate natural and artificial light systems,
so that there is always light in the home.
Using wind turbine or wind energy converter can generally reduce the consumption of
fossil fuels, which has negative massive impacts on the environment. Another key thing
to remember is the consumption of waste. Recycling waste reduces the amount of
waste sent to landfills and incinerators. Recycling waste can save energy and conserves
natural resources such as timber, water and mineral.
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Milestone 5. Assembly of Space
In Previous reports, the original plan for this facility would be a two-storey building. The first
storey would only be the workshop and the second storey would be the computer suite and
offices.
After considering and looking at facilities similar to this, and browsing online modern
workshops, the idea and need for the second floor was considered unnecessary so the
second floor was taken off the facility and the facility was planned to be one single floor.
The second only contained the computer suite and a few offices, which were to be planned
as to how many exact. Drawing a rough outline before the actual drawings showed that
there is no need for the second storey and that the facilities on the second floor can actually
be constructed on the ground floor of the facility which would save a lot in construction
costs.
In order to complete this report a study of similar facilities was carried out on which stood
out was the facility at Nelson and Colne College, located in Lancashire.
Thinking ideas on sustainability, the idea of merging offices together rather than separate
ones, maximising the natural light. Not having any walls would give some space and merging
them together would only mean making the office one big open space for all the staff.
Creating a much airy and spacious place for the staff to work.
This idea of merging the office space and making it one big room would save light cost as I
could potentially have less lights whereas if the walls existed would have had to have maybe
a few in each room. As a result of this the manufacturing cost will also be lower as I will not
have to think about making walls to separate the rooms.
I could also use glass to partition the office and not use a wall as a whole resulting in more
light coming into the office from all angles of the facility.
The outer walls of the facility on the west side (university road) will be the main entrance for
the building. This area will give an impression of the building so will need to look good, apart
from this because at the facility we are trying to keep the carbon footprint low we will need
to consider sustainability as well. Using Cladding will make the building look good as well as
allowing us to add insulation within the layers which will help keep the heat within the
building. This will make the building weather roof and attractive.
The sizes I searched for this are around 300mm thickness maximum in total for the outer
wall including the cladding, brickwork and insulation ("Kingspan Facades Product Portfolio,"
2020). There are sizes which can be less thick but considering this is the design stage giving
extra space will allow us to make changes and make the designing less problematic later if
anything changes.
The internal walls will be made from a mixture some of masonry walls and some plaster
board walls where simply privacy is a requirement. An example of this is the walls for the
two WC where the plaster board wall can be used to divide the two. The inner frame of this
type of wall is dependent on what is required but isn’t specified. In order to make this
efficient as the requirements and measurements of the WC are known the inner bracing of
the wooden frame can be done in such an order to make it sturdier. The back wall of the
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Toilets will be masonry as it will be the wall also along the loading bay and will be an outer
wall.
Entrance
The main entrance to the building is located on University Road the reception area and most
used door will be this. Although there are many doors and exit points to this facility and in
previous report they have also been discussed this will be the door where all users will need
to pass. The users passing through this can follow the route and enter the workshop, the
reason for this is as all the rooms and facility within this facility are located around this main
entrance in order to maximise the space.
If the other doors are also used or normal purposes the workshop health and safety will be
compromised, for instance if the back doors on the peel park end are opened the users will
need to walk all the way through the workshop a potentially dangerous area with heavy
duty machinery to get to any facility or room they need to. If for example a person has
entered through the back door and wants to get to the locker area he will have needed to
have the right boots on he will then be walking all the way through the workshop with his
belongings which he wishes to put in the locker. The one-way route will help during the
lifetime of the facility and will increase the health and safety of the workshop.
The main entrance will be around 80m2 housing the reception desk as well as the café, this
will give an open area space where the users and staff can enjoy their coffee and can also sit
together in groups to do their work. This will be an open space with café vending machines
and self-service.
Corridors
The corridors need to be 1200mm – 1500mm in width with intervals that are
1800mm(Buxton, 2018). These will make them suitable for the wheelchair users and for
people to pass each other.
The faculty will have corridors which are 1600mm wide in order to allow maximum space as
the intervals will be at the edge of the corridors which are not very long in length.
Offices
The offices will be used by the staff members who will be at the facility to assist users giving
them a space for any work they need to carry out or plan anything they need to assist
someone with. The office will contain computers in order for the staff members to use for
any research they may want to do or documents they may want to write. The staff
room/offices will be of a suitable size in order to offer the staff a nice space for them to
work which isn’t cramped and gives them enough space to store their belongings or
teaching material.
The size considered for the staff room is around 52m2, looking at a similar faculty to this
located in the Nelson & Colne College. Where the similar concept of using one staff room for
all the members has been used (Marshall, 2015). The staff room in this facility also has a
similar space for the members to put they work and lockers/cupboard for them to place
their belongings.
Bathrooms
The WC facilities within this facility have to comply with the standards which are set.
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The facility will have WC for disabled users and will need to be a minimum of 2200mm x
2000mm (Buxton, 2018) to fit the requirement. However, I have added in this facility that
the door of the WC will open inwards to reduce the risk to anyone passing in the corridor
and maximize space. Therefore, to make the WC a little more spacious than the
requirement and for comfort and easy use of the person. The facility will house a total of
two toilet facilities which will both comply with the DDA. These toilets will be open to use
for the normal people as well as being suitable for wheelchair users. The dimensions will be
2.5mm x 2.2mm.
Loading bay
The loading bay has been arranged to come onto the university in order to allow easy access
for vehicles coming in with delivery materials and machinery. The loading bay will lead
straight into the workshop where on the side there is a store for materials and other items.
The front entrance leads into an area where there is a reception and located here is also a
small café, where from vending machines users can buy or make themselves a drink.
The loading bay has an area of 100m2 in order to allow easily accessibility for the delivery
vehicles.
Storage area
The material which are delivered to the facility will be stored in a storage room. The storage
room is located next to the loading bay in order to allow quick delivery and reduce the
amount of distraction to the people who will work within the facility. This selected area is
the best from a health and safety point of view as if the store was located at the other side
of the facility the it would have been a risk to carry the material to the storage area. The
assessment of the risk and maybe stopping operation until delivery is complete may have
had to happen but this location eliminates this risk as there is minimal disruption and
infringement of any working areas.
Changing rooms
This room will be located near the workshop and all users will need to be wearing the right
PPE before entering the facility. The room can be used by all as they will only be changing
their boots or taking any outer wear off. This room will also house the individual lockers for
user to put their belongings in whilst they are in the facility.
The intended use of this is to provide a space for the users to get into the right and safe gear
before they step foot into the area with all the machinery and also allow them to put their
belongings somewhere which is safe. The reason for locating this outside the actual
workshop is because that is the space when you need to be in the right gear before entering
whereas the while facility isn’t a workshop.
The lockers will be made from a sustainable material, wood an estimated size for an
individual locker is 50mm long, 30mm wide and 40mm in height.
The size for the whole room will be around 11m2 allowing enough space for a multiple
locker and 3/4 people to comfortably use this room at any one time.
The workshop of this facility is around 1170m2, which a very big space for a facility like this.
This facility can house multiple different types of machinery and new technology systems.
The space will allow different stations for preparations of material for usage in the machines
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and allow space for inspection and other related procedures. It will allow there to be safe
working distances between each working station and machine.
The layout of the facility is such that everything is in an order, more like a one-way system.
The users will be required to use the main entrance where the reception desk and café is
located.
Following on from there will lead into a corridor which will lead to the changing rooms and
toilet facilities are also located in this corridor. There is a door located in this corridor which
leads onto the computer suite and staff room, this corridor is glass so the light can enter and
also gives the user a view of the workshop. The idea of making this wall glass is to allow
maximum light, make the facility spacious and to allow the staff to observe the pupils
closely so they can identify if there are any hazards.
The glass is also a way of maximising the natural light coming in during the daylight hours.
The facilities which don’t require any natural light have been kept towards the from main
entrance in order to make sure that the areas which will be in use the most have the most
exposure.
The windows on the south facing wall will only allow light in and only a few on the sides of
the machine will be opening in order to allow accessibility and to make sure that nothing is
distracting or wind in not coming in when machines are being used. The loading bay can also
be used for the purpose of ventilation and can be opened when the facility is getting
heated.
The windows along the front of the facility (university road) will be able to open as that is
not an area of the workshop. Along with this the windows located in the computer suite and
in the staff room will be openable for the same purpose. These two rooms are the area
where technical work on computer and drawings are carried out more like a classroom so
having windows here will make the use of the air conditioning units minimal saving money
and energy.
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Here is the layout of the facility, located the rooms and corridors of the facility.
Figure 5.1.1. Floor plans for the Maker Space.
The facility has been itemised in order to give information on how much space is being used,
and how much area each area of the facility is taking up.
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Table 5.1.1 Arrangement of space and total area
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Figure 5.2.1. Abdulkareem’s proposed floor plans Page | 59

Figure 5.2.2. Abdulkareem’s proposed Floor plans
with dimensions Page | 60
Room Area
Entrance 39.6 m2
Café and Dining Area 42 m2
Changing rooms 37.8 m2
Staff room 30.25 m2
Computer Suite 96.25 m2
Laser Cutters and 3D Printers 33 m2
Toilets 21.6 m2
Power Tools, Hand Tools and Welding Area 36.45 m2
Storage 36.45 m2
Loading Bay 36 m2
Workshop 461.7 m2
Corridors 74.4 m2
(Internal and external walls, doors and 54.5 m2
windows)
Total Area 1000 m2
Table 5.2.1 Arrangement of space and total area
In the preceding milestones I have stated that the one storey maker space building will be
30 m by 60 m resulting in a 1800 m2 of total floor space. Following some guidelines for sizing
from various sources and after multiple configurations on AutoCAD. I have found that the a
1000 m2 of total floor space, and the arrangement shown above are the best suited for the
maker space one storey building.
Entrance
The entrance of the maker space will need to accommodate a reception desk and horizontal
traffic for entering and exiting students and staff. “The general rule of thumb for an
entryway’s size is to keep it at around two to four percent of your total square footage”
according to (Home Décor Bliss, 2020). Therefore, for the 1000 m2 maker space building 2 to
4 percent of that would be 20 m2 to 40 m2 dedicated to the entrance. I chose to go for the
upper range of that 2 to 4 percent and chose to make the entry 5.5 m by 7.2 m resulting in a
39.6 m2. The automatic sliding door will allow contactless, quick and easy access and door
arcs will not need to be taken into account.
Café and Dining area
Students and staff will need a food outlet nearby and a place to sit down consume food and
relax at lunch breaks. Having looked at several sources for dining areas/restaurant sizing I
found a helpful size guide for dining area/restaurant sizing. “On average and for fine dining,
the range is 18-20 square feet per person” 1.67-1.86 square meter per person
(Dimensions.com). The dining area will have a maximum capacity of up to 20 students at
one time. Therefore, going with the upper limit of 1.86 m2 x 20 persons = 37.2 m2. The extra
4.8 square metre of free space will provide a greater distance between tables and avoid any
cramming/crowding.
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Changing rooms
Students will need a place to change into their work gear so a changing room is a somewhat
important addition to the makerspace. I did not manage to find much guidance on this
however having looked at other building floor plans where changing rooms have been
implemented and considering that it will not be under great demand with a high capacity of
people a 37.8 m2 and 6.3 m by 6 m is a decent size for this facility.
Staff room
The maker space facility will need an admin area so that staff can supervise this facility and
help students with their projects and ventures. This does not necessarily need to
accommodate for a large number of staff. However, desks, cabinet, chairs, etc will take up
some space and according to the metric handbook and after some simple calculations
around 30 square metres should be an optimal size for a staff room for the maker space.
Computer suite
The computer suite is a crucial part of the maker space. Not only do we want a facility for
students to be creative with their hands but in the modern day and age computer are an
important part to demonstrate and research your ideas. Even though I have done my
research for sizing this area and having overall personal experience. I have opted to dedicate
a sizable area of this whole facility to the computer suite, the second largest area of this
facility in fact. This is because, I anticipate this area to have a large number of students
which could get busy in peak hours. Therefore, a 17.5 m by 5.5 m, resulting in a 96.25 m 2
which is nearly 10% of the whole maker space building is justified. The long side of the room
(17.5 m) is by design, this is so that the desktop computers will go on the edges of room
thereby having plugs in walls for easy power access and creating a more efficient space. I
have chosen to distance this room from the Worksop behind a corridor so that working
students and staff will be less disturbed by noise.
Laser Cutters and 3D Printers

I have chosen to dedicate a room for 3D printers and laser cutters to enhance the students
innovative ideas using this high tech machinery, which will not only make this facility more
attractive, but really set this maker space apart from other similar facilities. I have chosen
the best place for this room is next to the computer room because much like the computer
room, this room will need to be quiet so that students can focus when using this potentially
dangerous machinery. When looking at sizing guides for a room such as this, I could not find
anything similar to this as this room is a unique sense of space. Therefore, I had to use some
sense of judgement and I have decided around 30 metres squared will be enough for this
room. Up to five students can actively use this room without no problem. It will not
accommodate a high number of students at one time for safety protocols. The 3D printers
are quite compact, and the laser cutter could be bulky.
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Power Tools, Hand Tools and Welding Area
As this facility includes a workshop power tools and hand tools are an essential piece of
equipment that will be used in wide range of projects. If these hand tools and power tools
are thrown around the main workshop area there will be a lack of organisation and a
risk/hazards to people working in the Worksop. Welding had to have a separate room from
the workshop, not only for safety protocols but because welding will distract other students
in the workshop. I have chosen to put this room adjacent to the main workshop area so that
the power tools and hand tools can be easily accessed through the door on the left-hand
side of the workshop. When looking at size guides, since a room such as this in uncommon I
could not find any guidance on sizing this room. However, having researched workshop
facilities, which I have linked in the contents page. I developed a sense of understating for
how big this room should be, given that some activities like drilling, welding, sawing, etc
may occur, although this room is more for storage. A 30-40 metre square area should
accommodate a decent storage space and some activities like welding.
Storage room and loading bay

The maker space will have a very large supply of a wide range of materials so that students
can put together their ideas and projects. Therefore, this large supply of materials will need
an adequate storage area and an access route for incoming large materials from the loading
bay. The loading bay door has a shutter door is 1.8 metres wide and 3 metres high which
will allow large material such as a 5 by 10 feet sheet of plywood and appliances to brought
into the facility. There is 1.4 metre wide double door, between the storage room and the
loading bay, so that large items have the clearance to go through this door. The storage
room and loading bay have been put next to each other by design so that new items can
easily be stored next door rather than going through the building and causing distraction
and inconvenience. Both the storage room and the loading bay are almost the same size
(around 35m2). Storage rooms are a very subjective area of space, some facilities will need a
bigger storage area than others. However, having said that, around 35 metre squared space
for a large facility such as this one should be enough. The loading bay will need clearance of
space for temporary storage of large items therefore a 35 m2 space might be more than
enough but can be necessary when delivering a number of large appliances/items for
temporary use.
Workshop
This is the main part of the facility, so a lot of thought and consideration has been put in to
the sizing of the workshop. I have dedicated a considerable 27 metre wide and 17.1 metre
long space, measuring 461.7 m2, which comes to nearly half of the buildings total square
meterage. This will be the heart and soul of the maker space, students will feel an overall
sense of space and freedom to show their creativity and work on innovative projects. This
could accommodate for up to 50 students to use this space at one time, according to size
guides for workshop class rooms around 200-350metres squared is the recommended for a
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workshop of up to 50 students. However, I have chosen to go above this recommended
value to increase the amenity of the overall maker space building.
Corridors, toilets and internal/external walls

