Report on classroom.pdf

Tribhuvan University
Institute Of Engineering
Chitwan Engineering Campus
Rampur, Chitwan
BASIC DESIGN I
(AR 401)
Report On Literature Review and Case Study of Classroom
Submitted By: Submitted To:
Basanti Tamang (CHI077BAR005) Ar. Upendra Subedi
Biggyan Sitaula (CHI077BAROO6) Ar Sushma Bhatta
Binisha Raut (CHI077BAR007) Dikshita Nepal (CHI077BAROO8)

Table of contents
1. INTRODUCTION……………………………………………………………………………………...1
2. LITERATURE REVIEW………………………………………………………………………….1
2.1. Location.……………………………………………………………………………………….....1
2.2. Capacity and Seating arrangement….………………….…………......2
2.3. Door and Window……….……………………………….………………………….....3
2.3.1. Placement as per vastu………………………………………………..6
2.4. Interior appearance……………………………………………………………………6
2.4.1. Floor, Wall and Ceiling……………………………………………………6
2.4.2. Colour……………………………………………………….………….……………..8
2.4.3. Lighting……………………………………………………………………………….8
2.4.4. Sounding…………………………………………………………………………….9
2.5. Furnitures Dimension………………………………………………………………..9
2.5.1. Table and Chair…………………………………………………………………9
2.5.2. Whiteboard……………………………………………………………………….10
2.6. Technology……………………………………………………………………………………12
2.7.1. Projector and Projector Screen…….……………….……....12
2.7.2. Microphone and Speaker……………………………………..……13
2.7.3. Wireless Network…………………………………………………….……13
2.7. Types of Classroom………………………………………………………….….……13
2.8. Accessibility for Physically Challenged.……………………….....14
3. Case Study…………………………………………………………………………….……………...15
3.1. Case Study of Chitwan Engineering College…………….….….15
3.2. Case Study Of Agriculture and Foresty University…......20
3.3. Case Study Of Viswa Niketan……..……………….………………….……24
4. Reference………………………………………………………..……………………………………27

1
Types of figures
Figure 1 Types of seating….................................................................................................….3
Figure 2 Door with vision panel……………………………………….....................................4
Figure 3 Shades for window……………………………………….……………………………..5
Figure 4 Placement of door as per vastu…………………………………………………….6
Figure 5 Flooring……………………………………………………………………………………....7
Figure 6 Lighting……………………………………………………………………………………....8
Figure 7 Placement of board as per vastu………………………......................................10
Figure 8 Projector and projector screen…………………………......................................11
Figure 9 Distance for projector………………………………………………………………...11
Figure 10 Accessibility for physically challenged………………………………………13
Figure 11 Location………………………………………………………………………………....14
Figure 12 Layout……………………………………………………………………………………14
Figure 17 Door……………………………………………………………………………..…………15
Figure 14 Window…………………………………………………………………………………. 15
Figure 15 Table…………………………………………………………………………………….. 16
Figure 16 Chair……………………………………………………………………………………… 16
Figure 17 Teachers desk………………………………………………………………………… 16
Figure 18 Whiteboard……………………………………………………………………………..16
Figure 19 Floor…………………………………………………………………………………….... 17
Figure 20 Space ……………………………………………………………………………………..17
Figure 21 CEILING…….…………………………………………………………………………….17
Figure 22 Sunlight………………………………………………………………………………….18
Figure 23 bulb…………………………………….…………………………………………………..18
Figure 24 Location…………………………..……………………………………………………. 19
Figure 25 Door………………………………………………………………………………………..19
Figure 26 Desk…………………………………………………………………………………….…19
Figure 27 Bench…………………………………………………………………………………… .20
Figure 28 Chair…………………..……………………………………………………………….….20
Figure 29 Stand………………………………………………………………………………………20
Figure 30 Whiteboard……………………………………………………………………………..21
Figure 31 Ceiling……………………………………………………………………………………..21
Figure 32 Projector…………………………………………………………………………………22
Figure 33 Layout…………………………………………………………………………………….23
Figure 34 Location…………………………………………………………………………………23
Figure 35 Door ………………………………………………………………………………………23
Figure 36 Window …………………………………………………………………………………24

