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“FIELD‌‌STUDY‌‌FOR‌‌CAMPUS‌‌DESIGN-‌  ‌
‌ACADEMIC‌‌BLOCK”‌  ‌
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Submitted‌‌by‌  ‌
Darshan‌‌D‌‌(1MS18AT015)‌  ‌
Mydhili‌‌Manoj‌‌(1MS18AT035)‌  ‌
Disha‌‌Rao‌‌(1MS18AT018‌‌) ‌ ‌
Aditi‌‌Gangadhar‌‌(1MS18AT002)‌  ‌
Muhammed‌‌Nihal‌‌Nazar‌‌(1MS18AT034)‌  ‌
Naman‌‌Navin‌‌Sethia‌‌(1MS18AT039)‌  ‌
 ‌
Research‌‌Centre‌  ‌
M.S‌‌Ramaiah‌‌Institute‌‌of‌‌Technology,‌‌School‌‌of‌‌Architecture‌  ‌
Bangalore‌  ‌
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Under‌‌the‌‌guidance‌‌of‌  ‌
 ‌
Guide:‌  ‌
Name:‌‌Dr.‌‌Monalisa‌‌Bharadwaj‌  ‌
Designation:‌‌Associate‌‌Professor‌  ‌
 ‌
Name:‌‌Ar.‌‌Lavanya‌‌Vikram‌  ‌
Designation:‌‌Associate‌‌Professor‌  ‌
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M.S‌‌Ramaiah‌‌Institute‌‌of‌‌Technology,‌‌School‌‌of‌‌Architecture‌  ‌
MSR‌‌nagar,‌‌MSRIT‌‌Post,‌  ‌
Bengaluru,‌‌Karnataka‌‌560054‌  ‌
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CERTIFICATE‌‌FROM‌‌THE‌‌GUIDE/CO-GUIDE‌  ‌
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This‌‌is‌‌to‌‌certify‌‌that‌‌Mr.Darshan.D,‌‌Ms.‌‌Mydhili‌‌Manoj,Ms.‌ ‌Disha‌‌Rao,Ms.‌‌Aditi‌‌Gangadhar,Mr.‌‌  
Muhammed‌‌Nihal‌‌Nazar,Mr.‌‌Naman‌‌Navin‌‌Sethia‌‌who‌‌are‌‌working‌‌for‌‌their‌‌degree‌‌under‌‌my‌‌guidance,‌‌  
have‌‌completed‌‌the‌‌work‌‌to‌‌the‌‌best‌‌satisfaction‌‌of‌‌myself‌‌.‌‌It‌‌is‌‌also‌‌certified‌‌that‌‌the‌‌work‌‌presented‌‌in‌‌
 
dissertation‌‌does‌‌not‌‌contain‌‌the‌‌outcome‌‌of‌‌any‌‌work,‌‌previously‌‌carried‌‌out‌‌by‌‌others/‌‌submitted‌‌by‌‌the‌‌  
candidate‌‌himself‌‌for‌‌the‌‌award‌‌of‌‌any‌‌degree‌‌anywhere.‌  ‌
   ‌

   ‌

Date‌  ‌
Signature‌   ‌ ‌

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CERTIFICATE‌‌OF‌‌THE‌‌HEAD‌‌OF‌‌THE‌‌RESEARCH‌‌CENTRE‌  ‌ ‌

This‌‌is‌‌to‌‌certify‌‌that‌‌the‌‌Institution‌‌has‌‌no‌‌objection‌‌in‌‌the‌‌submission‌‌of‌‌B.Arch‌‌by‌‌Research‌‌dissertation‌‌
 
of‌‌Mr.Darshan.D,‌‌Ms.‌‌Mydhili‌‌Manoj,Ms.‌ ‌Disha‌‌Rao,Ms.‌‌Aditi‌‌Gangadhar,Mr.‌‌Muhammed‌‌Nihal‌‌  
Nazar,Mr.‌‌Naman‌‌Navin‌‌Sethia‌‌and‌‌have‌‌no‌‌dues‌‌today.‌  ‌

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Place:‌  ‌

Date:‌  ‌

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Principal/Head‌‌of‌‌Institute‌  ‌

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MSRIT‌ (‌ ii)‌  ‌
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ACKNOWLEDGEMENT‌  ‌
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It‌  ‌is‌  ‌a ‌ ‌genuine‌  ‌pleasure‌  ‌to‌  ‌express‌  ‌my‌  ‌deep‌  ‌sense‌  ‌of‌  ‌gratitude‌  ‌to‌  ‌my‌  ‌mentors‌  ‌Ar.Lokenath‌  ‌Saha,‌    ‌Dr.‌‌  
Monalisa‌  ‌Bharadwaj‌  ‌and‌  ‌Ar.‌  ‌Nikhil‌  ‌Wodeyar,‌  ‌professors‌  ‌of‌  ‌SOA-RIT,‌  ‌Bengaluru,‌  ‌Karnataka.‌  ‌Their‌‌  
dedication‌  ‌and‌  ‌keen‌  ‌interest‌  ‌and‌  ‌above‌  ‌all,‌  ‌their‌  ‌overwhelming‌  ‌attitude‌  ‌to‌  ‌help‌  ‌their‌  ‌students‌  ‌played‌  ‌a ‌‌
major‌‌   role‌‌  in‌‌ the‌‌ process.‌‌  Their‌‌ timely‌‌  advice‌‌  and‌‌  scientific‌‌  approach‌‌  have‌‌  helped‌‌  us‌‌ to‌‌
 a ‌‌very‌‌  great‌‌  extent‌‌ 
to‌  ‌accomplish‌  ‌this‌  ‌task.‌  ‌I ‌ ‌extend‌  ‌my‌  ‌thanks‌  ‌to‌  ‌our‌  ‌guides‌  ‌Dr.‌  ‌Monalisa‌  ‌Bharadwaj‌  ‌, ‌ ‌Ar.‌  ‌Lavanya‌‌  
Vikram‌, ‌ ‌associate‌  ‌professor‌  ‌SOA-RIT,‌  ‌Bengaluru,‌  ‌Karnataka‌  ‌for‌  ‌giving‌  ‌us‌  ‌constant‌  ‌support‌  ‌and‌  ‌for‌  ‌
guiding‌  ‌us‌  ‌in‌  ‌the‌  ‌right‌  ‌way‌  ‌to‌  ‌complete‌‌   this‌‌
  task.‌‌   They‌‌   have‌‌   taught‌‌  us‌‌  the‌‌
  methodology‌‌   to‌‌
  carry‌‌  out‌‌
  the‌‌
 
research‌‌and‌‌present‌‌it‌‌as‌‌clearly‌‌as‌‌possible.‌  ‌
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I‌  ‌owe‌  ‌a ‌ ‌deep‌  ‌sense‌  ‌of‌‌   gratitude‌‌   to‌‌
  ‌Ar.‌‌
  Pushpa‌‌   Devanathan,‌‌   ‌HOD,‌‌  SOA-RIT,‌‌   Bengaluru,‌‌   Karnataka‌‌   for‌‌
 