For the corridor I have chosen to go for standard recommended size of 1.6m, I could have
gone smaller. However during peak hours the building will have some traffic due to stduents
and staff leaving and entering rooms and a 1.6m wide corridor will have capacity for two
people to walk side by side or past one another with out having to stop as shown in the
references that I have listed. For the toilet I researched the standard cubicle sizes which was
1.2 metres wide and 2 metres long and what I went with, and having three of cubicles at the
back wall of toilet will come 3.6 metres wide which determine the width of the area . I have
allowed for an extra 4 metres space for sinks in front of the cubicles. Generally a 21.6 square
metres will be about right for given that this facility is on campus and toilets are nearby at
other buildings. For the internal and external walls I have chosen to go with standard sizes
recommended by the research. The 100mm internal walls will be non-load bearing and
made of a timber frame and plasterboards. The external walls will be a masonry brick walls,
the inside layer of the wall will be made from concrete blocks since they wont be seen, and
the outside will be made from red bricks for aesthetic reasons. These two masonry walls will
have a cavity in between coming to an overall size of 300mm. The external walls will also be
non-load bearing.
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Milestone 6 Structural Arrangement & Comparison
The building to start with from the previous report had and a one-way arrangement in order
to allow a big space for the workshop which will be undisturbed and a system for entering in
order to allow the safety of the users. This system of entering and exiting in an orderly
manner is both effective and vital for a facility like the Maker Space, when working a facility
housing potentially dangerous machinery the risks and hazards have to be considered from
the very start of the project. The safety of the user cannot be compromised and this has to
be looked at throughout to allow this project to be successful.
Understanding the structural arrangement is fundamental in order for a successful project,

reviewing the facility and the arrangements of the rooms within it; there are a few changes
in the layout which were needed to make this build more efficient, they are mentioned at
the end of this report.
The structural elements of the build were reviewed understanding where and how the
beams, columns etc. would fit in, the sizes of the rooms, the layout of the whole facility so
that a decision could be made on a design and arrangement which would increase the
lifespan and make a building a more sustainable and efficient for the purpose it is being
constructed.
The original arrangement of the plan was good and the safety perspective was considered
however looking at the structural elements the rooms had to be changed in order to fit the
columns according to the effective beams span.
Along with this the actual size of the whole facility has also been changed, the size
considered was 1500m2 however looking at similar case studies and similar facilities to this
the whole size was rethought and reduced. The size of the rooms and offices is the same
however the size of the actual workshop has been decreased to 500m2. After seeking advice
from tutors and colleagues the reduction if the whole size was an advantage as it would
allow the facility to be better and make the most of the same we have rather than spacing
everything around and leaving too much area free within the workshop floor.
The arrangement and orientation of the building has still been kept the same in order to
make it more sustainable and make the most of the sustainable technologies mentioned in
the previous reports. Making the building a rectangular shape will expose a greater amount
on the south and allow more solar panels to be fitted and be effective.
Bracing
As the facility is only one storey high the bracing has not been used as the columns will be
able to hold the weight and bracing will not be considered. However, if the facility had two
or more storeys then bracing most definitely would have been considered in order to make
it stable against lateral loads. The bracing element was considered at the corners of the
building in a symmetrical form however after understanding and looking at the number of
columns fitted within the facility, the use of using bracing was eliminated.
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Columns
These are the vital structural members transferring the roof load from the beams vertically
to the foundations of the building.
The building height is around 5m tall on one side and 4.5m on the other allowing easy water
drainage and an angular roof for the solar panels to be fitted on and absorb maximum light.
The angular roof will allow easily drainage off the roof and into the harvesting system
instilled with the facility.
Following a close look at the column arrangements and distances and looking at the span of
the beams the room arrangements many ideas came forth. Understanding from the
information given and the looking at the effective span of beams, separating them 5m apart
in both directions seemed like an effective distribution.
The span wouldn’t be too big and not too small also with this span I could use the column
not only to hold the weight of the building but to also separate the work stations and the
machine areas within the facility. The columns could also be used to run the wires along
them. This span would be more effective and be useful in many other usages.
The middle area of the workshop will contain secondary beams so that columns don’t need
to be used, this will clear the space within the middle of the facility as well as provide the
staff a clear view of the whole workshop so they can assess all the activities taking place
even when in their staff room and not on the actual floor of the workshop. Another
advantage of eliminating the use of the middle columns and adding secondary beams will
not block the sun light path or any light entering the office and computer suite on the
opposite side of the glass curtain wall.
Roof Structure
The roof structure considered for this building is ‘standing seam metal roofing’, the reason
for using this kind of roofing is because it is easily installed and very effective. The standing
seam roofing has a longer span compared to other asphalt roofing. They are more durable,
have a longer life span and also protect against heavy winds (2020).
This type of roofing system is also suitable because it needs less maintenance and is
weather resistant, the sustainable technology (solar panels) thought of in the previous
reports is also easily clamed onto the seam area on the roof. This system just gets fitted on
using clamps without having to penetrate in the actual material, eliminating the risk of
water leakage.
The roof will be constructed from rolled beams which are simple and able to hold the load
of the roof above. (Bather & Bullman, 2016)The structural deck can be attached to the
beams by clamping or welding on which a vapour control layer can be spread in order to
keep any leak water out in case anything does seep in. Making this building more efficient
and sustainable and in order to keep the heat in during the winters and vice versa in
summers insulation can be clamped on the using clips above which the seam metal sheets
can be fixed.
The constructability of this type of roofing is also a lot easier as this type of sheets are drilled
along and fit in within each other rather than having individual units to attach on to the roof
structure.
The materials used around the facility have been thought of carefully, considering the
sustainability factors for every choice. Using sustainable products is vital and reduces the
carbon footprint if the building. However, making sure that material which need less
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maintenance is also as important in order to allow smooth operation of the building/facility.
The materials used for the roof structure are materials which are the best suited for the
building and are resistant to external factors and energy efficient. This material is durable
and has a long-life span is taken care of.
Floor
The floor of this facility will be constructed by pouring concrete on metal deck on beams.
This is a strong type of flooring which will be able to stand the load from the machinery. A
concrete floor will also absorb the minimal vibrations from the machinery and allow a
steady floor surface for the other people working in the facility. If on the other hand a metal
floor or a wooden floor is used the vibrations will be felt at the other stations. This will
increase the risk of getting injured due to falling products or material pieces in the
operational life of the facility.
The concrete used will be SCC concrete which will reduce the pollution caused by the build
along with this SCC concrete is easily poured and completion can be achieved quickly
compared to the other forms of concrete; where a vibrating machine is needed in order to
make sure the concrete is free of air holes and fills all the areas within the area selected.
Foundations
The foundations are a key when making a building, they are responsible for transferring the
building load on the ground. Foundations will be placed under every column which will be
holding the buildings weight, the column will transfer the weight to the ground. The
columns placed at equal distances will hold the load equally and therefore have an equal
distribution to the ground where the foundations are.
The main foundations of the facility are all around the outer walls and the columns, the
inner walls are partitioned walls which haven’t got foundations however within these walls
there are hidden columns which are at regular distances which transfer load to the
foundations.
These are the foundations along with the ones on the outer walls which make this building
stable.
The outer part of the building will be made from columns and beams with an addition of
glazing panels with insulation in them, making the building aesthetically pleasing as well as
weather resistant and efficient due to the insulation material.
The south facing wall will be made from a glass curtain wall in order to allow maximum light
into the facility, the windows used for this facility will make this a good insulator.
The curtain wall will have layers of glass increasing the effectiveness of the glass and
allowing minimal heat to escape or cold to enter the building (REYNAERS, 2018). The curtain
wall is 195mm thick and with multiple layers of glass insulating the building, this type of
curtain wall has also been used in Salford before at the media city tower 1(REYNAERS,
2018).
Changes to the arrangement

The changes made where considering the layout of the columns and looking at the
structural arrangement.
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The W/C facilities where made bigger in order to make sure that the columns fall with the
interior walls hiding them and to make sure that they are not visible.
The length was increased to 3m and width to 2.5m, giving a big space and making it more
comfortable for the wheelchair users. Along with this the locker and changing room size was
also changed the length of which will be 5m by 3m. Bearing in mind that the changing rooms
and toilets are on the same corridor it was understood that the corridor is a little wide (2m)
compared to normal however, this will be an advantage as at busy times when maybe the
facility is being used to its capacity there will still be space for the wheelchair users to pass,
making it safer for the users and more comfortable to cross in the corridor. The store size
was also altered in order to fit in with the arrangement along with the computer suite and
staff room. The staff room was changed to an area of 37m2 and the computer suite was
given more space allowing more computer to be fitted or simple tables for work or hand
drawings without computer stations etc.
These changes were in order to make sure that the structural elements fit within the walls
and can also be used as dividers for the different spaces within the facility.
The building arrangement after the structural element’s consideration has been attached
giving a visual into the above explained changes and arrangements.
Figure 6.1.1. Floor plans drawn with columns marked at selected distance.
Note:
- SR: Staff Room
- CR: Computer room/ computer suite.
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Figure 6.1.2. Sketches of the outer walls and how the panelling will look
Different views of the project indicating the columns and beams going across and holding the building
(skeleton structure). The plan views showing the metal seam roof with an addition of the solar panels
attached to the seams. Cladding units drawn on the other sides of the building making it weather proof and
aesthetically pleasing.
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Figure 6.2.1. Initial structural

arrangement
In the initial structural arrangement plan shown above, a good place to start and get me
thinking was to place the gridlines in fairly even distances to one another in both direction
and make sure the spacing I where less than 15 metres because sources linked in the
references page advice for a beam maximum of 15 metres to span between each column
supporting an I beam. I did not consider bracing initially to keep it simple and tried to hide
the majority of the columns in the external walls. Overall this wasn’t a terrible structural
arrangement, however it will pose a few problems that cannot be accepted for several
reasons. Primarily the main issue to be highlighted here is the that three columns will be in
the middle of the workshop. I have said in previous milestones that the workshop area is the
heart and soul of the maker space building for which students will roam around freely and
work on their innovative and unique projects/ideas thanks to the large area enabling that.
Furthermore, potentially dangerous machines/equipment will be used in this area
consequently students and staff will need to vigilant to see the complete surroundings
around them for potential hazards. To resolve this problematic issue, I decided to place the
columns in the internal wall of the corridor and the workshop as shown below. However, I
had to reduce the length of the building from 25 metres to 22.5 metres so that the space
between the gridline A and gridline C would be less than 15 metres as shown below. This is
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a small and highly beneficial compromise for allowing a column free wide-open space which
is a priority.
In the initial arrangement shown above several columns like C3, B5 and A2 where in the way
of the windows and from a sustainability stand point, windows are highly important for the
natural sunlight and ventilation. Therefore, taking them completely was not option, rather
the windows were moved a few metres to left or right of the column.
Each bracing bay in the corner of the building needed an extra column to support the
diagonal members as shown in the elevation drawing of the building’s steelwork shown
below. As a result four gridlines had to be added (two vertical gridlines and two horizontal
gridlines) to facilitate 8 more columns. However, in the new arrangement the bracings
system’s diagonal members and their columns where in the way of some windows, the
entrance door and the loading bay shutter door. I again had to reposition the windows to
right or left of the columns as shown below. The entrance door had to be moved to the side
of the building in between gridlines C and D. As well as loading bay door which had be
moved a couple of metres to the side in between gridlines C and D.
Figure 6.2.2. Final structural arrangement plan view
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Figure 6.2.3. 3D view of the maker space building’s
steelwork
4.5 m
4.5 m
3.7 m 11.1 m 3.7 m 3.7 m 3.7 m 3.7 m
ELEVATION ON GRIDLINE 4
A compression bracing system will be used as the stability system for the
building to resist wind action. The bracing bays on the long side of the
building will be 5 metres wide and 3.7 metres wide on the short face of the
4.5 m
building. I have intentionally made the height and base of triangles similar
lengths to one another, which will approximately give us a 45° angle which
we are aiming for, because a 45° angle will give us the most efficient
5m 4.85 10 m 10 m 4.85 m 5m
bracing system which will resist the most overall forces and produce the
m
ELEVATION ON GIDLINE E strongest structure. Page | 72
Figure 6.2.4. Plan view of strip foundations and pad foundations
= Black lines showing the brick wall.
= Red lines showing the concrete strip footing.
= Showing the plan view of the pad foundations.
The external walls (masonry brick walls) of the buildings will be supported by strip
foundations, the footing of the strip foundation will be made of concrete to support the
considerable weight of the masonry wall, the masonry wall will be 450mm below the ground
level of the building to transfer the weights to the concrete footing which is if I have sized at
600mm wide and 300 mm thick. I have listed references as to how I determined the
appropriate size, however at this stage of design I have had to assume the size of the
foundation. The area around the wall will be backfilled and compacted with soil for stability.
Following a lot of research which I have listed in the references, I came to the conclusion
that the best way to support the columns would be using pad foundations. Each column will
be supported by a pad foundation in order for the loads to be transferred to a deeper and
more appropriate soil level. At this stage of the project, it is best to assume the pad and pier
sizes of the foundation. However, I have had a look at refences to guide me with typical
measurements of a pad foundation and tailored it to the maker space building using some
engineering judgment.
To conclude. A concrete floor slab measuring 100m - 200mm thick will sit straight on the soil
across the whole floor of the building, this accommodates the floor loads. The pad
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foundation will support the columns and the columns are supporting the roof and overall
frame of the building. The strip foundations will support the external walls.
Figure 6.2.5. 3D view of proposed pad Figure 6.2.6. Cross section of strip
foundation foundation
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6.3 (Fahad Aleid- @00540875)
Introduction
In this milestone, we will discuss the different aspects of the structural design and
arrangement of the Maker Space project in the University of Salford. Moreover, other
aspects will be discussed such as the architectural design, the sustainably and the
engineering perspective.
Structural Arrangement
Architectural Design and location
The external architectural design of Maker Space project was introduced previously in
milestone 3. The Maker Space project is located by the end of the Peel Park campus in the
University of Salford. Maker Space building is located next to the crescent road (A6 road).
Due to its distinctive location in the A6 road, Maker Space building will generally help
students to get easily to the building. Along with the ease delivery of the materials, tools
and stuff that Maker Space need. Maker Space is located between Maxwell building and
Peel building. Maker Space has an adjacent small car park site in afront of the Salford
Museum and Art Gallery building. There is a bus station right in afront of the Maker Space
building. As we discussed in milestone 2.
The external architectural design of Maker Space project was introduced previously in
milestone 3. Maker Space building will contain two floors. That helps students and staff to
find more and sufficient spaces to work and use any available machines, tools or computers.
The outer architectural design takes a modern style to adapt with the surrounding buildings
and architectural structures.
Figure 6.3.1. (The red shaded area: Maker Space site – Google Maps).
Peel Park, University of Salford. A6. Road: Crescent Road.
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Maker Space project building will be designed as a moderate glass building. That moderate
amount of glass will help sun daylight to access the building instead of the exaggerated
usage of electricity. The large glass parts of the building give an aesthetic view for the
building façade.
Figure 6.3.2. Architectural sketch for Maker Space.
Rooms layout and Columns Arrangement

Maker Space will be containing two floors. The ground floor will contain large open space
for student communication where student and staff can engage and work together. That
communicate spaces will provide a sufficient number of benches and tables. The ground
floor will also contain one special room for hand tools, another special room for computers
and printers and one more room for other high technology machines. The ground floor will
include a staff room where can student find specialist and engineers to help them. The first
floor will include a larger communicate space than the other one in the ground floor. The
first floor will also contain a special room high technology machines and special room for
hand tools and 3D printers. Both ground floor and first floor will include male and female
rest rooms.
Figure 6.3.3. Ground Floor Sketch
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Figure 6.3.4. First. Floor Sketch
The average dimensions between each column to another is 5x6 meters. In some cases, the.
dimension between each column to another is 9x5 meters. The glass parts of the building
are considered to be out of the concrete rectangular part of the building. Strong solid metal
columns will hold the glass parts of the building.
Figure 6.3. 5.Ground floor columns sketch
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Figure 6.3.6. First floor columns sketch
Bracing
As the building has two storeys, Bracing must be installed. Bracing is secondary but essential
part of a bridge structure. Providing bracing on a steel-concrete composite building is
necessary for substantial reasons. Generally, the main basic reason for considering bracing
in two storeys, or more, buildings is to make it stable and firm under dead loads. Bracing can
distribute the vertical bending effects along the main beams since the bracing is work by
connecting the beams. Lateral effects such as the wind loading and collision loading are
shared between all the beams.
Building Material
Maker Space building will mostly be built by using concrete. Concrete is very strong and
durable material. Concrete is considered to have an efficient fire resistance because of the
physical and thermal properties of the concrete mix materials. Moreover, concrete has a
long life span and it is considered to be an on-site fabrication material. Along with the
concrete, some aspects of the building will be covered by glass curtain wall. The southern
face of the building will be fully made of glass curtain wall. That south face of the glass
curtain wall will be connected to the middle of the western face of the building on side, and
for a smaller distance on the eastern side of the building.
6.4 Comparison
Fahad Aleid’s scheme

