BAHIR DAR UNIVERSITY

DEPARTMENT OF
ARCHITECTURE

COORDINATED DESIGN

EDUCATIOANL
FACILITY &
AVIATION
ACADAMY
LITRATURE REVIEW

 Amanuel Tesfaw
 Aklil Birhanu
 Aklilu Bekele
 Mesfin Beyene
SUBMITTED TO-
 Nesebho G/egzabher
 Mr SIMACHEW
 Mr DAWOD
 Mr ELZALMON

DATE-NOV 7-2016
CONTENT
1. Definition
2. Back ground history
3. Classifications of education facility
4. ISCED fields of education: Basic programmes
5. Standards and requirements
6. Building attributes
7. Principles of sustainable school design
8. Further education facility standards
 Dormitories
 Class rooms
 Basic room requirement for all subjects
9. Literature review on aviation
 Definition
 Aviation training
 Avionic maintenance training
 Survival training Facility
 Safety procedures
10.Site selection considerations
-Summary
-Case study
Reference
 1. Definition
EDUCATION + FACILITY

EDUCATION

‘’Education is the process of facilitating learning, or the acquisition of knowledge, skills, values,
beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and
directed research. Education frequently takes place under the guidance of educators, but
learners may also educate themselves.

Education can take place in formal or informal settings and any experience that has a formative
effect on the way one thinks, feels, or acts may be considered educational.’’

Facility
The physical means or cntraverse to make some thing (especially a public service) possible, the
required equipment, infrastructure, location.

Therefore, EDUCATION + FACILITY

An education institution/facility is a place where people of different ages gain an education,

including preschools, childcare, elementary schools, and universities. They provide a variety of
learning environments and learning spaces.

2. Back ground history

Formal education occurs in a structured environment whose explicit purpose is teaching students.
Usually, formal education takes place in a school environment with classrooms of multiple students
learning together with a trained, certified teacher of the subject. Most school systems are designed
around a set of values or ideals that govern all educational choices in that system. Such choices include
curriculum, organizational models, design of the physical learning spaces (e.g. classrooms),
student-teacher interactions, methods of assessment, class size, educational activities, and more.

Higher education (universities) through time;

European higher education took place for hundreds of years in Christian cathedral schools or monastic
schools (scholae monasticae), in which monks and nuns taught classes; In the early medieval period,
most new universities were founded from pre-existing schools, usually when these schools were
deemed to have become primarily sites of higher education. Many historians state that universities and
cathedral schools were a continuation of the interest in learning promoted by monasteries.

The first universities in Europe with a form of corporate/guild structure were the University of
Bologna(1088) The University of Bologna began as a law school teaching the ius gentium or Roman law
of peoples which was in demand across Europe.
 3. Classification (Formal Education)
Education is commonly divided formally into such stages as preschool or kindergarten, primary school,
secondary school and then college, university, or apprenticeship.

Early childhood

 Preschool
 Kindergarten
 Nursery

Primary

 Elementary school (grade school), primary school

 Middle school (partly)
 Comprehensive school

Secondary

 Secondary school  Upper school

 Comprehensive school  Independent school
 High school  Academy (English school)
 Middle school (partly)  Boaring school

Further and higher education

Collage

 Career college  Liberal arts college

 Management college  Residential college
 Community college  Technical college or institute of
 Junior college technology
 University college

Graduation school

Institute of technology (pollytecnic)

University

 Corporative university
 International university
 Local university
 Private university
 Public university
Preschool
Preschools provide education from ages approximately three to seven, depending on the country, when
children enter primary education. These are also known as nursery schools and as kindergarten.
Kindergarten "provide[s] a child-centred, preschool curriculum for three- to seven-year-old children that
aim[s] at unfolding the child's physical, intellectual, and moral nature with balanced emphasis on each of
them.

Primary
Primary (or elementary) education consists of the first five to seven years of formal, structured
education. The division between primary and secondary education is somewhat arbitrary, but it
generally occurs at about eleven or twelve years of age. Schools that provide primary education, are
mostly referred to as primary schools or elementary schools

Secondary
In most contemporary educational systems of the world, secondary education comprises the formal
education that occurs during adolescence. The purpose of secondary education can be to give common
knowledge, to prepare for higher education, or to train directly in a profession.

Tertiary (Higher)
Tertiary education is normally taken to include undergraduate and postgraduate education, as well as
vocational education and training. Colleges and universities mainly provide tertiary education.
Collectively, these are sometimes known as tertiary institutions. Individuals who complete tertiary
education generally receive certificates, diplomas, or academic degrees. Higher education typically
involves work towards a degree-level or foundation degree qualification.

University education includes teaching, research, and social services activities, and it includes both the
undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate)
level (sometimes referred to as graduate school). Universities are generally composed of several
colleges.

University, collage and university collages

 A university (Latin: universitas, "a whole", "a corporation" is an institution of higher (or tertiary)
education and research which grants academic degrees in various subjects. Universities typically
provide undergraduate education and postgraduate education.

In modern usage, the word has come to mean "An institution of higher education offering
tuition in mainly non-vocational subjects and typically having the power to confer degrees," with
the earlier emphasis on its corporate organization considered as applying historically to
Medieval universities.

 College (Latin: collegium) is an educational institution or a constituent part of one. A college may
be a degree-awarding tertiary educational institution, a part of a collegiate or federal university,
or an institution offering vocational education.
  The term "university college" is used in a number of countries to denote college institutions that
provide tertiary education but do not have full or independent university status. A university
college is often part of a larger university. The precise usage varies from country to country.

Vocational

Vocational education is a form of education focused on direct and practical training for a specific
trade or craft. Vocational education may come in the form of an apprenticeship or internship as well
as institutions teaching courses such as carpentry, agriculture, engineering, medicine, architecture
and the arts

4. ISCED fields of education:

General programmes
Basic programmes

 Basic general programmes pre-primary, elementary, primary, secondary, etc.

Literacy and numeracy

 Simple and functional literacy, numeracy.

Personal development

 Enhancing personal skills, e.g. behavioural capacities, mental skills, personal organizational
capacities, life orientation programmes.

1 Education

Teacher training and education science

Teacher training for pre-school, kindergarten, elementary school, vocational, practical, non-
vocational subject, adult education, teacher trainers and for handicapped children. General and
specialised teacher-training programmes.

Education science: curriculum development in non-vocational and vocational subjects.

Educational assessment, testing and measurement, educational research, other education
science.

2 Humanities and arts

 Arts Fine arts: drawing, painting, sculpture;

 Performing arts: music, drama, dance, circus;

Graphic and audio-visual arts: photography, cinematography, music production, radio and
television production, printing and publishing; Design; craft skills.

 Humanities

Religion and theology;

Foreign languages and cultures: living or ‘dead’ languages and their literature, area studies;
Native languages: current or vernacular language and its literature; Other humanities:
interpretation and translation, linguistics, comparative literature, history, archaeology,
philosophy, ethics

3 Social sciences, business and law

 Social and behavioural science

Economics, economic history, political science, sociology, demography, anthropology (except

physical anthropology), ethnology, futurology, psychology, geography (except physical
geography), peace and conflict studies, human rights.

 Journalism and information

Journalism; library technician and science; technicians in museums and similar repositories;
Documentation techniques; Archival sciences.

 Business and administration

Retailing, marketing, sales, public relations, real estate; Finance, banking, insurance, investment
analysis; Accounting, auditing, bookkeeping;

Management, public administration, institutional administration, personnel administration;

Secretarial and office work.

 Law

Local magistrates, ‘notaires’, law (general, international, labour, maritime, etc.), jurisprudence,
history of law.

4 Science

 Life sciences

Biology, botany, bacteriology, toxicology, microbiology, zoology, entomology, ornithology,

genetics, biochemistry, biophysics, other allied sciences, excluding clinical and veterinary
sciences.

 Physical sciences
 Astronomy and space sciences, physics, other allied subjects, chemistry, other allied subjects,
geology, geophysics, mineralogy, physical anthropology, physical geography and other
geosciences, meteorology and other atmospheric sciences including climatic research, marine
science, vulcanology, palaeoecology.

 Mathematics and statistics

Mathematics, operations research, numerical analysis, actuarial science, statistics and other
allied fields.

