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Construction Week 2012AcousticsFacilitators: Milchele Roelofsma, Christian Garrecht, Mitesh Patel, Muzzammil Dhaddaboy and Tim Scott of PGA Acoustics

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Acoustic panel before installation

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Introduction

5 Team6 Brief7 Site Location Design

8-9 Survey10-11 Acoustic Consultation12-13 Absorptive Materials14-15 Research16-17 Budget18-19 Initial Ideas20-21 IdeasRefined22-23 1:1 Prototypes24-25 Selecting Idea26-27 Photographed Process28-29 Design Stages + Team Co-ordination

Construction

30-31 Construction Co-ordination32-35 Building Regulation + Planning36-37 Acoustic Panel components38 Installation sequence

39 Detail40-41 Visualisation42-43 Model Performance Test

Reassessment

44 Analysis45-46 Panel Improvements47-48 Installation Sequence49 Panel Finish

50 Conclusion

Yurt Project

52-53 RIBA Stage L54-55 Snagging List

Appendix

56-60 (A) Blog61-62 (B) Risk Assessment63-64 (C) Risk Assessment

65 Reference66 Thanks

Content

Robert BecklesAkash ChohanEwelina BoguszShin HoshikawaShin-Jae BahkJonas PrismontasLoucas StephanidesMoksud KhadKonstantinos DamirisAgis TomprosMuhammad Al-kufaishiElizabeth Mitchell-YankahJuliana NikolovaMohd Salleh bin AhmadOscar Wokowu Zuobin Goh Tiziana BiniakouFaris KallalaRyan BainbridgeCharbel Hiram ChagouryGholamhassan Mostafavi

Team Co-ordinator / Blog Editor / Report Editor / Construction Team & Installation Team Co-ordinator / Material Organiser / Construction Team & InstallationTeam Co-ordinator / Accountant / Construction Team & InstallationCore Design Team / Production Team / Construction Team & InstallationCore Design Team / Production Team / Construction Team & InstallationCore Design Team / Production Team / Construction Team & InstallationConstruction Team & InstallationConstruction Team & InstallationConstruction Team & InstallationConstruction Team & InstallationYurt Co-ordinator & Repair / Construction Team & InstallationYurt Repair / Construction Team & Installation / Risk AssessmentYurt Repair / Construction Team & InstallationYurt Repair / Construction Team & InstallationConstruction Team & InstallationSurvey / Construction Team & Installation Yurt Repair / Construction Team & InstallationInstallation / Building Regulation & Planning Research / Risk AssessmentInstallation / Building Regulation & Planning ResearchInstallationInstallation

Team

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As part of Construction Week 2012, we have been given the opportunity to design and build a form of acoustic attenuation that will improve the acoustic qualities of the design studios at UEL.

A recurring issue of excess background noise in the main atrium of the AVA, produced from neighbouring studios using tools or even from group discussion is often encountered. Our aim, by the end of ‘Construction Week’ would be to have a full bay of studios installed with acoustic attenuation. The prototype will be tested and then external contractors would roll this out for the rest of the AVA building.

Before we are given the responsibility of producing the prototype, Tim Scott, a senior consultant from Paul Gillieron Acoustic Design, will be explaining the science, technology and rules of engagement.

It is clear that exposure to a noisy environment has a detrimental effect on productivity. This is prominent in the studiosduetotheopenplanandflexibleworking areas. One of our facilitators, Michele Roelofsma, has outlined how we can start to address these issues.

Introduction + Brief Site + Design Issues

The AVA is composed of a series of atriums surrounded by studio spaces that have moveable walls. The flexible and openplan composition of spaces, result in an environment, that has sound levels and reverberation times that far exceed the limits of an architecture school.

We will be designing and producing an acoustic attenuation system for a section of the architecture studio in the AVA. If the system is successful it will be replicated throughout the entire AVA.

Challenges

The AVA is a busy environment with students constantly carrying heavy equipment such as plaster bags, concrete mixing equipment, model making equipment etc.

We have to keep in mind that this will become a permanent part of our school. The ceiling is a major part of a building, therefore it should be aesthetically pleasing to the users of the building. One should enjoy being in the space that we create.

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7200 7200 7200

3440

1135 1700

500

250

230

1800

230 x 250mmH column

Purlin

Florescent Light

250 x 750mm I beam

Services cable

Corrugated Metal Roof

500 x 300mm Vent Pipe

Not to scale

ReflectiveCeilingSurvey+Section1:50

Purlin

250 x 750mm I beam

Corrugated Metal Roof

Each steel beam can withstand 1000kg every square meter.

The positioning of the panels in relation to lighting was important

Coveringthefirealarmsensorswas a serious health and safety issue which alter the installation

Section showing the build up of the ceiling structure.

From surveying the ceiling we quickly identifiedobstaclesandreasonsforconcernwhen thinking about the installation of acoustic panels. We needed to consider an installation system that would not disrupted any of the services such as lighting, ventilation exhaust duck and the fire alarm. Particular aspect that laterresulting in the repositioning of panels, werethefirealarmsensors,astheyneededto be kept clear from underneath.

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Acoustic Consultation

Before we could design anything substantial, we met with sound engineer Tim Scott from Paul Gillieron Acoustic Design. Tim gave a presentation in which we learnt how sound behaves in particular spaces, and how to treat it accordingly.

Tim took measurements to assess the acoustic qualities of the AVA building prior to the group meeting. He introduced us to key terms used in the sound industry, and equipped us with the knowledge to make informed decisions while designing.

After putting the sound data of the AVA through a computer model, Tim had advised us that we would need a total of 260 metres squared of absorptive foam to combat the reverberation of sound within the AVA.

Target

Ideal target for reverberation time in the space such as the AVA Building is around 1 second. The existing reverberation time of the building is 2 seconds. So we are aiming to reduce the RT by 1 second.

Absorption Coefficient

The degree to which a material absorbs sound. The ratio of absorbed to incident sound energy. A perfect absorber has an absorptioncoefficientof1,whichmeansitis 100% absorptive.

Reverberation

It is the persistence of sound in a particular space after the original sound is produced. A reverberation, or reverb, is created when a sound is produced in an enclosed space causing a large number of echoes to build up and then slowly decay as the sound is absorbed by the surfaces in the room and the air. This is the most noticeable when the sound source stops but the reflections continue, decreasingin amplitude, until they can no longer be heard. The length of this sound decay, or reverberation time, receives special consideration in the architectural design of rooms which need to have specificreverberation times to achieve optimum performance for their intended activity.

Speech Transmission Index (STI)

STI is a measure of speech transmission quality. The absolute measurement of speech intelligibility is a complex science. The STI measures some physical characteristics of a room, sound playback equipment, etc, and expresses the ability of the channel to carry across the characteristics of a speech signal is a well-established objective measurement predictor of how the characteristics of the room affect speech intelligibility.