giving‌  ‌us‌  ‌this‌  ‌opportunity‌  ‌to‌‌   undertake‌‌   this‌‌  research‌‌   and‌‌  for‌‌  providing‌‌   her‌‌  invaluable‌‌   time‌‌   and‌‌  guidance‌‌  
for‌  ‌this‌  ‌research.‌  ‌We‌  ‌extend‌  ‌our‌  ‌heartfelt‌  ‌thanks‌  ‌to‌  ‌Ar.‌  ‌Rajasekar‌  ‌Rao,‌  ‌Professor‌  ‌RIT,‌  ‌Bengaluru,‌‌  
Karnataka‌‌   for‌‌   taking‌‌  time‌‌   off‌‌
  his‌‌
  busy‌‌   schedule‌‌   to‌‌
  discuss‌‌   the‌‌  process‌‌   of‌‌  campus‌‌  planning‌‌  and‌‌  for‌‌ giving‌‌ 
us‌‌advice‌‌on‌‌the‌‌method‌‌of‌‌conducting‌‌this‌‌research.‌‌    ‌
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We‌  ‌are‌  ‌very‌  ‌delighted‌  ‌to‌  ‌thank‌  ‌the‌  ‌Laboratory‌  ‌Assistant‌  ‌of‌  ‌the‌  ‌Department‌  ‌of‌‌   Mechanical‌‌   Workshop,‌‌  
RIT,‌  ‌Bengaluru,‌  ‌Karnataka‌  ‌for‌  ‌giving‌  ‌us‌  ‌access‌  ‌to‌  ‌all‌  ‌the‌  ‌tools‌  ‌required‌  ‌for‌  ‌the‌  ‌accomplishment‌  ‌of‌‌   our‌‌
 
Research.‌‌We‌‌would‌‌also‌‌like‌‌to‌‌thank‌‌them‌‌for‌‌their‌ ‌kindness,‌‌empathy‌‌and‌‌great‌‌sense‌‌of‌‌humor.‌   ‌ ‌
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We‌  ‌are‌  ‌extremely‌  ‌grateful‌  ‌to‌  ‌our‌  ‌parents‌  ‌for‌  ‌their‌  ‌love,‌  ‌prayers,‌  ‌and‌  ‌sacrifices‌  ‌and‌  ‌for‌  ‌educating‌  ‌and‌‌  
preparing‌‌   us‌‌
  for‌‌   our‌‌
  future.‌‌   Our‌‌  special‌‌   thanks‌‌  goes‌‌  to‌‌ our‌‌ friends‌‌  for‌‌
 supporting‌‌  us‌‌ throughout‌‌  the‌‌ course‌‌ 
of‌‌this‌‌research.‌‌   ‌
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MSRIT‌ (‌ iii)‌  ‌
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PREFACE‌  ‌
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The‌  ‌study‌  ‌was‌  ‌curated‌  ‌as‌  ‌a ‌ ‌part‌  ‌of‌  ‌the‌  ‌brief‌  ‌for‌  ‌our‌  ‌sixth-semester‌  ‌design‌  ‌proposal‌  ‌for‌  ‌a ‌‌vocational‌‌   art‌‌
 