2
INTRODUCTION
"Students need to be in a classroom that inspire them -
spaces those are light, airy and filled with examples of
work they aspire to do"
Classroom should be profound place for revelation and discovery. Well
designed space has the ability to elevate discourse, encourage creativity
and promote collaboration. Designing a space for teaching and learning
requires careful planning and organization. Classroom design begins with
an understanding of how various elements come together to shape teaching
and learning, including specific teaching methods and approaches,
available technology and other tools, as well as the physical layout of a
classroom. Teaching is often conducted in classroom and lecture theatres;
however the development of information and technology has altered the
teaching pedagogy. Though technology and contemporary design serve an
important role in connecting learners to the fast-paced modern world,
preservation of historic spaces contributes to an otherwise unachievable
gravitas and majesty.
1. LITERATURE REVIEW
2.1 Location
o Classroom shall be located on the lowers floors to minimize the
amount of traffic that uses elevators or stairways.
o Larger capacity classrooms should be located close to the building
entry.
o Building codes should provide criteria that would determine the
numbers and locations of building entrances.
o Classroom should be located away from noise generating areas such
as mechanical rooms, elevators, vending machines and restrooms. If
physical separation is not feasible, increased acoustical treatments
may be needed.

3
2.2 Capacity and Seating Arrangement
When determining the seating capacity of a room ,additional square
footage must be allowed for the instructor area including enough space so
that the first row of seats is far enough from the screen for good viewing.
Room Capacity : ( Total Sq. Ft - sq.ft. instructor area) * station factor
Instuctor area = width of room * distance to front row of seats
Seating arrangement
Instructional communication theory suggest that seating arrangement can impact
how the instructors communicate with students and how students interact with
each other, impacting,engagement,motivation and focus .
• Row seating: It is the most common seating arrangement. From the study, it is
found that row seating arrangement improve on-task behaviors of students.
Overally, if the students are working on individual assignment, they should be
sitting on row arrangement since it create less interaction.
• Cluster sitting: Group of four desks touching each other on four horizontal line
and right and left of vertical lines of desk is cluster seating. This type of seating
is found to be effective in collaborative learning.
• Horseshoe sitting : Desk arranged in a way that resembles horse shoe is horse
shoe sitting. This sitting allows teacher lessons to be more engaging for
students. It allow students to pay attentions to teacher by making eye contact
and also allow teacher to take control over the class.

4
Fig 1 : types of seating
2.3 Door and Window
Door
Doors should be placed towards the back of the room (if possible) on either wall
adjacent to the teaching wall. If possible, the door should be opposite the side
of the room where the screen is hung. Doors should be finished in the same
style as other trim in the classroom.
Door Size
• Classroom doors should be at least a standard 36” wide.
• It is desirable to use a vestibule at the entrance of classroom to minimize
sound and air exchange. The inside double set of doors should be free-

5
swinging.
• Doors leading directly to the outside should be equipped with auto locks so
that they can be opened and closed electronically.
Features and Hardware : Thresholds, Hardware, Keys
• Door threshold must be flat to allow for smooth movement of wheeled
furniture , for physically challenged students.
• An electronic door lock dogging mechanism should be used to minimize the
sound a door makes when opening and closing. Door hardware must be quiet.
• If using mechanical locks, locks should be key lock only and NOT push-
button locks.
Locking and Vision Panel
• Classroom doors remain unlocked 24/7,which is consistent with current policy
• Main access doors must have a vision panel for viewing the room from outside
‣Approximate size (of vision panel) is 24” x 4”, installed at 38”- 42
above the floor.
‣ Half or full-glass panels in doors are not desirable because these panels
let too much light into the room especially when using multimedia.
fig 2: door with vision panel
Window
Daylight reduces eye fatigue because it is flicker free; therefore windows are
desirable and should be included in classrooms when possible. However all
windows should have a dual shade system to control daylight. Windows, like
doors, should be finished in the same style as other trim in the classroom.