Theinfluencethataroomandsoundplaybackequipment has on speech intelligibility is dependant on:

- The speech level e.g. Mumbling/whispering, low levels are hard to hear- Quality of the sound reproduction equipment

- Background noise levels are high e.g. Nightclub- The reverberation time, we will be improving this aspect of the AVA space to improve the STI.

Tim had given us a crash course in the terminology used in the sound industry. He explained why the acoustics in the AVA were so bad.

Reverberation was a key problem in the AVA. The AVA was designed to be a very large,flexiblespace.Thismeansthattherearemanylargeflatwalls.Therearemany exposed concrete walls, steel beams andfloors.Allofthesesurfaceshaveverylowabsorptioncoefficients.

This means that we have to introduce a large surface covered in absorptive material. Tim had suggested that we the entire architecture section needs a total of 260m squared of absorptive material that is at least 50mm thick.

Implications

3d image of AVA building showing 260m2 of Absorptive areas

120m2 of panels hungfromsoffit

60m2 of panels adhered to balcony balustrade

80m2 of panels adhered underside ofthegroundfloorsoffit

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The group had been presented with three basic options of absorptive foam. After some research, we decided to go for Class 0 foam similar to Pyrosorb as it was reasonably priced and was able to achieve the requirements. When we contacted the supplier, they offered us a discount. Before placed a full order, we ordered a few sample sheets to make tests and to aid design decisions.

Absorptive Materials

A standard sheet of Pyrosorb comes in sizes of 2m x 1m. We needed 60m squared of the foam to reach the target Tim had set. Each sheet needed to be 50mm thick. The standard price is £35/square m. The only downside to this product is

that it only comes in black.

Class 0Similar to Pyrosorb

Specification

Density > 90 kg/M3 BS EN ISO 845 Colour Dark Grey Thickness 5mm to 100mmFire Propagation Index < 12 BS 476 pt 6 Surface Spread of Flame Class “1” BS 476 pt 7 Building Regs. 1991 (Fire Safety) Class “0” BS 476 pt 6 & pt7Operating Temperature -30 to 100°C UL94Classification94V-0UL94Surface Burning Behaviour Class A ASTM E84-95 Air Erosion Resistance (4001 – 6000 fpm) Pass ASTM C1071-91 12.7 Fungus Resistance Test Does not support growth ASTM G 21 Mil-dew (Fungus) Resistance Does not sup-port growth ASTM D-2020 Water Vapour Sorption <9% ASTM C553-92 Thermal Conductivity 0.364 Btu-in./hr-ft²-°F ASTM C518-91 Corrosiveness (galvanised steel) Pass ASTM C66595

Rockwool is the cheapest option available. It can be purchased for around £4/ square m. This optioniseasytocut,veryflexibleandverylight, however the entire group decided that it was not very appealing visually. That problem could have been easily overcome by covering the foam with fabric such as canvas.

Melamine Foam was the most expensive option offered to us. It has an average price of £70/ square m. The foam only comes in white. The team quickly disregarded this option due to the high cost.

Pyrosorb

Rockwool

Melamine

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University Project in Chile

The Faculty of Architecture of the Pontifical Catholic University of Chileand Knauf set themselves the objective of enhancing the training of its students for professional life.

The work consists of workshops, training and research, and using construction systems available in the market. With this, students learn the acoustic, thermal and aesthetic aspects of the different materials as well as participating in the joint creation of jobs or actual prototype scales.

Current acoustic panels installed in the library at the Dockland Campus

Zmianatematu – XM3

Tang Palace – FCJZ

Research

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Budget

Phase 1 Budget

The AVA building is a shared resource between Arts & Digital Industries (ADI) and the School of Architecture, Computing and Engineering (ACE) but the project has been funded by ACE. The budget was £8000 for the group to spend on all expenses, it is important to highlight that the budget was for phase one that is essentially apart of a total budget that is for the installation of the entire AVA studio.

Arranging the material involved contacting companies and suppliers preferably with ones that have already set up trading accounts with UEL. It was important that weclarifiedwhatweneededpriortoplacingany orders.

Before placing any substantial orders we managed to estimate costs of the material, which gave us a bases to work from. The finaltotalordercameinwellunderbudget,this allowed for any adjustments needed at a later stage.

School of Arts and Digital IndustriesUniversity of East LondonDocklands Campus4 -6 University WayLondon E16 2RD

Preliminaries

ITEM DESCRIPTION QUANTITY COST

Scaffold Tower Climalloy mobile aluminium tower 2 £150.00

Hard Hat Safety helmet approved to EN397 standards 10 £60.00

Harness Scaffold harness restraint kit 1 £29.99

Subtotal £239.99

ITEM DESCRIPTION QUANTITY COST

Plywood Plywood Far Eastern MarineSheet dimension 1220 x 2440 x 18mm High quality structural panel, performs well under external conditions

55 £1,575.00

Acoustic Foam Class 0 Acoustic Foam Full Sheet dimension 1000 x 2000 x 50mm Air erosion resist-ance, thermal conductivity Operating temperature -30 to 100°C

44 £2,475.00

Flush Hinges Length 75mm 500 £300.00

Mending Plates Zinc Plate length 102mm 600 £150.00

Bolts Hex Bolt Length 75mm 1500 £195.00

Nuts Sizetofitbolts 1500 £31.00

Washers Diameter 50mm 1500 £142.50

Wood Screws Length 12mm 5000 £37.00

Wood Screws Length 30mm 5000 £45.00

Clamps Stainless Steel Wire Rope Clip Cable Clamp 400 £220.00

Clips Girder 1.5 - 5mm 200 £250.00

Metal Rod Length 1000mm Diameter 8mm Strong rot proof and resistant to acid and alkaline

200 £190.00

Wire Rope Length 30,000mm Diameter 6mm 1 £75.00

Total £5674.99

Materials

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As a group we decided that the best way to start is to have as many ideas as possible. Everyone made sketches prior to meeting the acoustic consultant. We presented our ideas to each other as well as showing precedence.

We noticed that many of us had designs that were based on similar principles e.g. horizontally and vertically suspended frames, Suspended cones, Foam pieces mounted inbetween suspended wires, suspended shapes that can be tessellated to produce repeated patterns.

We gathered in these small groups to develop each idea further. We made scale models and photographed them. One group member created a 3d CAD drawing of the space from the survey drawings. We all superimposed our ideas onto this image.

Initial Ideas

The ideas that were developed in small groups were now presented at a crit, where the entire group provided input on how each design may have been constructed. We looked at the pros and cons of each design.