training‌‌   center‌‌   with‌‌  the‌‌   context‌‌   of‌‌
  Nandi‌‌   hills‌‌  on‌‌  the‌‌   north‌‌   and‌‌   other‌‌  hills‌‌  towards‌‌  the‌‌ south‌‌  and‌‌  having‌‌  a ‌‌
tertiary‌‌canal‌‌in‌‌the‌‌location‌‌of‌‌the‌‌campus.‌  ‌
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The‌  ‌case‌  ‌study‌  ‌was‌  ‌conducted‌  ‌at‌  ‌the‌  ‌Ramaiah‌‌   Institute‌‌   of‌‌
  Technology‌‌   to‌‌
  explore‌‌   the‌‌  knowledge‌‌   of‌‌
  how‌‌  
spaces‌  ‌are‌  ‌organized.‌  ‌The‌  ‌campus‌  ‌has‌‌   various‌‌   departments‌‌   along‌‌   with‌‌  several‌‌   linkages‌‌   to‌‌
  landscape‌‌   and‌‌  
leisure‌‌   spaces.‌‌   In-depth‌‌ observations‌‌  were‌‌ made‌‌  to‌‌ understand‌‌ the‌‌  linkage‌‌  of‌‌
 the‌‌  blocks‌‌  and‌‌  the‌‌  view‌‌  from‌‌  
the‌  ‌blocks‌  ‌to‌  ‌the‌  ‌central‌  ‌quadrangle,‌  ‌the‌  ‌internal‌  ‌courtyard,‌  ‌and‌‌   the‌‌
  pedestrian‌‌   and‌‌   vehicular‌‌   circulation‌ 
approaching‌‌   each‌‌  block.‌‌   The‌‌  circulation‌‌   was‌‌   also‌‌ observed‌‌  with‌‌ respect‌‌ to‌‌  contour‌‌  on‌‌  the‌‌ site.‌‌  The‌‌  master‌‌  
plan‌‌was‌‌studied‌‌to‌‌understand‌‌the‌‌flow‌‌of‌‌water‌‌and‌‌drainage‌‌pattern.‌‌    ‌
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The‌‌   column‌‌   placement‌‌   was‌‌  observed‌‌   in‌‌  each‌‌   block‌‌   to‌‌  understand‌‌   the‌‌
  pattern‌‌   of‌‌   how‌‌   buildings‌‌  are‌‌  placed‌‌  
and‌  ‌how‌  ‌the‌  ‌cut-outs‌  ‌for‌  ‌internal‌  ‌courtyards‌  ‌are‌  ‌made‌  ‌to‌  ‌give‌  ‌good‌  ‌daylight‌  ‌and‌  ‌ventilation‌  ‌to‌  ‌the‌‌  
classrooms‌‌and‌‌interior‌‌of‌‌the‌‌blocks.‌  ‌
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The‌  ‌plan‌  ‌of‌  ‌the‌  ‌architecture,‌  ‌workshop,‌  ‌and‌  ‌multi-purpose‌  ‌blocks‌  ‌were‌  ‌analyzed‌  ‌to‌  ‌understand‌  ‌the‌‌  
circulation‌‌   inside‌‌   the‌‌  block,‌‌   services‌‌   inside‌‌   the‌‌ block‌‌  and‌‌  vertical‌‌ core‌‌  of‌‌  the‌‌ block.‌‌  Then‌‌  the‌‌ observations‌‌  
made‌‌   were‌‌   compared‌‌   to‌‌
  the‌‌
  standards‌‌   and‌‌   bye-laws‌‌   to‌‌  derive‌‌   conclusions‌‌   and‌‌   inferences‌‌  to‌‌
 help‌‌  with‌‌  our‌‌ 
own‌‌design‌‌proposal.‌  ‌
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The‌‌   study‌‌   proved‌‌  to‌‌
 be‌‌  fruitful‌‌  in‌‌
 the‌‌
 aspect‌‌  of‌‌ understanding‌‌  the‌‌ connections‌‌  made‌‌  between‌‌  the‌‌  four‌‌  main‌‌  
buildings‌  ‌surrounding‌  ‌the‌  ‌quadrangle‌  ‌and‌  ‌acting‌  ‌as‌  ‌the‌  ‌main‌  ‌functional‌  ‌areas‌  ‌of‌  ‌the‌  ‌site.‌  ‌The‌‌  
interconnections‌  ‌inside‌  ‌the‌  ‌buildings‌  ‌were‌  ‌carefully‌  ‌planned‌  ‌and‌  ‌executed‌  ‌which‌  ‌further‌  ‌helped‌  ‌our‌‌  
understanding.‌‌   ‌
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As‌  ‌a ‌ ‌whole‌  ‌the‌  ‌study‌  ‌acted‌  ‌as‌  ‌an‌  ‌excellent‌  ‌reference‌  ‌for‌  ‌the‌  ‌criteria‌  ‌we‌‌   had‌‌   to‌‌   fulfill‌‌   for‌‌  our‌‌  individual‌‌  
designs‌‌and‌‌it‌‌helped‌‌solve‌‌our‌‌many‌‌misconceptions‌‌about‌‌the‌‌design‌‌aspects‌‌of‌‌Campus‌‌Planning.‌  ‌
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MSRIT‌ (‌ iv)‌  ‌
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TABLE‌‌OF‌‌CONTENTS‌  ‌
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1. Acknowledgment‌ ‌ (v)‌  ‌
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2. Preface‌ ‌…(iv)‌  ‌
3. List‌‌of‌‌figures‌ ‌…(vi)‌  ‌
4. Chapter‌‌1‌ ‌...1‌  ‌
● 1.1‌‌Aims‌‌and‌‌objectives‌   ‌ ‌
● 1.2‌M‌ ethodology‌  ‌
● 1.3‌‌Scope‌‌and‌‌Limitations‌  ‌
5. Chapter‌‌2‌ ‌...2‌  ‌
● 2.1‌‌Context‌  ‌
● 2.2‌‌Data‌‌requirement‌  ‌
● 2.3‌‌Data‌‌Collection‌  ‌
● 2.4‌‌Data‌‌Collection‌‌tools‌  ‌
6. Chapter‌‌3‌ ‌...5‌‌
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● 3.1‌‌Procedure‌  ‌
● 3.2‌‌Observations‌   ‌
7. Chapter‌‌4‌ ‌...11‌   ‌ ‌
● Conclusions‌  ‌
8. References‌ ‌...15‌  ‌
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MSRIT‌ (‌ v)‌  ‌
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LIST‌‌OF‌‌FIGURES‌  ‌
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Fig‌‌1‌‌-‌‌Smartphone‌  ‌
Fig‌‌2‌‌-‌‌Measuring‌‌Tape‌  ‌
Fig‌‌3‌‌-‌‌Master‌‌plan‌  ‌
Fig‌‌4‌‌-‌‌Sun‌‌path‌‌and‌‌Wind‌‌Direction‌  ‌
Fig‌‌5‌‌-‌‌Column‌‌layout-grid‌  ‌
Fig‌‌6‌‌-‌‌Service‌‌line‌‌in‌‌campus‌  ‌
Fig‌‌7‌‌-‌‌Architecture‌‌block‌‌ground‌‌floor‌‌plan‌  ‌
Fig‌‌8‌‌-‌‌Workshop‌‌block‌‌typical‌‌floor‌‌plan‌  ‌
Fig‌‌9‌‌-‌ ‌Multi-purpose‌‌block‌‌floor‌‌plan‌  ‌
Fig‌‌10‌‌-‌‌Waffle‌‌slabs‌‌   ‌
Fig‌‌11‌‌-‌‌Sunken‌‌Chajja‌‌detail‌  ‌
Fig‌‌12‌‌-‌‌Ducts‌‌
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Fig‌‌13‌‌-‌‌Main‌‌Courtyard‌  ‌
Fig‌‌14‌‌-‌‌Location‌‌of‌‌Auditoriums‌  ‌
Fig‌‌15‌‌-‌‌Parking‌‌Space‌  ‌
Fig‌‌16‌‌-‌‌Classrooms‌  ‌
Fig‌‌17‌‌-‌‌Staircases‌  ‌
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MSRIT‌ (‌ vi)‌  ‌
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Chapter‌‌1 ‌ ‌
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1.0‌‌INTRODUCTION‌  ‌

A‌‌
  campus‌‌   is‌‌
  traditionally‌‌  the‌‌
  land‌‌
  on‌‌
  which‌‌
  a ‌‌college‌‌
  or‌‌   university‌‌
  and‌‌   related‌‌
  institutional‌‌   buildings‌‌  are‌‌ 
situated.‌  ‌Usually‌  ‌a ‌ ‌college‌  ‌campus‌  ‌includes‌  ‌libraries‌, ‌ ‌lecture‌  ‌halls,‌  ‌residence‌  ‌halls‌, ‌ ‌student‌  ‌centers‌  ‌or‌‌
 
dining‌‌halls,‌‌and‌‌park-like‌‌settings.‌  ‌

A‌  ‌modern‌  ‌campus‌  ‌is‌  ‌a ‌ ‌collection‌  ‌of‌  ‌buildings‌  ‌and‌  ‌grounds‌  ‌that‌  ‌belong‌  ‌to‌  ‌a ‌ ‌given‌  ‌institution,‌  ‌either‌‌
 
academic‌‌or‌‌non-academic.‌  ‌

Our‌  ‌group‌  ‌decided‌  ‌to‌‌

  select‌‌
  Ramaiah‌‌   institute‌‌  of‌‌
  technology‌‌
  as‌‌
  our‌‌
  case‌‌
  study.‌‌
  The‌‌
  content‌‌
  of‌‌
  the‌‌
  report‌‌
 
follows‌  ‌our‌  ‌group's‌  ‌thoughts,‌  ‌observations,‌  ‌data‌  ‌collection‌  ‌and‌  ‌documentation‌  ‌on‌  ‌the‌  ‌academic‌  ‌blocks‌‌  
around‌‌   the‌‌
  quadrangle.‌‌   In‌‌
 order‌‌
 to‌‌ acquire‌‌ all‌‌
 the‌‌ necessary‌‌
 data,‌‌ multiple‌‌  visits‌‌
 were‌‌ required‌‌ with‌‌
 the‌‌
 aid‌‌
 
of‌  ‌designated‌  ‌electronic‌  ‌measuring‌  ‌equipment.‌  ‌Permission‌‌   was‌‌  granted‌‌
  to‌‌
  acquire‌‌
  measured‌‌  drawings‌‌   of‌‌ 
the‌‌buildings‌‌in‌‌question‌‌and‌‌photographs‌‌taken‌‌for‌‌future‌‌referencing‌‌purposes.‌  ‌