 Computing

Computer sciences: system design, computer programming, data processing, networks,

operating systems – software development only (hardware development should be classified
with the engineering fields).

5 Engineering, manufacturing and construction

 Engineering and engineering trades

Engineering drawing, mechanics, metal work, electricity, electronics, telecommunications,

energy and chemical engineering, vehicle maintenance, surveying

 Manufacturing and processing

Food and drink processing, textiles, clothes, footwear, leather, materials (wood, paper, plastic,
glass, etc.), mining and extraction.

 Architecture and building

Architecture and town planning: structural architecture, landscape architecture, community

planning, cartography; Building, construction; Civil engineering.

6 Agriculture

 Agriculture, forestry and fishery

Agriculture, crop and livestock production, agronomy, animal husbandry, horticulture and
gardening, forestry and forest product techniques, natural parks, wildlife, fisheries, fishery
science and technology.

 Veterinary Veterinary medicine, veterinary assisting.

7 Health and welfare

 Health

Medicine: anatomy, epidemiology, cytology, physiology, immunology and immunohaematology,

pathology, anaesthesiology, paediatrics, obstetrics and gynaecology, internal medicine, surgery,
neurology, psychiatry, radiology, ophthalmology;
 Medical services: public health services, hygiene, pharmacy, pharmacology, therapeutics,
rehabilitation, prosthetics, optometry, nutrition; Nursing: basic nursing, midwifery;

Dental services: dental assisting, dental hygienist, dental laboratory technician, odontology.

 Social services Social care: care of the disabled, childcare, youth services, gerontological
services; Social work: counselling, welfare not elsewhere classified (n.e.c.)

8 Services

 Personal services

Hotel and catering, travel and tourism, sports and leisure, hairdressing, beauty treatment, and
other personal services: cleaning, laundry, dry-cleaning, cosmetic services, domestic science.

 Transport services

Seamanship, ship’s officer, nautical science, air crew, air traffic control, railway operations, road
motor vehicle operations, postal service.

 Environmental protection

Environmental conservation, control and protection, air and water pollution control, labour
protection and security.

 Security services

Protection of property and persons: police work and related law enforcement, criminology, fire-
protection and fire fighting, civil security; Military.

Other fields not mentioned above may be unspecified in terms of fields.

5. Standards and requirements

Technical Specifications • Classrooms windows
– size – Natural Lighting from left of Children
– structure – Blackboard position vis-a-vis window
– Construction side
– water and sanitation – Area of windows: 20% of floor area
– disability access – Proportioned for minimum damage in
– safety against earthquakes earthquakes
– Environmental conservation – Sufficient ventilation

Functional Environment • Door

– Opening out for disaster mitigation
 – Wider corridor/paved pathway on • Orientation for climate
outside – Alternate layouts
– Disability response • Layout
– Providing for future expansion
• Disability response – Play spaces
– Provision of ramp access to – Plants for environment and micro-
classrooms climate control
– Provision of latrine for the disabled
with ramp access

6. Building attributes
Types of spaces
 Auditoriums  Library
 Conference rooms  Continence store
 Seminar Rooms  Bookstore
 Audio visual equipped rooms  Cafeteria
 Computer training rooms  Infirmary
 Dry laboratory  Dormitory
 Trainee storage space

Administrative support spaces

 Administrative offices
 Operation and maintenance space
 General storage
 computer information technology center
 Food preservation area and kitchen

Important design consideration

 Flexibility
 Technological connectivity
 Indoor Environmental Quality
 Acoustics quality
 Appropriate lighting
 Day lighting
 Environmentally preferable products
 Good sight lines
 Comfort and aesthetics
 Thermal comfort and ventilatio

7. Principles of Sustainable School Design

1. Networks
 Sustainability can be achieved through the use of shared resources within the community and with
the greater world, by leveraging amenities like libraries and athletic facilities with global assets like
high-level challenges and programs
conducted on the web.

2. Cycles and Waste

By-products from one organism become nutrients for another—there’s

no net waste in nature.

3. Flow
Nature flows through the seasons, during the life cycle, the way energy moves inside a living being.
Just as we can harness nature’s flow to create energy, as we do with hydro-electric plans and wind
turbines, we can also use flow to passively heat or cool an educational facility.

4. Partnerships
Living organisms and their environments co-evolve. Schools should co-evolve with the residential,
civic, business and global communities that they’re a part of. A sustainable model is one where
the assets of an entire system can be shared in turn, where space is never wasted, not heated,
cooled or lit without occupancy.

5. Diversity

A variety of spaces, rather than one kind of classroom space, is another form of stability, since a
more flexible space has a longer future than one that is rigid, like a traditional classroom.

6. Dynamic Balance
Innovative schools not only adapt to the “feast or famine” of enrollment, they provide for a
more dynamic curriculum than traditional schools typically do. In the teacher-centric lecture
modality, learning is imparted in one direction, from the teacher to the class.
 8. Further education facility standards
Due to large catchment area, the facility should be well served by public transport, Site; at least 10sqm
per part-time student and at least 25sqm per full time student of college site area, as far as possible free
of pollution from noise, smoke, odour and dust. Ensure a good shaped site and the possibility for
extension.

Central facilities

Main lecture halls, ceremonial hall, administration, dean’s office, students’ union building, libraries,
sport facilities, halls of residence, parking.

Technical facilities for central services supply;

 Boiler room, service supply

 Subject-specific teaching and research facilities
 Basic facility for all subjects
 Lecture theatres for basic and special lectures, seminar and groop rooms (some with pc
workstation) for in depth work.
 Departmental libraries, study rooms for academic staff
 Meeting rooms, exam rooms

Subject specific room requirements;

 Technical/ artistic subjects

 Technical/ scientific subjects
 Scientific and medical subjects

Room size and shape

Study bedrooms (without en-suite bathrooms) can be as small as 8 m2, but an appropriate minimum
area for one person is 10 m2. Rooms with en-suite bathrooms are typically 13 m2 minimum.

consider the proportions of the room – alternative furniture layouts, the position of the door, window,
built-in cupboards, sockets and fixed lighting to ensure that the room will accommodate different
functions and moods.

En-suite rooms will need to be approximately 2.8 m wide to allow for wheelchair access past the
bathroom and a turning circle.

Access; entrance area and foyer with central facilities used as circulation space connecting horizontal
and vertical movement as in general school centers or comprehensive schools

Teaching areas divided according to type of teaching and their space requirements, general purpose
teaching areas occupy 10-20% of the space.

General class rooms as normal with 50-60sqm, small class room45-50sqm, oversize class rooms 85sqm
possibly open plan class rooms doubling as a film or lecture hall of 100-200sqm.
Amount of space per student in lecture theatres;(depends on the type of seat, depth of writing shelf and
rake floor) for seating in comfort 70x65cm; and on average 60x80cm. 0.6sqm needed per student.

DORMITORIES

Area Requirements for Student Room Furniture

1 . Furniture sizes and use spaces are the average for existing furnishings.
2 . Each furniture layout assumes the item(s) placed along a wall. Use Space The use space of one item
may overlap the use space of another, but no use space should overlap an adjacent item of furniture.

Use Space The use space of one item may overlap the use space of
another, but no use space should overlap an adjacent item of
furniture.

Designations; An item of furniture automatically requires additional

space around it to make itsuse possible. This space should be allowed
for in the planning of the room.

Planning Studies-Single and Double Rooms

General
1. Room dimensions must accommodate:
a. Furniture sizes and design (wall
mounted, freestanding)
b. Furniture use spaces
c. Combination of furniture items
2. Room size (and shape) will affect two levels of
possible room change :
a . Adaptability of furniture arrangements
b. Divisibility of spaces-physical or visual separation of
activities

Room Areas
1 . Definition of terms used :
a . Minimum-access to furniture items ;
overlap of items and use space ; some
restriction in the use of furniture .
b . Optimum-no overlap of items and use
space
c. Generous-beginning of space divisibility
2 . Single Rooms
a . Minimum recommended area-90 sq ft
b . Optimum recommended area-110 sqft
c . Generous recommended area-120 sqft
3 . Double rooms with bunked beds
a . Minimum recommended area-140 sqft
b . Optimum recommended area-160 sqft
c . Generous recommended area-180 sqft

4 . Double rooms without bunked beds

a . Minimum recommended area-180 sqft
b . Optimum recommended area-220 sqft
c . Gener ous recommended area-240 sqft

fig. possible arrangements of a dormitory

 Facilities
1 . Bathing. The gang bath is one of the
most persistent features of residence halls. It
has been defended on the basis of economy and
its contribution to socialization.