A very good and aesthetically pleasing design has been made by Fahad, he has taken all
parts of the Maker Space into consideration. Allowing space for different areas of work and
giving space for staff and colleagues to get together and work. The design has areas within it
to sit and work independently, spacious areas where groups can get together and work as a
team.
The facility takes also contains a café where the member can enjoy a have a break from the
work they have been carrying out.
The structural elements of the building are very good the building uses columns at regular
interval allowing an equal distribution of the load to the foundations of the building. As well
as this the columns also fall within the internal walls of the building hiding them and making
the building look better.
The glass wall at the very front of the building allows maximum light to come within the
facility which would reduce the cost of using lights etc. making the building sustainable and
lowering the carbon footprint of the building.
The building is made from glass and concrete, the concrete making the building somewhat
fire resistant and strong. This increases the time the users have in order to evacuate from
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the building if there is a fire and get to safety as soon as possible. The concrete is also great
as it is also a quick process using the jump forms if this is considered for the build. The stair
wells within the facility allow strong walls which could be used for the fire escape route
designed for the building. The buildability would be very quick, and also easily done the
outer metal frame with all the columns and beams could be put up within weeks and
therefore the walls can be built within the frame. The walls of this scheme are made from
concrete so jump forms or even simple formwork could be fitted and there after concrete
poured which would be a speedy construction compared to masonry where everything is
time consuming.
The functionality and usability of the whole facility has been looked at carefully, the room
layout is good and the way it should be. There are separate rooms located on each floor for
the different processes as well as additional areas where work can be completed. The
facility included multiple computer suites for engineering drawings to be done and
therefore go to the workshop areas and complete their design.
Abdulkareem Alhalaby’s scheme

A very good and simple design fulfilling the requirements of the customers. The design
follows the purpose of the build and gives the users separate spaces for different work
to be carried out and different areas. A room for power tools and hand tools, a room for
3D printers and laser cutters and a computer room that will accommodate up to 20
students and one member of staff for organised lessons. The 40 meters by 25 metres,
1000 square meter building will be more than enough space to accommodate all the
facilities of a good maker space. The structural arrangement has been planned out so
that their can be an empty space in middle of the maker space room to allow students
an overall needed space in the middle of the maker space around the benches and
tables for the creativity and enthusiasm while working on the project. The building
envelope will match the nearby historic museum and peel building to blend into the
environment. The one-story building has a flat roof so that the museum and art gallery
won’t be blocked off completely and not visible. The widest part of the building is south
facing taking advantage of the maximum sun light exposure.
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Mohammed Arshad’s scheme (chosen scheme)
The scheme is simple and a single storey building. The outer walls are made from concrete
blocks and covered with cladding panels. Keeping the cost of the construction low and
cladding panel making the project aesthetically pleasing as well as making it weather proof.
The design considers sustainability throughout, from understanding the sun path analysis
and considering technologies which are sustainable and lower the carbon footprint. Having
a southern facing curtain wall allowing maximum light to enter and brighten the building
and reducing the need for electrical lights during the daylight hours.
The building structural arrangement is also though of precisely making sure that the load is
equally distributed and using these structural elements for multi purposes from dividing
different work areas to using them as pillars to hide electrical wiring. This design is good and
well thought, it flows well and has a reason for the way it has been designed. Also, the idea
of making it a one-way system shows that safety during the operations has been thought of
making sure that it is the most sustainable and safe design.
The steel structural skeleton will allow the building to be constructed within a time span.
This steel structure can be put up within weeks and thereafter the following outer structure
can be constructed. The roof elements are also quick to build dur to them already coming in
panels and just needing to be drilled onto the roof insulation.
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Table 6.4.1 Scheme comparison and recommendation
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Milestone 8. Development of the scheme
After looking at all the designs which we had created and developed in our individual work
during the first half of the year. The group brought all they findings and designs forward to
show each other. This helped to guide one another and increase our ideas in order to help
design the last piece we would make.
This allowed us to take ideas and improve our designs in places/areas which we thought we
could, we exchanged findings in order to gather together the best parts and start to develop
a single design onwards from these initial design stages.
From the designs in the group two designs had one thing in common they were single storey
buildings. They were simple and had a very functionable design; containing rooms for
certain processes that are involved within the making of a product.
In the first design, which was made by Mohammad, the idea of the one storey building was
appreciated and decided on. This decision was taken after the pros of the one storey
building were put forward and the other member in the team appreciated this as this was
something which wasn’t considered by them.
The single storey plan would make the building much quicker to evacuate in case of a fire,
would be easier for the staff to work if everything was on a single floor. And lastly, the
machinery being on one floor would be easier and safer when installing.
As there was space available on the campus grounds making a single storey building would
be more efficient.
The exterior of the building would remain like stated for this scheme (Mohammad’s),
however some changes would take place within the internal layout of the building.
We decided together that the internal layout/floor plan for Mohammad’s scheme was good
but this could be developed further and improved as this was simple in the fact that there
was a big space for everything however this could prove to be problematic.
The internal layout of two schemes, Abdul’s and Mohammad was similar, in that they had
given specific area for certain processes in the facility on one floor. However, looking at the
internal layout and developing further into this came after looking at the third scheme.
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Figure 8.1. Figure showing the internal layout of Mohammad’s scheme
In the above figure Mohammad’s scheme, the rooms are limited and the mass area of the
floor is one single big working place which is not as practicable as having separate spaces for
similar or alike processes.
Fahad’s scheme which is the third scheme, had different areas for every process making it
more functional and safer in the long run, therefore a collective decision and designs was
made in order to look at the differences and put things together and decide on the layout of
the facility.
The idea that we received from Fahad’s scheme was that he made separate rooms for the
different processes and had 3D printers in one, hand tools in another and gave every area a
separate room. We looked at this idea as a team and considered the areas which we
thought needed to be included or needed a separate area and did that. The areas which we
though could be put into one or were already included in one we never gave a different
place for them.
This idea of separate rooms was considered by Mohammad in his scheme, however the
rooms and processes required within a building like this were much more than just a few
rooms. Therefore, the idea and final design was made to house as many vital areas as
possible to make sure that this scheme is the best and facility is usable to the best
standards.
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Figure 8.2. Showing the final floor plan for the maker space.
After having and looking at everything we decided that the final floor plans would follow the
above figure and arrangement. This follows the safety procedures like having a one-way
system of entrance and exit in order to keep everyone safe and make sure that the safer
precautions can be monitored.
This arrangement in the design is more practicable, as it gives the different procedures and
operations a separate area and allows them procedures to be carried out in a single place.
This design also contains all the required/desired areas in a facility like the Maker Space.
The sustainability elements within the initial designs were also looked at; considering the
sun path to maximize the natural light that comes within the building and to reduce the
need of using artificial lights. All these considered elements were put together in order to
design a combined and agreed design for the Maker Space.
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Milestone 9. Health, Safety & Welfare
Construction sequence
1. Land surveying and site feasibility: the land will need to be surveyed to
find the elevation, dimensions, total area and mapping out of the land.
Any building regulations, potential problems and the possible solutions
will be stated. Available access roads, paths and utilities will need to be
determined. The general landscape of the land and heritage will be
examined. Feasibility and viability of the site will be looked at, for
example the soil might not be feasible due to harmful chemicals or
inadequate soil strength.
Figure 9.1 Land surveying and clearing out sketch
2. Clearing out the land: the land will need to be cleared out from any
obstacles like trees, bushed, rocks and other debris.
3. Excavation: the land will need to be excavated to make way for the
foundations, marking out of the exact area to be excavated will need
to be benchmarked. Depending on previous soil testing the soil will
need to be excavated to a certain depth. Soil might need to be
backfilled and compacted for an even layer for the foundation to sit
on. Machines/vehicles will be used to excavate the land quickly and
efficiently.
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Figure 9.2 Land excavation sketch
4. Foundation: making sure that the foundation areas are marked, and
the workers are aware of the tasks/work they will be carrying out. They
must know how far they are digging. The workforce and machinery
need to be suitable. The width and depth must be according to the
requirements of the brief which is given and according to the
paperwork. The foundations can then be trimmed and made either
with bricks or concrete shuttering can be prepared and poured into
the foundations.
Figure 9.3 Maker Space Building Foundation sketch with dimensions
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5. Frame of the building- after the foundation has been done the skeleton
of the building can be fitted. The building if made from metal the
structure can be put together and should be fitted/bolted to the
concrete pad created. lifting the skeleton of the building with skilled
crane driver in order to make sure that all the parts are fitted together
properly and that no injuries occur when these tasks are taking place.
The workforce below is aware of the potential hazard above their
head.
6. External walls: the external walls will be constructed after the skeleton
of the building is up and according to the skeleton the openings for the
window and door will be kept and put in place. Again, all this follows
the brief to make sure everything is according to the plans and
measurements.
Figure 9.4 External Walls and columns sketch
7. Partition walls, doors and windows: Walls and roof frames are built with
windows openings on site. Following by constructing prefabricated
frames by fixing them together. Windows are installed. Most of houses’
doors and windows are made of wood, while some other houses’ doors
and windows are made of steel or aluminium. In case of wooden doors
and windows, frames are fixed in walls during masonry work. While steel
and aluminium doors and windows are fixed after the finishing of paint
works.
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8. Roofing: the roofing of the building would go up after the structure
below is complete. The concrete slabs or shuttering will be put in place
with necessary supports under in order to make sure the weight can be
held up.
After the reinforcement are put together the concrete can be poured
and left to dry and then the curing process can start.
Figure 9.5 Maker Space building roofing sketch
9. electrical and plumbing works: Buildings must be constructed with a

clean finish which electrical and plumbing work is not visible. Those
electrical and plumbing works are installed into walls and slaps where
they are concealed. This stage of plumbing and electrical works should
be done before the beginning of final finishing works such as the
painting and tiles laying in order to reduce the damage.
10. Plastering: Plastering can commence after the initial lighting and
electrical plumbing work are completed. Cement plaster is generally
used with 12 mm thickness. Plastering buildings is generally used aiming
to make the building structurally stronger and to prevent the effect of
weather. Cure the surface about seven days so that the plaster gain
proper strength.
11. Flooring example tiles and carpets: the flooring area needs to be
suitable for the kind of building being constructed. The flooring is one of
the final stages of a building as this is what will be apparent to the users
and will increase the aesthetics of the build. Therefore, whether it be
tiles or the flooring of vinyl it will need to go at the very end in order to
make sure that it is not damaged in the remaining construction works if
there are still some left.
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12. Painting: The painting work is mostly done with cement primer after
initial wiring work, and plumbing works are done.
13. Miscellaneous work: this will generally be the activities of less

importance or anything that has been left out such as planting a tree,
installing furniture, false ceiling, etc. This is the final step to ensure the
project has been fully completed. And to ensure the requirements of
client have been met.
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MS Reference Number : IDE01
Project Title Maker Space Specify a residual risk that this MS relates to
Moving Vehicles
Construction Activity Land excavation Unsuitable weather conditions
Collapse of flooring/unstable surfaces
Abdulkareem
Operatives Name(s) Date of activity 12/02/2021
Alhalaby
Personnel Requirement Activity Details

Excavatrioners 1. Marking out building location with benchmarks to
Full PPE know exactly which area needs to be excavated.
Mangement-contrcution
mangers and site
manager
2. Marking out trenches for foundation walls and utilities
of the building
3. Excavation to the approved depth

Material Requirement
Pins and stakes 4. Dewatering, any water that has accumulated will
batter boards need to be pumped out.
Hoses
Shovels 5. Backfilling and compaction, this will ensure an even
depth throughout excavated land
Plant Requirement
Excavator
Bulldozer
Trencher
Water pump
Scrapers
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Moving Vehicles
Construction Activity Scaffolding
Unsuitable weather conditions
Operatives Name(s) Mohammad Arshad Date of activity 12/02/2021
Personnel
Activity Details
Requirement
Scaffolds
Full PPE Delivery of the scaffolds.
Locking pins Joining the scaffolds togther making sure the plate base
Bracing
bearing the load is flat and in a good position.
Laddder
Working Platform
Joining the other components togther until the desired
Guardrail height is recahed. Making good use of the pins, bolts and
locking pins to make sure the scaffolds structure is stable.
Plant Requirement
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electrical and Electrical shocks

