Case Study & Topic Lesson Plans - qualifications.pearson.com

Case Study & Topic

Lesson Plans Dover Western Docks Revival

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Design, surveying and planning for Construction 2

Dover Western Docks Revival

Case Study and Topic Lesson Plans

Each case study starts with an introduction, designed to help introduce the

concept of the case study and encourage students to start to explore more

about the project.

There then follows a Topic Lesson Plan. Each Topic Lesson Plan introduces the

topic within the concept of the case study and includes 3 or 4 activities that are

designed to support the teaching the learning of the topic to your students.

The Dover Western Docks Revival case study covers the following topics from

the Core Component:

Construction Maths and Science

Design

CBE Industry Relationship Management / Commercial Business

Project Management

Additional topics from the Core Component are embedded within the Topic

Lesson Plan. These embedded topics are:

Health and Safety

Sustainability

Measurement

Building Technology

The case study and associated Topic Lesson Plans should be used in conjunction

with the following documents:

Dover Western Docks Revival Introduction PowerPoint

Dover Western Docks Revival Industry Links

Links to Assessment



Introduction to the Dover Western Docks Revival

Case Study

The Dover Western Docks Revival (DWDR) is a large scale project that aims to

regenerate a large part of the docks area in Dover, the main cross-channel

passenger ferry port in the United Kingdom. The regeneration includes part of

the docks that were previously used for the cross-channel hovercraft service.

This is the largest project ever undertaken by the Port of Dover, and will be

worth £250m in total on completion. The project has four main phases:

Phase 1 - Cargo Terminal.

This was the first phase to be completed, in December 2017, and involved the

construction of two new berths for cargo ships. One benefit of this was the

ability to move cargo services from the Eastern Docks where passenger ferries

dock and improve facilities there.

Phase 2 - Marina and public spaces.

A range of public spaces will be included as part of the development of the

waterfront. The public areas will also include leisure, housing and retail facilities.

A new pier will be constructed and a marina for smaller boats. This will have a

new access channel and will be accessible at all times.

Phase 3 - Logistics facility.

This involves the removal of part of the existing dock facilities by filling in the

tidal basin and one of the docks to reclaim land to construct a new logistics

centre. This will locate all of the cargo traffic in one place and also include a new

cargo terminal.

Phase 4 - Filling in of the Granville Docks and Tidal Basin.

The final stage is the filling in of the existing Granville Docks and Tidal Basin to

provide further land for the expansion of the logistics facility.

Your students will learn how techniques and approaches used in the Dover

Western Docks Revival scheme can be applied to other projects.



To achieve this, it is intended that they will work sequentially through a series of

topics and activities with you. Each topic will broaden their knowledge and

understanding and is designed to build upon what they have previously learned.

Topic Lesson Plan No: 1 Designing constraints

The topic of Designing constraints covers the following Topics from the Core

Component:

Design

CBE Industry Relationship Management/Commercial Business

The aim of this topic is for your students to learn about developing a design

proposal for a new portal frame structure.

The objective of this topic is for students to investigate the construction design

process to develop an understanding of the importance of client requirements

along with constraints which might affect the viability of a project.

Students will carry out a Pestle Analysis to consider the viability of the project and

how the outcomes of this analysis might affect the client.

Students will consider the function of the proposed portal frame structure and

how this might affect the choice of materials and also the design of the building

overall. Students should also consider the opportunities for prefabrication as part

of the project.

You should allocate your students with a suitable site which has some element of

exposure, whether to coastal climates or otherwise, which will allow them to make

decisions related to orientation and material selection. Students will also consider

opportunities to include renewable energy sources as part of the project.



There is opportunity to include health and safety and building technology within

these activities.

How long will

this Topic take

to deliver?

The total time that it might take to deliver this topic is 15

hours.

What

knowledge and

understanding

will students

develop?