2. Dining. Dining facilities that combine the best advantage of

the large kitchen-efficiency, economy, and flexibility-while at the
same time providing a pleasant and social dining environment
can be built. Proper planning permits large central areas to be
divided by movable walls into smaller or intimate dining rooms.
The walls canbe moved when a large scale is needed for
social events such as dances, etc .

3. Recreation and social activity. Assimilation into the student

society is the foremost concern of most new students.
Recreational spaces and facilities are important in providing
environmental support to the personal interaction of students, both new and old, since academic
assimilation and involvement are not restricted to the classroom or student room

4. Cultural. Residence halls can participate in the overall academic environment of the university with
the inclusion of facilities for library, music, and discussion.

5. Service and storage. The university must provide facilities for maintenance of buildings, the
mechanical and electrical equipment, and overflow storage from student rooms.

6. Circulation and interrelation of spaces. The residence hall is a social organist" . The relationship of
student rooms one to another and to the public and service rooms make up a total
environment most conveniently studied as a hierarchy of spaces. The hierarchy is determined by the
student activities and the physical characteristics of the building. Following is a hierarchy of typical unit
sizes in university housing:
Class rooms
Major factors to be considered in designing a
classroom are the following :
l . Seating and writing surfaces
2. Space and furnishings for the lecturer
3. The use of wall space, including chalkboards,
screens, size and location of windows, etc .
4. Facilities for projection and television
5. Coat racks, storage, and other conveniences
6. Acoustics and lighting
7. Heating and air conditioning
8. Aesthetic consider ations

The physical education complex

should include sufficient classroom
space designed primarily for lectures,
discussion, and demonstrations . The
number, size, and types of rooms will
depend upon the anticipated
enrollment and curricular offerings .
Institutions offering teacher-training
programs in health, physical
education, recreation, and safety will
have need for more specialized rooms
than will those concerned primarily with service and basic instruction courses and varsity athletics . The
sizes of classrooms may well vary to accommodate from 10 to 150 persons. The space per student may
vary from approximately 20 sq ft per student in smaller rooms to 12 aq ft per student in rooms for 100
or more persons. Standard classrooms normally sent an average of 40 students . The smaller rooms lend
themselves more readily to seminars, conferences and informal discussions, while an assembly
room big enough to combine large groups for professional lectures, clinics, and demonstrations is
essential.
Basic room requirement for all subjects,
General purpose seminar rooms usually have 20, 40, 50, 60 seats, with movable double desks (width 1.2,
depth 0.6) space required per student 1.90-2.0sqm.

Different arrangements of desks for lectures, group work, language labs, PCs, labs and meeting rooms
have the same space requirements.

Office for academic staff:

 Professor 20-24sqm
 Lecturer 15sqm
 Assistants 20sqm
 Typists 15sqm (if shared by 2 typists 20sqm)
 Departmental (open shelf) libraries; capacity for 30,000-200,000 books on an open shelves

Book spaces;

 Book cases with 6-7 shelves, 2m height

 Distance between bookcases 1.5-1.6m
 Space required 1-1.2sqm/200books

Reading Spaces

 Width 0.9-1m/ dept0.8

 Space required 2.4-2.5 sqm/space

Control counter at entrance with locker for personal property, catalogue and photocopy rooms.

Area for teaching

Engineering laboratories, workshops, preparation, storage Administrative, technical and

secretaries=3.95 m2/course student Class room, seminar roms=14.3 m2/research student.
 9. Aviation academy design literature review
Definitions;
Aviation is the practical aspect or art of aeronautics, being the design, development, production,
operation and use of aircraft, especially heavier than air aircraft. The word aviation was coined by
French writer and former naval officer Gabriel La Landelle in 1863,[1] from the verb avier (synonymous
flying), itself derived from the Latin word avis ("bird") and the suffix ation.

Civil aviation
Civil aviation includes all non-military flying, both general aviation and scheduled air transport.

General aviation
General aviation includes all non-scheduled civil flying, both private and commercial. General aviation
may include business flights, air charter, private aviation, flight training, ballooning, parachuting, gliding,
hang gliding, aerial photography, foot launched powered hang gliders, air ambulance, crop dusting,
charter flights, traffic reporting, police air patrols and forest fire fighting.

Military aviation
Simple balloons were used as surveillance aircraft as early as the 18th century. Over the years, military
aircraft have been built to meet ever increasing capability requirements. Manufacturers of military
aircraft compete for contracts to supply their government's arsenal. Aircraft are selected based on
factors like cost, performance, and the speed of production.
The types of General Aviation facilities are:
 Aprons and tie-downs  aircraft wash facilities
 fixed base operations  Fueling facilities
 Hangars  security
 administration building  Ground access and auto parking
 Maintenance storage  helicopter parking

General aviation Facilities

A wide array of infrastructure may be needed or required at an airport supporting General Aviation
operations.

Runways

Defines runways as rectangular surfaces on an airport prepared or suitable for the landing or takeoff of
airplanes. Runway lengths and widths vary based on the performance criteria of the critical aircraft
which use them, as well as the design criteria.

Airports that have more than one runway, especially if runways are oriented in different directions, are
often said to have a primary runway and a crosswind runway. Usually the longer of the two runways is
oriented to provide the maximum wind coverage at an airport and is considered to be the primary
runway. The other runway, usually a shorter runway, if oriented to provide additional wind coverage
from a direction other than that predominately served by the primary runway, is called the crosswind
runway.

Taxiways

Taxiways are used by aircraft to enter and exit a runway, as well as to reach terminal or apron areas for
parking, which minimizes the time that aircraft are on a runway.

Aprons

Aprons or aircraft ramps are designated surfaces typically adjacent to terminal buildings, maintenance
hangars, air cargo facilities, and aircraft hangars that provide areas for aircraft parking, loading and
unloading, fueling, and servicing. Apron areas typically vary in size and location based on

• The level and nature of demand;

• Type and size of aircraft intended to use the surface;

• Access, handling, and user requirements;

• FAA design standards; and

• Aircraft maneuvering needs.

Hangars (Conventional and T-Hangars)

Two primary types of hangars are

constructed at airports serving GA
aircraft—conventional and t-hangars.

Conventional: Conventional hangars,

commonly known as box hangars, have been given their name based on their square/rectangular shape.

T-Hangar: A t-hangar is a rectangular shaped building split into numerous sections, often in the shape of
a “T” that store multiple smaller aircraft.
Fueling Facilities

Fueling facilities are commonly found at airports of all sizes, and typically include at least two fuel tanks
(underground or aboveground) for 100 low lead (100LL) and Jet a fuels.

Heliport and Helicopter Parking Pad

The design of a heliport has specific criteria that include ground-based standards as well as approach
and departure areas. A helicopter parking pad is similar to an apron used for parking fixed-wing aircraft.

Airfield Lighting, Signage, and Navigational Aids

Lighting, signage, and navigational aids on an airport increase the utility of an airfield by increasing
visibility and enhancing safety.

Runway Lighting: Runway lighting defines the edges of a runway surface during nighttime and low-
visibility conditions and provides a visual cue to pilots of the runway distance remaining.

• High-Intensity Runway Lighting (HIRL),

• Medium-Intensity Runway Lighting (MIRL), and

• Low-Intensity Runway Lighting (LIRL).

Taxiway Lighting: Similar to runway lighting, taxiway lighting outlines the edges of the taxiway surfaces
to help pilots identify the locations of taxiways during times of reduced visibility and at nighttime.
Taxiway lighting is classified in the same way as runway lighting.

Signage: Signage on the airfield is used to identify the location of

• Runway/runway intersections;

• Taxiway/taxiway intersections;

• Runway and taxiway designations;

• Runway ends;

• Hold lines; and

• Directional information to facilities such as terminals and FBOs.