6
Presence of windows
‣ Required in rooms ≤ 50 student seats, unless not possible at all
‣ Preferred for classrooms 51 ≥ 199 student seats
‣ Not necessary, but desirable, for auditoriums ≥ 200 student seat
Room darkening Shades: The room-darkening shade should be closest to the
window. It should be 100% blackout vinyl or fabric with a 0% or less openness
factor.
• The intent here is to make the room dark when the room darkening shades
are down. The room-darkening shade should be sized and mounted in such
a way as to minimize or completely block any light leakage from around
the window when the shade is closed.
Light Filtering Shades: The light-filtering shade should be closest to the classroom.
It should be a fabric or vinyl mesh (95%) and have a ± 5% openness factor.
• The intent here is to remove glare from the sun entering the room, to slightly
darken the room and to obscure the view so that outside movements will not
distract students.
fig 3 : types of shades for windows

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2.3.1 Placement as per Vastu
Vastu of an educational institution is necessary to make the ambience peaceful,
progress of students and to achieve higher standard in terms of professionalism
and goodwill . Vastu lays down some basic principles:
• Classroom should be made with entrance in East.
• Platform of teacher desk must be made some feet high from the ground.
• Beam in the classroom must be constructed carefully ensuring that no
student sits under the beam.
fig 4: placement of door as per vastu
2.4 Interior Appearance
Classroom should not only be based on marker, pupils, teachers and board.
Interior appearance has the ability to support an active learning environment
since it creates aesthetically pleasing environment.
2.4.1 Floors, Walls and Ceiling
Flooring : Standard classroom flooring should be long lasting, easy to clean
and inexpensive to maintain. A high finish classroom will have the qualities of
a standard floor but the material used may be more upscale to fit the style of
the room.
• Wood flooring is highly desirable in high-finish rooms. Dense, hardwood is
preferred due its wear-ability, whereas soft woods tend to dent easily and
cannot withstand the high traffic of a classroom environment.

8
• Resilient hard-surface flooring is the next preference. 12 X 12 inch, tiles are
preferred over continuous sheet vinyl. The 12 X 12 inch (or other size) tiles
are easy to install, are long lasting, and are less likely to chip or scratch.
fig 5 : types of flooring
Walls : The walls of a classroom offer an opportunity to add interest to the
overall look of the classroom. They can also be used to help control acoustics.
• Paint: Paint is the usual wall cover of choice. Paint is used to color, protect
and provide texture to walls. Paint colors should be selected to add interest
to a classroom
• Chair rail: A chair rail is desirable for several reasons. A chair rail also
allows for different paint colors to be applied above and below the chair rail
adding warmth, beauty or interest to the room.
Ceilings: The ceiling height is measured from the finished floor to the
finished ceiling. A vertical distance of 11’6” to 12’ from the finished floor to
the finished ceiling is required at the front of the teaching wall to
accommodate vertical sliding chalkboards. A clear line of sight must be
maintained from the top of the chalkboard at its highest point to the back row
of seats.
• Ceiling Height
Tablet Style and Table and Chairs in a Row Style Classrooms 12’ is
preferred , 11’2” is the minimum height allowed and for Seminar Style
Classrooms (open and closed) 12’ is preferred , 9’ is the min. allowed.

9
2.4.2 Colour
The colour selection should be given priority as aesthetic colour plays vital
role and helps to set the tone of how we conduct ourselves in classroom. As
an example for soothing and calmness blue colour can be used and white can
be good dominant colour for classroom. Avoid using ascent colour on front
wall that might reflect onto projector screen.
2.4.3 Lighting
Lighting in classrooms should achieve the practical effect of correctly lighting
the chalkboards, teacher area, and student seating area. The chalkboards should
be lit evenly with no “pools” of lights. Fixtures and bulbs should provide 40 -50
foot candle of light for the teacher and student areas. Lighting should be zoned
front to back to allow for scenes to be created that lighten and darken the
classroom for better view-ability of multi-media. Lighting must be designed in
such a way as to complement, and not interfere with, the multi-media in the
classroom.
• Bulb Type: LED energy efficient bulbs are the preferred lighting bulb type.
‣ Fluorescent lighting should not be used. Fluorescent lighting may cause
health issues with some students/faculty/staff. The use of fluorescent light
should be discussed with TTC and Facilities Management before becoming a
part of any classroom project.
• Light intensity
‣ Without natural light, the preferred foot candle is 40-50; a deviation of ±10
foot candles should be corrected. The measurement should be taken at student
desk-top
‣ The teaching desk also needs to be well lit. In many cases faculty are older
than students and appreciate a well-lit teaching desk.