This topic has been designed to deliver the following

knowledge and understanding from the Core Component

content:

2.8.5 - Students will acquire a knowledge of how

weather and climate can affect the design of buildings

and structures

8.3.1 – Students will gain an understanding of the

functional factors influencing the design of portal

frame buildings such as future proofing of designs,

aesthetics, spatial requirements and target market

sectors

8.3.2 – Students will consider site information factors

associated with the construction of a portal frame

building

8.3.7 – Students will learn about project and economic

constraints that might affect the construction of a

portal frame building

9.10.1 - Students will demonstrate they can carry out a

PESTLE analysis for the portal frame project

12.6.1 - Students will understand how businesses can

measure the success of a project

13.2.1 - Students will gain an understanding of quality

management techniques that could be applied to the

portal frame building.

Self-study

activities

Students could use refer to project management tools in

Management of Global Construction Projects by E Ochien et

al which includes background information about Pestle

analysis



Activity 1: Project constraints

How long will

this activity

take to deliver?

It is anticipated that this activity will take 8 hours.

Instructions Tutor Instructions

In this activity your students will examine the constraints

associated with a project to construct a portal frame building

in a given location. The nature of the project might vary

depending on your location, and the purpose of the building

can be amended to be accessible to your students.

You will need to provide students with a scenario for the

project, for example a new retail unit, a sports-hall, storage

warehouse or similar. Information will need to be included in

the scenario about:

the location

spatial requirements

aesthetics

target users

function

future proofing the design

To begin, introduce your students to the range of site factors

that will influence the project. This could include linking

climatic information with other factors from Topic 2 related

to land use, geology and geography. If it is possible site visits

/ walk-arounds of the local area could be used to explain

how site conditions can affect types of development and the

orientation of buildings.

Once the students have determined the intended purpose of

the building and typical constraints that would be associated

with it, you can move on to consider financial and budgetary

constraints that would need to be considered when working



on the project. Discuss with students how projects can be

funded and how costs can be considered over the life of a

project. Explain the concept of cost/benefit analysis with

respect to a relatively small construction project. You could

also introduce students to sources of funding for different

types of project.

Student Instructions

You have been asked to develop a design for a new portal

frame structure that will be used for XXXX on a site located at

[XXX insert site location XXX]. You are to:

(a) Research potential sources of site information that could

be used when producing proposals for the design of

your given portal frame building. You should then use

your research to produce a brief synopsis of the project

including information about:

The location, including access, climate and site

constraints.

Spatial requirements of the client and how these could

be met.

Aesthetic requirements of the design.

The intended target users and function for the

building.

Opportunities to future proof the building.

(b) Using other similar projects, investigate the costs

associated with a project of a similar scale produce a

high level cost/benefit analysis for the project.

(c) Research types of funding that would be appropriate for

the project, including advantages and disadvantages of

each. You then need to use your research to present a

conclusion as to which form of funding would be most

appropriate for the project.



(d) Prepare a short presentation that then outlines the

project constraints, the results of the comparative

cost/benefit analysis and potential sources of funding for

the project. You will be asked questions by other

members of the group.

Worksheets /

templates

NA

English, maths

and digital skills

There will be an opportunity for students to practice:

E1 Convey technical information to different

audiences

E5 Synthesise information

M5 Processing data

M6 Understand data and risk

D1 Use digital technology and media effectively.

Industry Links To support this activity the following Industry Resources

Links could be used:

Port of Dover website

Project funding

Cost benefit analysis

Activity 2: Quality management

How long will

this activity

take to deliver?



Your students will consider the range of quality management

techniques that could improve the viability of the portal

frame project.

Students will gain an understanding of the benefits and

drawbacks associated with each approach and consider the

appropriateness of each of the portal frame project they are

developing.



They will also be introduced to the concepts and tools that

can be used to measure success of a project throughout its

lifecycle.

You will then consider with students the reasons why

measures of success are needed and the implications of not

using any form of benchmarking for the project.


You have been asked to prepare a report that investigates

how quality management techniques and KPIs could be used

within the design and delivery of your portal frame project to

assist with achieving value for money and an outcome of the

required quality.