Navigational Aids: Navigational Aids are ground-based equipment at an air-port that helps pilots
identify the location of an airport, the location of a runway threshold, and the proper slope of descent
on approach for landing. NAVAID equipment includes lighting systems, radio transmitters, and visual
devices.

Terminal and/or Administrative Building

Airport Rescue and Firefighting

Airports must have Airport Rescue and firefighting vehicles and a facility to house and protect these
vehicles. All airports supporting commercial airline service must have vehicles and storage facilities.

Automobile Parking and Landside Access

Aircraft Wash Facility

An aircraft wash facility can vary in form from a dedicated hangar-like structure with high-pressure
water jets designed specifically for washing aircraft to a high-pressure hose used to wash off an aircraft
on an apron.

Other Buildings (Maintenance, Snow Removal)

Security

Security infrastructure at an airport serving GA operations is often provided by fencing and access gates
around an airfield. Security may also include cameras installed around the perimeter of an airport and at
critical locations (e.g., gates, terminal buildings, hangar complexes, and parking lots).

Training Operations: Flight training operations may be associated with a well-established flight program
(e.g., Western Michigan University, University of North Dakota and Embry-Riddle Aeronautical
University) where students are often training to become commercial airline pilots. Other training
operations may be associated with a one or two-person managed local flight school, where students are
learning how to fly for fun. Training operations make up many aircraft operations at airports throughout
the country.

Aircraft Approach Category

Category A: Speed less than 91 knots

Category B: Speed 91 knots or more but less than 121 knots.

Category C: Speed 121 knots or more but less than 141 knots.

Category D: Speed 141 knots or more but less than 166 knots.

Category E: Aircraft approach speed 166 knots or more.

Airplane Design Group

Group I: Wingspan up to but not including 49 feet.

Group II: Wingspan 49 feet up to but not including 79 feet.

Group III: Wingspan 79 feet up to but not including 118 feet.

Group IV: Wingspan 118 feet up to but not including 171 feet.

Group V: Wingspan 171 feet up to but not including 214 feet.

Group VI: Wingspan greater than 214 feet.

 1. Simulator Facilities
The flight simulator was introduced during World War II to train aviators quickly and safely in the
fundamentals of flight. Today's simulators perform this function and, when combined with visual
systems, can train pilots in landing at sea, air combat maneuvering and weapons delivery.

Technology has produced stationary trainers capable of simulating the motion of high performance jet
aircraft through seat assembly "g-cuing" dynamics with hydraulic and pneumatic-driven components
and realistic cathode ray tube (CRT) projection systems mounted directly to the canopy.

2. Maintenance Training Facilities

Maintenance trainers were developed to instruct students in the methods and procedures required to
maintain aircraft systems. The trainers allow the students to see, and in some cases, gain hands on
experience with the equipment prior to working on actual gear without producing wear on the actual
equipment.

3. Aviation Survival Training Center (ASTC) Facilities

Aviation Survival Training enhances operational readiness through preservation of human life and
conservation of aviation assets by way of the Naval Aviation Survival Training Program (NAPTP), Naval
Aviation Water Survival Training Program (NAWSTP), Fleet Air Introduction/Liaison of Survival Aircrew
Flight Equipment (FAILSAFE) Program and the Aeromedical Safety Officer (AMSO) Program. Training will
familiarize all prospective and designated aeronautical personnel, selected passengers, project
specialists, and any other authorized personnel with the aeromedical aspects of flight and prepare
them to properly employ aviation life support systems (ALSS) and survival procedures.
 1. Simulator Facilities
Site Verification

The requirement for aviation training facilities to be located in close proximity to core activity and flight
lines must be balanced with the need for a relatively noise free environment for classroom instruction
and minimal vibration which can affect simulation equipment.

aviation training facilities should be classified as Educational Services and are not permitted in noise
zones with Day-Night Average Sound Level (DNL) of 75 or above.

Site Analysis and Development Concept.

If the analysis and development is successful, the biological integrity of the site will be retained or
improved, while successfully meeting the program needs of the user in a comfortable, attractive and
functional setting. Minimize clearing of existing vegetation and avoid excessive grading.

Special Program Considerations

Device support, physical security, future modification to the equipment, pollution avoidance from the
hydraulic fluid spills, adequate computer room air conditioning and clean power are prime
considerations for training facilities.

Future Growth

Ascertain any future upgrades and growth patterns which may affect design flexibility for the high bay
and computer rooms.

Facility Design

Locate simulator devices remote from sources of vibration within the building. Identify existing sources
of vibration in buildings which are retrofitted for device installation and provide measures to control
vibration. In the future, requirements for contractor office space will probably increase with more
private contracting for training services.

The site must provide adequate truck turnaround and maneuvering space for the installation and
removal of training equipment. The exterior access drives required for the installation and removal of
equipment from the facility will be used for that purpose very infrequently. When not being used for
equipment installation and removal, the maneuvering space can be used for other purposes such as
extra parking.

Designated pilot and instructor parking spaces are recommended convenient to the building entry. Re-
evaluate site locations near sources of vibration due to extreme simulator sensitivity where laser
projector systems are incorporated. Avoid simulator locations adjacent to heavy equipment vibration
sources or truck traffic.
Architectural

Place emphasis on simple, straightforward functional solutions to both interior and exterior design and
detailing. Careful interior planning and design are necessary to ensure the most effective training
environment. Space planning should result in a Furniture/Equipment Footprint with life safety
considerations complying.

Massing for simulator facilities is usually governed by the high bay which encourages two levels of
adjoining ancillary support space. If handled properly, this can eliminate multiple roof levels and
minimize roof area and overall cost and trainees can usually access dome and motion based cockpits
directly from second floor level. Maintain adequate floor to structure clearances. Minimizing heights in
the high bay area can severely inhibit flexibility for future trainer modifications. Seismic design may
require limits on the height of structures and special design configurations.

Adjacency.

Some spaces require adjacency for the efficient and correct operation of the equipment installed therein
while others provide adjacency for the convenience of the users of the facility.

‘’For instance, a training device with hydraulic systems requires a pump room
adjacent to the trainer room, whereas Briefing/Debriefing rooms are located
adjacent to the respective trainer for convenience of instructor and trainee.’’

A primary adjacency requirement is that the device area must be adjacent to the mechanical pump
room, the computer room and the instructor station/console space. The maximum distance from six
degree of freedom (DOF) devices to the hydraulic room is 150 feet(45m). Place high bay areas of the
same or nearly equal height adjacent to each other and combine into one level for simplification of
roofing and structural systems and resultant cost savings.

Circulation

Varying numbers of administrative personnel, contract personnel, trainees, and instructors contribute to
the pedestrian traffic load. Arrange spaces to provide the most direct access. Group classrooms utilizing
oversized equipment to minimize need for lengthy extra wide access corridors to the exterior. Widen
corridors used for display.

Simulator facilities must support contractor personnel, Government administrative support personnel,
and visitor traffic. Accommodate pilot trainees' ready access from the building entry to the training
stations and Ready Room.

A visitor control point is required for all building entrants for issue of badges and signing in and out.
Classified storage areas and classified control can complicate the pedestrian flow and fire exiting
patterns.

Functional Priorities
The most important sections of the facility are those that are directly required to perform the training
mission. Other portions of the facility are secondary. Space groupings in order of importance are:
a) Training rooms (e.g., classrooms, brief/debrief rooms, trainer rooms, etc.) required to perform the
training.
b) Direct support spaces, such as computer rooms, storage rooms for classroom materials, mechanical
equipment rooms, instructors' offices, etc., without which, the training would be degraded or impossible
to perform.
c) Indirect support spaces, such as toilets, lounges and administrative offices, without which training can
be accomplished, but at a cost in the efficiency of the training organization.

Spaces and Characteristics

Administrative Offices.

Includes secretarial functions, supervisors, and/or security personnel. An open office partition plan in
administrative areas should be used for economy of space and open intraoffice communications. An
acceptable path of travel must be established per NFPA 101 for fire exiting. Provide sound absorbing
materials as required in office areas. Provide access flooring where computer networks are required.