1.1‌‌AIMS‌‌AND‌‌OBJECTIVES‌  ‌

The‌‌aims‌‌and‌‌Objectives‌‌are‌‌as‌‌follows:‌  ‌

1. To‌  ‌understand‌  ‌the‌  ‌circulation‌  ‌of‌  ‌pedestrian‌  ‌and‌‌

  vehicular‌‌
  movements‌‌
  inside‌‌
  of‌‌
  the‌‌
  campus‌‌
  along‌‌
 
with‌ ‌its‌‌interconnectivity.‌  ‌
2. To‌‌understand‌‌the‌‌interior‌‌planning‌‌of‌‌the‌‌academic‌‌blocks‌‌with‌‌spatial‌‌zoning‌  ‌
3. To‌‌find‌‌the‌‌design‌‌elements‌‌used‌‌on‌‌campus‌  ‌
4. To‌‌understand‌‌the‌‌location‌‌and‌‌zoning‌‌of‌‌services‌‌with‌‌respect‌‌to‌‌the‌‌buildings.‌  ‌

  ‌By‌  ‌discerning‌  ‌and‌  ‌assessing‌  ‌the‌  ‌form‌  ‌of‌  ‌the‌  ‌blocks‌  ‌around‌  ‌the‌  ‌quadrangle,‌  ‌we‌  ‌aim‌  ‌to‌  ‌have‌  ‌a ‌ ‌better‌‌
 
understanding‌‌   on‌‌
  the‌‌
 features‌‌ of‌‌
 the‌‌ space‌‌ and‌‌  how‌‌  it‌‌
 determines‌‌  different‌‌
 design‌‌
 approaches‌‌  for‌‌
 a ‌‌campus‌‌  
design‌‌   while‌‌
  observing‌‌   the‌‌
  applications‌‌   of‌‌
  the‌‌  effect‌‌  of‌‌
 working‌‌  efficacy‌‌
 and‌‌
 user‌‌ experience‌‌  of‌‌
 a ‌‌campus‌‌  
environment‌‌whilst‌‌listing‌‌the‌‌pros‌‌and‌‌cons‌‌of‌‌the‌‌given‌‌environment.‌  ‌

1.2.‌‌METHODOLOGY‌  ‌

  ‌This‌  ‌study‌  ‌uses‌  ‌a ‌ ‌combination‌  ‌of‌  ‌various‌‌

  qualitative‌‌
  and‌‌
  quantitative‌‌   research‌‌   methods‌‌   to‌‌  complete‌‌   the‌‌
 
analysis‌  ‌of‌  ‌the‌  ‌said‌  ‌study.‌  ‌The‌  ‌quantitative‌  ‌elements‌  ‌like‌  ‌the‌  ‌physical‌  ‌and‌  ‌geographical‌  ‌aspects‌  ‌of‌  ‌the‌‌  
surrounding‌  ‌were‌  ‌taken‌  ‌into‌  ‌consideration‌‌   to‌‌
  solve‌‌
  the‌‌
  main‌‌   questions‌‌
  posed‌‌   to‌‌
  us‌‌
  during‌‌  the‌‌
  study.‌‌  The‌‌ 
quality‌‌   and‌‌ living‌‌
 experience‌‌  of‌‌ the‌‌
 stakeholders‌‌  were‌‌
 carefully‌‌  considered‌‌  and‌‌ incorporated‌‌  into‌‌ the‌‌
 study‌‌  
while‌‌keeping‌‌in‌‌mind‌‌their‌‌relation‌‌to‌‌their‌‌built‌‌environment.‌  ‌

  ‌Deductive‌‌   reasoning‌‌  methods‌‌   wherein‌‌

  the‌‌
  observations,‌‌   theories‌‌  and‌‌
 inferences‌‌ are‌‌ proposed‌‌  towards‌‌  the‌‌
 
end‌‌  of‌‌
  the‌‌
  study‌‌  was‌‌
  adopted‌‌   throughout‌‌   this‌‌
  study.‌‌  Inductive‌‌   reasoning‌‌ allowed‌‌ us‌‌ the‌‌
 freedom‌‌  to‌‌ search‌‌ 
for‌  ‌patterns‌  ‌and‌‌
  develop‌‌  our‌‌
  own‌‌   theory‌‌
  based‌‌  on‌‌
  what‌‌  was‌‌  observed‌‌   on‌‌
  site.The‌‌
  Scope‌‌   and‌‌
  Limitations‌‌  
are‌‌as‌‌follows:‌  ‌

1. Gaining‌‌insight‌‌to‌‌the‌‌services,‌‌spatial‌‌arrangement,‌‌functionality‌‌and‌‌design‌‌of‌‌a‌‌campus.‌  ‌
2. If‌‌codes‌‌are‌‌not‌‌followed‌‌on‌‌campus,‌‌students‌‌may‌‌learn‌‌and‌‌implement‌‌it‌‌incorrectly‌  ‌
3. Possibility‌‌of‌‌restricting‌‌design‌‌ideas‌‌to‌‌what‌‌is‌‌already‌‌seen.‌  ‌

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Chapter‌‌2 ‌ ‌
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DATA‌‌COLLECTION‌  ‌
2.1.‌ ‌CONTEXT‌‌   ‌

Ramaiah‌  ‌Institute‌  ‌of‌  ‌Technology‌  ‌was‌  ‌founded,‌  ‌in‌  ‌1962,‌  ‌by‌  ‌the‌  ‌late‌  ‌M.‌‌
  S.‌‌
  Ramaiah,‌‌
  who‌‌
  was‌‌
  an‌‌
 
educationist,‌  ‌philanthropist,‌  ‌and‌  ‌infrastructure‌  ‌visionary.‌  ‌RIT‌  ‌is‌  ‌a ‌ ‌part‌  ‌of‌  ‌Gokula‌  ‌Education‌‌  
Foundation‌  ‌(GEF)‌  ‌which‌  ‌owns‌  ‌and‌  ‌manages‌  ‌several‌  ‌educational‌  ‌institutions‌  ‌across‌  ‌various‌‌  
streams.‌‌RIT‌‌was‌‌the‌‌first‌‌institute‌‌started‌‌by‌‌the‌‌Gokula‌‌Education‌‌Foundation.‌  ‌