The four main factors that we were looking out for at this point were;

- The design works acoustically

- The design is aesthetically pleasing

- The design meets the budget of £8000

- The design can be constructed within the construction week period of 14 days

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By this stage ideas had been developed further with the obtained knowledge from the acoustic consultant, which helped us understand the technical aspect. We quickly discovered we had a lot of flexibility in terms of the form andhow we may want to install the panel. We face difficultiesintheselectionprocesswhentestingideas against one another, as performance couldn’t be sampled at this point. Consideration on the production, cost, installation, and aesthetic was heavily considered. Feedback from Tim was also apart of the selection process.

RefinedDesigns

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By testing ideas a 1:1 we had a clear visual understanding on the appearance of the design, which consequently allowed use to associate further stages.

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“Majority of the designs are possible but others are more practical in terms of construction and others utilizes the foam with minimal waste”

With all the information gained from the consultant and all the design options explored we decided to progress with the triangular form. The reasons for this choice were partly related to the aesthetic qualities but also the fact that the design used 100% of the foam. Theconstructionallowedforflexibilityintheframewheninstallingthe panels making the process less constraint.

Tim Scott Acoustic Consultant

Triangular form

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Client

Design team

Appraisal and brief(A,B) Understanding the

client, his requirements and the site

Making

Proposals

(C,D) concept, then detailed,

planning application

Drawing up(E,F,G,H) Construction detail-ing, building control, working

drawings, tender

Construction

(J,K,L)

Inspecting, informa-tion, post-completion

Architectural practiceSpecialists

(including users)

Statutory Authorities

Planning, building control, etc.

THE LAW

Preparation Stage A – BAppraisal & Design Brief

Identification of client’s needs andobjectives was slightly different in our case as we, the students, played an indirect role as the client as well as the design team. Our immediate clients were ACE but we had a clear agenda that was set in the design brief as expressed by ourfacilitators.Thebenefitsofimprovingthe acoustics of the design studios were obvious and a much needed addition.

The entire group needed to develop the initial statement of requirements and constraints. Safety was a key factor as the site was located within the studios, which at times occupied, thus requiring appropriate precautions. David Ring (Health and Safety Co-ordinator) explained the measures needed to insure a safe working environment. It was identified that weneeded to contact an acoustic consultant to engage in the project.

Design Stage C - E Concept, Design Development & Technical Design

Implementation of the design brief and preparation of the additional data involved research that had been outlined by Tim Scott (Acoustic Consultant). Members of the team curried out further research that helpedinformthespecification.

Tim Scott evaluated concepts and his advice was taken on board but due to the time scale it was inevitable that there would be overlapping of stages to allow forefficientleadingtime.

The entire group played a role in the development of the acoustic panels, but it only required a select few to produce the technical drawings.

Design Stages + Team Co-ordination

ResearchAccountantWorkshop

DesignConstruction

Yurt

Client

Design team

Appraisal and brief

(A,B) Understanding the client, his requirements and

the site

Making

Proposals

(C,D) concept, then detailed,

planning application

Drawing up(E,F,G,H) Construction detail-ing, building control, working

drawings, tender

Construction

(J,K,L)

Inspecting, informa-tion, post-completion

Architectural practiceSpecialists

(including users)

Statutory Authorities

Planning, building control, etc.

Contractor

Site and building

THE LAW

Users

Pre-Construction Stage F – HProduction Information, Tender Documentation & Tender Action

Construction had started parallel to stage E (Technical Design) therefore obtaining the correct information to placeordersformaterialwasadifficulttask. Information on additional parts for the installation was sought from suppliers. We had a production line set up that everyone was apart of.

Construction Stage J- KMobilisation & Construction to Practical Completion

Due to the fact we were constructing a fragment of the project meant that parts of stage J were not relevant. Stage J involves appointing the contractor, which will happen at a later date.

Use Stage LPost-Practical Completion

Tim Scott has produce a computer generate evaluation, analysing the impact of the acoustic panels. The results have proven that the panels have improved the acoustics. Further feedback will take place giving the team the opportunity to review critics.

The YurtUse Stage LPost-Practical Completion

Despite the Yurt project being carried out by students last year we had the responsibility of creating the snagging list to restore safety and comfort for the users. An important element was to gather feedback on the design, which would allow the group to improve such issues should a similar project arise.

All work on the Yurt was carried out by a separate team.

ResearchAccountantWorkshop

DesignConstruction

Yurt

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Construction Co-ordination

After making a prototype to test the assembling, how it functions and its appearance, it was then time to move on to the production stage. At this stage the entire group needed to be involved with a task so work was allocated to groups and individuals. The scale of the project required a systematic process for each construction stage, from the organisation of materials to establishing a production line. First, template produced to help with amending any technical issues as well as to determine the order of the production. The next stage was the plywood being cut to the required sizes to create framing for each panel. Finally, the pieces would be sent to the next station, where they would be organised accordingly, which was located in the unit space for the assemble team. At each production stage one or more of the core design team members would be present to either illustrate or supervise the construction so that mistakes would be avoided. Quality control was essential when constructing the panels this involved making sure the frame joints meet flush,the correct screws were used and frames were handled with care.

Once the frames were ready, the triangular foam was applied within the plywood frame. The foam needed to be handle carefully as it collects dust very easily so it was stored in clean and secure place until needed. Holes would be drilled on the bracing to accommodate the short rods and a washer would hold the foam panel together.

Design Issues

During the construction we had to deal withvariousproblemsandhadtofindtheappropriate solutions in order to proceed.

One of the major factors affecting the project was the leading time for materials along with the small amount of time we had to complete Constructions Week. With this inmindwewerefacedwiththedifficultlyof making quick uninformed decisions and as a result we order items which where not needed. Due to delay of materials the group improvised and made some fixturesthat hadn’t arrived such as the mending plates. The foam arrived considerable late, which limited the amount of time the group had to test the foam and its characteristics.

Theoriginaldesignwasaboutfluiditysothe panels were set to appear continuous, to achieve this we tried to install four panels at once. We did not anticipate the difficultly of lifting something of thatscale along with the additional factor of attaching the rods to the purling. We needed to revaluate the design, as it wasextremelydifficulttolifttheweightof the panels, along with rethinking the installing process step by step. We decided to install two panels at once as apposed to four; we also used a controlled motor driven hoist when lifting the panels. These changes made for a safer environment and reduced the installation time drastically.

Once the panels were installed we came across additional problems, which involved the obstruction of lighting and smoke alarms. Splitting the panels in some areas inordertoallowartificiallightthroughand a clear opening for the smoke alarms resolved the problem.