To do this you will:

(a) Research and investigate three different quality

management techniques from the following list:

quality assurance and control

total quality management

benchmarking

continuous improvement process

value engineering

For each technique, you should comment on which

aspects of the portal frame project it could be used with

and how it could improve project outcomes

(b) Examine how input, process and output KPIs have been

used successfully in construction projects. Produce a

brief statement that would explain how KPIs could be

used in your given project.

Worksheets /

templates

NA

English, maths

and digital skills


E2 Present information and ideas

E3 Create texts for different purposes and audiences



M10 Optimise work processes



Quality control for construction works

Activity 3: PESTLE analysis

How long will

this activity

take to deliver?



You should identify a local, site familiar to the students that

would be appropriate for the portal frame project they have

been set. The site selected should have sufficient scope to

present students to approach each of the aspects of a pestle

analysis

Political

Economic

Social

Technological

Legal

Environmental

The students should be given some further information

about the client requirements, such as the inclusion of a

solar thermal water heating system.

If possible, the students should visit the proposed site to get

more of a feeling for factors such as those related to social

and environmental issues.


You have been asked to carry out a PESTLE analysis for the

portal frame project you have been asked to design.



The client has provided some further information about their

desired project outcomes. These include:

- incorporating renewable energy solutions such as XXXX

- including innovative solutions to increase the energy

efficiency of the building

You need to produce a PESTLE analysis that includes

information about the following factors:

Political

Economic

Social

Technological

Legal

Environmental

For each factor you should consider how each of these

would impact on the viability of the project and the

challenges that are posed by each.

You should present your findings in a short report.

Worksheets /

templates

PESTLE template

English, maths

and digital skills


E1: Convey technical information to different audience

E5: Synthesise information

D1: Use digital technology and media effectively



Pestle analysis



Topic Lesson Plan No: 2 Construction maths and

science

In this topic students will be introduced to the maths and science embedded

within the context of designing a portal frame building.

Students will also develop their understanding of loadings on structural

members and also the forces that act in beams, columns and other structural

elements.

Students will develop an understanding of how to select and use suitable

calculus methods for differentiating and integrating functions in construction

contexts.

Students will also learn about the relationships between force, work energy and

power and be able to complete calculations related to these with respect to the

construction of a portal frame building.

How long will

this Topic take

to deliver?

The total time that it might take to deliver this topic section is

12 hours.

What

knowledge,

understanding

and skills will

students

develop?

This topic has been designed to deliver the following


content:

2.2.1 and 2.2.2 - Students will develop their

understanding of relationships between forces, work

and energy and carry out calculations associated with

these.

2.3.1 to 2.3.5– Students will acquire an understanding

of the structural science of how loads and forces act

on structural members.

7.2.1 and 7.2.2 – Students will use calculus techniques

correctly to solve construction problems.



Self-study

activities

Students could watch online tutorials and videos for

completing calculations related to beams and columns

Activity 1: Beams and column calculations

How long will

this activity

take to deliver?



In this activity you will support students to gain an

understanding of the range of calculations that are carried

out when determining the suitability of structural members

for projects. It is intended that students will gain an

understanding of how to carry out a range of calculations in

isolation, rather than as part of a complex structural analysis.

This would be covered in more detail in the relevant

occupational specialism.

You should firstly introduce students to the different types

loadings that can act on structural members and a portal

frame building as a whole.

Relate the concepts to beams, columns, struts and ties that

form structural frames and explain the differences between

point loads and uniformly distributed loads (UDLs).

Demonstrate to students how to complete calculations with

point loads, UDLs and combinations of loadings for simply

supported beams.

Once familiar with imposed loads on beams, develop

students understanding of the range of forces listed in the

specification and demonstrate the importance of each.

You can then Introduce students to mathematical techniques



related to forces which do not act at right-angles to a beam

or column, and how Pythagoras’ theorem and trigonometric

methods are needed to solve problems such as these.

Once familiar with how to complete calculations related to

forces on beams and columns you can then introduce

students to calculations related to stress and strain. As with

beam calculations you should walk students through these

and demonstrate techniques.