10
2.4.4. Sounding
Good listening condition depends on many factors like the amount of noise
entering the room, the distribution of sound and so on. Aesthetic ceilings with
high NRC levels and acoustic panels adhered to walls for absorbing the
disturbance sounds , eliminate echo and comfort comb filtering.
2.5 Furniture Dimension
2.5.1 Table and Chair
The university managed classrooms are using high percentage of time and
the furniture used needs to be strongly built and durable. TTC prefers to use
high quality tables and chairs for student seating(usually KI or Steelcase)
• Moveable Tables:
o Student space requirement per table – 30” width per student; example: 60”
wide table – seats 2 students
⁃ Height - 29” with adjustable feet (industry standard height)
⁃ Width - 18”
⁃ If wider tables are desired, TTC must be consulted because it
affects total seat.
o Table Top Surface : Laminate finish –departmental requests for a
different finish must be determined by TTC
o Legs
⁃ Fixed legs
⁃ C legs or cantilevered T-legs positioned near the ends of 60" tables .
⁃ Color-Follow building or room color
o Additional Tables
⁃ 2 extra tables (18” X 60” with collapsible-legs) per room if
storage permits.

11
• Chairs
⁃ Armless
⁃ Flex back
⁃ Fabric seat and back
⁃ Width of seat - 20"
⁃ Sled style legs (easily stackable)
⁃ 8 - 10 % of chairs for left handed individuals
⁃ Standard Manufacturer: Steelcase or KI
⁃ Atleast two additional chairs should be used if storage permits.
2.5.2 . Whiteboard
• Usual placement of whiteboard is at the centre of teaching wall.
• When multiple boards are used, they should be next to each other (don't
leave any space between the frames of the board.
• Boards should be hung at 35" off the finished floor when measured to the
bottom of writing surface. This is done for several reasons:
‣ One is so that students can see the bottom of writing surface of board.
‣ Another is so that a person of approximately 5'4" can reach up and pull
down a raised board. If board sizes and hanging heights are correct,
the pull of the raised board will not be higher than 78" to 80" from the
finished floor.
fig7 : placement of Whiteboard as per vastu

12
2.7. Technology
2.7.1 Projector and Projector Screen
Projector: A projector is an output device that can take images from a
computer and display them on a screen, wall or another surface. The surface
projected onto is usually large, flat and lightly colored. There are either still
(slides) or moving images that can be produced by projectors. Projector is
placed 10 feet (3 meters) away from projection screen.
Projection Screen : Projection screens are used to display materials at the
front of the classroom large enough for all students to see . Classroom
projection screens should be recessed into the ceiling and the re-traceable to
reveal the chalkboards hung behind them. Each screen should cover the least
number of board sets possible, usually just one set , so that the faculty can
have viewing screen down. Space must be open above the front of the room
to accommodate recessed screens.
• Quantity of Screen
‣ Number of screen should be equal to the number of data projectors in a
classroom.
‣ Room that are wide and not very deep can require two projectors and two
screens to ensure good line of sight for all students.
fig 8 : projector and its screen fig : 9 distance for projector