Template

Mass production

Production + assembling

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The following document explains a number of conditions that need to be considered, including material components, area to be treated and performance standards, before the new acoustic installation proceeds in the studio

1 BACKGROUND AND SCOPE1.1 Building Regulations1.2 Refurbishment work2 PERFORMANCE STANDARDS2.1 Indoor ambient noise levels in unoccupied spaces2.2 Airborne sound insulation between spaces2.3 Reverberation in teaching and study spaces2.4 Open plan teaching and learning3 DEMONSTRATING COMPLIANCE3.1 Procedures3.2 Alternative Performance Standards

1 BACKGROUND AND SCOPE

1.1 Building Regulations The acoustic conditions in schools are controlled by Part E of the Building Regulations and by the School Premises Regulations (SPR), which apply to new and existing schools. Requirement E4 from Part E of Schedule 1 to the Building Regulations 2010 (as amended by SI 2002/2871) states:

“Each room or other space in a school building shall be designed and constructed in such a way that it has the acoustic conditions and the insulation against disturbance by noise appropriate to its intended use.”

Approved Document E in support of the Building Regulations gives the following guidance:

“In the Secretary of State’s view the normal way of satisfying Requirement E4 will be to meet the values for sound insulation, reverberation time and internal ambient noise which are given in Section 1 of Building Bulletin 93 ‘The Acoustic Design of Schools’, produced by DfES.” (Note DfES is now DfE).

Acoustic Performance Standards + Requirements

1.2 Refurbishment work

Where there is a need to upgrade the acoustic performance of an existing building or when refurbishment is undertaken for other reasons, then the building should as far as reasonably practicable aim to meet the acoustic performance given in these guidelines to satisfy the School Premises Regulations and the Disability Discrimination Act. Although Building Regulations do not apply to all alteration and refurbishment work, it is desirable that such work should consider acoustics and incorporate upgrading of the acoustics as appropriate. In the case of existing buildings, Part E of the Building Regulations applies to material changes ofuseasdefinedinBuildingRegulations.

2 PERFORMANCE STANDARDS

2.1 Indoor ambient noise levels in unoccupied spaces

The objective is to provide suitable Indoor Ambient Noise Levels (IANL) for (a) clear communication of speech between teacher and student(b) clear communication between students and (c) learning and study activities.Table 1: Upper limits for indoor ambient noise level, LAeq,30mins.

2.2 Airborne sound insulation between spaces

The objective is to attenuate airborne sound transmitted between spaces through internalwallsandfloors.Thisincludesthe effect of internal glazing, doors, structureborneandflankingtransmission.

The sound insulation is to be assessed in terms of the standardised level difference DnT in accordance with BS EN ISO 140-4:1998 and the results are to be weighted and expressed as a single-number quantity, DnT,w in accordance with BS EN ISO 717-1:1997. For the purposes of the assessment the reference reverberation time T is 0.5 seconds in all one-third octave bands from 100 Hz to 3.15 kHz

The table below shows the minimum airborne sound insulation required between rooms. These values are defined by the activitynoise in the source room and the noise tolerance in the receiving room as given in Table 1. The design assessment of DnT,w between two rooms must be carried out in both directions.

Table 2: Performance standards for airborne sound insulation between spaces

Type of room Roomclassificationforthepurpose of airborne sound insulation in Table 2

Upper limit for the indoor ambient noise levelLAeq,30mins dB

Activity noise (Source room)

Noise tolerance(Receiving room)

Teaching area Average Medium 45

Resource / Breakout areas Average Medium 45

Minimum DnT,w (dB) Activity noise in source room

Low Average High Very High

Noise tolerance in receiv-ing room

High Not applicable 30 35 45

Medium 30 40 45 45

Low 35 40 50 50

Table 1 Table 2

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Type of room Tmf seconds

Open Plan Teaching areasResource / Breakout areas

≤0.5≤1.2

Speech Transmission Index (STI)

Instruction or critical listening activity, within a group

≥0.6*

Between groups (during critical listening activities)

≤0.3

Table 3 Table 4

3 DEMONSTRATING COMPLIANCE

3.1 Procedures

The preferred means of demonstrating compliance with Building Regulations on acoustics is to submit to the Building Control Body a set of plans, construction details, material specifications, andcalculations, as appropriate for each area of the school that is covered by Requirement E4 of the Building Regulations.

There is no requirement in Building Regulations for acoustic commissioning although it is strongly recommendedthatthisshouldbespecifiedfor contractual purposes. The preferred means of demonstrating compliance with Schools Premises Regulations is by pre-completion testing in line with the Association of Noise Consultants publication Good Practice Guide – Acoustic Testing of Schools.

3.2 Alternative Performance Standards

In some circumstances alternative performance standards may be appropriate forspecificareaswithinindividualschoolsfor particular educational, environmental or health and safety reasons. In these cases, the following information should be provided to the Building Control Body:

• a written report by a specialistacoustic consultant, clearly identifying (a) all areas of non-compliance with the performance standards (b) the proposed alternative performance standards and (c) the technical basis upon which these alternative performance standards have been chosen•writtenconfirmationfromtheeducationalprovider (e.g. school or Local Authority) of areas of non-compliance, together with the justification for the need andsuitability of the APS in each space.

2.3 Reverberation in teaching and study spaces

The objective is to provide suitable reverberation times (RTs) for (a) clear communication of speech between teacher and student(b) clear communication between students and (c) learning and study activities.

The reverberation time is quoted in terms of the mid-frequency reverberation time, Tmf. Except in teaching spaces for use by students with special hearing or communication needs, this is the arithmetic average of the reverberation times in the 500 Hz, 1 kHz and 2 kHz octave bands OR the arithmetic average of the reverberation times in the one-third octave bands from 400 Hz to 2.5 KHz.

Table 3: Performance standards for reverberation time

2.4 Open plan teaching and learning

In order to comply with the School Premises Regulations it is necessary to consider the speech intelligibility in open plan spaces. For enclosed teaching and study spaces it is possible to achieve good speech intelligibility through specificationoftheindoorambientnoise

level, sound insulation and reverberation time. Open plan spaces require additional specificationastheyaresignificantlymorecomplex acoustic spaces. The main issue is that intrusive noise arising from activities in adjacent learning areas and circulationspacessignificantlyincreasesthe background noise level, which in turn decreases speech intelligibility and causes distraction. Occupants working and talking within the space tend to raise their vocal effort as the background noise level increases, resulting in a spiralling increase in noise levels unless sound absorbentfinishesareprovided.

The objective is to control the build-up of occupancy noise, provide clear communication of speech within teaching groups, and provide sufficient speechprivacy between teaching groups. The expected open plan layout and activity plan should be agreed with the Client at an early stage of the design as the basis on which compliance with the Speech Transmission Index (STI) performance standard can be demonstrated.