Finally you can demonstrate to students how calculus can be

used to determine maximum deflections of beams.


You have been asked by a member of the design team to

produce a short training presentation for new members of

staff to explain to them the principles of forces, stresses and

strains associated structures. As part of the presentation you

need to include examples of calculations related to structural

members that will form part of your portal frame structure.

Your presentation should:

Explain the following types of structural member:

o Column

o Beam

o Strut

o Ties

Define the types of force, stress and strain that

structural members are subjected to.

Demonstrate how to complete calculations, using

worked examples, for simply supported beams and

columns. You should include calculations of

o Forces

o Stress

o Strain

o Young’s modulus



Demonstrate how to calculate beam deflections using

calculus.

Worksheets /

templates

NA

English, maths

and digital skills



E4 Summarising information/ideas



Materials for Architects and Builders

Calculus for Beginners

Activity 2: Construction a portal frame

How long will

this activity

take to deliver?



In this activity your students will complete a range of

calculations linked to the construction of the portal frame

structure.

Cranes and other mechanical lifting devices will be used to

assemble the prefabricated portal frame.

You will need to provide your students with information

about the dimensions of a range of beams and columns so

they can calculate the loads that need to be lifted.

To start this exercise, you will need to provide the students

with drawings that show the locations of various structural

members within the portal frame. The drawings should show

dimensions and heights of each member above the ground

level.



Students will then need to complete calculations related to:

The work done lifting beams and columns from ground the

ground to their position in the portal frame.

The potential energy of beams when they are suspended

above the ground.

The power expended in raising structural members to their

positions in the portal frame.


You have been asked by a member of the project team to

complete some calculations to determine the power

expended and work done when lifting various structural

members from the ground to their final positions in the

portal frame. You will be provided with details of the

structural members you need to consider. For each you need

to:

(a) Calculate the total weight of the beam or column.

(b) Calculate the potential energy of beams and columns

when they are suspended above the ground at given

heights.

(c) Determine the work done in lifting the beam or

column in to position.

(d) Determine the power expended in raising structural

members to their position in the portal frame.

Worksheets /

templates

Drawing of a portal frame structure

English, maths

and digital skills


M2 Estimating, calculating and error spotting

M5 Processing data

M6 Understanding data and risk

M7 Interpreting and representing with mathematical

diagrams





Properties of British Universal Steel Columns and

Beams

Topic Lesson Plan No: 3 Materials

The topic of Materials covers the following Topics from the Core

Component:

Design

Construction maths and science

The aim of this topic is to introduce students to the materials that can be used

within a portal frame building, including the frame and the external envelope.

You will develop student’s understanding of structural members and ways in

which they can fail over time and approaches that can be taken to reduce the

likelihood of this occurring. Students will also look at degradation of materials

and preventative methods.

Students will learn about the key contents of Building Regulations 2010, and the

process of obtaining Building Regulation approval. Students will understand that

it is a requirement to obtain a completion certificate confirming that their

modular home complies with Building Regulations before any sales can be

processed.

They will also consider how they can protect the intellectual property they have

invested in the design of their modular home.

How long will

this Topic take

to deliver?

The total time that it might take to deliver this topic section is

18 hours.

What This topic has been designed to deliver the following



knowledge,

understanding

and skills will

students

develop?


content:

2.1.1 – Students will gain an understanding of

degradation and modes of failure for structural

members

8.5.1 – Students will prepare manual drawings of

details of their portal frame building and 2D and 3D

CAD drawings of the floor plan and external envelope.

9.6.1 - students will calculate unit rates for part of the

superstructure of a portal frame building.

9.6.2 - Students will use rate tables to complete unit

rate calculations.

Self-study

activities

Students could review the ‘Building Regulations Planning

Portal’ to determine what happens if you fail to comply with

Building Regulations.

Activity 1: Behaviour of structural members

How long will

this activity

take to deliver?



In this activity your students will gain an understanding of

the behaviour of structural members, the materials they are

made from, modes of failure and how this can be prevented.