The‌  ‌RIT‌  ‌campus‌  ‌is‌  ‌a ‌ ‌culmination‌  ‌of‌  ‌7 ‌ ‌blocks‌  ‌dedicated‌  ‌to‌  ‌different‌  ‌technological‌  ‌courses‌  ‌all‌‌
 
surrounding‌‌   a ‌‌vast‌‌
  expanse‌‌   acting‌‌
  as‌‌
  the‌‌  quadrangle‌‌   and‌‌
  the‌‌
  focal‌‌  point‌‌
  of‌‌
  almost‌‌
 all‌‌
 buildings‌‌
 on‌‌ 
the‌‌
  site.‌‌
  Our‌‌  study‌‌  focused‌‌   mainly‌‌
  on‌‌
  the‌‌ 7 ‌‌academic‌‌  blocks‌‌ namely,‌‌  the‌‌
 Apex‌‌  block,‌‌
 Lecture‌‌
 Hall‌‌  
Complex‌  ‌(LHC),‌  ‌Division‌  ‌of‌  ‌Electrical‌  ‌Sciences‌  ‌(DES),‌  ‌Engineering‌  ‌Sciences‌  ‌Block‌  ‌(ESB),‌‌  
Multipurpose‌‌Block‌‌and‌‌the‌‌School‌‌of‌‌Architecture‌‌(SOA).‌  ‌

The‌  ‌Apex‌  ‌Block‌  ‌houses‌  ‌the‌  ‌administrative‌  ‌facilities‌  ‌of‌‌

  the‌‌  institution‌‌
  while‌‌
  the‌‌
  LHC,‌‌
  DES,‌‌   ESB‌‌  
and‌  ‌SOA‌  ‌have‌  ‌the‌  ‌classrooms‌  ‌and‌  ‌laboratories‌  ‌for‌  ‌the‌  ‌students.‌  ‌The‌  ‌workshop‌  ‌blocks‌  ‌have‌  ‌the‌‌
 
mechanical‌  ‌workshops‌  ‌with‌  ‌heavy‌  ‌machinery‌  ‌for‌  ‌the‌  ‌practical‌  ‌part‌  ‌of‌  ‌the‌  ‌syllabus.‌  ‌The‌‌  
Multipurpose‌‌   Block‌‌   has‌‌
  the‌‌
  canteen‌‌ as‌‌
 well‌‌
 as‌‌
 few‌‌ other‌‌  research‌‌  labs.‌‌
 Our‌‌
 group‌‌ decided‌‌  to‌‌
 detail‌‌ 
out‌‌two‌‌of‌‌these‌‌blocks‌‌i.e.‌‌the‌‌Multipurpose‌‌Block‌‌and‌‌the‌‌Workshop‌‌block.‌  ‌

2.2.‌ DATA‌‌REQUIREMENT‌‌
   ‌

2.2.1.‌‌AREAS:‌  ‌

The‌‌  total‌‌
  areas‌‌
  of‌‌
  the‌‌
  building,‌‌
  the‌‌
  area‌‌
  of‌‌
  the‌‌
  blocks‌‌
  with‌‌
  respect‌‌
  to‌‌
  the‌‌
  quadrangle‌‌
 and‌‌
 the‌‌
 areas‌‌
 
of‌‌the‌‌spaces‌‌within‌‌the‌‌buildings.‌  ‌

2.2.2.‌ SPATIAL‌‌ARRANGEMENT‌  ‌

The‌‌
  arrangement‌‌   of‌‌
  various‌‌
  classrooms,‌‌  staff‌‌
  rooms,‌‌
  library‌‌
  and‌‌
  laboratories‌‌
  in‌‌
  each‌‌
  building‌‌
  and‌‌
 
their‌‌proximity‌‌to‌‌the‌‌restrooms,‌‌leisure‌‌areas‌‌and‌‌courtyards.‌‌   ‌

2.2.3‌ CIRCULATION‌  ‌

The‌  ‌carefully‌  ‌designed‌‌

  interconnectivity‌‌   between‌‌  the‌‌
  7 ‌‌blocks‌‌
  on‌‌
  campus.‌‌
  The‌‌
  pedestrian‌‌
  as‌‌
  well‌‌
 
as‌‌vehicular‌‌circulation‌‌to‌‌and‌‌from‌‌the‌‌site‌‌was‌‌drafted.‌‌    ‌

2.2.4.‌ VENTILATION‌ 

The‌‌
  placement‌‌  of‌‌
  doors‌‌
  and‌‌
  windows‌‌  were‌‌ noted‌‌  so‌‌
 as‌‌
 to‌‌ ascertain‌‌
 if‌‌
 the‌‌
 light‌‌
 and‌‌
 wind‌‌
 the‌‌
 spaces‌‌
 
receive‌‌are‌‌adequate‌‌for‌‌the‌‌major‌‌part‌‌of‌‌the‌‌day.‌‌   ‌

2.2.5.‌ COLUMN‌‌PLACEMENT‌  ‌

The‌‌column‌‌placement‌‌and‌‌it’s‌‌grid‌‌pattern‌‌inside‌‌the‌‌Workshop‌‌block‌‌and‌‌Multipurpose‌‌Block.‌  ‌

 ‌

 ‌
MSRIT‌ 2‌  ‌ ‌
 ‌
 ‌
2.2.6.‌ SERVICES‌  ‌

The‌‌services‌‌surrounding‌‌the‌‌buildings,‌‌the‌‌drainage‌‌pattern‌‌and‌‌the‌‌placement‌‌of‌‌sump‌‌tanks.‌‌
   ‌

2.2.7.‌ PARKING‌  ‌

Entry‌‌and‌‌exit‌‌to‌‌and‌‌from‌‌the‌‌two‌‌parking‌‌spaces‌‌allocated‌‌on‌‌campus.‌‌
   ‌

 ‌

2.3.‌ DATA‌‌COLLECTION‌‌
   ‌

The‌‌   data‌‌
  required‌‌   for‌‌
  the‌‌
  study‌‌   was‌‌
  collected‌‌   using‌‌ two‌‌
 main‌‌
 non‌‌  probability‌‌ sampling‌‌  techniques‌‌ 
i.e.‌  ‌Convenience‌  ‌Sampling‌  ‌and‌  ‌Judgemental‌  ‌Sampling.‌  ‌A ‌ ‌part‌  ‌of‌  ‌the‌  ‌study‌  ‌was‌  ‌conducted‌  ‌by‌‌  
observing‌  ‌the‌  ‌students’‌  ‌and‌  ‌faculty‌  ‌relation‌  ‌to‌  ‌the‌  ‌spaces‌  ‌around‌  ‌them‌  ‌as‌  ‌well‌  ‌interviewing‌  ‌a ‌‌
handful‌  ‌of‌  ‌the‌  ‌students‌  ‌we‌  ‌had‌  ‌close‌‌  relation‌‌  to.‌‌
  Judgemental‌‌  sampling‌‌  was‌‌
  undertaken‌‌   by‌‌
  using‌‌
 
information‌‌   obtained‌‌   from‌‌   an‌‌
  expert‌‌
  in‌‌  the‌‌
 field,‌‌
 Ar.‌‌ Rajshekhar‌‌ Rao‌‌ who‌‌
 was‌‌  also‌‌
 involved‌‌  in‌‌
 the‌‌
 