ROOMs included

 ADMINISTRATION  COMPUTER SUPP

 BRIEF/DEBRIEF  LOBBY
 CLASSROOMS  LOCKER ROOM
 CLASS EQUIP  LOUNGE
 COMPUTER RM  MAIL ROOM
 CONFERENCE  MAINTENANCE SHOP
 CORRIDORS  MAINTENANCE STOR
 DEVICE CONTRACTOR  MECHANICAL ROOM
 DEVICE/TRAINEE  MECH PUMP ROOM
 ELECTRICAL ROOM EXP  MEDIA STORAGE
 ELECTRONIC MAINT  PILOT READY ROOM
 GARAGE  SHOP
 GENERAL SUPPLY  TACTICAL LIBRARY
 INSTR STATION  TOILET
 INSTRUCTOR WORK  VENDING
 JANITOR CLOSET  VISITOR CONTROL
 LEARNING STATIONS
Bubble diagram of an
aviation simulator
facility
Training Aids

Special Training Device Requirements.

Maintain a continuing update of the proposed equipment with the user, to ensure all items are current
and are adequately accommodated in the design.

Personal Computer (PC) Stations.

PC based trainers with 1 or 2 monitors for use with interactive courseware may be required.

Audiovisual Requirements

1) Avoid visual obstructions. Provide clearspan structural systems where possible. Large
demonstration tables when raised on platforms can obscure the lower areas of marker boards.
2) Slope the floor and raise the speaker's platform only where space is dedicated to projection
and large capacity lecture functions.
3) Consider the viewing distances.
4) Conform to the vertical and horizontal viewing angles. Place seats at a distance from a screen
not less than twice nor more than six times the width of the screen image to be viewed. The
angle of elevation
from the eye to the top edge of the screen or marker board should not exceed 30 degrees.

Preliminary design standards for simulator facility

Space name Min dimensions

(l x w x h)m
Device/ trainee area 36.5*20*13.5
Instructor/ operator 12*7*3
Debrief station 7*5*3
Computer room(CIG) 10*7*3
Computer room(digital) 14*12*3
Mech pump room 6*3*3
Remarks:
1. Reduce noise to trainee and instructor area.
2. 13.4m is clear crane hook height. Clear ceiling height is dependent
on crane configuration
 2. AVIATION MAINTENANCE TRAINING FACILITIES
Maintenance trainers may evolve into larger "composite trainers" which will require larger rooms.
Address the potential for future expansion and reconfiguration of spaces at the programmatic phase.

Facility Design.

Flexibility is a critical need. Educational philosophies and training devices and aids are subject to change
as new techniques are accepted. Identify future growth areas and accommodate through user input and
careful monitoring of program directions.
A primary concern in the design of Aviation Maintenance Training Facilities is the access and efficient
circulation patterns of training equipment for use in the lab/classrooms. Ensure adequate accessibility
for servicing and removal/replacement of equipment.

Site Planning.

Base the siting on a thorough investigation and analysis of the existing physical conditions of the land
and the functional requirements of the project. Place structure(s) and paved areas to minimize
disruption to any existing utilities and/or future expansion. See mechanical sections for requirements on
utility entry points into the mechanical room. Accommodate future expansion plans.

The site must provide adequate truck turnaround and maneuvering space for the installation and
removal of training equipment. The exterior access drives required for the installation and removal of
equipment from the facility will be used for that purpose very infrequently. When not being used for
equipment installation and removal, the maneuvering space can be used for other purposes such as
extra parking. Consult the using activity and base for parking needs.

Architectural.

Place emphasis on simple, straightforward functional solutions to both interior and exterior design and
detailing. Seismic design may require limits on the height of structures and special design configurations.

Group facility spaces requiring high ceilings to minimize changes in the roof levels. Group classrooms
utilizing oversized equipment to minimize need for lengthy extra wide access corridors to the exterior.
Aviation Maintenance Training facilities are often sited near flight lines where sound transmission
control is essential.

Adjacency.

Some spaces require adjacency for the efficient and correct operation of the equipment installed
therein while others provide adjacency for the convenience of the users of the facility.

For instance, a training device with hydraulic systems requires a pump room adjacent to the trainer
room, whereas Briefing/Debriefing rooms are located adjacent to the respective trainer for convenience
of instructor and trainee. Place high bay areas of the same or nearly equal height adjacent to each other
and combine into one level for simplification of roofing and structural systems and resultant cost
savings.
Circulation.

Circulation patterns and intensity vary among aviation training facility types. Varying numbers of
administrative personnel, contract personnel, trainees, and instructors contribute to the
pedestrian traffic load.
Maintenance training facilities typically support heavy trainee pedestrian traffic. Separate trainee
circulation patterns from instructors where possible. Arrange spaces to minimize circulation and to
provide the most direct access. Widen corridors used for display, gathering areas, and casual CRT
viewing. Provide a security checkpoint for identification of all entrants to the building.

Functional Priorities.

The most important sections of the facility are those that are directly required to perform the training
mission. Other portions of the facility are secondary. Space groupings in order of importance are:
a) Training rooms (e.g., classrooms, trainer rooms, etc.) required to perform the training.
b) Direct support spaces, such as computer rooms, storage rooms for classroom materials, mechanical
equipment rooms, instructors offices, etc., without which the training would be degraded or impossible
to perform.
c) Indirect support spaces, such as toilets, lounges and administrative offices, without which training can
be accomplished, but at a cost in the efficiency of the training organization.

Spaces and Characteristics

Administrative. Includes secretarial functions, supervisors, and security personnel. An open office
partition plan in administrative areas should be used for economy of space and open intra-office
communications. An acceptable path of travel must be established per for fire exiting. Provide sound
absorbing materials as required in office areas.

Conference Room.

Accommodate flexibility in occupancy counts and table arrangements. Address all types of applicable
space utilization to ascertain needs. Consider providing the capability of subdividing the room(s) with
accordion folding partitions having a STC rating not less than 40 and provide maximum sound
absorption in finishes. Provide two means of egress with door swings in the direction of exit travel for
rooms exceeding an occupancy of 50 people.

Corridors.

Consider trainee occupancy loads and exiting, heavy circulation points, such as stairways and vending
areas, and the size of equipment to be transported to and from classrooms allowing for maneuvering
equipment through doorways. Base minimum width dimensions on building occupancy, and minimum
width of equipment maneuvering, whichever is greater. Where lockers are not provided, provide coat
and foul weather gear hanging areas near entrance in recessed alcoves or in student lounges where
lockers are not provided.
Electrical Room.

This space contains the facility main distribution panel, sub distribution panels and step down
transformers required for the operation of the facility. Frequency converter and telephone panel board
may be included. Do not combine the Electrical Room with the Mechanical Room.

General Academic Classrooms.

Seating arrangement is the most important factor in determining the size and shape of a classroom.
Accommodate any special requirements for static and operative displays and team teaching, such as
small, medium, and/or large class seating arrangement flexibility within the same classroom boundaries.
The length required for the front chalkboard can also affect the shape and orientation of the room.

Optimize the classroom sizes and shapes for flexibility and enhancement of instruction. Avoid "pie
shape" and other configurations which limit alternate seating arrangements. Determine seating types
and audiovisual characteristics before finalizing configuration. Fixed seating tiers can decrease flexibility.
Consider fixed seating and tiers only in facilities with a minimum of 3 classrooms.

Consider the following major factors for design of classrooms:

1) Seating types and arrangements and writing surfaces
2) Space and furnishings for the lecturer.
3) The use of wall space, including teaching aids and windows.
4) Projection and TV facilities.
5) Coat racks, storage and other conveniences.
6) Acoustics and lighting
7) Heating, ventilating and air conditioning
8) Aesthetic considerations

Aviation training facilities typically use training devices requiring mechanical systems support.
Consequently, classrooms are often exposed to a variety of support equipment noises in addition to
HVAC unit noise which can distract from instruction. Provide sound baffles, absorbent materials at noise
sources, and locate mechanical units remote from classrooms.

General Supply Storeroom.

Provide double doors in lieu of overhead door to loading area for better control of air infiltration. Verify
if dutch door or issue counter is required by the user.

Dedicated Classroom.

One or more dedicated classrooms may be required for classified teaching material. Provide adequate
STC ratings for walls in accordance with levels of security.