Construction Activity
plumbing works Sharp Objects
Operatives Name(s) Fahad Aleid Date of activity 12/02/2021
Personnel
Activity Details
Requirement
Wires 1- Electrical and plumbing system should be designed by specialised
Pipes consultants and contractors.
Lightning Installation
Electrical maintenance
Outlets
Plant Requirement
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Table 9.1 Health and Safety Risk Assessment for milestone
9
Raw Risk Residual Risk
Persons at Risk
of Occurrence
Consequence
Probability of
Likelihood of
Occurrence
Occurrence
Occurrence
Severity of
Hazard Comments or Control Measures Specified by the Assessor
Risk
Risk
Slips, trips and falls Workers ,site 4 3 12 Keep the floor clear of any potential tripping hazards. 2 3 6
managers, Use appropriate/stable equipment to reach heights e.g
ladders and stepping stools. Clean up spillages/slippery
visitors areas immediately and make people aware of the
hazard using signs and blocking of the area.
Airborne Fibres Workers ,site 4 4 16 Ensure site attendees are wearing PPE such as respirators 2 3 6
managers, masks and goggles. Use of exhaust ventilation machines
to get rid of fine invisible particles such as dust. Use dust
visitors, screens around the building edges to contain dust to the
general surrounding area thus the general public.
public
Noise Workers ,site 3 4 12 Site attendees that spend long time in a loud 2 1 2
managers, environment should be wearing the appropriate PPE in
this case ear defenders. If possible workers should be
visitors, respectful and thoughtful of the people situated in
general nearby buildings thus trying to carry out activities with at
public least noise as possible for a shorter duration.
Collapse of Workers 2 4 8 Suspected unsafe floors should be cordoned off and 1 4 4
flooring/unstable ,site signs should be put up to make people aware of the
hazard. Temporary weak floors and surfaces shouldn’t be
surfaces managers overloaded with materials, machines etc, to prevent a
, visitors potential collapse.
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Manual handling Workers 3 3 9 Workers should be competent/trained on how to lift and 2 3 6
carry materials and equipment around a site. Heavy
materials can be transported using machines/vehicles
such as lorries, forklifts and cranes can be used to carry
materials around the site.
Sharp objects Workers 3 2 6 Clearing out any unnecessary sharp objects around the 2 2 4
,site sight such as glass, nails and steel chippings. Wearing
appropriate PPE, in this case safety boots and work
managers gloves. Signage should be put to warn people of any
, visitors sharp corners, edges and surfaces.
prolonged use of Workers, 3 3 9 Use of PPE, specifically the use of anti-vibration gloves. 2 3 6
hand-held power site Workers should not use a handheld machine for a
considerably long time. The employer could invest in
tools mangers power tools that are less harmful by design for instance
efficient high quality power tools which would vibrate less
and be ergonomically made for long use.
Dermatitis Workers 4 4 16 Harmful substances should not come in direct contact to 2 3 9
the skin. Use of PPE such as gloves and covering exposed
skin. Keeping your hands dry when possible. Limit
repetitive use of harsh substances with the same workers
if possible so that one induvial
Exhaustion and Workers 2 3 6 Workers should be given regular breaks. Daily shifts should 2 2 4
fatigue ,site not exceed 8 hours. Workers should be given rest days.
Site manager should be vigilant and identify any workers
managers that are fatigued and exhausted and send them home.
Falling objects Workers 3 3 9 Facilitate storage spaces for equipment and materials. 2 3 6
,site When working from height workers should keep their
equipment on their utility belts or a stable surface. Site
managers attendees should be wearing PPE (safety helmet and
, visitors safety steel toe cap boots).
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Moving vehicles Workers ,site 7 7 12 The construction vehicles moving around the site will be a 2 4 7
managers, hazard. As the pedestrians could be at risk whilst they are
in operation.
visitors Making sure there are specified walk areas and areas
clearly marked showing areas where they can walk so
the drivers can be more aware when passing these
points. Also, always wearing a hi viz.
Electrical wires Workers ,site 5 8 14 Making sure the electrical wires are covered properly 2 3 6
managers, and the casing are weatherproof. Keeping the wires dry
even on a rainy day. Making sure that there are no short
visitors circuits due to measures which could easily be put in
place for safety.
Containers, working Workers ,site 4 7 10 Making sure that the containers/office/working areas are 2 4 4
areas managers, not in the middle of the work area but to a side, so when
they need to be accessed the walkways can be used
visitors and they won't be a limiting factor for the work.
Moving Vehicles Workers ,site 6 8 12 Making sure the people behind the wheel are 3 4 5
managers, experienced and have the adequate knowledge and
experience. They have passed the tests and licences; are
visitors careful and aware of the environment they are driving
on.
Help to keep the driver safe and the whole company
workers on site.
People Workers ,site 4 6 7 The workers and other people on site could be a hazard 2 3 4
managers, to each other. Making sure they are aware of the
walkways and aware of the environment and know the
visitors safety measures in place, i.e. No running on the site, or on
flooring which is wet, and slips are more likely to occur.
Also, always wearing a hi viz.
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Construction Workers ,site 5 5 8 Construction boards/fencing can be a measure to keep 4 4 5
boards, fencing managers, the general public away from the construction site but
can also be a hazard if they are blown away by heavy
visitors winds. They can potentially damage any cars, worker
and general public walking by.
Making sure there are more clamps on the fencing to
keep them held together, increase the weight that is
holding them down onto the ground.
Unlevel surfaces Workers ,site 6 5 6 These can cause the workers to slip and result in an injury 4 3 4
managers, to them. The different ground conditions could potentially
have sharp stones or glass. Therefore, worker along with
visitors anybody working/visiting the site should have the right
footwear making sure they are wearing steel toe shoes
with a thick sole in case there are sharp pieces of
material around.
Scaffolding Workers ,site 5 7 10 When carrying scaffolding or putting them together the 2 4 5
managers, workers should be given gloves in order to make sure they
have good grip on the metal and so that the piece
visitors doesn't slip and hurt anybody below. Also making sure
the workers are wearing PPE.
After the scaffolds are together making sure they have a
fence around the edges to make sure that if any slips
occur the workers are safe.
Making sure that the workers are aware and know that
they must be aware that they don't slip on the surface
which is prone to be wet in the conditions outdoor.
Weather Workers ,site 5 5 8 The wind itself could be a hazard as the heavy wind 3 3 3
managers, could blow the construction items/materials. Resulting in
an injury occurring. Making sure there are storage spaces
visitors within the construction site and areas where equipment
can be kept or placed in order to make sure nothing of
this kid occurs and everyone is safe. Also covering the
sand or materials which could be blown by the wind and
go into eyes.
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Welding Workers ,site 5 6 7 Making sure that the workers are wearing the correct PPE 3 4 5
managers, when they are carrying this type of work out. Informing
other colleagues of the area and the work being carried
visitors out, more conscious about the environment and people
around.
Specifying an area for this work or if needed at a certain
spot making sure other are aware and are also in correct
PPE.
Spread of covid-19 Workers ,site 5 6 30 Maintaining social distancing by keeping 2 meters away 4 5 20
managers, from others. Wearing face masks all the time. Regularly
washing hands and use sanitizers. Do not touch eyes,
visitors nose and mouth. Stay at home if you feel unwell.
Falling from heights Workers ,site 4 5 20 Falling from height could cause permeant injuries or 4 4 16
managers, death. That could be reduced by eliminating the need to
work at height areas by working from ground wherever it
visitors is possible. Only hiring trained and qualified workers.
Electrical shocks Workers ,site 3 3 9 The risk of getting exposed of electrical shocks can be 2 3 6
managers, minimised by checking the quality of each equipment
that is used in site. Allowing only qualified electricians to
visitors use electrical tools. Add safety warnings to protect
workers and visitors from getting an electrical shock.
Occurrence of fire Workers ,site 4 3 12 Provide fire extinguisher in site. Fire emergency plans 3 3 9
managers, should conduct what each person should do. Workers
and employers have to be trained when the fire hazards
visitors are present in jobsite. Every worker should be aware of
the nearest fire exit as the alternative route if the primary
exit is blocked.
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Caught-In between Workers ,site 3 3 9 The caught-in between accidents could cause death in 2 2 4
managers, some cases according to the depth of trenches. Workers
can be protected by providing warning signs along the
visitors site wherever trenches and digging works is in place. One
more conducive safety tip is to provide sufficient trench
wall support inside every trench with a five feet depth or
deeper.
Lack of personal Workers ,site 2 2 4 Managers are responsible for supplying workers with the 1 2 2
protective managers, PPE. Employers are responsible as well for checking if the
personal protective equipment are in good condition.
equipment (PPE) visitors Ears, eyes, head and hands must be adequately
protected from objects and fragments.
Table 9.1 Health and Safety Risk Assessment for milestone

9
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Milestone 10 Structural Calculations
4.5 m
3.7 m 11.1 m 3.7 m 3.7 m
4.5 m
3.7 m 3.7 m
PLAN VIEW AT 1.0 m ELEVATION ON GRIDLINE 4
4.5 m
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5m 4.85 10 m 10 m 4.85 m 5m
ELEVATION ON GIDLINE E Page | 99

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Milestone 11. Procurement
Design and build
The design and build procurement method is where the client will hire a contractor for both
the design and construction of the maker space project. Unlike the traditional method
where separate contractors are hired for the design and construction. The design and
construction of the maker space can simultaneously occur. As a result, the maker space will
be finished relatively quickly, which is a big plus as the disruption to the campus site will be
shortened. In this procurement method the client will have one point of contact therefore
putting him/her at ease. There will be a low risk on the client’s side as they are free from
any design responsibilities. There are two types of design and builds methods; The One
Stage Design and Build the client will know the cost of construction of the maker space
when tendering starts. For the Two Stage Design and Build, an agreed lump sum price is
negotiated after the contractor has been appointed. The contract will be given before
completion of the maker space, and the contractor will have full control of the project. The
contractor will produce multiple design solutions for the maker space for the client,
consequently, the client must decide early on which design they would like to go ahead
with. Therefore, the client will not be able to make changes if they wish to do so in the later
stages of the project.
Since the maker space is not a very complex/large project the design and build procurement
method is best suited for this size of projects. However, the maker space will be unique to
the university and will be a valuable educational space for students to present their
creativity. Consequently, the build quality, space layout and so on is very important, and as
the contractor will have full control of the design and build, they will be tempted to go for
the cheaper routes to meet contract specification. Thus, other procurement methods the
client is more involved/has more control in the design and construction stage of the maker
space is preferred. Lastly, a design and build is best suited for clients who don’t know
exactly what they want, thus, they would benefit from using the contractors expertise help
overlook the design and construction. However, for our maker space project we have
analysed and detailed several design factors in our previous milestones, so we do we do
have a good understanding of the design we want, as we have tailor made it suit the client
already, as a result a contractor isn’t needed to overlook the design process.
Management contract
The client will hire a management contractor as the main contractor to administer and
coordinate the design and construction of the maker space project. The management will
have a design team and several contractors that will be appointed who work under the main
contractor. The client will only have to communicate only with the main contractor, and any
risk from the client’s side will be assigned to the management contractor. A target cost for
the maker space project will be set, however, the price of the project will be finalised
after/during the design stage and cost certainty of the maker space is not known. Much like
the design and build procurement method, the design and construction phases of the maker
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space will overlap. Resulting in a quicker build and a shorter period of disruption to the
University campus.
Our maker space project is not a very complex/large scale project, although the
Management contract procurement method can be adopted. This procurement method is
best suited for larger projects. As discussed before, the client will have no control of the
design and construction and the main contractor will have full responsibility. Thus, the client
will not know the design team and not have a direct relation with them, which could lead to
miscommunication.
Traditional method
In this method of procurement, the design is completely separate to the/from the
construction of the actual project. This method requires the client to have the full
documentation of the project before the contactor who will potentially take the work can
be invited onto the site.
Firstly, the design is done, thereafter the bidding process happens; after having a successful
bid the project can then move to the building process.
The contactor is appointed though competitive tendering and the design has to be complete
before the tendering process begins.
The client will have complete control of the build and not the contractor. However, the
duration of the project will be long as the designing takes place before. The client can also
employ/pay a professional consultant to manage the build with the contractor rather than
doing it themselves. This will help and get the client expert advice on the specific activities
taking place and the payment of the project; how and when will the payment be given to
the contractor.
Advantages of Traditional Method to the client:

1) The price is fixed and accurate; therefore, the client will know how much they are
spending and can budget accordingly.
2) The risk is low as the contractor takes the financial risk for the construction.
3) The client has ownership of the design
4) Also, the client has the opportunity/choice to bring in whichever exert they want in
order to assist or give professional advice.
Disadvantages of Traditional Method to the client:
1) The time it takes is very long
2) Changes to the design can be costly once the contractor has come onto the site for
work. The cost of alterations can be significant.
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The chosen method for the maker space is the traditional method, this is the most suited as
the design and documentation of the build has been completed to a certain extent.
Therefore, the next stages after the completion of the remaining documents will be the
actual build. This is a lengthy process however this also means that the price is known for
the completed project and also not in control of the contractor. The financial risk is also low
and the contractor will be responsible fi there is any.
The most important point to consider is that as this is a one-off build and a remarkable
engineering facility so specialist can also be brought in to make sure that this building is
what is potentially wanted from it and is up to the best standards. Being able to call in
specialist of the field will mean that all the potentials of the building can be used, making
sure full benefit can be taken from this one of a kind facility.
Partnering method/Private finance initiative

This method is for great builds/large projects. The specialists of the field are called in from
day one and are involved from the very early stages of the project. As this is for large scale
projects they consider many aspects and want to make the design the best possible and
efficient so specialist advise is taken very early.
As this is commonly used on large one-off project or where multiple projects are going to
take place there is a high chance of the client and contractor partnering and working
together depending on the relationship which is built between them; therefore, this method
is also called the partnering method.
As a result of partnering or working together on a big project where the parties will
definitely benefit financially there is a possibility to get along easier and improve the
project.
If a company is working on a small project and only there for a limited time there is a chance
they might not have a good relationship and just complete the task at hand and move on.
However, if there are more benefits in a project and companies see themselves in good
positions on a project they may start a good relationship with each other considering the
benefits they will get in return. This relationship and consideration of the benefits will
improve the whole project they might give better advise on activities to help each other out
etc. all resulting in an excellent design maybe better than what was expected.
Although there are many factors which a company will consider but ultimately, they are a
business, and in business for money. They need the financial support to survive, and where
they will make more money they will also work better and help themselves to keep that
contract or deal.
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This method will not be considered for the maker space as this is not a large-scale project,
the maker space is a one-off project however, the other procurement methods are better
suited to the project rather than this. This method is costly due to the specialist being
involved from the very early stages.
The university has its own maintenance team and therefore there will not be further
projects for the contractors involved; although there might be a relationship building but it
will not be that beneficial to the other party due to them not getting the multiple contracts
they would expect or get where they actually partner elsewhere and get many large scale
projects and benefits.
Contracts
The JCT contract, is one of the most widely used in the UK. The JCT has a well acknowledged
potential of variety. It is compatible with our chosen traditional procurement method for
the maker space project, and if the client at some time wishes to go for an alternate
procurement method the JCT contract covers all the procurement methods discussed
above. The JCT contract for the maker space project will determine the responsibilities and
obligations that they will need to meet that the contractor needs to meet.
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Milestone 12. Surveying
Brief
The Maker Space is an area that allows students and staff to be creative to design, build and
experiment in the fields of science and engineering, and it will also house all the required
machinery and will be located at the University of Salford.
The Maker Space facility is a modern building for up-to-date and innovative ideas to come
into existence, a place for science and engineering enthusiasts. Therefore, this building
should also look modern from the outside to give it a modern and innovative feel. The
building as well as taking into consideration sustainability should be a product of
contemporary engineering and art.
Desk study/intro and site photographs
Location
The selected location selected for this site is the university road, which is a side road located
off the A6. The road is adjacent to the peel park and has a few of the university building
located on this road. This is the ideal location for a project like this as this is a main road
therefore all types of vehicles can access this. Alongside this because this is a side road
located off the A6, it is much safer to load and unload materials and machinery when
needed. This will reduce the risk and keep the working staff and pupils safe. there are also
carparks located near this site which adds to the benefits of this site and increases the
accessibility and potential of the site.
Current and previous uses

The site selected has previously only been open park area and hasn’t been used for any
buildings of such, however around this location there are multiple university buildings,
making this located in the heart of the university. The other buildings have been used during
the industrial revolution and later as institutions of technology and technical subjects
however this selected plot hasn’t been used for anything of this kind.
Historical details and significance

The older buildings of the university have some significance in history however this plot
itself hasn’t been used. The campus buildings were used and significant in the past and
opened by royals, there were used as institutes in order to educate pupils in technology and
technical fields which therefore merged into one institute over the years and came together
making University of Salford.
Site condition
The site is more or less flat which therefore makes it easier to construct on and reduces the
processes needed to carry out before the main build can start. However, when the actual
process of surveying is carried out, there may be some differences which will then need to
be thought of and needed to be rectified.
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Accessibility
The site is accessible from 3 directions. On one side you have the university road which is
the main entrance to the building, this is the place where the deliveries and main entrance
of the building will be located.
The second entrance to the building is toward the Peel park where there is path which can
be stretched in order to make way to the back of the site and also used as a fire exit. The
building can be accessible from all the path as if the path already on the site are followed
the user can easily come to the front of the building and use the facility in the correct
manner and follow the method set out for safety.
As this is a side road when the construction of the project is taking place there will be less
issues for the locals and the traffic will be able to carry on the way it normally does. There
will be no obstructions in the way due to the road not being a main road where the general
public will cross or use as much.
Adjacent plots/usages
The plots and buildings surrounding the location are also part of the campus. Across the
road from the site there is the faith centre which is a private space for the pupils and staff to
go and practise their religion. The other building close by is the chapman building which is
another part of the university housing different faculties if the university. On the other side
of the peel park there is the student accommodation; the location is based in the centre of
the whole campus with all the buildings within walking distance making this site accessible
for all. The two car parks add to the benefits of this site and make it easily accessible for the
locals who can park their car close to the site.
Health and safety
This has been considered at every point of the design, the main reason along many others
for choosing this location was because it is safer to use this location for deliveries and is a
little away from the main busy road. This location will be safer for the users and staff. Also,
the design of the internal building is also based upon health and safety and how using the
entrance and exit procedures will keep he staff and students safe from being hurt and
injured.
The health of safety of the builders is also considered as the site isn’t located on a main road
reducing the number of passing cars and lowering the risk for accidents due to colliding with
vehicles. The surveyor is also at less risk, as there will be less cars passing and the quitter the
road the safer and easier the process without any obstructions or delays.
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Ground conditions
(Geology of Britain viewer | British Geological Survey (BGS), 2020)

Figure 12.1. Showing the ground conditions of the campus grounds
Alluvium is the ground type listed in this source. Using the Geology of Britain, the
information found about the type of bedrock under the Alluvium is Sedimentary and
Sandstone.
Flooding
(SFRA surface water flooding maps, 2020)