13
2.7.2 Microphone and Speaker
Microphone:
‣ Wireless microphones are the preferred style of microphone for teaching.
(Countryman mic heads are preferred over lavaliere mic heads)
‣ Each microphone system includes 1 receiver , 2 microphone heads and 2 body
packs
‣ Number of wireless microphone systems
⁃ For 75 > seats < 100 - 1 microphone/receiver system using lapel heads.
⁃ For 100 > seats - 4 microphone/ receiver system (1 lapel, 1 countryman
and 2 handheld wireless microphones)
Speaker:
‣ Speakers should be recessed within walls or incorporated in the ceilings at all
times. All surface mounted speakers should have custom color finish.
‣ Characteristics depend on classroom size and conditions.
‣ Type - ceiling is preferred.
‣ Number - depends on room size; must be decided by audio expert.
‣ Color - to blend with the ceiling
2.7.3 Wireless Network
Giving your students a reliable Wi-Fi network allows them to easily share
documents with their teachers and peers in just a matter of seconds, which is an
amazing feature to offer in a classroom.
‣The location, type and quantity of access points should be determined by IS and IT.
‣The wireless access points must be accessible for future activation, occasional
maintenance and upgrading.
2.8 Types of class room
There are four types of classroom summarized below:
2.8.1 TYPE I (BASIC) : General purpose classroom that has basic standard
technologies like projector, projector screen, marker, whiteboard or
chalkboard,ethernet and audio video components. This classroom is for less than
41 students.

14
2.8.2 TYPE II (Basic plus): Enhanced classroom of less than 61 students that
includes all the item as of type I.
2.8.3 TYPE III (Practical skill Classroom) : Classroom for 20 to 40 students
with carpeting and all items as of type I .
2.8.4. TYPE IV (Video Teleconferencing Classroom) : General purpose
classroom designed to support use of interactive video for both teaching and
learning .
2.9 Accessibility for Physically Challenged
Classroom design must insure that the room must be accessible to persons with
disabilities. Essentially, each classroom should have following characteristics:
o An accessible route in a classroom is required; thresholds (not to exceed 2
inches), stairs or other barriers must be minimized.
o Wheelchair section must be provided so that the persons with disabilities are
provided a choice of sight lines that is comparable to those provided for
persons without disabilities
o Doorways and aisles must be sufficiently wide enough to allow wheelchairs to
pass easily ( 32"clear minimum ,36" recommended)
Fig 10 : Accessibility for physically challenged

15
3. CASE STUDY
CASE STUDY OF CHITWAN ENGINEERING CAMPUS'S CLASSROOM
A) General Information
• Location : Rampur , Chitwan
• Classroom Area : 79.28 square meter
• Shape : Rectangular
• Construction Year : 2076
f
Fig 11 : Location
B) Climate and Weather
Chitwan has a tropical monsoon climate with high humidity all through the
year. After mid-october ,humidity drops off and the top daily temperature
gradually substitutes from ±36 Celsius.
Layout of classroom
fig 12 : Layout of classroom

16
Door and window
o Door
• No of door : 1 ( double door)
• Door is directed towards north
• Height : 2003 mm
• Width : 1375 mm
• No threshold
o Window
• No of window : 4
• Two windows facing towards east Fig 13 : door of classroom
and other two at south
• Two windows have 6 window shutter and other two have 5 shutter.
• Height of window having 6 window shutter: 1850 mm
• Width of window having 6 window shutter : 4390 mm
• Height of window having 5 window shutter : 1850 mm
• Width of window having 5 window shutter: 3190 mm
• Gap between two windows of east wall : 890 mm
• Gap between two windows of south wall : 800 mm
fig 14 : window

17
Furniture
o Table
 Length : 810mm
 Width : 610 mm
 Height : 870 mm
 Shape : Rectangular
o Chair
 Length : 350 mm
 Width : 350 mm
 Height : 600 mm
 Shape : square
o Teacher's desk
 Length : 930 mm
 Width : 670 mm
 Large height : 950 mm
 Small height : 810 mm
o Whiteboard
 Length : 2440 mm
 Height : 1220 mm
 Shape : rectangular fig 15 ,16 ,17 ,18 : table chair desk

18
 Seating arrangement : Row seating
Space requirement
 Space between board and table of 1st
row: 2400
mm
 Space between table and chair : 185 mm
 Space between table and table : 1100 mm
Floor, wall and ceiling
Floor : Concrete floor
Wall : Thickness of wall : a) wall in north:210 mm
b) wall in south:320 mm
c) wall in east : 320 mm
Colour of wall : Light Yellow
Ceiling : Height of ceiling from floor : 2910 mm
fig 19,20,21 : floor ,space ,ceiling

