London South Bank University, Undergraduate Marking Criteria Level of Achievement Indicators Level 4-6 The weightings for each element within the table may vary between pieces of work. The final mark represents the balance of these elements. Feedforward comments Criteria 100-80% 1. Research Systematic identification and use of academic and relevant resources 2. Subject Knowledge Understanding and application of subject knowledge. Contribution to subject debate. 3. Critical Analysis Analysis and interpretation of sources, literature and/or results. Structuring of issues/debates. 4. Testing and Problem- Solving Skills Design, implementation, testing and analysis of product/process/system/i dea/solution(s) to practical or theoretical questions or problems 5. Experimentation Problem-solving and exploration of the assessment including risk taking and testing of ideas. Extensive independent relevant research evidenced by quality and quantity used. Ability to draw on own research and that of others. Shows sustained breadth, accuracy and detail in understanding key aspects of subject. Contributes to subject debate. Awareness of ambiguities and limitations of knowledge. Very high-quality analysis developed independently. Sustained evaluation and synthesis of resources. Use of evidence-based arguments. Thoroughly identifies trends, inconsistency, congruence, and states the implications. Autonomous creation and novel implementation. Adapts to unforeseen practical and theoretical challenges to achieve identified goals. Evidence of rich, in-depth exploration and highly innovative problem-solving. Responds to assessment in a way that pushes boundaries and/or makes exciting new connections possible within discipline. Finds a balance between experimentation and resolution to create a highly coherent and innovative piece of work. 79-70% Extensive independent relevant research evidenced by quality and quantity used. Some autonomous research. Shows breadth, accuracy and detail in understanding key aspects of subject. Contributes to subject debate. Some awareness of ambiguities and limitations of knowledge. Sustained evaluation and synthesis of resources. Use of evidence-based arguments. Thoroughly identifies trends, inconsistency, congruence, and states the implications. Almost entirely autonomous creation and implementation. Adapts to unforeseen practical and theoretical challenges to achieve identified goals. Evidence of in-depth exploration and innovative problem-solving. Responds to assessment in a way that pushes boundaries and/or makes new connections possible within discipline. Finds a balance between experimentation and resolution to create a coherent and innovative piece of work. 69-60% Wide range of relevant sources identified and used. Very little guidance needed. Accurate and extensive understanding of key aspects of subject. Evidence of coherent knowledge. Evaluation and synthesis of resources. Use of evidence- based arguments. Identifies trends, inconsistency, congruence, and states the implications. Mainly autonomous creation and implementation. Adapts to unforeseen practical and theoretical challenges to achieve identified goals. Clear evidence of exploration and experimentation. The work may not find the balance between experimentation and the attempt to create a coherent piece of work. 59-50% A range of sources identified and used. Limited guidance needed. Accurate understanding of key aspects of subject. Evidence of coherent knowledge. Evaluation and synthesis of resources. Use of evidence-based arguments. Some autonomy to create and implement. Some adaption made to unforeseen practical and theoretical challenges to achieve identified goals. There is some problem-solving evident but lacks creative exploration and experimentation. 49-40% Limited research identified and used. Some guidance needed to complete research tasks. Understanding of key aspects of subject. Some evidence of coherent knowledge. Some attempt at evaluation and synthesis of resources. Some use of evidence- based arguments. Exploration of possible solution(s). Use of established approaches to resolve practical and theoretical problems. Some evidence of limited problem-solving. Appropriate response to assessment but there is little development and exploration evident. 39-30% Some evidence of research but insufficient amount. Needs support to develop research skills. Some evidence of superficial understanding of subject. Inaccuracies. Limited evaluation of resources. Limited use of evidence- based arguments Limited exploration of possible solution(s) using established approaches to resolve practical and theoretical problems. Some evidence of engagement with assessment but it is insufficiently developed. Unable to engage with the challenges of assessment. 29-0% Little or no research presented. Needs significant support to develop research skills. Little or no evidence of understanding of subject. Inaccuracies. Little or no evaluation of resources. Very little use of evidence-based arguments. Little or no exploration of solution(s). Question or problem unresolved. Little or no evidence of engagement with the assessment, it shows little development. 