design‌‌process‌‌of‌‌the‌‌original‌‌campus.‌‌    ‌

Data‌  ‌was‌  ‌collected‌  ‌by‌  ‌observation‌  ‌method‌  ‌and‌  ‌direct‌  ‌interview‌  ‌method.‌  ‌The‌  ‌spaces,‌  ‌column‌‌  
placement‌  ‌and‌  ‌circulation‌  ‌were‌  ‌observed‌  ‌and‌  ‌drafted‌  ‌on‌  ‌site.‌  ‌The‌  ‌areas‌  ‌and‌  ‌dimensions‌  ‌were‌‌  
measured‌  ‌on‌  ‌site‌  ‌and‌  ‌notes.‌  ‌Direct‌  ‌interviews‌  ‌were‌  ‌conducted‌  ‌with‌  ‌the‌  ‌respective‌  ‌authorities‌‌  
present‌  ‌on‌  ‌site‌  ‌on‌  ‌the‌  ‌day‌  ‌of‌‌
  site‌‌
  visit.‌‌
  Substantial‌‌
  information‌‌
  was‌‌
  obtained‌‌   with‌‌  the‌‌
  help‌‌
  of‌‌
  the‌‌
 
staff‌‌who‌‌are‌‌conditioned‌‌to‌‌their‌‌surroundings.‌‌    ‌

2.4.‌ DATA‌‌COLLECTION‌‌TOOLS‌  ‌

‌2.4.1.‌‌Smart‌‌phone‌  ‌

The‌‌
  main‌‌
  camera‌‌   used‌‌
  for‌‌
  this‌‌
 case‌‌
 study‌‌ is‌‌
 the‌‌
 iPhoneX.‌‌ The‌‌  digital‌‌
 camera‌‌  used‌‌ on‌‌ site‌‌
 to‌‌
 record‌‌
 
and‌‌
  capture‌‌
  the‌‌
  pictures‌‌  of‌‌
  the‌‌
  building.‌‌
 All‌‌ photos‌‌ taken‌‌
 are‌‌ used‌‌
 as‌‌ evidence‌‌
 of‌‌
 our‌‌
 study‌‌ and‌‌ for‌‌
 
reference‌‌purposes‌‌when‌‌not‌‌on‌‌site‌‌. ‌ ‌

  ‌

Fig1.‌‌Smart‌‌phone‌  ‌

https://www.google.co.in/search?q=iphone+x&client=safari&channel=mac_bm&sxsrf=ALeKk01BsdndlGVtSvXnCnov_uSkQ6Sc0Q:1621681893506&source=lnms&tbm=isch&sa=X&ved=2ahUKE‌
wj7xM3pk93wAhXWlEsFHczqDucQ_AUoAnoECAEQBA&biw=1680&bih=850&dpr=2#imgrc=BW7nxhKNwdkw_M‌  ‌

   ‌

 ‌

 ‌
MSRIT‌ 3‌  ‌ ‌
 ‌
 ‌
‌2.4.2.‌‌Measuring‌‌Tape‌‌
   ‌

We‌  ‌bought‌  ‌a ‌ ‌few‌  ‌measuring‌  ‌tapes‌  ‌on‌  ‌site‌  ‌for‌  ‌the‌  ‌purpose‌  ‌of‌  ‌drafting‌  ‌two‌  ‌of‌  ‌the‌  ‌blocks‌  ‌and‌‌ 
understanding‌‌their‌‌contrast‌‌in‌‌detail.‌‌   ‌

 ‌

Fig2.‌‌Measuring‌‌tape‌  ‌

https://www.google.co.in/search?q=measuring+tape&client=safari&channel=mac_bm&sxsrf=ALeKk00HATQucEZzNDZrnFX8jO2Oj9V1cw:1621681779685&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjHsKqzk93wAhWaSH0KHcd-‌
C2sQ_AUoAnoECAEQBA&biw=1680&bih=878#imgrc=iSbs488iAOyrCM‌  ‌

 ‌

 ‌

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MSRIT‌ 4‌  ‌ ‌
 ‌
 ‌
Chapter‌‌3  ‌‌ ‌
 ‌
FIELD‌‌STUDY‌‌   ‌
 ‌
3.1‌‌PROCEDURE‌  ‌
 ‌
 ‌
3.1.1‌‌First‌‌Site‌‌Visit:‌  ‌
 ‌
1.‌  ‌All‌  ‌the‌  ‌members‌  ‌of‌  ‌our‌  ‌team‌  ‌toured‌  ‌around‌  ‌the‌  ‌campus‌  ‌with‌  ‌a ‌ ‌special‌  ‌focus‌  ‌on‌  ‌the‌  ‌seven‌‌
  academic‌‌  
blocks‌‌surrounding‌‌a‌‌central‌‌quadrangle.‌  ‌
2.‌‌Macro‌‌level‌‌data‌‌collection‌‌of‌‌the‌‌academic‌‌blocks‌‌as‌‌a‌‌whole.‌  ‌
3.‌‌Understanding‌‌the‌‌interconnection‌‌of‌‌spaces‌‌between‌‌the‌‌academic‌‌blocks.‌  ‌
4.‌‌Massing‌‌and‌‌elevations‌‌of‌‌the‌‌blocks‌‌—‌‌in‌‌correlation‌‌to‌‌one‌‌another,‌‌the‌‌quadrangle,‌‌and‌‌the‌‌campus.‌  ‌
5.‌‌Photos‌‌of‌‌the‌‌locations‌‌taken‌‌by‌‌allocated‌‌team‌‌members.‌  ‌
 ‌
 ‌
3.1.2‌‌Second‌‌Site‌‌Visit:‌‌   ‌
 ‌
1.‌‌
  Three‌‌   out‌‌
  of‌‌
  the‌‌
  seven‌‌
  academic‌‌   blocks‌‌  studied‌‌  in‌‌
  more‌‌
 detail—‌‌  Multipurpose‌‌ block,‌‌ Workshop‌‌  block,‌‌  
Architecture‌‌block.‌  ‌
2.‌‌We‌‌divided‌‌our‌‌team‌‌into‌‌three‌‌groups‌‌to‌‌study‌‌each‌‌of‌‌the‌‌above‌‌mentioned‌‌spaces‌‌in‌‌depth.‌  ‌
3.‌‌Activity‌‌mapping‌‌and‌‌zoning‌‌of‌‌spaces‌‌noted‌‌for‌‌each‌‌of‌‌the‌‌two‌‌blocks.‌  ‌
4.‌‌Basic‌‌block‌‌layout‌‌plan‌‌sketched‌‌out‌‌to‌‌rough‌‌scale‌‌on‌‌a‌‌drawing‌‌pad‌‌by‌‌one‌‌allocated‌‌group‌‌member.‌  ‌
5.‌‌The‌‌following‌‌areas‌‌were‌‌identified‌‌and‌‌marked‌‌on‌‌the‌‌rough‌‌plan‌‌:‌  ‌
(a)‌‌All‌‌the‌‌building‌‌entries‌‌and‌‌exits‌‌were‌‌first‌‌identified.‌  ‌
(b)‌‌Vertical‌‌circulation‌‌-‌‌ramps,‌‌staircases‌‌and‌‌lifts‌‌identified.‌  ‌
(c)‌‌Typical‌‌floor‌‌plan‌‌circulation‌‌-‌‌width‌‌of‌‌access‌‌corridors‌‌and‌‌passageways‌‌noted.‌  ‌
(d)‌‌All‌‌of‌‌the‌‌block’s‌‌courtyards‌‌and‌‌basement‌‌areas‌‌are‌‌located.‌  ‌
(e)‌‌Column‌‌layout‌‌observed‌‌and‌‌laid‌‌out‌‌on‌‌a‌‌rough‌‌plan‌‌in‌‌a‌‌grid‌‌manner.‌  ‌
(f)‌‌Classrooms,‌‌labs,‌‌media‌‌rooms,‌‌faculty/staff‌‌rooms‌‌located.‌  ‌
(g)‌‌Washrooms‌‌and‌‌service‌‌areas‌‌within‌‌the‌‌blocks‌‌identified‌‌and‌‌marked.‌  ‌
6.‌  ‌Respective‌  ‌measurements‌  ‌required‌  ‌for‌  ‌each‌  ‌of‌‌   the‌‌  above‌‌
  markings‌‌   were‌‌
  taken‌‌  with‌‌   the‌‌
  help‌‌
  of‌‌
  a ‌‌tape‌‌
 