Figure 12.2. Flooding map showing the areas probability of flooding
Showing the area around Campus and risk of flooding
Using the Salford City Council, surface water flooding maps the information found for site is
that “intermediate susceptibility” for flooding. Therefore, it shows that there is a potential
that this site could flood, however the risk for this is not very high. Therefore, when the site
is being built this will have to be considered as there is a very minimal possibility.
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Figure 12.3. location of the site on google pro
This image from Google Earth Pro shows the entire land area for the Maker Space (red box)
along with the surrounding buildings, the landscape behind and the University road running
along the front. Also, the front elevation from a raised angle. Below is also an image
showing the same site from the raised rear angle including a major area of the campus
landscape and buildings.
Figure 12.4. location of the site on google pro different angle
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(Google Maps - University of Salford, 2020)
Figure 12.5. location of the site on google pro off university road
This is the south area of the building which will be located alongside the car park. The
entrance for the loading bay is also in view here. Also seen in this image are the emergency
exits on the Chapman Building.
From these pictures it is apparent that the location is quite flat, however there are a few
trees located in the area which may need to be removed when the building works start,
although looking at it from these pictures shows that they might be out of the way,
however, they may become an obstruction or be too close to the building.
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Table 12.1 Surveying’s Risk
assessment
Task/Activity/Environment: Location: Date of Assessment:
Surveying Peel Park Campus 17/01/2021
Identify Hazards which could Identify risks = what could go wrong if hazards cause harm:
cause harm:
No No
Hazard Risk
. .
1 Vehicles 1 Get hit by a car
2 Level falling on you 2 Injury to your foot
3 Weather 3 Slips, trips, falls, frostbite, catching a cold
4 Obstructing footpaths and 4 Obstacle for the general public, will be at risk of tripping/falling
pavements with equipment
5 Wrong use of equipment 5 Could injure yourself, fellow student or the general public
6 Strangers 6 Interferences with strangers
7 Covid-19 7 Get infected by coronavirus from others
8 Constructional activities 8 Get injured by any possible constructional activities in where the
experiment is taking place
List groups of people who could be affected: Students, Staff and the public What numbers of
people are involved? 4
What risk controls are in place to reduce risks? Risk level with risk
controls
No. Risk Control
1 Wear the high visibility Acceptable
1 Stick to footpaths and pavements Acceptable
2 Follow the instructions given to you. Acceptable
3 Wear appropriate clothing. Acceptable
4 Keep belongings and equipment away from footpaths, pavements and Acceptable
congested areas.
5 Use equipment correctly and behave appropriately and professionally. Acceptable
6 Stay within your groups and avoid outside distractions and inferences Acceptable
7 Wear mask and gloves, stay 2 meters apart and sanitise hands Acceptable
8 Keep attention, wear high visibility vests and keep far away from such Acceptable
activities
What additional actions are required to ensure risk controls are Risk level with
implemented/effective or to reduce the risk further? additional risk controls
No.
Is health surveillance required? If YES, please detail:
NO
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Who will be responsible for implementing risk controls: By When: Ongoing
Staff. All group members: Abdulkareem Alhalaby, Mohammad Arshad, Fahad Aleid,
Faisal Faiadh.
Completed by:
Abdulkareem Alhalaby,
Mohammad Arshad,
Fahad Aleid, Faisal Date:
Faiadh. 17/01/2021
Record of annual Date:
review conducted by:
Date:
Record of annual
review conducted by:
Risk Rating:
Very likely Adequate Tolerable Tolerable Unacceptable Unacceptable

Likely Acceptable Adequate Tolerable Tolerable Unacceptable
Fairly likely Acceptable Adequate Adequate Tolerable Tolerable
Unlikely Acceptable Acceptable Adequate Adequate Tolerable
Very unlikely Acceptable Acceptable Acceptable Acceptable Adequate
Risk rating Insignificant Minor Moderate Major Catastrophic
Action following risk rating:
Unacceptable = Stop activity and make immediate improvements/seek further advice

Tolerable = look to improve within specified timescale
Adequate = Look to improve at next review
Acceptable = No further action, but ensure controls are maintained
Guide to using the risk rating table:
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Consequences Likelihood
Insignificant – no injury Very unlikely – 1 in a million chance of it happening
Minor – minor injuries Unlikely – 1 in 100,000 chance of it happening
Moderate – up to three days absence Fairly likely – 1 in 10,000 chance of it happening
Major – more than three days absence Likely – 1 in 1,000 chance of it happening
Catastrophic – death or disabling Very likely – 1 in 100 chance of it happening
Surveying techniques
Open traverse
This type of technique is used when roads and rails are being deigned; one dimensional
construction. The start point is known and the ending point is known, and the information
or elevation is known is used to carry out the process and find out the information of the
site.
This is useful and can give the engineers a start on how they will carry out the following
processes and let them know the type of things that are located in the location, like trees,
bushes, manholes etc.
Closed traverse
This is a technique is used when a selected plot of land is being used to build a building, this
is not used for roads and rails but only used in a certain place where the building or site is
limited in a certain spot.
For this type of surveying knowing the elevation or point is okay, however if the point is not
known a benchmark can be used to carry out the process and bring some results back to the
table of engineers. this method is very useful and errors occurring in this method are also
able to be rectified and distributed in order to get the correct possible working.
GPS
This method is not as frequent however is still used massively. Signals are sent out from the
device and there is also a receiver attached to the pole. The receiver receives the signals
from the satellite about the pinpointed point and the location can be located and recorded.
This is seen on the tablet which is attached to the poles holding the whole equipment.
The height of the site and needed information can be recorded and used for further
findings.
Drone
This is a relatively new technology used in the construction industry. The drone is used to
take multiple photographs of the site used and these photographs are then put together
making models and understanding the site better and looking at the terrain and other
elements of the site.
This method is quicker and allows many things to occur in the flights of the drone.
Arial photo
In this method a series of images are taken and thereafter gathered together to plan out.
Once the process is planned the images are observed and considered; using these images
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we can help understand and find the elevation of the site we are looking at. This type of
process is useful when we are planning leisure parks or outdoor activities; Like the lake
district.
Total station
This is a method where a staff and device are used in order to measure the height of the
site. Using the number, we see on the staff we can determine the difference in the site and
see what the site requires. This method is used in the university and facilities are available
to use this method to look at the site and collect the initial information.
All these methods are available to be used in surveying and do the same job; helping us to
gain the initial information about the site and give us a start on planning the works which
need to be carried out. The open and close traverse are the ones which we have studied and
learned. These methods are effective closed being used in a limited space/land, and open
traverse being used on roads and rail works where the land is not limited to a certain spot.
The suitable surveying method for The Marker Space will be the closed traverse surveying
technique, as this land is limited to a certain spot on the campus land and this is not a
railway track or road. This technique will help us understand the land we are working on
and give us information on the terrain of it. A total station can also be used to find
additional information we need of the site, regarding the terrain and surface if we need to.
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Closed traverse surveying
Measured Corrected
Line Length WCB ΔEasting ΔNorthing
Included angle included angle
AB 68.419 101°28'15" 101°28'01" 114°00'00" 62.504 -27.829
BC 115.885 118°34'44" 118°34'30" 52°34'30" 92.030 70.426
CD 121.556 113°05'59" 113°05'45" 345°40'15" -30.084 117.774
DE 88.415 104°41'38" 104°41'24" 270°21'39" -88.413 0.557
EA 164.836 102°10’32” 102°10’20” 192°31’59” -35.770 -160.908
𝚺=559.111 𝚺=540°01'08" 𝚺=540°00'00" 𝚺=0.267 𝚺=0.020
Corrected to ΔE Corrected to ΔN Corrected ΔE Corrected ΔN Traverse point Co-ordinates E Co-originate N

-0.033 -0.0024 62.471 -27.831 A 1000.000 2000.000
-0.055 -0.0041 91.975 70.422 B 1062.471 1972.169
-0.058 -0.0043 -30.142 117.769 C 1154.446 2042.591
-0.042 -0.0032 -88.455 0.554 D 1124.304 2160.360
-0.079 -0.0060 -35.849 -160.914 E 1035.849 2160.914
𝚺=-0.267 𝚺=-0.0200 𝚺=0.000 𝚺=0.000 A 1000.000 2000.000
Table 12.2 Closed Traverse data table
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Drawing/Map of site using AutoCAD
Figure 12.6. location of the site on CAD drawing

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Figure 12.7. location of the site on CAD drawing close-up
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The maker space building is positioned so that it would have the least impact on some of the existing
facilities such as car parking spaces, access roads and pavements, this will allow students and staff to
access the other buildings in the campus easily and without disruption due to the erection of the
maker space building.
Twelve parking spaces had to be taken out to make space for the building, however several car
parking spaces in front and too the side of the building will be left as they We have chosen to keep as
many car parking to accommodate for the students and staff that will work/use this large maker
space building. A footpath leading to the entrance of the building will allow easy and direct access,
this foot path will join with the existing foot path that is located between the peel building and
museum which is not shown on the map. Two trees adjacent to the east side of the building have
been put in place, to compensate for the trees/plants that had to cleared out to make space for the
building. Trees are a great addition to the landscape to provide a more aesthetic appeal of the
overall environment.
Setting out
Control Station (origin) point: 1000.000 E , 2000.000 N
Whole Horizontal
Points E (m) N (m) ∆E (m) ∆𝑵 (m) circle Distance
bearing (m)
A 1004.913 2001.750 4.913 1.750 70.400° 5.215
B 1003.666 2026.718 3.666 26.718 7.812° 26.969
C 1043.616 2028.715 43.616 28.715 56.641° 52.219
D 1044.863 2003.746 44.863 3.746 85.227° 45.020
Table 12.3 Control Station data table
Figure 12.8. setting out CAD drawing
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Summary
The purpose of the experiment was to investigate the ground condition in the site area, to indicate
the specific actions and activities which will take place at the beginning of the constructional
sequence of the building and to clarify what surrounding objects and elements should be removed.
The experiment in general can be considered as a successful experiment. The closed traverse
calculations are correct. The accuracy of the calculations was confirmed after multiple checks of
more than one member of the group. AutoCAD software were used to indicate the location of Maker
Space with specific coordinates in sketch map along with defining the particular values that is
needed to determine the setting out values.
However, due to the covid situation and the spread of coronavirus, the experiment has been taken
place online instead of taken place in the campus to actually do the experiment and interact with all
students and staff.
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Milestone 13. Bill of Quantities
CO2 kg per Total cost

Ref Description Quantity Unit Rate Cost unit CO2
EDF Earthworks (E),

Demolition and site
clearance (D), In Situ
concrete (F)
D1.1.0.02 Clear entire site of bushes, 918.84 ha £3,210.00 £288.90 £1,318.08 £34,271.39
hedges, small trees
including grubbing out
roots and removal from
site
D2.1.0.01 Removal of tress; (girth 1 Nr £52.16 £52.16 £21.41 £1116.74
500mm-1m)
E3.2.1.01 Excavate soil 100mm deep 91.884 m3 £3.68 £338.14 1.170 107.51
and remove from site, for
concrete floor slab.
E3.2.3.01 Excavate Trench for strip 37.986 m3 £3.68 £139.79 1.170 44.45
foundation
E3.2.3.01 Excavate wholes for pad 45.9375 m3 £3.68 £169.05 1.170 53.75
foundations
F6.2.2.02 Pour concrete for strip 17.532 m3 £25.81 £452.50 5.351 93.82
foundations
F6.2.4.02 Pour concrete for pad 28.1025 m3 £20.38 £572.73 4.225 118.74
foundation
F6.2.1.02 Pour 100mm concrete 86.286 m3 £27.17 £2344.39 5.633 486.05
floor slab
E6.4.1.11 backfill around strip 13.149 m3 £0.52 £6.84 0.214 2.88
foundation using
excavated soil
E6.4.1.11 backfill around pad 17.835 m3 £0.52 £9.28 0.214 3.82
foundation using
excavated soil
E5.3.1.01 Remove surplus excavated 144.8235 m3 £6.77 £980.46 3.397 491.97
soil from site
Total £5354.24 £36791.12
Table 13.1 BOQ sheet
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1 40.3 Clear entire site of bushes, hedges, small trees including grubbing out roots
22.8 918.84 and removal from site.
1 500mm-
1m 1 Removal of tress; (girth 500mm-1m)
E.1) Excavate soil 100mm deep and remove from site, for concrete floor slab.
Order: Length x Width x depth

40.3
22.8
0.1 91.884
40.3 x 22.8 x 0.1 = 91.884 m3
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4 8.1 E.2) Excavate trench for strip foundation.
0.60
0.65 12.636 Order: Length x Width x depth
4 8.25
0.60
0.65 12.87
2 0.60
5.65
0.65 4.407 Area to be
excavated.
2 0.60
10.35
0.65 8.073
100mm of soil was already
37.986 removed from E.1 therefore
(750 – 100 = 650 mm) will
need to be removed.
[(8.1 x 0.6 x 0.65) x 4] + [(8.25 x 0.6 x 0.65) x 4] + [0.6 x 5.65 x 0.65) x 2] +

[0.6 x 10.35 x 0.65) x 2] = 37.986 m3
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15 1.75 E.3) Excavate wholes for pad foundation
1.75
(1.75 x 1.75 x 1) x 15 = 45.9375 m3
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4 8.1 F.1) Pour concrete for strip foundations.
0.6
0.3 5.832
4 8.25
0.6
0.3 5.94
2 0.6 Area of concrete

5.65 to be filled.
0.3 2.034
2 0.6
10.35
0.3 3.726
17.532
[(8.1 x 0.6 x 0.3) x 4] + [(8.25 x 0.6 x 0.3) x 4] + [0.6 x 5.65 x 0.3) x 2] +

[0.6 x 10.35 x 0.3) x 2] = 17.532 m3
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15 1.75 F.2) Pour concrete for pad foundation
1.75
0.6 27.5625
15 0.3
0.3 Order: Length x Width x depth
0.4 0.54
28.1025
[(1.75 x 1.75 x 0.6) x 15] + [(0.3 x 0.3 x 0.4) x 15]= 28.1025 m3
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39.4 F.3) Pour 100 mm concrete floor slab
21.9
39.4 x 21.9 x 0.1 = 86.286 m3
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4 8.10 E.4) Backfill around strip foundation using excavated soil.
0.30
0.45 4.374
4 8.25
0.30
0.45 4.455
2 0.30
5.65
0.45 1.5255
Area to be backfilled
2 0.30
with soil.
10.35
0.45 2.7945
13.149
[(8.1 x 0.3 x 0.45) x 4] + [(8.25 x 0.3 x 0.45) x 4] + [0.3 x 5.65 x 0.45) x 2]

+ [0.3 x 10.35 x 0.45) x 2] = 13.149 m3
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15 1.75 E.5) Backfill around pad foundation using excavated soil
1.75
0.4 18.375
(15) (0.3)
(0.3) Order: Length x Width x depth
(0.4) (0.54)
17.835
[(1.75 x 1.75 x 0.4) x 15] - [(0.3 x 0.3 x 0.4) x 15]= 17.835 m3
Remove surplus excavated soil from site

175.8075
(30.984) 144.8235 Total soil excavated: 91.884 + 37.986 + 45.9375 = 175.8075
Total soil used for backfill: 13.149 + 17.835 = 30.984
175.8075 – 30.984 = 144.8235
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Discussion
For our maker space project, we have only considered Earthworks, Demolition and site clearance
and In Situ concrete for the foundation of the building. The total cost turned out to be £5354.24.
We have calculated all values to the best we can and to the best of our abilities using our
knowledge, ideas and design of the maker space project. We have not considered the other
activities of the project therefore the actual total cost of the project will obviously be much
higher.
The units in some of the calculation were much higher and a general number was given in the
CESMM, the units were therefore changed according to the design and build of the maker space.
For example, the price given in the CESMM for the clearing of the site were the cost per hectare
and the maker space obviously wasn’t going to be built if a hectare of land, therefore the units
were worked out to be suitable for the maker space and the price was worked out according to
that.
Using the CESMM gave us an idea of the cost for the processes that will need to be carried out
and a roundabout cost for them selected and listed activities. The cost for the completed project
or these activities could be slightly high depending on the contractors etc. who decide to take
the project on board.
The carbon cost is much higher compared to the cost of the actual processes that are been
taking out. The cost is seven times the cost of the processes which is a very high and costly
figure. Although, there is a possibility of error in calculations, this cost could be that high due to
the sustainability aspects which are considered throughout the designing and construction
processes, resulting in processes being carried out in a different way reducing the emissions but
increases the cost due to the changes.
The CESMM4 prices were based on 2013 and due to inflation the prices in 2021 will be higher
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Milestone 14. Mathematics
Trigonometry
Throughout the design of our maker space project, the use of trigonometry formulas and
Pythagoras theorem shown below can be applied in many areas of our project. This includes
surveying, when determining the eastings and northing values during closed traverse surveying
for our chosen site. Furthermore, when analysing and determining truss stability systems for our
building, the triangular nature of the truss whether right angled or not lengths and force
magnitudes will need to be known and thanks to the use of trigonometric formulas shown below
this can be easily achieved.
opposite adjacent oposite
sine = cosine = tan =
hypotenuse hypotenuse adjacent
𝑎 𝑏 𝑐
c2 = a2+b2 cosine rule: a2 = b2+c2-2bc cos(A) sine rule: = =
sin⁡(𝐴) sin⁡(𝐵) sin⁡(𝐶)
These are the crucial equations that can be used in the applications of our project as I have discussed
above. However, trigonometry is a vast topic and there are many more trigonometric formulas and
identities that can be used in the applications that we have mentioned and otherwise.
Bearings and angles