Flight Control Systems Trainer.

A full-size aircraft mock-up which is used to train future aircraft structural and hydraulic mechanics and
electricians in the moving systems which control the aircraft in flight. It uses real and like-real aircraft
components in areas of training where intricate physical relationships need to be demonstrated and fine
mechanical skills are to be practiced.

Hands-On Mock-Ups.

The major determinant for room volume is typically the training device and how it is demonstrated and
operated. Allow for a maximum of six students except where directed otherwise. Where highboy spaces
are required, use mezzanine space for storage or observation area. Accommodate any clearances and
other requirements for rolling service platforms. Avoid obstructing moving parts with utility feeds.
Exposed structure provides ready access to utilities for service. Acoustic absorbing materials will be
required in spaces where device noise such as hydraulic pump support equipment is a nuisance to
instruction and in other spaces with noise level above RC-30, and/or above levels of ear safety. Direct
application of acoustical material to the underside of deck instead of using suspended acoustical ceiling
tiles allows more ease of access and visibility to service utilities.

Instructor and Staff Lounge.

Provide kitchen alcove, visually hidden from lounge with dishwasher, microwave oven, and small
upright refrigerator. The seating area can double as conference and as an instructor work area if
arranged so that kitchen users do not have to intrude.

Instructor Work Room.

Requirements can vary from work stations for supervisors only to work stations for all instructors.
Separate dedicated instructor work space from trainee gathering areas and trainee pedestrian traffic.
Locate near or contiguous with the Library/Learning Center for access to resource materials. Provide
large, clear areas for instructor work space to permit flexibility in reapportionment of spaces.

Janitor Closet.

Provide adjustable shelving and storage space for cleaning equipment and supplies, mop rack, and a
deep sink or mop receptor on each floor.

Lab/Classroom.

Academic classroom areas in the same space with the trainer device allows instructors to relate directly
to devices under study during lectures. An unusually low trainee/teacher ratio such as 4:1 can be
expected due to safety concerns related to devices. A second instructor in the class is considered a
safety observer. Provide space for 2 trainees per table. Tables are preferred to individual desks due to
the array of manuals and fold-out data used in the classroom. Normal class size is 8. Up to 10 trainees
per class may be accommodated under extreme conditions.

Laboratory.

Trainees are instructed here in electronics and hydraulic testing. Lab hoods may be required for
soldering.

Learning Stations.

The learning stations are primarily computer aided instruction utilizing student carrels. The instruction
proceeds at the students' own pace and ability to learn the material.
Learning Station Computer Support

Most computer aided instruction systems now in use require a central processor which is usually located
adjacent to the learning stations area. Direct and dedicated support of
learning stations is provided.

Library/Learning Center.

This space provides information and resources. Larger centers require control of equipment and
materials with a service counter and work space which will provide orderly issue and receipt as well as
inventory control and repair. Audiovisual or other equipment repair may be required, In addition to
books, the learning center may contain records, tapes, closed circuit TV facilities, film, cameras, VCRs
and projection equipment. Larger centers may need separate stack and reading areas.

Lobby.

Locate for direct visual supervision of central control. Provide wall area for a bulletin board and building
directory. Accommodate any memorabilia provided by the user. A vestibule is recommended for energy
conservation.

Locker Room.

Provide permanent built-in curb mounted lockers except where future flexibility is required. Provide
adequate lockers and clothes hooks for trainee occupancy load and adequate garment changing area.

Maintenance Shop.

Some facilities may require intermediate ("I") level maintenance. Provide appropriate workbenches for
minor miscellaneous repair.

Media Storage Room.

Provisions for storage and retrieval of each type media must be provided. In multifloor facilities, locate
an additional media storage room on each floor. Include centralized storage as needed for slides, film,
microfilm, filmstrips, video tapes, audio tapes, records, computer discs and other storage media, maps
and charts, projection equipment, and audio equipment.

Mechanical Room.

This space normally contains the heating, ventilating and air conditioning (HVAC) equipment as well as
the sprinkler valves and piping. Avoid locating rooms with HVAC equipment on upper levels where
sound can reverberate through structural systems. Preliminary designs should allow 5 percent of the
gross floor area for facility related mechanical room space. Mechanical rooms for aviation training
facilities typically contain a variety of equipment types which must be accommodated early in the
design.

Locate hydraulic and pneumatic training device equipment in a separate dedicated space due to air
contaminants, noise, and safety considerations.

Mechanical Pump Room.

Access to both interior of the building and exterior is recommended. Pump rooms supporting large
hydraulic systems may require high ceilings to allow maintenance access with a permanent or
temporary overhead crane to assist in the maintenance procedures. Allow adequate access space
around and above equipment for maintenance.

Officer in Charge (OIC).

The person charged with controlling the use of the facility, scheduling the use of classrooms and training
devices and maintaining curriculum occupies this space.

Power Plants Trainer.

Trains aircraft mechanics to operate, test, and troubleshoot the aircraft engine system. The engine as
simulated on the trainer responds to changes of atmospheric conditions, altitude, and
airspeed.

Shower Room.

Verify if facilities are required for training mission support

Student Lounge.

Locate convenient to vending machines and coffee mess.

Technical Library.

This space is used by trainees and instructors. It is heavily used by those involved with avionics.
Toilets. Specify ceiling hung partitions for easier cleaning and drainage to eliminate rusting of floor
mounts. Provide solid plastic partition finish for better hygiene and graffiti resistance. Provide shelf
for temporary stowage of hand carried items such as hats and books.

Visitor Control.

Locate the checkpoint at the primary pedestrian entrance to the facility adjacent to the lobby and near
administrative areas with a visitor control security checkpoint.

Min dimentions occupants

Device/training area 9*8 10
Device operating envelop 35*28*29 None permanent
BUBBLE DIAAGRAM OF AVIONIC MAINTAINANCE TRAINNING FACILITY
 3. AVIATION SURVIVAL TRAINING CENTER FACILITIES
Water survival

Water survival training involves the use of classrooms, hands-on training and training devices, such as
parachute drag and helo hoist. Water survival facilities are typically combined with physiological training
facilities as aviation survival training centers

On-site facilities for medical emergencies will be dependent upon the proximity and accessibility of local
medical facilities. Likewise, onsite facilities to accommodate physical training such as locker rooms and
showers will be dependent on the proximity of such facilities in the vicinity.

Facility design

Water survival training facilities may typically use large dynamic training devices secured to pool decks.
Assess the frequency of removal of large devices to determine whether operable doors or knock-out
panels are appropriate for device retrieval. Moist pool environment, evaporation, device design
accommodation, operation and maintenance support, training techniques, medical safety and future
modification to the equipment are prime design considerations for water survival training facilities.
Intensive coordination is required between the architectural and mechanical design to control the
effects of moisture.

future growth is not likely, due to the limitations in throughput based on capacities of the training
devices.

Architectural.

Place emphasis on simple, straightforward functional solutions to both interior and exterior design and
detailing.

Massing for water survival training facilities is affected by the high bay spaces for pool training devices,
such as the dunking machine and helo hoist. If handled properly, excessive numbers of roof levels can be
avoided by grouping high bays

Adjacency.

Place high bay areas of the same or nearly equal height adjacent to each other and combine into one
level for simplification of roofing and structural systems and resultant cost savings.

Circulation.

Direct emergency access by medical personnel is required in critical training areas. Separate trainee
circulation patterns from instructors where possible. Water survival training facilities typically support
wet and dry trainee pedestrian traffic. Circulation within the locker/dressing area should not require
passage through the showers to enter the pool and circulation to the toilet area from the pool should be
direct, without passing through the locker/dressing/shower area. Identify excursion limits of all training
equipment near circulation paths to eliminate dangers to personnel.
Functional Priorities.

The most important sections of the facility are those that are directly required to perform the training
mission. Other portions of the facility are secondary. Space groupings in order of importance are:
a) Training rooms (e.g. classrooms, pool room, etc.) required to
perform the training.
b) Direct support spaces, such as storage rooms for classroom
materials, pool equipment rooms, instructors' offices, etc., without which
the training would be degraded or impossible to perform.
c) Indirect support spaces, such as lounges and administrative
offices, without which training can be accomplished, but at a cost in the
efficiency of the training organization.