6. Practical Competence Skills to apply theory to practice or to test theory 7. Communication and Presentation Clear intention in communication. Audience needs are predicted and met. Presentation format is used skilfully. Work is well structured. 8. Academic Integrity¹ Acknowledges and gives credit to the work of others follows the conventions and practices of the discipline including appropriate use of referencing standards for discipline. 9. Collaborative and/or Independent Working Demonstration of behaviour appropriate to discipline, including individual contribution to team or working with others in teams 10. Personal and Professional Development Management of learning through self-direction, planning and reflection 11. Performance Quality Demonstration of embodied practice including affecting and being affected. 12. Data literacy Competence in working ethically with data including extraction, interpretation and representation. data access, data Consistently applies comprehensive practical and/or technical skills which reflect the correct application of theory to context. Communication is entirely clear, persuasive and compelling with very skilful use of the presentation format. Presentation addresses fully the needs of the audience. Consistent, error free application of relevant referencing conventions with great attention to detail. Integrates a highly developed sense of own identity productively into real or simulated disciplinary situations. Meets the standards required for relevant discipline. Can work very effectively in a team or alone. Takes full responsibility for own learning and development through continuous cycles of well- articulated purposeful analysis and planning, supported by extensive evidence An exceptional level of embodied awareness revealed in a highly sensitive and detailed performance. An exceptional level of competence in the ethical use and presentation of data. Applies comprehensive practical and/or technical skills which reflect the correct application of theory to context. Communication is clear, persuasive and compelling with very skilful use of the presentation format. Presentation addresses fully the needs of the audience. Consistent, error free application of relevant referencing conventions. Integrates a sense of own identity productively into real or simulated disciplinary situations. Meets the standards required for relevant discipline. Can work very effectively in a team or alone. Takes full responsibility for own learning and development through continuous cycles of well-articulated purposeful analysis and planning, supported by evidence. Highly developed embodied awareness; consistent detailed and accurate responsiveness; clear and dynamic intentionality/ connectivity Highly developed competence in the ethical use and presentation of data. Applies practical and/or technical skills very well and with careful application of theory to context. Communication is clear, mostly persuasive and compelling with skilful use of the presentation format. Presentation addresses the needs of the audience. Consistent application of relevant referencing conventions with few errors. Aware of and able to meet most standards required for relevant discipline in simulated or real disciplinary situations. Can work effectively in a team or alone. Reflection and planning are self-directed, continuous, habitual and evidenced clearly. Strengths have been built on; weaknesses have been mitigated. Well-developed embodied awareness; for the most part, a detailed and accurate responsiveness; a dynamic intentionality / connectivity Well-developed competence in the ethical use and presentation of data. Applies practical and/or technical skills correctly and with some application of theory to context with only minimal errors. Communication is clear, with skilful use of the presentation format. Presentation takes into account the needs of the audience. Application of relevant referencing conventions, with some errors and / or inconsistencies. Aware of and able to meet the main standards required of relevant discipline in simulated or real disciplinary situations. Able to work in a team or alone Evidence that a cycle of reflection and planning has been continuous and productive. Actively works to develop strengths and mitigate weaknesses. Some moments of embodied awareness; responsiveness is more generalised; intentions/ connections are evident, but not dynamic Evidence of competence in the ethical use and presentation of data. Applies a sufficient level of practical and/or technical skills but with some errors. Limited application of theory to context. Communication is mostly clear and presentation format is adequate. Presentation may sometimes not take into account the needs of the audience. Generally correct application of relevant referencing conventions, with some errors and/or inconsistencies. Aware of main standards required of relevant discipline. Able to work in a team or alone Evidence that reflection and planning have led to increased disciplinary engagement and