measure‌‌tool‌‌by‌‌an‌‌allocated‌‌team‌‌member.‌  ‌
7.‌‌Photos‌‌of‌‌the‌‌detailed‌‌areas‌‌taken‌‌by‌‌allocated‌‌team‌‌members‌‌for‌‌future‌‌reference.‌  ‌
8.‌‌Periphery‌‌of‌‌the‌‌building‌‌blocks‌‌were‌‌visited‌‌to‌‌identify‌‌drainage‌‌lines‌‌and‌‌fresh‌‌water‌‌supply‌‌lines.‌‌    ‌
9.‌  ‌Furthermore,‌  ‌service‌  ‌areas‌  ‌such‌  ‌as‌  ‌pump/panel‌  ‌room,‌  ‌earthing‌  ‌chamber,‌  ‌effluent‌  ‌treatment‌  ‌plant,‌‌  
transformer‌‌were‌‌also‌‌located‌‌on‌‌campus.‌  ‌
 ‌
 ‌
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 ‌
MSRIT‌ 5‌  ‌ ‌
 ‌
 ‌
3.1.3‌‌Meeting‌‌with‌‌faculty‌‌member:‌  ‌
 ‌
1.‌‌Preparation‌‌of‌‌a‌‌list‌‌of‌‌questions‌‌for‌‌understanding‌‌and‌‌confirmation‌‌of‌‌information‌‌gathered.‌  ‌
2.‌‌We‌‌extracted‌‌answers‌‌to‌‌our‌‌queries‌‌from‌‌a‌‌faculty‌‌member‌‌of‌‌this‌‌college‌‌who‌‌was‌‌part‌‌of‌‌the‌‌  
planning‌‌and‌‌designing‌‌process‌‌of‌‌the‌‌campus.‌  ‌
 ‌
 ‌
3.1.4‌‌Outside‌‌of‌‌the‌‌visit:‌  ‌
 ‌
1.‌‌Investigation‌‌of‌‌photos‌‌taken‌‌to‌‌better‌‌define‌‌spaces‌‌in‌‌the‌‌rough‌‌plan‌‌sketched‌‌out‌‌by‌‌the‌‌allocated‌‌
 
team‌‌member.‌  ‌
2.‌‌Re-visit‌‌the‌‌blocks‌‌to‌‌fill‌‌in‌‌any‌‌missing‌‌gaps‌‌in‌‌measurements‌‌taken‌‌in‌‌the‌‌previous‌‌visits.‌  ‌
3.‌‌Proper‌‌measurements‌‌recorded‌‌from‌‌rough‌‌plan‌‌sketches.‌  ‌
4.‌‌A‌‌fair‌‌plan‌‌drafted‌‌in‌‌a‌‌new‌‌sheet‌‌after‌‌confirming‌‌measurements‌‌and‌‌cross-verifying‌‌with‌‌photos‌‌taken‌‌  
at‌‌location.‌  ‌
5.‌‌Digital‌‌CAD‌‌drawings‌‌were‌‌produced‌‌for‌‌the‌‌same.‌  ‌
6.‌‌Calculation‌‌of‌‌surface‌‌areas‌‌based‌‌on‌‌measurements‌‌taken.‌  ‌
7.‌‌Tabulation‌‌of‌‌all‌‌data‌‌collected‌‌from‌‌various‌‌sources.‌  ‌
8.‌‌Draw‌‌out‌‌analysis‌‌and‌‌inferences‌‌from‌‌the‌‌campus‌‌study.‌  ‌
9.‌‌Compilation‌‌of‌‌data‌‌collected‌‌and‌‌production‌‌of‌‌fair‌‌A3‌‌presentation.‌  ‌
 ‌
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MSRIT‌ 6‌  ‌ ‌
 ‌
 ‌
3.2‌‌OBSERVATIONS‌  ‌
   ‌

 ‌
‌Fig.3‌‌Campus‌‌plan‌‌of‌‌all‌‌blocks.‌‌ ‌ ‌Fig.4‌‌Sun‌‌path‌‌and‌‌Wind‌‌direction‌. ‌ ‌

 ‌
‌Fig.5‌‌Column‌‌layout‌‌grid‌‌ ‌‌Fig.6‌‌Services‌‌lines‌‌on‌‌campus‌  ‌
 ‌
The‌‌following‌‌observations‌‌were‌‌made‌‌during‌‌the‌‌study‌‌of‌‌all‌‌academic‌‌blocks‌‌together‌‌in‌‌First‌‌site‌‌visit:‌  ‌
 ‌
1.‌  ‌There‌  ‌are‌  ‌seven‌‌  academic‌‌   blocks,‌‌   namely‌‌   — ‌‌Apex‌‌
  block,‌‌
  ESB‌‌   block,‌‌
  Architecture‌‌   block,‌‌
  DES‌‌   block,‌‌
 