Table 4: Performance standard for speech intelligibility and privacy in open plan spaces – Speech Transmission Index (STI)

37Fixtures

Bolt & Nut

Washer 50mm diameter

Mending Plates 102mm

Flush Hinge 75mm

Wood Screw 30mm

Wood Screw zwtztt

Acoustic Panel Elements Acoustic Framing

Frame

BracingFrame

a b c d e f g h i j k

Bracing

Foam

a

b

20000mm

c

d

e

j

f

g

h

i

k

1000mm

39

Installation Sequence

door hinge

purlin clip

steel rod

d=25mm washer

18mm plywood

bacing

18mm plywood

frame

12mm woodscrew

30mm woodscrew

50mm washer

75mm botl screw

8mm lock nut

50mm acoustic foam

Acoustic Panel Detail

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43

60m2 absorbent panels in centre of 1st floor

The acoustic model has been adjusted to predict the performance in the area surrounding the panels.

Approximately 60m2 of the 260m2 panels recommended have been installed in the 1st phaseandareconcentratedoveraspecificareaonthe1stfloorasshowninthe3dimage.

Model Performance Test

60m2 of panels suspendedfromsoffit

The reverberation time prediction with source and receivers located underneath panels and space apart by 5 metres is shown below with and without treatment.

The results show that the reverberation time decreases by around half a second at critical speech frequencies.

There should be a noticeable improvement on speech intelligibility in the immediate vicinity of the treatment but there is unlikely to be any discernible improvement in other areas away from the treatment.

With Treatment

f(hz)

f(hz)

Without Treatment

Seconds

Seconds

45

Reassessments Panel Improvements

When re-examining the overall project, with consideration for the feedback received from our internal examiners we have realised areas that could have been handle differently which would have influenced the final outcome. Such issuesincluded; managing production time, design constraints, installation process and leading time for material.

Despite facing numerous issues, the group was able to overcome these but had there been enough anticipation for particular stages of production there may have been less disruption. Given the time scale, the group work efficiently and exploited allresources.

One improvement that was realised, whilst installing the original design, was the difficulty of installing fourpanels at one time. This has been reduced to two along with the amount of angles at which the panels hang, either 120 degrees or 150 degrees. wW

Black foam reduces lighting

Weight of panels made lifting difficult

Panels hung inaccurately can cause the metal rods to bend

Hinges cause movement whilst installing

Panel Type A

Brackets

Difficultydrillingholesatthecorrectangleforfixture

Desire to create seam-less surface causes difficultywheninstall-ing panels

150°

Jig 1500

47120°

120

1:20

ReflectiveCeilingplan1:200

350

500

500

350

400

650

650

400

Installation

Panel Type B

Panel Type A Panel Type B

0

49

Panel Finish

Foam Finish

One of the issues that we have considered fromthefeedbackwereceivedisthefinishof the foam. Due to the foam being black, lighting conditions may be affected; one way of improving this is by covering the foam with fabric.

Cara Fabric Glass EJ004

- Acoustically transparent, allowing substrate to absorb sound.

-Class0firerating

- Maintenance requires wiping clear with a damp cloth

Before After fabric cover

Installation Steps

Ensure panels are assembled correctly before placing the pair on the jig. Apply the brackets that attach the two panels together, this will secure them whilst carrying out installation. Drill the holes along the frame for the rods (pg45-46) and apply the rods, washers, purling clips and bolts.

Once the rods and brackets are at-tached place the panel carefully on the Hydraulic Scissors Lift Platform. Two people on the Tower Scaffolding ready to guide the panel.

Both people on the Tower need to semi secure the panel to the purlin, once you have the desired position hammer the purling clips.

A cheaper system would be to hire a motor driven host that can lift and lower a platform.

Alternative Installation

1

2 3

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Construction week 2012 has been an eventful exercise for the group that has allowed us to understand the importance of managing and delivering a real live project. Organisation within the team and how we operate was something that established at a very early stage allowing things to run smoothly.

The main objective, which was to improve the acoustic quality of the design studio, has been achieved. The current installation has reduced the reverberation time by 0.5 seconds and once the rest of the acoustic foam is installed the over all target we be met.

The visual finish of the panel has beenreassessed, as the black foam, from an aesthetic perspective, was a topic of discussion at the review presentation. The team are content that the black foam works in contrast to the predominantly white painted studios. It sits well against the Far Eastern Marine plywood and the frame speaks the same language as the wooden balustrade that runs along the atrium. The design was drawing away from the conventionally hung panels with an ambitious approach to create a distinct piece. Through each step of the way the team were conscious about the finishedquality and never compromised or settled with makeshift solutions for problem we faced. The team achieved its objective and against all odds manage to pull together and complete the project under budget on time and safely. Once the improvements are realised the rest of the AVA will be installed with the design.

Conclusion The Yurt Project

Muhammed Al-kufaishiMoksud KhadJuliana NikolovaTiziana BiniakouElizabeth Mitchell-YankahMohd Salleh Bin Ahmen

53

The Yurt Project

The Yurt team set out to bring life back into the Yurt as it was currently closed for access. The repair project for the Yurt was equally important which also required a risk assessment before starting any of the work. Armed with a nail gun, staple gun, hammer, pliers, chisel, sander and Varnish we went to work. One team worked on reinforcing the wooden frames whilst the others checked for hazards and damages. Thenextteamwassentuptodotheroofing,removing one panel and working on the rest tightening and nailing them into the wood. Every panel on the roof was re-tightened and nailed into the wood beams. After all the panels was in place we decided that for added protection we should reinforce it even more by adding wooden ply strips on the face of each joint between the panels that span the whole length. The perspex roof had to also be replaced due to high winds causing cracks. The entrance was re-made with reinforced bracing as well as placing tough wooden panels at the bottom of the doors to withhold wind movement. With thanks to the Nursery staff this job went smoothly and with regular visits from the children who said hello and looked happy to see us working on it made us that more sure to make it perfect and ready for them to enjoy.

As well as working on the acoustics for the AVA Building one of our tasks was to look into The Yurt, a project from the previous Construction Week Year. The Yurt is located on the UEL Docklands Campus in the Nursery’s Playground. During the previous winter from high winds, snowfall and rainfall the Yurt has experienced a lot extreme weather conditions and as a result The Yurt had to be closed indefinitely.TheYurthadsufferedtearsand rips into the fabric along the roof joints from panel to panel which in effect has caused the rain to seep through and damage the wooden beams on the roof. The entrance had also been affected from winds and lack of joinery, with rips into the plastic openings. These are all natural causes; however there had also been human error in the making of The Yurt. Several Nails were found sticking out from the wooden frames, a serious risk to any child playing inside and climbing up on the wooden frames. Some frames had become loose and a hazard if any child planned to climb on it as it would have snapped orfallenoffwiththem.Thefinishingjobof the Yurt was appalling has none of the wooden panels had been sanded down, it was all rough and prickly, the last thing anyone would want is a splinter especially in a child’s hand.

