Technical Comprehension for Commercial Construction Projects

Answered

Module Learning Outcomes Assessed

Aim: To clearly demonstrate your technical knowledge and skills, appropriate at level for a commercial construction project as evidenced in the Module.Â

The intended learning outcomes are that on satisfactory completion of this coursework you should be able to demonstrate technical comprehension of the following learning outcomes as stated in the MID i.e. 1, 2, 3, 4 & 6

Â 1. Understand the importance of pre-construction activities on a commercial construction project and identify the difference between site investigations and ground investigations.

2. Evaluate alternative methods of substructure construction suitable for industrial and commercial buildings.

3. Discuss the factors influencing the form of and methods of constructing framed structures and wide span structural roofing systems in steel and concrete, including wind loadings, forces and stresses that may apply to high rise buildings.

4. Evaluate the alternative forms of external envelope and floor construction used for industrial and commercial buildings.

5. Apply knowledge, understanding and simple design procedures of acoustic, thermal, ventilation, air conditioning and fire protection systems to control the internal environment of different types of building. Application of A, D, F and L of current Building Regulations to building services.

1 You are required to submit a professional report of very high technical quality.

2. The report should not exceed 1500 words. 10% excess is acceptable.Â

3.Drawings unless unavoidable must be in electronic format. Please confirm if hard copy at the start of the project.

4. All submissions must be through Turnitin, a link for which will be available in the 2019EXQ Moodle page.

Â Notes:

Â 1. You are expected to use the Coventry University Harvard Referencing Style. For support and advice on this students can contact Centre for Academic Writing (CAW).

2. Â Please notify your registry course support team and module leader for disability support.

3 Â Any student requiring an extension or deferral should follow the university process as outlined here.

4. The University cannot take responsibility for any coursework lost or corrupted on disks, laptops or personal computer. Students should therefore regularly back-up any work and are advised to save it on the University system.

5. If there are technical or performance issues that prevent students submitting coursework through the online coursework submission system on the day of a coursework deadline, an appropriate extension to the coursework submission deadline will be agreed. This extension will normally be 24 hours or the next working day if the deadline falls on a Friday or over the weekend period. This will be communicated via your Module Leader.

6.You are encouraged to check the originality of your work by using the draft Turnitin links on your Moodle Web.

7. Collusion between students (where sections of your work are similar to the work submitted by other students in this or previous module cohorts) is taken extremely seriously and will be reported to the academic conduct panel. This applies to both courseworks and exam answers.

8. A marked difference between your writing style, knowledge and skill level demonstrated in class discussion, any test conditions and that demonstrated in a coursework assignment may result in you having to undertake a Viva Voce in order to prove the coursework assignment is entirely your own work.

9.If you make use of the services of a proof reader in your work you must keep your original version and make it available as a demonstration of your written efforts.

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10 You must not submit work for assessment that you have already submitted (partially or in full), either for your current course or for another qualification of this university, unless this is specifically provided for in your assignment brief or specific course or module information. Where earlier work by you is citable, ie. it has already been published/submitted, you must reference it clearly. Identical pieces of work submitted concurrently will also be considered to be self-plagiarism.

Marking Rubric

GRADE Â	ANSWER RELEVANCE	Â	ARGUMENT & COHERENCE	Â	EVIDENCE	Â	SUMMARY	Â
First Â ?70	Innovative response, answers the question fully, addressing the learning objectives of the assessment task.Â Evidence of critical analysis, synthesis and evaluation. Â	Â	A clear, consistent in-depth critical and evaluative argument, displaying the ability to develop original ideas from a range of sources.Â Engagement with theoretical and conceptual analysis. Â	Â	Wide range of appropriately supporting evidence provided, going beyond the recommended texts.Â Correctly referenced.	Â	An outstanding, well-structured and appropriately referenced answer, demonstrating a high degree of understanding and critical analytic skills.	Â
Upper Second Â 60-69 Â Â Â	A very good attempt to address the objectives of the assessment task with an emphasis on those elements requiring critical review.	Â	A generally clear line of critical and evaluative argument is presented.Â Relationships between statements and sections are easy to follow, and there is a sound, coherent structure.	Â	A very good range of relevant sources is used in a largely consistent way as supporting evidence.Â There is use of some sources beyond recommended texts.Â Correctly referenced in the main.	Â	The answer demonstrates a very good understanding of theories, concepts and issues, with evidence of reading beyond the recommended minimum.Â Well organised and clearly written.	Â
Lower Second Â 50-59 Â Â	Competently addresses objectives, but may contain errors or omissions and critical discussion of issues may be superficial or limited in places. Â Â	Â	Some critical discussion, but the argument is not always convincing, and the work is descriptive in places, with over-reliance on the work of others. Â	Â	A range of relevant sources is used, but the critical evaluation aspect is not fully presented.Â There is limited use of sources beyond the standard recommended materials.Â Referencing is not always correctly presented. Â	Â	The answer demonstrates a good understanding of some relevantÂ Â Â theories, concepts and issues, but there are some errors and irrelevant material included.Â The structure lacks clarity.	Â
Third ^Â 40-49 Â Â Â	Addresses most objectives of the assessment task, with some notable omissions.Â The structure is unclear in parts, and there is limited analysis.	Â	The work is descriptive with minimal critical discussion and limited theoretical engagement.	Â	A limited range of relevant sources used without appropriate presentation as supporting or conflicting evidence coupled with very limited critical analysis. Referencing has some errors.	Â	Some understanding is demonstrated but is incomplete, and there is evidence of limited research on the topic. Poor structure and presentation, with few and/or poorly presented references.	Â
Fail Â <40	Some deviation from the objectives of the assessment task.Â May not consistently address the assignment brief.Â At the lower end fails to answer the question set or address the learning outcomes.Â There is minimal evidence of analysis or evaluation.	Â	Descriptive with no evidence of theoretical engagement, critical discussion or theoretical engagement.Â At the lower end displays a minimal level of understanding.	Â	Very limited use and application of relevant sources as supporting evidence.Â At the lower end demonstrates a lack of real understanding.Â Poor presentation of references.	Â	Whilst some relevant material is present, the level of understanding is poor with limited evidence of wider reading. Poor structure and poor presentation, including referencing. At the lower end there is evidence of a lack of comprehension, resulting in an assignment that is well below the required standard. Â	Â
Late submission Â	0	Â	0	Â	0	Â	0	Â