Spaces and Characteristics

 Chemical Storage.

Area should be separate and should have a minimum 7 feet clear ceiling height.

 Divers' Locker and Equipment

 Equipment Drying and Storage
 Equipment Repair
 Janitor's Closet
 Lobby.

Bulletin boards and directories in lobbies exposed to moisture migration from the pool area must have
moisture seals and noncorrosive construction.

 Locker Room.
 Men Students' Locker Room
 Men Students' Showers
 Men Students' Toilet.
 Women Students' Locker Room
 Women Students' Showers
 Women Students' Toilet
 POOL BASIN
 POOL MAINTENANCE
 POOL EQUIPMENT
 POOL STORAGE
 POOL/TRAINING
Interior Design Guide for the whole facility
Color.

Develop a color plan that is consistent with the building program. Use color to stimulate positive human
physical and emotional reactions and to enhance the overall functions of the building.

Floors.

Training facilities are subject to heavy trainee in/out pedestrian traffic. Entry points and corridors must
withstand heavy
foot traffic.

Ceiling

Ceiling systems for corridors which usually must accommodate an array of utilities must be thoroughly
evaluated against ease of access, sound control, fire protection requirements, future utility adaptations,
life cycle cost, and maintainability.

Signs

Provide a signage plan, legend and details. Design signs as an integral part of an overall building and site
system,

 Entrance Sign.
 Building Identification Sign
 Building Directory
 Directional Signs
 Room Identification Signs
 Regulatory Signs
 Informational Signs

Windows

Natural light is desirable, but certain rooms will require blackout shades or draperies for visual aids. Sun
screens, roof overhangs, and recessed windows can effectively control direct light penetration.

operable windows for natural light and ventilation where permitted by security provisions. Provide
windowless spaces where security regulations apply. Do not use eye level windows which can be a
distraction for trainees in classroom settings. Provide clerestory windows in the classrooms where
practical for natural light and ventilation unless security criteria is prohibitive.

Doors and Hardware.

Exterior wall overhead doors can be a critical source of extreme heat gain/loss and air and moisture
infiltration into lab/ classroom settings where temperature and humidity conditions must be
maintained.

Provide adequately sized interior corridor doors for classrooms with oversized equipment, where
possible, in lieu of exterior openings into each classroom, to minimize exposure to exterior elements.
Size all doors to accommodate the path of oversized equipment from loading areas to destination and
between rooms.

Roads, Parking, and Walkways.

These are three of the most land consuming uses on a site. Negative visual impact can be minimized by
locating facilities convenient to each other, encouraging pedestrian use and other non-vehicular modes
of access.

Vehicular or pedestrian paving should be in character with a safe, functional and visually pleasing
landscape. The sharing of parking and road requirements will minimize total impact. Small parking lots
are usually preferable to large lots, since they allow for conforming to the natural topography and other
site features and are visually less obtrusive.

Pedestrian traffic to and from the parking lot is heavy due to multiple daily training sessions. Determine
if egress is permissible through secondary exterior doors and, if so, accommodate with walkways.

Handicapped Access.

Provide curb ramps, access aisles, and handicapped parking spaces near accessible entrances.

Loading Dock Ramp Protection.

Each facility requiring a loading dock ramp should be provided side-edge protection.

Structural

Base an economical structural system on facility size, projected load requirements, quality of locally
available materials, local labor and construction materials, and local wind, snow, seismic, geologic and
permafrost conditions. Design in flexibility for future high bay ceiling height extensions.

Clear span requirements.

Columns in the high bay training area are typically prohibited. Check excursion limits for device and
accommodate flexibility.

Weight Handling Equipment

Bridge cranes allow more extensive area of service and may alleviate need for redundant smaller special
purpose cranes. Provide platforms, catwalks, access ladders, and any other provisions for inspection and
maintenance of cranes and hoists.

Floors

Design floor slabs along the travel path of any equipment to withstand the heaviest wheel loads
anticipated during the installation. Some training systems may be highly sensitive to external shock and
vibration and may require damping or shock isolation mounting.
Roof Loads.

Mechanical equipment is preferred at ground level; however, where roof mounting is necessary, design
screening in accordance with local wind loads and directional patterns. Anticipate other roof structure
mounted accessories, such as catwalks, ladders, hoists and cranes.

10. Site selection criteria and considerations

 Preliminary soils analyses essential to determine whether extensive site work and
foundation costs are required. Also, organic soil analyses for exterior landscape plant
materials may be required.
 Local environmental and climatic conditions such as heavy snow loads, wind loads, high
humidity, and extreme temperatures result in additional costs due to structural, and to
a lesser extent, insulation requirements.
 Projects located in areas prone to seismic activity.
 Projects located in designated historic districts may incur additional cost in order to
ensure compliance with historic preservation requirements.
 Site Grading.
 Infrastructure. Include communications and utility infrastructure requirements.

Summary
Building design

Architectural character

 Flexibility and Expansion  Sustainability

Potential  Accessibility.
 Codes and Standards  Fire Protection/Life Safety
 Force Protection
Interior Design

 Acoustics
 Doors
 Locker Room and Shower Finishes

Building Systems

 Structural Visitor support areas

 Heating, Ventilation, and Air
 Vestibule
Conditioning (HVAC)
 Lobby
 Plumbing
 Control Point/Reception
 Electrical
 Public Restrooms
 Lighting
 Corridors and Hallways
 Safety
Typical hazards include equipment guards and clearances, carbon dioxide discharge and hydraulic
systems.

Moving and electrically energized parts and pressurized hydraulic systems are primary concerns.

a) "DEVICE IN OPERATION-DO NOT ENTER" lighted flashing signs indicating trainer operation and red
warning flashers are located at doors to operate whenever the motion system hydraulics are
pressurized. Both indicators must be visible from all approach points.

b) Doors to operate whenever the motion system hydraulics is pressurized both indicators must
be visible from all approach points.
c) Device area door alarms and/or hydraulic equipment shutdown for safety of entrants.
d) Emergency egress lights are located within the on-board trainee/instructor areas to allow
safe egress in event of power failure. An emergency mode of OFT ingress/egress ramp
deployment is also provided.
e) Emergency off switches are normally provided at all rack clusters and other locations where
personnel may be working to shut down the entire trainer system.
Provide three feet safety clearances around training devices. Paint floor around any
rotating device yellow and black and indicate the type of hazard, e.g., "Strike hazard-rotating
device -stay clear."
Provide lifesaving equipment and stowage racks as follows:
a) A light strong pole not less than 12 feet long with a body hook.
b) A minimum 1/4" diameter throwing rope as long as one and one- half times the maximum
width of the pool or 50 feet, whichever is less, to which has been firmly attached a U.S. Coast
Guard approved ring buoy. Provide 2 units of the above for pools exceeding 3000 square
feet.(186 sq. m)

SECURITY;
Checkpoint for identification of entrants to the building may be required.

Fire Protection
Provide visual fire alarm signals on a case by case basis, where ambient noise in classrooms can
prevent hearing audible alarms. Requirements for sprinkler systems, smoke detectrs, carbon dioxide
extinguishing systems, fire alarm systems and protection of electronic equipment installations.

Hand held portable halon extinguishers are permitted; however, automatic halon extinguishing
systems are not. Convey fire alarm signals to the base department via the base fire reporting system.
 Verify the type of system with the station fire department.
a) Hydraulic Fluid Piping Systems. High pressure 2000 psi hydraulic fluid has a high flashpoint and
atomizing fluid leaks can self-ignite with friction. Spaces containing exposed hydraulic fluid piping are
subject to special protection. Provide fire stop seal where piping and cable in trenches pass through fire
rated walls.

b) Hydraulic Pump Rooms. Specify electrical fixtures in the pump room as Class I, Division I
explosion proof. Provide two-hour fire resistive rated perimeter walls, if an ordinary petroleum-based
hydraulic fluid is used.

c) Computer Rooms and Other Electronic Spaces Comply with MIL-HDBK-1008C. Provide sprinkler
protection. Controls should automatically shut down computer, electronic and simulator power upon
activation of the sprinkler system. Provide a plaque citing, "WARNING--Fire suppression system sill shut
down computer power to minimize damage--loss of data may occur."