You should start by introducing students to the materials

used in portal frame structures. This should include

reinforced concrete, steel and timber for the frames,

materials used for dado walls and similar such as brick and

block, and the materials used for roofing and cladding.

Once students have an understanding of the materials that

are used for portal frame buildings you can then consider in



more detail the properties of these materials that make

them suitable for use.

Moving on, introduce students to modes of failure

associated with structural members, with a focus on beams

and columns, and discuss methods to reduce the likelihood

of failure.

Once students have an understanding of failure modes for

structural members they should be introduced to ways in

which materials in a portal frame building could degrade and

the methods and approaches that can be used to prevent

this.


You have been asked by a member of the project team to

produce a presentation for the client that explains and

justifies your choice of materials for the portal frame

structure. In your report, you will need to include

information and justifications for:

(a) Materials to be used for the portal frame

(b) Materials to be used for the external envelope of the

building, including walls, roof and cladding.

(c) Approaches to reduce the effects of degradation on

the various materials

(d) Approaches to reduce the likelihood of failure of

structural members

Worksheets /

templates

Material failure and methods of prevention in your portal

frame structure

English, maths

and digital skills


E1 Convey technical information to different

audiences

E2 Present information and ideas


M6 Understanding data and risk

D2 Design, create and edit documents and digital



media



Failure of structural members

Activity 2: Design details

How long will

this activity

take to deliver?



In this activity your students will prepare hand drawings of

design details for their portal frame structure and also 2D

and 3D CAD drawings of the floor plan and external

envelope of the building, following industry accepted

drawing conventions.

Students should use the decisions they have made with

respect to the materials used for the portal frame and

external envelope to produce a range of drawings that will

include:

Beam and column connection details

Cross sections of walls

Foundation to column connections

Roof details

A floor plan showing locations of external walls, access

points and columns.

An external 3D render of the completed portal frame

building


You have been asked to provide a number of documents and

drawings for the design team. The drawings should clearly

show details of your design solution, including materials and



components. The drawings you need to produce are:

Hand drawings.

(a) Detail drawing of a cross section through the external

wall.

(b) Detail drawing of a connection between a column and a

beam in the portal frame

(c) Detail drawing of a connection between the

foundations and one column

(d) Detail drawing of the roof

CAD drawings

(a) Ground floor plan, including external walls, column

locations, doors and windows (if appropriate)

(b) 3D external envelope showing materials and design

features.

Worksheets /

templates

Centre produced CAD templates

English, maths

and digital skills


E2 – Present information and ideas

M3 - Work with proportion

D1 – Design, create and edit documents and digital

media.



Drawing convention

SketchUP

AutoCAD

Portal frame design



Activity 3: Building up unit rates

How long will

this activity

take to deliver?



Using the rate tables provided you will support students to

acquire an understanding of how to build up unit rates for

aspects of a portal frame project.

You will introduce students to the concept of unit rates,

coverage and labour rates.

Once the students have acquired an understanding of the

processes that need to be followed, they should work

through the unit rate calculations.

You will need to support students as appropriate to

complete calculations with accuracy.


You have been asked to produce unit rates as part of the

estimating process for the portal frame project.

You will use the given information about coverage and

labour rates to build up unit rates for the following:

a) Bulk excavation to reduce levels not exceeding 2m

deep

b) Remaining excavated topsoil on-site in temporary

spoil heaps

c) Reinforced in-situ concrete, C40P, in structures,

horizontal, not exceeding 300 mm thick

d) High tensile steel reinforcement, 12 mm diameter,

straight

e) Facing brickwork in type A facings, in external skins of

cavity walls, ½ brick thick in coloured mortar type 1



f) 100mm fair faced blockwork pointed one side in skins

of cavity walls in sand lime mortar [1:1:6]

Worksheets /

templates

Unit Rates Worksheet

Estimating data

English, maths

and digital skills


E2 Present information and ideas.

D1 Use digital technology and media effectively.

D3 Communicate and collaborate.



Building up an estimate

Unit rate estimation

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