commitment. Developing an awareness of strengths and weaknesses. Little evidence of embodied awareness; responsiveness is slow and inorganic; intentions are self- conscious or guarded and lack connection Limited evidence of competence in the ethical use and presentation of data, with some minor errors. Applies some aspects of the practical and/or technical skills but these are incomplete or contain important errors. Very limited application of theory to context. Communication is unclear because presentation format is not used adequately and/or the needs of the audience are not taken into account. Limited application of referencing conventions and / or errors. Some evidence of knowledge of relevant disciplinary standards; collaborates reluctantly or struggles to work alone. Weak evidence of reflection and planning for learning but not followed through consistently. Incomplete awareness of personal strengths and weaknesses. Blocked embodied awareness: attempts are frustrated by lack of engagement or resistance to make connections. Evidence of limited competence in the ethical use and presentation of data, with some major errors. Limited application of some aspects of the practical and/or technical skills. No application of theory to context. Communication is very unclear because presentation format is not used adequately, and the needs of the audience are not taken into account. Very limited or no application of referencing conventions, and/or multiple errors. Little or no evidence of knowledge of relevant disciplinary standards. No evidence of collaboration with others; unproductive working alone Insufficient evidence of reflection or planning for learning and no evidence of awareness of personal strengths and weaknesses. Responsiveness is consciously withheld; there is no attempt to make connections or embody intentionality Little or no evidence of competence in the ethical use and presentation of data. 1 The application of this criterion is independent of the process outlined in the Student Academic Misconduct Procedure/n LSBU School of The Built Environment and Architecture COURSEWORK BRIEF Design of Elements Contents 1. Assessment of the Module. Delivables... Submission Requirements and Deadline 2. Introduction..... 3. Design Data. 4. 5. 6. 7. Feedback.. 8. Marking Criteria. Peer Review Assessment Sheet... .3 .8 10 11 11 Coursework Brief Page 2 of 12 1. Assessment of the Module The assessment of this module consists of component as listed in the table below. Component Weighting Pass Mark CW1 (30%) Group Project 100% 40% CW2 (70%) Open book test Module 100% 40% 2. Introduction The project is to develop a structural design for an arts and culture exhibition space for Royal Borough of Greenwich to promote the history of the surrounding area. The Client, the Royal Borough of Greenwich, wishes to create a landmark building that reflects the cultural heritage of the surrounding sites and the history of the British clipper ship the Cutty Sark (built in 1869). The following elements are NOT required in your design: foundation design, lateral stability, ground floor slab design and reinforced concrete column design. Welland St Coursework Brief Cutty Sark Bellot Memorial Trinity Laban College Way Old Royal Naval College A206 College Way University of Greenwich A206 St Alfege Church Greenwich Market Nelson Rd A206 Park Row Queen's House National Maritime Museum Roan St Figure 1 - Google Satelite view (Not to Scale) Page 3 of 12 3. Design Data Structural Material • Concrete grade to be determined by your group. • Assume fyk = 500 N/mm² steel reinforcement. • Assume S355 steel for all steel members. • • • • Building layout The overall shape of the structure is provided in the attached drawings; however, each group has a target building footprint (area on plan) that they must aim for. You are allowed a +/- 10% tolerance on the final footprint area. Floor heights The ground floor will consists of a car park with a minimum headroom of 4.5 m, columns are permitted on the ground floor. The first floor is to be designed for storage of art items and the Client requires this space to be flexible so it can be used as exhibition space, hence there is no column is permitted on the first floor. The minimum head height is 6 m. The second floor consists of consultation area for placing orders and a café overlooking the River Thames. The planning condition requires that the overall building height shall not exceed 23 m due to issue with line of sights. Structural zone - Include a tolerance and deflection zone of 40 mm and a service zone of 300 mm in the floor depths. Materials • No ground floor design required • • Ground to first floor is reinforced concrete (RC) structure, the thickness of the floor slabs in the RC floor is to be determined by you. First floor and above is to be steelwork, you may assume a floor slab thickness of 150 mm for the steel frame. Loading (Characteristic) First Floor Superimposed dead load [CHECK TABLE] Imposed load for exhibition BS EN 1991–1 (see C11, Table 2) = ? kN/m² Self weight of floor (by you) Second Floor Superimposed dead load [CHECK TABLE] Imposed