When looking at what orientation, coordinates and sun path our building will have, angles,
bearings and the wide scope of geometry will need to be applied. One application in particular is,
when the actual construction of our project begins the land will need to be marked out to the
highest level of accuracy therefore applying the concepts and formula shown below can ensure
that. Another application of angles and bearing for our project would be, when surveying the
land, we will need to translate the information onto paper by using and applying these simple
concept and formula shown below.
corresponding (F) angles are equal. Alternate (Z) are equal. co-interior (C) angles add up to 180°
Sum of all angles in a regular polygon, where n is the number of sides: 180⁡×⁡(n-2)
Exterior angle of a regular polygon: 360 ÷ n
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Area and Volume
a. Cut and Fill Method
Cut and fill method is an excavation process that used at the beginning of any
constructional activity based on certain calculations. The aim of this method is to
prevent the ground from moving and settling during or after construction process.
The cut and fill is an expensive activity, calculations could determine the total cost
of this activity based on specific criteria.
b. Prismoidal Formula
Another cut and fill technique that leads to volume errors when cross-sections
taper between cut and fill sections.
c. Grid Method
Grid Method is best used for complex grading projects and urban conditions. To
start calculating by using this method, a grid is needed to be created over the area
to be graded. After that, the average change in elevation on each grid cell have to
be found by determining the elevation difference for all four corners. At the end,
the volume is calculated by adding the averaged cut and fill volume separately,
then to multiply it by the area of one grid cell.
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Tan and secant modulus to find the elastic modulus of a material (equation and
gradient of a straight line that lies on a curve)
In our project we will be using many materials and analysing these materials yield strength,
ultimate strength and elastic modulus is a crucial part of identifying which material will be best
and which one to go for. Concrete and some metals as the one shown below are difficult to
analyse due to their nonlinear nature. However, we must determine the gradient at some points
in the curve to find the elastic modulus. A tangent line touching the curve exactly once or a
secant line touching the curve at two point at whatever point we wish to analyse. Eventually the
equation of the straight line can easily be found with the formulas shown below.
𝑦2 − 𝑦1 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) 𝑎𝑥 + 𝑏𝑥 = 𝑐
𝑚= 𝑦 = 𝑚𝑥 + 𝑐
𝑥2 − 𝑥1
These equations can be applied to determine the gradient and the equation of the tangent and
secant lines shown above, thereby we determining the elastic modulus.
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Differential Equation of Flexure (chosen formula)
The most suitable/critical equation to go with would be the Differential Equation of Flexure, this is
because our maker space building project is constructed entirely of steelwork, therefore, several
beams will be subjected to loads thereby deflecting the beams. As engineers we must design a stable
and safe maker space building project using our knowledge of Calculus and mathematical equations
that we have obtained throughout the year. We will be applying our understanding of integral
calculus to use the Differential Equation of Flexure.
In previous milestones we have determined the actions and reactions for a roof I beam which sits in
the middle of the maker space building spanning 10 metres overhead supported by columns at each
end. A drawing of the beam is shown below. E and I are given values from the section properties
table, values are as shown below:
𝐸 (Young’s modulus) = 210000000 kN/m2 𝐼 (second moment of area) = 0.000273 m4
𝐸 × 𝐼 = 57330 kNm2
Now we can apply our mathematical knowledge of integration to work out the deflection of the
beam using the Differential Equation of Flexure through Macauley’s method:
𝒅𝟐 𝒛
𝑬𝑰 𝟐 = −𝑴
𝒅𝒙
𝑀 = The bending moment (kNm)

𝑧 = The vertical deflection (m)
𝑥 = The horizontal distance along the beam (m)
𝐸 = Young’s modulus (KN/m2)
𝐼 = second moment of area (m4).
Page | 150
We know the values of 𝑥 (the horizontal distance along the beam) at the supports and 𝑧 (the
vertical distance in this case the deflection) at the supports. We substitute these values of x
and z in because we want to find the constants of integration A and B.
For the left hand support (LHS) 𝑥=0 and 𝑧=0.
For the right hand support (RHS) 𝑥=10 and 𝑧=0.
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Now that we know the values of the constants of integration A and B, we can now substitute
this into our equation which we calculated a few step ago as shown below. The value of 𝐸
(modulus of elasticity) and 𝐼 (the second movement of area) for the steel beam are given
values as shown at the start, these will also be substituted as shown below.
Final equation has been achieved for the beam deflection, z the deflection of the beam can
obtained by subbing in any value of 𝑥 (horizontal distance along the beam). A vital and
critical analysis can now be evaluated which was obtained using a little calculus.
Below we are determining the deflection halfway along the beam (5m) which can now be
obtained by subbing in 5 for the value of x and ultimately achieving the value of z which is
the deflection of the beam in metres.
Page | 152
Another way to calculate the deflection would be using the formula shown below. Which is
strictly for standard cases only.
𝟓𝒘𝑳𝟒
𝜟𝒎𝒂𝒙 =
𝟑𝟖𝟒𝑬𝑰
Evaluation and conclusion

Having calculated the deflection applying both the integration using the Differential Equation of
Flexure and the standard formula shown above. There is slight difference between the two
answers of 3.9 mm. This is due to not taking more than the 3 decimal places when integrating
and finding the value of M. If let’s say 10 decimals places were taken then the answers would be
the same if not very close. The differential equation approach was obviously a much longer
procedure. However, in my opinion the differential equation of flexure is the best method, as it
will not just work for simple cases like the standard equation shown above does, but it can be
implemented across any beam deflection we wish to calculate across the project by just using
our knowledge of integral calculus.
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Minutes
Week 1
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Week 2
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Week 3
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Week 4
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Week 5
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Week 6
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Friday, November 13, 2020 11:17am |
Week 7
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Week 8
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Week 9
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Week 10
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Week 11
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Week 19
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Week 20
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Week 21
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Week 22
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Week 23
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Week 24
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Week 25
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Week 29
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Week 30
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Week 31
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References
Buxton, P. (2018). Metric Handbook: Planning and Design Data (6 ed.). Milton: Routledge.
Kingspan Facades Product Portfolio. (2020). In. Flintshire: Kingspan.
Marshall, B. (2015). Retrieved from Nelson: https://www.nelson.ac.uk/wp-
content/uploads/2015/09/Engineering-plans-booklet-2.pdf
. (2020). Retrieved from https://www.apexroofingcompanies.com/is-standing-seam-metal-roof-worth-it/
Bather, M., & Bullman, P. (2016). London: The Institution of Structural Engineers.
Buxton, P. (2018). Metric Handbook: Planning and Design Data (6 ed.). Milton: Routledge.
Kingspan Facades Product Portfolio. (2020). In. Flintshire: Kingspan.
Marshall, B. (2015). Retrieved from Nelson: https://www.nelson.ac.uk/wp-
content/uploads/2015/09/Engineering-plans-booklet-2.pdf
REYNAERS. (2018). UNITISED ELEMENT FAÇADES. In R. A. N.V. (Ed.). Belgium.
UCL Space Standards Guidelines (2018). Retrieved from:

https://www.ucl.ac.uk/estates/sites/estates/files/ucl_space_standards_guidlines_v2-
181002.pdf
CRLT Computer Classroom Design (2020). Retrieved from:

https://crlt.umich.edu/learningspaceguidelines/computerclassroom
Design Building Wiki strip foundation sizing guidance (2021). Retrieved from:
https://www.designingbuildings.co.uk/wiki/Strip_foundation
Design Building Wiki Types of pad foundation image (2020). Retrieved from:
https://www.designingbuildings.co.uk/wiki/Types_of_pad_foundation
Pbc today Best practice for foundations in the construction industry (2020). Retrieved from:
https://www.pbctoday.co.uk/news/building-control-news/foundations-construction/72186/
HomeDecorBliss How Big Should An Entryway Be (2020). Retrieved from:

https://homedecorbliss.com/how-big-
entryway/#:~:text=The%20general%20rule%20of%20thumb,20%20and%2040%20square%20
feet.
Duration Windows Recommended Sizes (2020). Retrieved from:

https://www.duration.co.uk/Commercial-Entrance-Doors-Technical.asp
Page | 175
Dimensions.com Hallway Corridors Layouts (2021). Retrieved from:
https://www.dimensions.com/collection/hallway-corridor-layouts
WBDG Lobbies (2019). Retrieved from: https://www.wbdg.org/space-types/lobby
Steelconstructioninfo Concept Design (2021). Retrieved from:

https://www.steelconstruction.info/Concept_design
Buildstore Build advice (2020). Retrieved from: https://www.buildstore.co.uk/support-and-

inspiration/project-advice/build-
advice/foundations#:~:text=Deep%20Strip%20foundations%20are%20the,a%20minimum%2
0depth%20of%20225mm.
Strucville Design of Pad foundation: https://structville.com/2020/12/design-of-pad-

foundation.html#:~:text=The%20width%20of%20a%20pad,not%20less%20than%20150%20
mm.
Heatonmanufacturing Minimum Thickness of Concrete Elements (2020). Retrieved from:
https://heatonmanufacturing.co.uk/minimum-thickness-of-concrete-elements/
Cubicle Centre Standard Toilet Cubicle Sizes (2010). Retrieved from:

https://www.washroomcubicles.co.uk/toilet-cubicle-sizes/
BBC Bitseize Angles, lines and polygons image (2021). Retrieved from:
https://www.bbc.co.uk/bitesize/guides/zshb97h/revision/3
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Materials and Geology labs
Sieve Analysis Laboratory
Introduction & Objectives
Sieve analysis is one of the oldest and most reliable methods used to determine the particle
size distribution and in turn classify the soil sample. Engineers will use this data to establish
the felicitousness of a soil for a proposed structure. Water movement can be determined
however permeability tests are more commonly used.
The objective of this laboratory experiment is to determine the percentages of the various
grain sizes in a given soil sample, this data will then be plotted on a Particle Size Distribution
graph in order to help us classify our soil sample.
Theory
Grain sizes are split into six different categories as shown in the illustration below. For the
particle size distribution of coarse grained soils the sieve analysis test is commonly used.
Whereas for the particle size distribution of fine grained soils other experiments are better
suited, such as the sedimentation test.
Clay Silt Sand Gravel Cobble Boulder

0.002 mm 0.063 mm 2.00 mm 60 mm 200 mm
Fine grain soils Coarse grain soils
After the testing procedure has been conducted (which we will discuss in further detail in the
procedure section of this report). The mass of retained soil on each sieve will be used to
calculate the cumulative percentages. A Particle Size Distribution curve be plotted where the
horizontal axis of the graph will logarithmically display the grain sizes ranging from 0.001 mm
to 100 mm. The vertical axis will show the cumulative percentages passing. The points are
plotted on the graph and a curve is drawn through the points which results in a grading
curve. The position of where of where the grading curve lies on the graph as well as the
shape of the curve will ascertain the soil classification. Soils are either well graded or poorly
graded.
Well graded soil includes a variety of different sized particles; it will contain small, medium,
and large sized particles within a fairly even proportion to one another as a result there will
be no voids in the soil hence it would be compact. On a particle size distribution graph the
curve is flat. Their no surplus in any grain size or deficiency in the medial sizes. A wide range
of particles in even proportionalities/percentages are present.
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Uniformly graded (which is known as a poorly graded soil) all the particles in the soil are
around the same size of one another, unlike well graded soils their will be a lot of voids
present hence it would not be compact. On a PSD curve it will look almost vertical with a
steep gradient showing us a high percentage of around the same range.
Gap graded soils (which is also known as a poorly graded soil) contain smaller size particles
and larger size particles. However, there is a deficiency in the median sized particles. Unlike
well graded soils, gap graded soil do not contain an even proportion of all the various
particles consequently the soil will not be as compact. On a PSD curve between the bigger
and smaller sizes their will be horizontal line that shows us that the intermediate sizes are
missing.
We can mathematically determine if a soil is well graded or poorly graded, but before that
we need to identify the 𝐷10 , 𝐷30 and 𝐷10 values from the PSD graph.
𝑫𝟏𝟎 (Effective size) = the particle size were 10% of the material passes through the sieve.
𝑫𝟑𝟎 = the particle size were 30% of the material passes through the sieve.
𝑫𝟔𝟎 = the particle size were 60% of the material passes through the sieve.
Using the 𝐶𝑢 (Coefficient of uniformity) formula, and the 𝐶𝑐 (Coefficient of curvature)

formula, we can use the calculated values to classify the soil gradation, hence determine
whether the soil is Well graded, Uniformly Graded or Gap graded.
𝑫𝟔𝟎
𝑪𝒖 =
𝑫𝟏𝟎
If the 𝐶𝑢 < 4.0 then the soil is a poorly graded soil and more specifically a Uniformly Graded
soil, no further calculations will be made.
However, if the 𝐶𝑢 > 4.0 then the soil will be Well graded or Gap graded, and further
calculations will need to be made to know which one of the possible two it could be.
𝑫𝟐𝟑𝟎
𝑪𝒄 =
𝑫𝟔𝟎 × 𝑫𝟏𝟎 ⁡
If the value for the Coefficient of curvature is 1 < 𝐶𝑐 < 3 then it will be a Well graded soil
consequently any value that is not bigger than one and smaller than three will be a Gap
graded soil.
Finally, the soil will need to be classified or in other words given a name, the soil
classification table from the BS5930 will aid us with this, moreover the PSD curve will assist
us with this process so that we know the grain sizes and in what percentages. The table will
be used in the analysis and discussion section of this report.
The first column of the table is to identify if the soil is a coarse grained soil or a fine grained
soil, the size boundary is 0.06 mm. Therefore, if less than 35% of the material is finer than
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0.06 mm we will look at the coarse soil section of the table. On the other hand if more than
35% of the material is finer than 0.06mm then the soil we must look at the Fine soils section
of table and proceed from there.
The second column in the coarse soils section of the table will determine whether the soil is
a sand or gravel. If more than 50% of the coarse material is gravel (coarser than 2mm) then it
will be named a gravel and will qualify as a sandy gravel according to percentages noted at
the bottom of the table. Conversely, if more than 50% of the coarse material is sand (finer
than 2mm), then it will be named a sand and qualify and will qualify as a gravely sand
according to percentages noted at the bottom of the table.
We can also give the soil a group symbol, each symbol comprises of three elements which we
will illustrate and explain in the discussion section of this report.
Apparatus
Soil sample
Balance (with accuracy to 0.01g)
Tray
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Stack of sieves: 37.5 mm, 28 mm, 20 mm, 14 m, 10 mm,
6.3 mm, 5 mm ,3.35 mm, 2 mm, 1.18 mm,600 μm, 425 μm,
300 μm, 212 μm, 150 μm, 63 μm, a lid at the top to stop
soil falling out during the shaking process, and a pan at the
bottom of the stack for the soil that is finer than the
smallest sieve size.
Mechanical sieve shaker
Brush (with coarse and fine sides)
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Rubber pestle and mortar (for crushing the soil if
lumped or conglomerated)
Oven (for drying the soil sample)
Procedure
1) The soil must be put in the oven, moisture will cause lumps to be stuck in the sieving
process and leading to inaccurate results furthermore the moisture content will add
to the weight of the sample, therefore, the recorded mass of the soil will be
inaccurate. Therefore, a dry soil sample will be used for this test.
2) If soil particles are lumped up, carefully crush the lumps and not the particles using
the pestle and mortar being careful and gentle so that grain sizes aren’t getting
smaller.
3) The soil samples mass must be determined accurately. A tray is placed on the balance
(scale) and set to zero, making sure the units are in grams. Pour all of the soil sample
onto the scale and record the total soil mass reading. 𝑊𝑇 (grams).
4) Make sure all the sieves are clean, to prevent inaccurate mass reading from soil
already present on the sieve from previous use. Brush with fine side and coarse side of
the brush if any soil seems to be stuck.
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5) Prepare the stack of sieves in the correct order, having the largest sieve at the top of
the stack (in this test that would be the 37.5mm sieve) and the smaller sieves below it
in the correct order. A sieve pan must be placed under the smallest sieve to collect the
soil that is finer than the smallest sieve size (63 μm).
6) Pour all of the soil sample (that was recorded as the total soil mass in the earlier
steps) onto the top of the stack, and place the lid on the very top of stack to avoid any
soil falling out. Now place the stack in the mechanical sieve shaker and clamp
securely. Turn on the saker for 10 to 15 minutes.
7) Turn of the sieve shaker and place a tray on the balance (scale) and set it to zero.
8) Measure the mass retained on the sieve starting with the sieve on top of the stack
(37.5 mm sieve), pour out the contents of the sieve to the scale and record the
measurement on table. Make sure all contents on the sieve is on the scale, using a
brush, stroke the sieve base so that any soil stuck can be measured and accounted for.
9) Repeat the previous step and continue to record the mass of the soil retained on each
sieve. The pan at the bottom of the stack will also have its contents mass measured
and recorded as that will be the soil that is finer than smallest sieve size (63 μm).
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Experimental results/data
Mass of soil Cumulative