19
Lighting
 Sunlight
 Artificial light (LED bulb)
 Number of bulb : 2
fig 22 ,23 : sunlight ,bulb

20
Case study of Agriculture and Forestry university classroom
General Information
 Location : Rampur , Chitwan
 Shape : Irregular in shape but if we cut it in 3
portions the shape of rectangle and
triangle are formed.
 Construction year : June ,2010 (First University
of Nepal base on land grant model)
fig 24: location
Weather and Climate
The climate is topical monsoon with high humidity all through the year.
The average annual temperature is 23.2 Celsius and rainfall is around
2407mm/94.8 inch per year.
Door and Window
 DOOR
 No of door : 1
 Door is facing towards North
 Width : 950 mm
 Window
 No of windows : 2
 Distance between two windows: 510 mm
 The windows were rectangular shaped and
started from 15mm above the ground level. fig 25 : door

21
 Height of window : 1240 mm
 Breadth : 1190 mm both
Furniture
 Desk -- length : 1700 mm
breadth : 375 mm
 Bench -- length : 1700 mm
breadth : 300 mm
( Both are rectangular in shape)
 Chair : There is single chair for teacher fig 26 : desk and bench
Length : 300mm , Breadth : 300 mm Height : 455 mm
 Board : Length : 2745 mm , Height : 1825 mm
 Stage : Length: 3636 mm , Height : 230 mm , Breadth : 1240 mm
Stage arrangement : Row seating
Space requirement : Distance from board to desk is 1845mm
Stage from stage-desk : 690 mm
s
fig 27 ,28 ,29 : chair ,stand , whiteboard

22
Floor , Wall and Ceiling
Floor : Plain concrete floor
Ceiling : Ceiling walls made of plain concrete too and at height of 355
mm wall
Thickness of wall : wall of thickness 254 mm
Colour of wall : Yellow
Lighting : The artificial light was fixed. (LED light)
Number of light : 6 lights bulb
Technology : Projector placed at the distance 3375 mm from board.
fig 30 ,31 : ceiling, projector

23
LAYOUT
fig 32 : layout of classroom

24
Case study of Viswa Niketan's Classroom
General Information :
Location : Tripureswor ,Koteshwor
Classroom Area : 662 * 525
34.73 square meter
Climate and Weather : fig 33 : location
The climate here is mild , and generally warm and temperate . The
summers are much rainier than winters. The annual average temperature
is 16.1 Celsius.
Door and Window
Door :
 Number of doors : 2 doors
(Facing towards east)
 length : 720 mm
 No threshold for wheeled furnitures
Window :
 No of window : 3
(Two facing east and other west)
 Height : 1350 mm each
 Width : 1310 mm
 It lies 690 mm above the floor
 Gap between two windows : 780 mm
 Gap between door and window : 760 mm
 Gap between another door and window : 700 mm fig 34,35 : door
and window

25
Furnitures
 Desk-- length:1500 mm
width : 400 mm
height : 760 mm
 Bench --length : 1500 mm
width : 380 mm
height : 500 mm
Shapes : Rectangular fig 36 : desk
 Book shelf -- length : 180 mm
height : 120 mm
shape : rectangular
(750 mm above the floor)
Seating Arrangement : Row arrangement
Space requirement
 Distance between Desk and Board : 800 mm
 Space between Desk and Desk : 470 mm
 Space between Desk and Bench : 85 mm
Floor ,Wall and Ceiling
 Floor : Plain concrete floor
 Wall : Thickness- 160 mm each side
 Ceiling - 27350 mm high from ground
Lighting : Morning sunlights rays enters the classroom from two
windows in the east .Tube lights of length 120mm is used for artificial
lighting and two fans are used besides natural airs .

27
REFERENCES
case study.pdf
literature review.pdf
file:///C:/Users/STAR%20COMPUTER%20SYSTEM/Download
s/exterior-doors.html
https://www.bookwidgets.com/blog/2019/12/19-classroom-
seating-arrangements-fit-for-your-teaching
https://www.nationalgeographic.org/activity/location-place-your-
classroom-geographic-perspective/

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