55

The Yurt Project

What we had to do at the Yurt.

We had to check that everything was safe for the children. This includes:- The smoothness of the surfaces that children could reach.- Fixing some of the wooden piece that were loose.- Take off the transparent membrane at the entrance of the Yurt and replace it.- Find a different way of closing the entrance.

Additionally:

-Tothinkaboutawaytofixtheroofbymaking one of the panels moveable.- To staple some of the pieces of the outer skin of the structure that were ruined due to weathering.- Find a way to prevent deterioration on the roof where one piece of canvas was connect to the other.- Change the Plexiglas on top of the roof which was due to weathering.

What we did:We placed wooden parts on top of the roof where the pieces of the canvas were connected to one another, in order to prevent the deterioration of the wooden structure inside the Yurt. We had to sand and varnish the pieces of wood for the same reason.

In order to make the roof accessible we placed the Plexiglas on the interior of the Yurt and bolted it that way. That made the access on the roof easier so the idea of the movable panel was abandoned.Wefixedsomeofthewoodenpiecesontheinside of the Yurt by gluing them together. We sanded them, to make them smother and safer for the children.

We fixed the transparent membrane byremoving it, cutting off the pieces that were ruined. At the end of the membrane we stapled two pieces of wood that allowed the door to stay still when the wind was blowing and made the access easier.

We called an inspector to make sure that the Yurt was now in a good condition and safe for the children.

Problems that we had to deal with:There was a limit on the budget so we couldn’t have access to the materials we wanted to change (for instance the transparent membrane at the entrance as well as the piece of Plexiglas on the roof). Safety incidents that we had to deal with using some of the tools, such as the nail gun, regarding the security and the way these should be used when it comes to the distance of the person standing next to the one actually using the tools.

Due to the nature of the structure the access on the roof was very restricted, so we had to deal with the fact that we weren’t able to climb on the roof and we had to move more than one pieces of the exteriorskinoftheYurtinordertofixit.

57

Day 1

Day 3

OurfirstofficialdayofCWstartedoffslow.Theweather prevented half of the team from performing the snagging list from last years CW project: ‘The Yurt’.Once the correct safety precautions were taken, i.e.... setting up the scaffolding tower and taping off the site, the survey team got to work. This left the rest of the team to start preparing questions for Tim Scott (senior acoustic consultant from PG Acoustics) and to discuss design elements.

12:00 Workshop Introduction

After lunch it was time to clear up any misconceptions people had about acoustics, Tim explained the basics of acoustics and the different terminologies, he also provided a file full of examples and helpfulinformation. Questions were fired from almostevery group member, which helped to identify main concerns and what we might start to opt for material wise or how to manipulate standard products. The practicality in the selection of products and methods of installation was also discussed. Most importantly, Tim highlighted the main objective, which is to reduce the reverberation time, achieved throughanefficientamountofabsorptiveform.The group realised that the day needed to be structured so that maximum productivity was achieved. Serious thought went into this and a day plan was written up.

Action

-Corresponded via email (Day Plan)-DropBoxsetupforfilemanagement.-3D CAD Model-Set perimeters for 1:50 model

Time was spent in the morning pinning up work and displaying examples of projects. We had an extensive look into ideas with both our facilitators, Christian and Michele along with some 5th years.

Feedback:

Test design ideas with different scales and start thinking of maybe using alternative materials. Look into setting a budget for the purchase of the actual

Day 2

The group made a huge improvement in productivity and teamwork. The extensive amount of work produced from members of the group allowed for an open discussion on potential ideas. The group made constant reference to the information given to us from the acoustic consultant. The amount of time that would be required to construct each idea was one of the key deciding factors when making choices.

Smaller teams were responsible for researching particular areas, including planning permission that involved a discussion between the AVA department, building regulation, cost and installation. Further researchidentifiedadditionalquestionsconcerningthe detail. The group agreed that a large part of the project was about the aesthetic quality.

Despiteselectingfivestrongestideas,Michele,ourfacilitator, advised the group to present with an open mind and show all potential ideas for the internal crit.

Towards the end of the day there was a strong body of work, where we produced 1:1 prototypes.

Action

-Agreedonfivestrongestideas

-Preparing for Pin up

-Further research

Appendix A Blog

www.cw2012workshop07.wordpress.com

acoustic absorptive material that will allow you to run tests.

How do you test ideas against one another?

Push ideas and email each one to the consultant for his feedback.

Action

-Listed suppliers of acoustic absorptive material to contact the following day

-Corresponded via email (superimpose ideas into SketchUp model for consultant to run tests)

Day 4

Day 6

Day 5

Members of the team have sourced a great deal of information related to building regulation. The followingdescriptionbrieflyoutlinesanumberofconditions that need to be considered; The acoustic conditions in schools are controlled by Part E of the building regulation and by the School Premises Regulation (SPR), which apply to new and existing schools. Requirement E4 from Part E States:

“Each room or other space in a school building shall

It was scheduled for Tim (senior acoustic consultant) to arrive at 13:00hrs, so the group continued to refine personal designs in the morning. Ewelina(group accountant) was able to create a spreadsheet documenting what the group had ordered, along with individual expenses. Once Tim had arrived, the group explained what had been done in the past few days, i.e.formingofinitialdesignsandrefiningthem.Tim then expressed his opinion on the different ideas and made some key points.

“Majority of the designs are possible but others are more practical in terms of construction and others utilizes the foam with minimal waste”

Based on this, Tim selected three potential ideas to take forward. Tim’s suggestions were taken on board butthegroupmadethefinaldecisioncollectivelyand took a few minutes to discuss this. We were aware that there were other elements to consider that could alter the proposed design, such as information related to building regulations. The team responsible for researching building regulationsandplanningcontinuedtofilterthroughall the information they had found. At the end of the day, members of the team returned with a sample of foam.

Action

- Research building regulation

- Research planning

Today, design ideas were developed ready for evaluation from Tim (senior acoustic consultant) the followingday.Thegroupstillhadn’tmadeafinaldecision but after a brief meeting with Alan Chandler (Programme leader) due to time restrictions, we were encouraged to press forward and make an order for materials. Suppliers of acoustics absorptive foam were kindly wiling to offer us a 50% discount off the retail price, so we decided to order 70m2. Tim called the company to verify that the material was suitableandthespecificationwasalsoforwardedtothe group and Tim.