Smoke detection is required in subfloor spaces. Design computer/electronic and air conditioning
equipment power to shut down upon activation of sub-floor smoke detectors in the associated room.
An automatic carbon dioxide fire extinguishing system may be required by MIL-HDBK-1008C.

d) Media Storage Rooms design in accordance with NFPA 232, Protection of Records.

First Aid
The School provides a basic first aid kit for use when treating minor injuries or conditions that do not
require specialized or further medical treatment e.g. small cuts, headaches etc..

For assistance speak to any staff member.

In the event of a more serious injury or condition, the School will assist by arranging for an ambulance,
or transporting you to a doctor / hospital as appropriate.

BUNBURY Flying School Exit Plan & Muster Areas

In the event of a fire, the School has an Emergency Management Plan. The following is adapted from
that document as it applies to students:

1. Prepare and evacuate the building by way of the nearest emergency exit. Walk, don’t run.

2. Close, but do not lock, all doors as you leave.

3. Before exiting through any closed door, check for heat and the presence of fire behind the door by
feeling the door with the back of your hand. If the door feels very warm or hot to the touch, advise
everyone to proceed to another exit.

4. In the event you are unable to exit the building:

(A) remain calm; do not panic

(B) Remains low; crawl if necessary

 (c) Place a cloth, wet if possible, over your mouth to serve as a filter

(d) Signal for help from a window; use a towel, clothing, sign, etc.

5. Upon exiting the building, proceed to the assembly area. Do not block any driveways, as the Fire
Department personnel will need access to these areas.

Report to the assigned assembly areas as defined by the following Fire Monitor/Evacuation Plan

6. The cessation of an alarm / departure of the fire department are not an “all clear” to re-enter the
building as corrective measures may still be in progress. Stay clear of the building until the fire warden
has advised you that you may re-enter the building /area.

7. If there is not a staff member present, assist visitors during alarm / emergency situations. Visitors
may not be aware of exits / alternative exits and the procedures that should be taken during alarm
situate
Case Study
New Aviation Campus, Canadore College

o Type: College/University
o Footage: 82000sqm
o Grades: All adults
o Architect: ZAS Architects Inc.
o Completion: 2002
o Team members: Paul Stevens, Principal Designer
Jean Larocque, Principal in Charge
Ruth Larocque, Space Planning & Programming
o Location: North Bay Ontario CANADA
o Total Cost: $ 11,000,000
o Building Cost: $ 8,750,000
o Site Cost: $ 1,200,000
o Cost PSF: $ 134
o Other Costs: $ 750,000
Site plan
PLANS

Ground floor plan

First floor plan

ELEVATIONS

Front elevation

Rare elevation
Areal Perspective/Section

Architect Narrative

 This new Campus represents the first step in the creation of the most comprehensive,
educational aviation complex in Canada. This unique project is one of the first of its kind in
Canada
 Building upon its partnerships with local, regional and international organizations, the Campus
will provide a full range of leading edge Aerospace Education, Transportation and Logistics
Management programs in new facilities at the local Airport.
 This unique project is one of the first of its kind in Canada, and certainly the most state of the art
facility planned thus far. The new $7 Million (U.S.) facility is being developed to support the
aviation related programs offered by the College to students interested in pursuing a career
 in aircraft/avionics maintenance, aircraft structural repair, fixed wing and helicopter flight
training.
 Its graduates go on to secure employment with companies such as Boeing, Bombardier, DeHavill
and government agencies.
Design Criteria/Statement of Educational Program:

Development of a design that optimizes user and public experience of the unique program and its
relationship with the airside beyond.
Development of a design that supports programming excellence and encourages private
sector partnerships with the aviation industry;
The creation of a self-sustaining satellite college campus with a capacity for future expansion;
Design of an airport-related airside/groundside facility that capitalizes on the existing airport
infrastructure available at a national airport;

Innovation of Educational Program:

This campus is the first of its kind in Canada, combining post-secondary educational components with
hands-on on-site training. The program will offer its own set of ‘gold-star’ programs as part of a
consortium of province-wide colleges that collectively deliver a comprehensive range of aviation related
training.

This new facility will include avionics, computer, electronics and electrical laboratories as well as shops
designated for sheet metal, paint, engines and engine test cells. Central to the programming is an
18,000 square foot hangar with the necessary support spaces for the maintenance and repair of the
College’s collection of small fixed wing aircraft and helicopters. The hangar is an integral part of the
program and is intended to function and operate similarly to the work-place environment found in the
aviation industry. It will also include numerous classrooms, a multi-media lecture room, and a media
retrieval resource center. In addition, facilities such as staff and student lounges, athletic/exercise
spaces and dining facilities will be provided on this campus and integrated within the building.

Relationships of Instructional Areas/Spaces:

The educational planning challenge of this project was to ensure a highly pragmatic and operationally
superior layout. The Aviation Campus derives much of its planning criteria from private sector
precedents in the aviation industry. Combined with this challenge was the desire to showcase the
achievements of the program as well as to encourage use of some facilities by other aviation companies
currently located at the airport including Bombardier, Voyageur Airways and associated flight training
operators.

The planning of the facility is organized around two major activity centers. The main entrance Foyer is
an interconnected double-height space that links public areas on both levels. On one side of the foyer,
the student-centered spaces include the main lecture hall, cafeteria on the entrance level, with the
lounge, exercise room and resource center above. The opposite side includes the administration and
pilot-training areas with the faculty offices directly above. The transparency of the foyer space, and the
rooms adjacent to it, frame the view of the runway and helipads on the airside.
The second major space that was critical to the organization of the plan is the Hangar. The Hangar is
the major space where academic classroom training is applied within a simulated workplace
environment. In essence, the Hangar is the “engine” to the program supported by an extensive
combination of labs and shops on the ground floor and classrooms above. Extensive planning was
undertaken to ensure that the labs and shops were effectively positioned to support the complex
movement of students, staff and major pieces of equipment from Hangar to shop/lab and vice versa.

Technology Integration:
The integrated use of technology has been an important design criteria in the design evolution of the
facility. For instance, the highly technical and applied nature of the program dictated that a substantial
resource centre be provided and equipped with computer terminals capable of providing quick access to
aviation manufacturers product data, operations and maintenance manuals. This information is
continually updated, and is accessed via the Internet and downloaded within the building’s Intranet data
infrastructure. Laptop computers are an integral tool in the diagnostic and logistics components of the
program, therefore computer drops are located at strategic locations throughout the instructional areas.
Technology also plays an important role in security monitoring and building automation systems,
relaying key information back to the Main Campus.

Community Use/Accessibility of Facilities/Barrier Free Design:

The plans for the facility were developed to maximize both the user and public experience of the
program and it’s relationship with the airside beyond. This is particularly evident at the main entrance
lobby and student support areas. The main entrance foyer is highly transparent using extensive glazing
for views from the groundside to the airport and runway beyond. Internally, views were carefully
considered to showcase certain program elements such as the large hangar, administration, gallery,
and the student cafeteria. By locating rooms such as the lecture hall, cafeteria, gallery and resource
center in proximity to the main entrance foyer, it is envisaged that the community and private sector
aviation companies will utilize the building’s facilities for professional development seminars,
conferences and special events. These areas are publicly accessible and the remainder of the building
can be locked off during the day and after hours. The site and building are designed in compliance to
ADA regulations providing equal access for persons with disabilities.

Flexibility/Convertibility/Expansion:
The steel column and beam structure is organized as a highly regular grid and will permit maximum
flexibility in spatial adjustment for future curriculum and program changes (for ex. equipment,
technology, program delivery). Future classrooms and labs may be added in a vertical configuration to
one end of the building as additional program expansion is considered. Expansion of the aircraft hangar
was also considered to be a potential scenario as the College’s programs continue to attract foreign
national students, and therefore other types of domestic and international aircraft.
Reference
 www.Wikipedia
 WBDG.com
 UNSCO, ISCED
 Unified facility criteria
 www.Archidaily.com
 www.Slideshare.com
 Design aviation training facilities.pdf
 Airport designing guide book
 Wikipidia.com
 Learner.pdf
 www.archinect .com