load for café BS EN 1991–1 (see C11, Table 2) = ? kN/m² Self weight of floor (by you) Coursework Brief Page 4 of 12 Roof (lightweight) Finishes and metal decking Ceiling and Services = 1.20 kN/m² = 0.15 kN/m² Imposed load for roof BS EN 1991-1-1 (See H, Table 2) = 0.60 kN/m² Cladding A cladding load of 5.0 kN/m² (characteristic load) should be allowed around the perimeter of the building to allow for a 'green cladding' system. If you require any additional design data, use your engineering judgement or a reference, stating any assumptions made in your submission. Actions on Structures 93 94 Structural Engineer's Pocket Book (continued) Variable actions: Imposed floor loads The following table from BS EN 1991-1 gives the normally accepted minimum floor loadings. Clients can consider sensible reductions in these loads if it will not compromise future flexibil- ity. A survey by Arup found that office loadings very rarely even exceed the values quoted for domestic properties. The gross live load on columns and/or foundations from sections A to D in the table can be reduced in relation to the number of floors or floor area carried to BSEN 1991-1. Live load reductions are not permitted for loads from storage and/or plant, or where exact live loadings have been calculated. Type of activity/ occupancy for part of the building or structure Concen- Uniformity distributed load trated load Q Examples of specific use qk (kN/m²) (kN) C21 Assembly areas with fixed seating (see Note c) 4.0 3.6 C22 Places of worship 3.0 2.7 Type of activity/ occupancy for part of the building or structure A. Domestic and residential activities (Also see category C) Examples of specific use A1 All usages within self-contained dwelling 1.5 units (a unit occupied by a single family or a modular student accommodation unit with a secure door comprising not more than six single bedrooms and an internal corridor). Communal areas (including kitchens) in blocks of flats with limited use (see Note a). For communal areas in other blocks of flats, see A5, A6 and C3 Concen- Uniformity distributed load qk (kN/m²) trated load Qk (kN) 2.0 C3 Areas without obstacles for moving people C31 Corridors, hallways, aisles in institutional 3.0 type buildings not subjected to crowds or wheeled vehicles, hostels, guest houses, residential clubs, and communal areas in blocks of flats not covered by Note a C32 Stairs, landings in institutional type buildings not subjected to crowds or wheeled vehicles, hostels, guest houses, residential clubs, and communal areas in blocks of flats not covered by Note a 4.5 3.0 4.0 C33 Corridors, hallways, aisles in all buildings 4.0 not covered by C31 and C32, including hotels and motels and in institutional type buildings subjected to crowds 4.5 A2 Bedrooms and dormitories except those 1.5 2.0 in self-contained single family dwelling units and in hotels and motels A3 Bedrooms in hotels and motels; hospital 2.0 2.0 wards; toilet areas C34 Corridors, hallways, aisles in all buildings not covered by C31 and C32, including hotels and motels and in institutional type buildings subjected to wheeled vehicles, including trolleys 5.0 4.5 A4 Billiard/snooker rooms 2.0 2.7 Balconies A5 Single family dwelling units and communal areas in blocks of flats with limited use (see Note a) A6 Hostels, guest houses, residential clubs and communal areas in blocks of flats except those covered by Note a A7 Hotels and motels Same as rooms to which they give access but with a minimum of 3.0 Same as rooms to which they give access but with a minimum of 4.0 trated at the outer edge) 2.0 (concen- trated at the outer edge) 2.5 2.0 C35 Stairs, landings in all buildings not covered by C31 and C32, including hotels and motels, and institutional buildings subjected to crowds 4.0 4.0 2.0 (concen- C36 Walkways-Light duty (access suitable for one person, walkway width approx. 600 mm) 3.0 2.0 C37 Walkways - General duty (regular two-way pedestrian traffic) 5.0 3.6 C38 Walkways - Heavy duty (high- 7.5 4.5 density pedestrian traffic including escape routes) B. Offices B1 General use other than B2 2.5 areas B2 At or below ground floor level 3.0 2.7 2.7 C39 Museum floors and art galleries for exhibition purposes 4.0 4.5 C. Areas C1 Areas with tables C. Areas where C4 Areas with possible physical activities where C11 Public, institutional and communal 2.0 3.0 people may people may dining rooms and lounges, cafes and C41 Dance halls and studios, gymnasia, stages (see Note e) 5.0 3.6 congregate restaurants (see Note b) (with the C12 Reading rooms with no book storage 2.5 4.0 congregate (with the exception of exception of C42 Drill halls and drill rooms (see Note e) C5 Areas susceptible to large crowds 5.0 7.0 areas defined C13 Classrooms 3.0 3.0 areas defined under category A, B and D) under category A, B and D) C51 Assembly areas without fixed seating, 5.0 concert halls, bars and places of worship (see Note d and Note e) 3.6 continued C52 Stages in public assembly areas (see Note e) 7.5 4.5 Coursework Brief C2 Areas with fixed seats Table 1- Extract from Structural Engineer's Pocket Book by Fiona Cobb Page 5 of 12