Themajorityofthedaywasspentfiguringoutwhatpartscouldbeordered,despitenothavingafinaldesign. Also, a large amount of the day was spent contacting suppliers, getting information on the product and leading time.

Action

-Organized collection of part of the order of acoustic foam.

-Refinedideas

-Put presentation together for Tim

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be designed and constructed in such a way that it has the acoustic conditions and the insulation against disturbance by noise appropriate to its intended use”

We discovered there is no requirement in building regulations for acoustic commissioning although it isstronglyrecommendedthatthisshouldbespecifiedfor contractual purposes. The preferred means of demonstrating compliance with School Premises Regulation is by precompilation testing in line with Association of Noise Consultants publication Good Practice Guide. In our case Tim (senior acoustic consultant) advised the group of ways in which we can start to comply with these requirements.

Day 7

Day 8

Below is some of the absorptive acoustic material explored prior to ordering the Sound Zero foam supplied by Cut foam. The material works as a sound absorber (what we are trying to achieve), designed to reduce both reverberation and low frequency noise. This noise control relates to the section 1 of Building Bulletin 93 that gives the performance targets for compliance with building regulations.

PyrosorbA standard sheet comes in sizes 2 x 1 m

Pros- Low cost acoustic absorptive foam- Easy to cut Cons - Only available in black but it can be fabric faced with an acoustically transparent fabric.- Relatively heavy compared to melamine foam.Melamine Pros- Easy to cut- Very light Cons- Limited colours but can be fabric faced with an acoustically transparent fabric.- Relatively heavy- More expensive than Pyrosorb

Mineral WoolPros

Mondaywasadifficultdayforthegroupastalksoverthe weekend left many in doubt on whether we had chosen the strongest design that had been discussed and agreed on the previous Friday. Members of the group had issues with the aesthetic qualities of the hexagon honeycomb shaped foam, which prompted a group meeting in order to discuss the disagreements andreachafinaldecisionwithwhichtheentireteamwould be happy with.We weighed out the pros and cons and decided to press forward with the triangle form. Fortunately for the group, the design had been developed and a prototype had been made over the weekend. Amendments were suggested and preparation started on how to mass-produce the panels.

Action

- Start ordering process for Acoustic Foam

- Yurt team produced snagging list

- Ordered Plywood sheets

- Easy to cut- Very light- Low costCons- Needs to be fabric faced with an acoustically transparent fabric to avoid particles breaking off.

Day 9

Material had not arrived yet so we were working with a short supply of material until the plywood sheets arrived. Despite the shortage of material the workshop team took the opportunity to produce a templatethatwouldallowthegrouptofigureoutthebest way to produce the framework on a mass scale. Members of the team had to make a trip to B&Q to purchase some screws, nuts and bolts in order to completethefirstframework.

The Yurt team continued with the necessary repairs on a project from last year. This was equally

important and also required a risk assessment.

The group had to anticipate and facilitate the stor-age of the 50 plywood sheets as there was no storage space within the AVA. In the end we were able to store the sheets in the shipping containers located behind the workshop.

Action

- Check status of foam delivery

Day 10

The team started at 10:00 as usual and it was time to organize the production line which would produce 60 triangular acoustic panels. Members of the group took time to delegate roles for people in order to producetheframeworkasefficientlyandasrapidlyas possible. The three main base teams were: the Workshop team, Yurt team, and the Assembly team. Communication amongst the teams was important in order to achieve full productivity. Signs were posted warning the school of the installation and the need to be aware overhead.The metal work, including the bolts and screws turned up by midday. Up until that point the teams had to purchase and hand make parts in order to continue production.

Feedback

The group experienced some criticism, which affected the positioning of the installation. This feedback triggered re-evaluation, not on the design, but on how we could have informed the school differently and encouraged more involvement.

Action

- Check status of foam delivery

Day 12

Day 11

The foam was on everyone’s mind, as it still hadn’t arrived. It was promised by Cut Foam Ltd that it would be delivered sometime in the morning. Despite this set back, it was still imperative that the group continued to make the frames ready for the foam to be attached.Thedeliveryforthefoamfinallyturnedupat2pm.The majority of the team helped to unload the van and store the foam in a safe and clean space ready for installation. We now had all the necessary material to be able to complete the panels.

Action

- Group discussion on working over the weekend

The team started at 10:00 as usual and it was time to organize the production line which would produce 60 triangular acoustic panels. Members of the group took time to delegate roles for people in order to producetheframeworkasefficientlyandasrapidlyas possible. The three main base teams were: the Workshop team, Yurt team, and the Assembly team. Communication amongst the teams was important in order to achieve full productivity. Signs were posted warning the school of the installation and the need to be aware overhead.The metal work, including the bolts and screws turned up by midday. Up until that point the teams had to purchase and hand make parts in order to continue production.

Feedback

The group experienced some criticism, which affected the positioning of the installation. This feedback triggered re-evaluation, not on the design, but on how we could have informed the school differently and encouraged more involvement.

Action

- Check status of foam delivery

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Day 13

The team had to push forward with the construction andcontinuetoworkflatouttomeetthedeadline.The group started first thing Saturday morninginstalling the first panel, which was difficult tosay the least. Manually hoisting each panel, made up of four triangular frames, required a lot of manpower. We underestimated the difficulty of theinstalling process and as a result, time was running out rapidly.

When installing the panels we encounter damages that caused installation to halt at times making it very frustrating. We kept the momentum going and continued on through the evening.

Action

- Organized team to continue on Sunday

Day 14

The team picked up from the previous day to install the panels and assemble the frames with the acoustic foam. Little progress was made as the team continued to struggle with the manually hoisting.

We had to reassess the method of installing the panels in order to improve safety as well as installation time.

Action

- Reassess installation method

Name: Alan Chandler (Programme Leader) School: Architecture (ACE)

Students:

Robert BecklesAkash ChohanEwelina BoguszShin HoshikawaShin-Jae BahkJonas PrismontasLoucas StephanidesMoksud KhadKonstantinos DamirisAgis TomprosMuhammad Al-kufaishiElizabeth Mitchell-YankahJuliana NikolovaMohd Salleh bin AhmadOscar Wokowu Tiziana BiniakouFaris KallalaRyan BainbridgeCharbel Hiram ChagouryGholamhassan MostafaviZuobin Goh

Director of Studies:

Renee Tobe

Thesis Title: Workshop 7 – AcousticsFacilitators: Michele Roelofsma + Christian Garrecht, Mitesh Patel, Muzzammil Dhaddaboy and Tim Scott of PGA Acoustics

Fieldwork location: Architecture Studios Type of Fieldwork: Design and construction of acoustic treatmenttofirststudiosoffitt.