Percentage Percentage
retained on percentage
Sieve size retained on passing through
each sieve retained on each
each sieve each sieve (finer)
(grams) sieve (coarser)
75 mm not used
63 mm not used
50 mm not used
37.5 mm 81 3.34% 3.34% 96.66%
28 mm 52 2.14% 5.48% 94.52%
20 mm 52 2.14% 7.62% 92.38%
14 mm 398 16.39% 24.01% 75.99%
10 mm 147 6.05% 30.07% 69.93%
6.3 mm 837 34.47% 64.54% 35.46%
5 mm 156 6.43% 70.96% 29.04%
3.35 mm 212 8.73% 79.70% 20.30%
2 mm 142 5.85% 85.54% 14.46%
1.18 mm 90 3.71% 89.25% 10.75%
600 μm 65 2.68% 91.93% 8.07%
425 μm 34 1.40% 93.33% 6.67%
300 μm 24 0.99% 94.32% 5.68%
212 μm 26 1.07% 95.39% 4.61%
150 μm 24 0.99% 96.38% 3.62%
63 μm 60 2.47% 98.85% 1.15%
Pan 28 1.15% 100.00% 0.00%
Total 𝑊𝑇 =2428 100.00%
Table 21.1.1 Sieve analysis test calculations results
Percentage retained is calculated like this: (mass of soil retained on each sieve ÷ 𝑊𝑇 ) × 100
Cumulative percentage retained on each sieve (coarser): summation of the percentages on and
above the sieve.
Percentage passing through each sieve (finer): 100% subtract the cell to the left of it. This is the
percentage smaller for each particle size and will be the values for the vertical axis of the PSD
graph.
Note all calculations were done on an Excel spreadsheet using the correct method of
calculations explained above. This decreased the chance for human error and produced
accurate results rounded too two decimal places for all percentage values. The values on the
second column, and the values from the last column on the right hand side was used to produce
a PSD graph as shown below.
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Analysis and Discussion
Page | 184
First of all we will visually analyse the grading curve and as expalined in the theory section of
this report; the position of where the grading curve lies on the graph as well as the shape of
the curve will determine the soil grading, and in turn the soil classification. Applying this
knowledge, we can make out that the grading curve is fairly flat, as well as a large percentage
of coarse grained material is present, more specifically Gravel. We can see a steeper gradient
in the 2 mm to 60 mm particle size which is the grain size for gravel.
To further extend our analysis and understanding, and ultimately classify our soil sample we
can mathematically determine if a soil is well graded, uniformly graded or gap graded. But
before that we need to identify the 𝐷10 , 𝐷30 and 𝐷10 values from the PSD graph as shown
below using our understanding from the theory explained the three coefficients have been
determined.
𝐷10 = 1.02
𝐷30 = 5.20
𝐷60 = 8.93
𝐷60 8.93
𝐶𝑢 = = 8.78
𝐷10 1.02
2
𝐷30 5.22
𝐶𝑐 = = 2.97
𝐷60 × 𝐷10 ⁡ 8.93 × 1.02⁡
As mentioned in the theory, if our 𝐶𝑢 value is greater than 4 as calculated above (8.78), then
our soil is either well graded or gap graded. For that reason we calculated the 𝐶𝑐 to
determine which one of the two possible gradings it could be. If the value for the Coefficient
of curvature is 1 < 𝐶𝑐 < 3 which in our case it is (2.97) we can say that our soil is a well graded
soil.
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Now we need to classify our soil, or in other words, give the soil a name and symbol. As
explained in the theory the BS5930 Soil Classification table is used for this. The procedure on
how to use the table to determine a soil classification/name is discussed in the theory so
now we will put that to application. Below is a table showing the different grain sizes and in
what percentages in our soil, this data will assist us with this process so that we know the
grain sizes and in what percentages, this will assist us when using the BS5930 Soil
Classification table to determine the correct parameters.
Fine grained soils (Less than 0.06 mm) 1.15%

Sand (2 mm to 6 mm) 13.30%
Gravel (larger than 2.00 mm) 85.54%
Our soil is a: Well graded sandy Gravel.
Soil symbol: GWS
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Conclusion
Overall the experiment was a success and all the objective and theory was covered. However
for the soil finer than 0.06 mm the exact size was not determined and for the 37.5mm and
greater the exact soil size was not determined. As our sample data did not have the bigger
and finer sieves.
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Determination of Particle Specific Gravity of a Granular Soil
Aim and Objectives

To understand and experience the general laboratory concept of figuring out the specific
gravity of any material type that is composed of small particle which has a specific gravity
greater than 1.0
Theory and Methodology

Specific gravity is known as the ratio of mass of the material to the mass of water of the
same volume. Which is expressed by dividing the density of soil particles by the density of
water. Specific gravity could be also expressed by dividing the mass of solid particles by the
mass of water with equivalent volume to the volume of solid particles. The range of specific
gravity for common soils is between 2.64 to 2.72.
The higher values of specific gravity of materials indicates the more strength of roads and
foundations. Moreover, the specific gravity gives an idea about the suitability of materials
and soils as a constriction material. Even more, specific gravity is used in calculations of void
ratio, porosity, degree of saturation and other soil parameters.
Apparatus and materials
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1- Gas jar 2- Weighing scale 3- Dried soil sample
4- Water 5- Cover (lid) 6- Tray
7 – Bung 8 - Distilled Water 9 – Additional water bottle
Sample data
919
Mass of gas jar + cover
(g)
1056
Mass of gas jar + cover + soil
(g)
Mass of gas jar + cover + soil + 2338
water (g)
2252
Mass of gas jar + cover + water
(g)
Table 21.2.1 Specific Gravity determination data table
Procedure
1. An empty gas jar and it cover is weighted on the weighing scale device. Write down
the mass of the gas jar and cover in the table.
2. Sample of oven dried soil is added to the empty gas jar and the lid. Then write down
the mass of the gas jar, cover and soil in the table.
3. Fill the gas jar with water. At first, the gas jar is needed to be half-filled with water and
then to cover the gas jar with a bung and shake the mix of water and soil inside the
gas jar to make sure there is no air trapped within the soil.
4. After that, the gas jar should be fully filled with water to the top of the jar. Top it up
using an additional bottle if needed, slide the cover of the gas jar on the top to
remove any excess water and make sure the jar has no air within. Weight the covered
gas jar with the water and soil.
5. Get rid of the water and hold the lid to make sure no soil particle is lost. Place the soil
sample in the tray on the side. After cleaning the gas jar from any soil particle, the gas
jar should be filled with water to weight the gas jar with its lid.
6. Obtain the mass of soil particles by subtracting the mass of gas jar, cover and soil from
the mass of gas jar and cover. Obtain the mass volume of soil particles.
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7. Figure out the specific gravity of the soil sample.
8. Repeat the test four times.
Experimental results/data
919
Mass of gas jar + cover M1
(g)
1056
Mass of gas jar + cover + soil M2
(g)
2338
Mass of gas jar + cover + soil + water M3
(g)
2252
Mass of gas jar + cover + water M4
(g)
137
Mass of soil particles M2 – M1
(g)
51
Volume of soil particles (M4-M1) -(M3-M2)
(cm3)
𝑀2−𝑀1
Gs = (𝑀4−𝑀1)−(𝑀3−𝑀2) 2.68
Table 21.2.2 Specific Gravity determination calculations results
Analysis and discussion
Based on the data was given before, the mass of soil particles and the volume of soil particles
are obtained. The mass of soil particles is 137 grams. The volume of soil particles is 51 cm3.
The value of specific gravity was obtained as well. The value of the specific gravity which is
2.68 indicates that the calculation was correct. The range of specific gravity for common soils
is between 2.64 to 2.72.
The test is needed to be repeated to at least four times to make sure that the results are
reliable. Although due to the current situation, it has become difficult to personally be in the
classroom.
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Health, Safety & Welfare Risk Assessment
Location : Date :
Persons at Risk
Probability of
Probability of
Occurrence
Occurrence
Occurrence
Occurrence
Severity of
Severity of
Risk
Risk
Transmission of COVID-19 Students 5 4 20 Social distancing, staying 2 metres apart. Eliminating 3 4 12
Staff congestion/crowding by limiting number of people in the
room. Maintaining a high level of hygiene, sanitising hands,
cleaning surfaces and apparatus before and after use.
Wearing PPE (Masks and gloves). Do not attend if you
have symptoms or have been in close contact with
someone who has contracted the virus.
Entanglement in Students 3 3 9 Making sure students have been trained on how to 2 3 6
Machinery Staff operate and carry out the tests. Behaving in a manner that
suits a learning/laboratory environment. Tucking in loose
clothing. Watching/observing from a safe distance,
making sure they are aware of the surrounding when
testing.
Slip and trip Students 4 3 12 Keep the floor clear of any potential tripping hazards. 2 3 6
Staff Use appropriate/stable equipment to reach heights.
Clean up spillages/slippery areas immediately and make
people aware of the hazard using signs and blocking of
the area.
Making sure that there are no liquids on the floor which
could cause trips - paper towels etc. are provided to clean
any spillages which could be a potential hazard.
Weighing scale electric Students 5 10 20 Warning people of this potential hazard when they are 2 5 5
Staff measuring water etc on the weighing scale. Making sure
they are aware of safety and are careful with the electric
scale and water being near it. They know that them being
careless could be very dangerous.
Dropping objects on your Students 3 2 6 Wearing safety steel toe cap boots and if not wearing 2 2 4
foot Staff adequate sturdy shoes and not showing bare skin e.g.
sandals. Do not place the equipment on the edge of the
table or where it will be likely to fall. Do not handle the
Page | 191
equipment carelessly and behave in an appropriate
manner.
Making sure the gas jar etc are kept well away from the
edges of the work stations to avoid and accidents. Also
placing the sieves away from the edge to make sure that
they don’t fall over.
Electricity Students 6 10 20 The work stations and electrical sockets are very close by 2 4 5
(sockets) Staff making sure that no metals or any other hazardous
material is put near them which could lead to someone
getting electrocuted. Warning the users of the potential
hazard they could cause.
Lifting the sieves Students 5 6 6 When walking towards the sieve shaker vision can be 3 4 4
reduced. The person can easily trip over anything that
may be in the way. Therefore, making sure the area is
clear and being aware of the surroundings when carrying
this step out.
Sieve Shaker Students 10 7 8 When operational making sure that the screws fastened to 5 3 2
Staff the sieves are tight and don’t become loose. If they open
they couldn’t potentially cause the people close by harm
and injuries.
Page | 192
Tensile Test
Aim and Objectives:
When engineers decide to construct something they firstly look at the properties of the
material they wish to use. Understanding and observing the properties of the material is vital
for a successful construction. The material needs to be suitable for the kind of construction
being constructed.
The properties decide whether or not the material is suitable or the desired project or use.
The materials ductility, strength, elasticity, hardness are all properties which are included in
the tests used to understand the mechanical properties of the materials.
Tensile tests are carried out in order to help determine and measure several properties of
materials. The strength of the materials, particularly tensile strength by applying force in
opposite directions (stretching the material). By carrying out these tests the materials
ductility is also known and used to help and know how ductile a material is. Understanding
the deformation of a material if there is any and know how much weight and force it can
absorb until that point of deformation. Other properties like the materials elastic properties
are also know by using this type of testing. All showing us the behaviour of the materials.
Theory and methodology:
At first a test piece is taken whether cylindrical or a plate; the test piece is measured, in
terms of its length and width. After which the tensile forces are applied at the two ends of
the piece. When under these forces the specimen will change (elongate) this deformation is
then calculated and measured. The deformation, elongation in length is measured and
divided by the original starting length of the test piece. This is called the strain.
The stress and strain are very important values in this test as the stress increases the strain
also increase and the materials starts to behave in a different way. This is what is plotted on
graphs the stress (y) and strain (x) values. Using these values, the other properties and
numbers are generated and worked out determining the materials characteristics.
After understanding the laws, we understand that if a force is applied on a material the
elongation or extension in the material is proportional to the force which is applied; as states
in Hookes law.
Page | 193
When a force is applied on a material until the elastic point the material will return back to
its original shape if the force is taken off. If the force exceeds this limit and enters the plastic
limit the material will not return back to its original shape but will have some kind of
deformation/elongation in its length and somewhere in its width.
Therefore, in this law the relationship defined is within the elastic range; between the
deformation and force applied on a specimen.
Youngs modulus can be measured/calculated from the graph which is produced by stress and
strain. Modulus of elasticity is a measurement of the material elasticity, which is equal to
force applied and strain; so, the more force added the strain will increase. These two values
are linear.
Equipment:
Hydraulic universal testing machines.
Computer – data logger
Micrometre
Strain gauge
Extensometer
Ruler
Page | 194
Procedure:
o The test pieces were measured and marking were marked on them. The shape was
made specific in order for them to be safe when they are fitted in the testing machine.
o The original dimensions were measure using a ruler and micrometre. The
measurements were taken from different distances on the piece in order to make sure
that the test piece is uniform and there isn’t a major difference in it.
o The length and cross-sectional area of the test piece are measured and recorded.
o The testing specimen is then put into the testing machine. Locked and checked in
order to make sure that everything is safe.
o The machine is then put into operational position and all the necessary parameters
are checked on the computer and machine.
o The extensometer is connected in order to measure when it is its elastic range.
(As the extensometer opens out it measures the change in length of the sample and
forwards this information to the system on the computer calculating.)
Page | 195
o Started the Test
o As the piece was under tension the data was logged, until it fractured
o The fractured specimen was put together and the elongation was measured.
The shape of the specimen is like a dog bone in order to allow form grip of the material to
the machine and to do the maximum in order to get accurate results.
Equations:
The equation for stress = F/A
The equation for strain. e = e/L. (the elongation over the original length)
The equation for modulus of Elasticity. E = f/e
Experimental results:
Steel
This was a steel plate where the measurements were taken from three different places in
width and thickness. After getting these measurements and average was taken.
The length of this specimen was 100mm to start off with. The average of the thickness was
3.07mm and the average width 13.3mm.
Therefore, the area of the specimen equals 40.831mm2
Page | 196
Portal mild steel
600
500
Standard force [N/mm²]
400
300
200
100
0
-50000 0 50000 100000 150000 200000 250000 300000 350000 400000
-100
Strain [µm/m]
After observing these results and understanding the behaviour of this type of metal. We
understand that the yield point can be seen in this clearly due to the fluctuations in the
graph. Therefore, the plastic and elastic regions can be identified.
As the force is increased the steel strain hardens and goes towards the ultimate tensile
strength value which is the highest point in the graph; the maximum load the metal can
resist.
The reduction in the graph after reaching the UTS towards the end shows the necking area of
the steel, a warning before to inform that the metal is going to fail, and possibly give an
indication of where the material will fail. And the last part showing the value where the steel
has failed/ruptured.
Calculations:
The yield tensile strength of this material is 13933.45 N/mm2
The Ultimate tensile strength is 19222.54 N/mm2
Where the graph line finishes are the point of failure/fracture.
At the start this material was 100mm long, when the test was over and the measurement
taken was 129mm. an increase of 29mm in length or 29%.
Aluminium
Page | 197
This was an aluminium plate shaped like a dog bone to give better grip to the clamps within
the machine.
Measurements were taken from three different places in width and thickness. After getting
these measurements and average was taken.
The length of this specimen was 50mm to start off with. The average of the thickness was
1.967mm and the average width 12.48mm.
Therefore, the area of the specimen equals 24.585mm2
Aluminium sheet 2
120
100
Standard force [N/mm²]
80
60
40
20
0
-10000 0 10000 20000 30000 40000 50000 60000 70000 80000 90000
-20 Strain [µm/m]
After observing these results and understanding the behaviour of this type of metal. We
understand that the yield point can be seen in this is not clearly identified due to the curve in
the graph. Therefore, the plastic and elastic regions can be worked out but are not clear from
the graph.
As the force is increased the steel strain hardens and goes towards the ultimate tensile
strength value which is the highest point in the graph; the maximum load the metal can
resist.
The reduction in the graph after reaching the UTS towards the end shows the necking area of
the aluminium to be very quick and steep, showing that this is very brittle and doesn’t give
any warning before failure. And the last part showing the value where the aluminium has
failed/ruptured.
Calculations:
Page | 198
The yield tensile strength of this material is 683.923 N/mm2
The Ultimate tensile strength is 2685.88 N/mm2
Where the graph line finishes are the point of failure/fracture.
At the start this material was 50mm long, when the test was over and the measurement
taken was 57mm. an increase of 7 mm in length or 14%.
Analysis and Discussion:
As the force increases gradually the elongation also increases. The relationship at first is
linear, in the yield point phenomenon. This is this elastic area, so if the force was taken away
the material would return back to its normal shape.
Then there is a sudden drop of force showing/indicating the plastic deformation, if the force
was to be taken off the material would not return back to its normal shape. And would have
a certain level of deformation compared to the original start.
Discussion
Understanding and observing a materials mechanical properties is vital. Only after getting
these measurements we are able to determine when and how a material will react, how
much load is the material capable of resisting and when and how it will fail/fracture.
From the results gained in this experiment the Youngs Modulus, Ultimate tensile strength,
yield stress and properties can be understood. By knowing the modulus of elasticity, we
know the force under which the material will return back to its original shape and will react
in an elastic manner. We have the UTS value which tells us the maximum force which the
material can resist before it fails. By understanding these curves and test we can also see if
the material will give us a warning before failing (how ductile a material is?) or whether the
material is brittle and gives no warning to us before it fails (sudden failure).
At first the material will show elastic behaviour until the yield point. So, until this point if the
force on the material is taken off/away the material will go back into its original shape.
Page | 199
Passing the yield point the material will be deformed permanently, the stress and strain after
the yield point will be great and therefore the material will not be able to return back to its
original shape. This is the plastic deformation.
After this point as the material will be stretched it will reach the UTS, which is the maximum
force a material can resist before it starts to neck and the cross-sectional area starts to
reduce and this leads onto the material fracturing. Or if the material id not ductile it will have
a brittle fracture without any prior warning. If a ductile material is tested it will neck, the
original cross-sectional area will be reduced as it gets longer.
Fracturing or failing is when the material is broken the material can no longer stand the force
and therefore fails after necking or resisting the force it can.
The graphs presented in this report show all these stages mentioned above which help to
know the mechanical properties of the materials and help to determine its behaviour and
usage.
Conclusion:
Overall the experiment was partially a success, the experiment results match and the graphs
reflected the behaviour of the materials. However, there were few limitations and errors
which were beyond our ability. For example, the cross-sectional area value from the
experiment and the results from the spreadsheet shows the same value but the numbers
were slightly off; this could have affected the results.
From the graphs the correct and needed information was derived and the calculations could
be completed.
Critical Review:
Errors Likely to occur:
When carrying out these tests there could be areas where area could be expected, and these
errors would directly or indirectly affect the results accuracy:
o The quality of the specimen material could have not been uniform which is something
beyond our control.
Page | 200
o As we are working with machinery the machinery has its own limitations, there could
have been an accuracy defect in the machine. Which could result in the results not
coming out accurate. It could be possible that if the same test was to be done again and
all the other parameters were the same we might get some different number. Also, being
beyond our power to control.
o The computer programme which gives these results could have a great effect is anything
is up with it. The applied forces onto the material and the result could have some kind of
error in them which is not apparent but affecting the result.
o Also, as the specimen is measured by using a micrometre and done by a human there is a
possibility that this could also not have been accurate. The micrometre could have had a
slight collaboration issue or the person measuring could have done something.
o As the shape of the specimen is made accurate and symmetrical on both sides there is a
possibility this could supposedly be slightly inaccurate.
o The specimen is fixed within the testing machine by hand, there could be a slight slippage
and slight difference on bah ends which could affect the results we get from the system.
Page | 201
Location : Date :
Persons at Risk
Probability of
Probability of
Occurrence
Occurrence
Occurrence
Occurrence
Severity of
Severity of
Risk
Risk
Staff congestion/crowding by limiting number of people in the room.
Maintaining a high level of hygiene, sanitising hands, cleaning surfaces
and apparatus before and after use. Wearing PPE (Masks and gloves).
Do not attend if you have symptoms or have been in close contact
with someone who has contracted the virus.
Entanglement in Students 3 3 9 Making sure students have been trained on how to operate and carry 2 3 6
Machinery Staff out the tests. Behaving in a manner that suits a learning/laboratory
environment. Tucking in loose clothing. Watching/observing from a
safe distance, making sure they are aware of the surrounding when
testing.
Clean up spillages/slippery areas immediately and make people
aware of the hazard using signs and blocking of the area.
Making sure that there are no liquids on the floor which could cause
trips - paper towels etc. are provided to clean any spillages which
could be a potential hazard.
Specimen Students 5 10 12 Making sure that the area around the machine is safe and that the 2 5 5
Staff specimen is tight when put into the machine.
At the point close to fracture the material could/is a potential hazard
and the pieces can fly around therefore making sure the people in the
area are dressed in the correct PPE and are aware of the test taking
place so they can be more careful
Dropping objects on your foot Students 3 2 6 Wearing safety steel toe cap boots and if not wearing adequate 2 2 4
Staff sturdy shoes and not showing bare skin e.g. sandals. Do not place the
equipment on the edge of the table or where it will be likely to fall. Do
not handle the equipment carelessly and behave in an appropriate
manner.
Making sure the specimens are in place and are tightened into the
machine so they don’t fall or and cause injury to the ones in the
surroundings.
Electricity Students 6 10 20 The work stations and electrical sockets are very close by making sure 2 4 5
(sockets) Staff that no metals or any other hazardous material is put near them which
could lead to someone getting electrocuted. Warning the users of the
potential hazard they could cause.
Page | 202
Students 5 5 4 The edges of the callipers and specimen can potentially cut the users 3 4 4
Sharp edges hand or fingers. Therefore, when handling the specimen or measuring
making sure care is taken so injuries don’t occur. The fractured
specimen may have very sharp edges where the fracture occurred
therefore the user must know what they are handling and be aware of
the potential hazard if not careful.
Trapping fingers in Students 5 6 6 When placing or opening the extensometer and attaching 2 3 3
extensometer it to the material. Being careful and taking not to trap your
fingers into the clamps/grips.
Page | 203
Structures Laboratory Report
Student Surname : Alhalaby Forename : Abdulkareem
Roll number: @00585504
Student Surname: Arshad Forename : Mohammad
Roll number : @00519690
Student Surname : Aleid Forename : Fahad
Roll number : @00540875 Date :
Date of laboratory session : 21/01/2021
Date of report submission : 12/02/2021