Period of Fieldwork:

Friday 21st September - Friday 7th October

Appendix B Risk Assessment

Day 15

We had a drastic safety issue which involved a partition wall collapsing. The group had to recollect and discuss what went wrong and how we can prevent future accidents from happening. After securing the wall and agreeing on a more safe system

Day 16

The team by this point had come accustom to how each stage works and each member of the team push forward sothattheremainingfinishedpanelswereinstalledin time. We worked through the night so that we were able to complete the installation before units started to set up the studio spaces. The group were happy with what we were able to achieve in the short time that we had but we were aware that the design needed amendments.

Action

- Revise design

for installing the panels, the group continued. We agreed that the manual hoisting was strenuous and we needed a more simple solution to improve safety and time. One member of the group managed to obtain a motor driven hoist that improved the installation considerably. We also reduced the amount of panels that would be installed at once; this was a lot more manageably and allowed for easy access should the panels need to be removed in the future.

We also had feedback from Tim Scott who built a 3d model that was able to test the performance of the design. Results showed that we had improved the acoustics and once the final installation iscomplete we will meet our target, which is to reduce the reverberation time to 1 second.

Action

- Finish installation before design units start set studio spaces.

63

What are the hazards? Who might be harmed and how? What actions are necessary LO HS

Falling from height Serious injury or even fa-tal injury could occur if a worker falls

- Agreed scaffolding requirements at design stage, including appropriate load rating and provision of loading bays- Workers instructed not to interfere with or misuse scaffold-someone will be required to keep an eye out for any problems- Ladders to be used - in good condition, adequately secured (lashed) andplacedonfirmsurface- Hard hats to be worn by workers at all times-Safetyharnessestobefixedtoscaffoldwhenworkingincloseproxim-ity of atrium space- Area around scaffold tower to be taped off to restrict access from workers and otherstudents

1 3

Collapse of scaffold. All operations on scaf-fold may incur injuries, or worse, if the scaffold col-lapses on them

- Agreed scaffolding requirements at design stage, including appropriate load rating and provision of loading bays-Stabiliserswillbefittedwherespecifiedtominimisemovementofscaf-fold tower

1 3

Overcrowding of workers on scaffold tower

Workers on scaffold tower and around may be harmed if a worker falls from the tower

- A limit on the number of workers permitted on the scaffolding at a given time is to be enforced - 4 persons max. at any given time

1 1

Operating scaffold tower Workers could be harmed if hit whilst moving the scaf-folding

- All workers to be informed of moving scaffold tower - No workers, materials or tools should be on tower during movement - Height adjustments to be made using adjustable legs with the maximum platform heightof the tower not exceeding 4m when moving - Castors to be locked whilst scaffold tower is in use

1 2

Falling objects hitting head or body, including feet

Serious head and other inju-ries to workers and others on site

- Hard hats and protective footwear (with steel toe-caps and mid-soles) supplied and worn at all times- Brick guards kept in position on scaffold to avoid tools and equipment from falling

1 1

Manual handling and han-dling of bulk materials

All workers could suf-fer from back injury and long-term pain if regularly lifting/carrying heavy or awkward objects. Harm to hands could also occur

- Trolleys to be used for moving loads to and from the scaffold tower - Labour gloves to be worn when lifting items

1 1

Slips and trips All workers may suffer sprains or fractures if they trip over waste. Slips at height will result in a serious fall. The support legs of the scaffolding may become trip hazards

- Good housekeeping maintained at all times- Safety footwear to be provided to all workers - Workers to be posted at all support legs to make aware and prevent any accidents

1 2

Working in the workshop Workers may experience injury whilst operating machinery

- Use correct PPE outlined in workshop induction which requires the use of eye wear at all times and ear guards when necessary when operating machinery in the workshop

1 2

Informing studio of works Students could incur harm if unaware of works. Dis-turbances caused to fellow students not involved in project.

- Inform the studio ‘residents’ prior to works by pinning up posters around the studio outlining when and where the works are commencing

1 1

Fixing acoustic panels (general)

1

Name: Alan Chandler (Programme Leader) School: Architecture (ACE)

Students:

Moksud KhadJuliana NikolovaTiziana BiniakouElizabeth Mitchell-YankahMohd Salleh Bin AhmenMuhammed Al-kufaishi

Director of Studies:

Renee Tobe

Thesis Title: Workshop 7 – Yurt repairs

Facilitators: Michele Roelofsma + Christian Garrecht, Mitesh Patel and Muzzammil Dhaddaboy

Fieldwork location: UEL Nursery Type of Fieldwork: repairs and improvements to Children’s Yurt

Period of Fieldwork:

Friday 21st September - Friday 7th October

What we had to do at the Yurt.

We had to check that everything was safe for the children. This includes:- The smoothness of the surfaces that children could reach.- Fixing some of the wooden pieces that were loose.- Take off the transparent membrane at the entrance of the Yurt and replace it.- Find a different way of closing the entrance.

Additionally:

-Tothinkaboutawaytofixtheroofbymakingoneofthepanelsmoveable.- To staple some of the pieces of the outer skin of the structure that were ruied due to weathering.- Find a way to prevent deterioration on the roof where one piece of canvas was connect to the other.- Change the Plexiglas on top of the roof which was due to weather-ing.

Appendix C Risk Assessment

65

Hazard: Severity of hazard:(1 -3)

Likelihood of Occurrence: (1-3)

Risk rating

Rough surfaces – splinters. 1 3 3

Protruding edges risk of collision. 2 1 2

Leaks in the roof – could lead to mould and deterioration of structure (making it unstable), slip-peryfloors,

1 2 2

Injury from tools and materials on site (nail gun, hammer and nails, electric sanders, glue, van-ish, loose wood, wires etc).

2 2 4

Injury from Loose parts from structure 2 2 4

Trip hazards (wires, extension leads and other objects around site). 1 2 2

Moving and carrying materialsPersonal injury or strain to back and limbs due to incorrect posture or carrying/moving too much at once.

2 1 2

Working in workshops and with tools on site (risk of injury) 2 2 4

Working at high level (risk of falling and risk of personal injury or strain from over reaching and over stretching.

2 2 4

BIM Overlay to the RIBA Outline Plan of Work, Edited by Dale Sinclair May 2012, Published RIBA, London

Professional Studies Handbook, 2010, Roland Karthaus

www.architecture.com

www.planningportal.gov.uk

www.urbannous.org.uk

http://www.customaudiodesigns.co.uk/acoustic-fabric.htm

Reference

With Thanks To :

Alan ChandlerMichele RoelofsmaChristian GarrechtTim ScottDavid RingMitesh Patel Muzzammil Dhaddaboy

&

The Staff and Children of Children’s Garden Early Years Centre