Submitted to Dr GS Whittleston

Persons at Risk
Probability of
Probability of
Occurrence
Occurrence
Occurrence
Occurrence
Severity of
Severity of
Risk
Risk
Staff congestion/crowding by limiting number of people in the
room. Maintaining a high level of hygiene, sanitising
hands, cleaning surfaces and apparatus before and
after use. Wearing PPE (Masks and gloves). Do not attend
if you have symptoms or have been in close contact with
someone who has contracted the virus.
Entanglement in Students 3 3 9 Making sure students have been trained on how to 2 3 6
Machinery Staff operate the testing apparatus. Behaving in a manner
that suits a learning/laboratory environment. Tucking in
loose clothing. Watching/observing from a safe distance
Clean up spillages/slippery areas immediately and make
people aware of the hazard using signs and blocking of
the area.
Page | 204
Sharp edges and corners Students 3 2 6 Warning people of this potential hazard before they pick 2 2 4
of the steel strut Staff up the strut. Handle the strut carefully. Pick up and put
down slowly. Only picking up the strut when necessary.
Dropping objects on your Students 3 2 6 Wearing safety steel toe cap boots and if not wearing 2 2 4
foot Staff adequate sturdy shoes and not showing bare skin eg
sandals. Do not place the equipment on the edge of the
table or where it will be likely to fall. Do not handle the
equipment carelessly and behave in an appropriate
manner.
The sharp edges/corners Students 2 2 6 When measuring the strut or other elements by using the 2 2 3
of the vernier staff vernier making sure that people are aware of the sharp
edge. They know not to touch or poke the edge which
can potentially cut their skin.
Other items located in the Students 3 3 6 Other tables and chairs located around the room could 2 3 2
room staff be a potential risk and cause trips and falls. Making sure
they are under the tables and members in the room are
aware of their surroundings.
Fire and electrical shocks Students 3 4 12 Provide in-house fire safety and fire extinguishers. Keep 2 3 6
staff away from any flammable chemicals, sparks, heat and
source of ignition. Provide scape plan in the lap. Clean all
work areas frequently.
Objective
The objective of this experiment/test were to observe and collect results for the behaviour of simple structural element under pure
compression, as the load increases.
Theory
Strut Buckling is caused by an axial compression along the longitudinal axis, this puts the structural element in a state of instability
causing it to bow laterally. A strut will fail before it reaches its yield point and that where the Euler buckling capacity formula comes in it is
used to find the critical load for a strut to buckle. This formula does not take into account the initial curvature of the strut, however,
effective length contributes to the Euler buckling capacity of a strut subject to the boundary conditions. The boundary conditions
determine the points of contraflexure which are used to calculate the effective length. Furthermore, the buckling capacity is dependent
on the slenderness ratio. In other words, words the buckling capacity is inversely proportional to the slenderness ratio i.e., the more
slender the strut the lower the buckling capacity will be. Unlike the Euler buckling capacity formula, slenderness ratio will be used in the
Rankine buckling capacity formula which is just another formula to find the buckling capacity. Lastly, we can work out how much the
Page | 205
beam will deflect taking into account the initial curvature and using the Euler buckling load and the load applies that being applied to the
strut.
Page | 206
Apparatus
Figure1) Strut and roller Figure2) Digital caliper and Vernier micrometer
Figure3) Test apparatus Figure4) Dial gauge and lateral tie
- Strut
- Test apparatus
Page | 207
- Digital caliper
- Vernier micrometer
- Roller
- Dial gauge
- Lateral tie
- Hanger
Procedure
At first, the cross-sectional properties of the strut is need to be measured. The breadth ‘B’ of the strut was measured by using a digital
caliper at three different locations, at the top, middle and bottom of the strut. The second sectional property of the strut to being measured is
the depth ‘D’ which was obtained by using a vernier micrometer at the top, middle and bottom of the strut. The next cross-sectional
property which is the length of the strut was measured by using a roller. To find the last cross-sectional property that is the initial curvature
which could be found by placing the strut near to the edge of a flat table and to measure the initial curvature in relation to the ends by using
a digital caliper.
The next step was to position the strut into the test apparatus by placing the strut between the two pins located in the test apparatus ensuring
the lateral tie at mid-length is connected to the dial gauge. The dial gauge must be set in zero. After that, the mass hanger was positioned
against the mid-span to hang the 200g weight to the lateral tie.
At the end, calculations need to be performed to work out the Euler buckling capacity.
Results
550mm Strut
Breadth Depth Average: 20.06mm, 3.025mm
20.09 3.03 Initial Curvature: 0.505 mm
Page | 208
20.05 3.01
20.03 3.02
Load Lateral Displacement

0 0.7
50 0.7
100 0.9
150 1.4
200 2.6
235 4.3
625mm Strut
Breadth Depth (Thickness of Chrome plating also included) Average: 20.115mm, 3.105mm
20.13 3.12 Initial Curvature: 0.521mm
20.07 3.09
20.1 3.09
(1.5mm pre-bend already in the strut tested towards one side.)
Load Lateral Displacement

0 0.9
25 1.1
50 1.6
75 1.9
100 2.8
125 3.6
150 5.3
175 7.0
190 10.9
Page | 209
Page | 210
Points for the review:
The 625mm strut has a chrome plating on it which affects the thickness of the struct. The initial or prebend within this struct was also
1.5mm. The measurements of the displacement have thereafter been carried on from this point rather than starting from 0 displacement.
Page | 211
Also the gauge of the testing equipment couldn’t have been very accurate as it had to be tapped in order to get the needle to move back to
the position it had started when at the end of the experiment. Although this took place at the end of the experiment it still shows that there
are problems which need to be considered for the equipment being used. And there is limitation as to how accurate the results actually are.
Page | 212

Group 15 Intergrated Design Exercise Level 4 Final Submission

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Group 15 Intergrated Design Exercise Level 4 Final Submission

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Civil Engineering Integrated

Level 4 2020-2021, Group 15

1. Milestone 1 Identification of the Brief……….………………………...………….. 16

2. Milestone 2 Site Selection……….…………………...........…….…………………... 20

3. Milestone 3 Massing ……….………………….......……………………..……........... 33

4. Milestone 4 Sustainability Strategy ……….………………….......…..……..…... 44

5. Milestone 5 Assembly of Space ……….………………….......….……………….... 53

6. Milestone 6 Structural Arrangement and Comparison ……….…………... 65

8. Milestone 8 Development of the Scheme ……….……………....………... 82-84

10. Milestone 10 Structural Calculations ……….………….………....……... 99-118

11. Milestone 11 Procurement …………….………………..….......….……... 119-122

12. Milestone 12 Surveying ……….……………….......….…………..………... 123-136

13. Milestone 13 Bill of Quantities ……….………….......….....…………... 137-146

14. Milestone 14 Mathematics ……….……….………..........….…………... 147-153

Minutes weekly submissions ……….….……….........................………... 154-174

References ……….…………………........................................….…………... 175-176

Materials and Geology Labs ……….……………….…….……...............…... 177

Structures Laboratory Report ……….……………............................…... 204

0-9% Extremely Poor

70-79% Very Good

Produce A4 general arrangement drawings of the

Produce unit dead and imposed loadings for a

Design a primary beam with full lateral restraint. Consider D

Design a secondary beam with partial lateral restraint. D

Design a column. Consider slenderness, axial and D

Design a stability system for the building. Check strength D

Mark Awarded 100 %

0-9% Extremely Poor

70-79% Very Good

Desk Study: Identify site location and size of proposed

0-9% Extremely Poor

70-79% Very Good

Sustainability: Identify sources of embedded and

process within your design with narrative and sketches.

0-9% Extremely Poor

70-79% Very Good

Word skills – Report Generally.

Mark Awarded 100 %

0-9% Extremely Poor

70-79% Very Good

Presentation (use of English, appropriate grammar,

Consideration of appropriate theory 20

Presentation of results and analysis

Cogent discussion based on results and supported by

Mark Awarded 100 %

0-9% Extremely Poor

70-79% Very Good

Identification of all the appropriate mathematical

Mark Awarded 100 %

Figure 2.1.3. Showing the ground conditions of the campus grounds…………………………………….……24

Figure 2.2.4. Flooding map showing the areas probability of flooding…………………………………………25

Figure 2.3.1. Maxwell Building (University of Salford) ………………………………………………….…………….29

Figure 5.2.2. Abdulkareem’s proposed Floor plans with dimensions…………………………………………….60

Figure 6.2.2. Final structural arrangement plan view……………………………………………………………….…71

Figure 6.2.3. 3D view of the maker space building’s steelwork ………………………………………………...…72

Figure 6.2.4. Plan view of strip foundations and pad foundations…………….………………………………….73

Figure 6.2.5. 3D view of proposed pad foundation………….……………………………………………………………74

Figure 6.2.6. Cross section of strip foundation …………..………………………………………………………………..74

Figure 9.1 Land surveying and clearing out sketch………………………………………………………………..……85

Table 2.3.1 Fahad’s Maker Space site grading ……………….……………………………………………...………….. 32

Table 5.1.1 Mohammad’s Arrangement of space ………………….………………………………………….……….. 58

Table 5.2.1 Abdulkareem’s Arrangement of space ………………...………………………………….…….……….. 61

Table 6.4.1 Scheme comparison and recommendation ……………………………………….....………….…….. 81

Table 12.1 Surveying’s Risk assessment …………………..………………………………………….…..….………….. 130