LHC‌‌block,‌‌Multipurpose‌‌block‌‌(includes‌‌canteen)‌‌and‌‌Workshop‌‌block.‌  ‌
2.‌‌
  These‌‌
  seven‌‌   blocks‌‌
  surround‌‌   a ‌‌large‌‌
 open‌‌ to‌‌
 sky‌‌
 quadrangle‌‌ which‌‌  serves‌‌  as‌‌ the‌‌
 common‌‌  area‌‌ to‌‌
 gather‌‌
 
a‌‌large‌‌number‌‌of‌‌students.‌‌(Fig.3)‌  ‌
3.‌‌Each‌‌of‌‌these‌‌blocks‌‌have‌‌smaller‌‌courtyards‌‌within‌‌them‌‌(Fig.3‌‌green‌‌highlight)‌  ‌
4.‌‌Sunpath‌‌falls‌‌on‌‌the‌‌south‌‌side‌‌of‌‌this‌‌L-shape‌‌arrangement.‌‌(Fig.4)‌  ‌
5.‌‌Wind‌‌flows‌‌predominantly‌‌from‌‌north-east‌‌and‌‌south-west‌ ‌directions.‌‌(Fig.4)‌  ‌
6.‌‌Column‌‌layout‌‌of‌‌all‌‌the‌‌blocks‌‌come‌‌together‌‌to‌‌align‌‌perfectly‌‌in‌‌a‌‌right‌‌angled‌‌grid‌‌layout.‌‌(Fig.5)‌  ‌
7.‌  ‌Drainage‌  ‌lines‌  ‌run‌  ‌along‌  ‌the‌‌
  periphery‌‌   of‌‌
  the‌‌
  blocks‌‌
  (Fig.6‌‌
  highlighted‌‌   in‌‌
  red)‌‌
  along‌‌
  with‌‌
  fresh‌‌  water‌‌
 
supply‌‌lines‌‌(Fig.6‌‌highlighted‌‌in‌‌blue).‌  ‌
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MSRIT‌ 7‌  ‌ ‌
 ‌
 ‌
3.2.1‌‌Architecture‌‌Block‌  ‌

 ‌
Fig.‌‌7‌‌Architecture‌‌block‌‌ground‌‌floor‌‌plan‌  ‌
 ‌
The‌‌following‌‌observations‌‌were‌‌made‌‌during‌‌the‌‌study‌‌of‌‌architecture‌‌block:‌  ‌
 ‌
1.‌‌Entry‌‌to‌‌this‌‌block‌‌starts‌‌with‌‌twenty‌‌steps‌‌to‌‌climb‌‌a‌‌3‌‌metre‌‌high‌‌plinth.‌  ‌
2.‌‌Under‌‌this‌‌plinth‌‌is‌‌a‌‌small‌‌basement‌‌section‌‌accessed‌‌by‌‌a‌‌long‌‌ramp‌‌located‌‌on‌‌the‌‌right‌‌side‌‌of‌‌the‌‌  
building‌‌entry.‌  ‌
3.‌‌A‌‌single‌‌long‌‌straight‌‌corridor‌‌creates‌‌the‌‌main‌‌axis‌‌with‌‌classrooms‌‌on‌‌either‌‌side.‌  ‌
3.‌‌Vertical‌‌circulation‌‌-‌‌inside‌‌the‌‌building‌‌there‌‌are‌‌two‌‌sets‌‌of‌‌staircases‌‌located‌‌on‌‌either‌‌end‌‌of‌‌the‌‌
 
corridor,‌‌but‌‌only‌‌one‌‌staircase‌‌goes‌‌down‌‌to‌‌the‌‌basement.‌  ‌
4.‌‌The‌‌building‌‌has‌‌only‌‌one‌‌elevator‌‌which‌‌travels‌‌to‌‌all‌‌the‌‌5‌‌levels‌‌including‌‌the‌‌basement.‌  ‌
5.‌‌Only‌‌one‌‌washroom‌‌on‌‌each‌‌level,‌‌alternating‌‌between‌‌women’s‌‌and‌‌men’s.‌  ‌
6.‌‌First‌‌level‌‌consists‌‌of‌‌an‌‌office‌‌admin‌‌space‌‌with‌‌HOD‌‌cabin,‌‌a‌‌cad‌‌lab,‌‌two‌‌large‌‌studio‌‌classrooms‌‌and‌‌  
two‌‌small‌‌lecture‌‌classrooms.‌  ‌
7.‌‌Two‌‌courtyards‌‌provide‌‌spill‌‌out‌‌spaces‌‌and‌‌break‌‌the‌‌massing‌‌of‌‌the‌‌block‌‌while‌‌acting‌‌as‌‌light‌‌wells‌‌  
and‌‌providing‌‌ventilation.‌ 
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MSRIT‌ 8‌  ‌ ‌
 ‌
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3.2.2‌ ‌Workshop‌‌Block‌  ‌

 ‌
Fig.8‌‌Workshop‌‌block‌‌typical‌‌floor‌‌plan‌  ‌
 ‌
The‌‌following‌‌observations‌‌were‌‌made‌‌during‌‌the‌‌study‌‌of‌‌Workshop‌‌block:‌  ‌
 ‌
1.‌‌Workshop‌‌block‌‌does‌‌not‌‌have‌‌a‌‌high‌‌plinth.‌  ‌
2.‌‌This‌‌block‌‌houses‌‌a‌‌typical‌‌floor‌‌plan‌‌similar‌‌on‌‌all‌‌floors.‌  ‌
3.‌‌Very‌‌few‌‌dividing‌‌internal‌‌walls—‌‌only‌‌2-3‌‌rooms‌‌on‌‌each‌‌floor‌‌(workshop‌‌labs)‌  ‌
4.‌‌Vertical‌‌circulation‌‌-‌‌one‌‌staircase‌‌and‌‌one‌‌elevator.‌  ‌
5.‌‌This‌‌block‌‌has‌‌no‌‌basement.‌  ‌
6.‌‌No‌‌corridor,‌‌only‌‌a‌‌central‌‌lobby‌‌which‌‌connects‌‌all‌‌spaces.‌  ‌
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MSRIT‌ 9‌  ‌ ‌
 ‌
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3.2.3‌‌Multipurpose‌‌Block‌  ‌
 ‌

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Fig.‌‌9‌‌Multipurpose‌‌Block‌‌floor‌‌plan‌  ‌
 ‌
The‌‌following‌‌observations‌‌were‌‌made‌‌during‌‌the‌‌study‌‌of‌ ‌Multipurpose‌‌block:‌  ‌
 ‌
1.‌‌This‌‌block‌‌houses‌‌the‌‌main‌‌canteen‌‌for‌‌the‌‌RIT‌‌campus‌‌on‌‌the‌‌lower‌‌ground‌‌floor.‌  ‌
2.‌‌The‌‌canteen‌‌has‌‌3‌‌entries‌‌—‌‌two‌‌ramps‌‌and‌‌one‌‌stepped‌‌entry.‌  ‌
3.‌‌At‌‌the‌‌centre‌‌of‌‌the‌‌canteen‌‌is‌‌a‌‌cavity‌‌in‌‌the‌‌roof‌‌covered‌‌with‌‌colourful‌‌tinted‌‌glass.‌  ‌
4.‌‌The‌‌remaining‌‌floors‌‌above‌‌the‌‌canteen‌‌sit‌‌on‌‌top‌‌of‌‌a‌‌3‌‌metre‌‌high‌‌plinth,‌‌accessed‌‌by‌‌climbing‌‌a‌‌20‌‌
 
step‌‌staircase,‌‌or‌‌take‌‌the‌‌elevator‌‌from‌‌the‌‌canteen‌‌level.‌  ‌
5.‌‌These‌‌floors‌‌house‌‌different‌‌multipurpose‌‌media‌‌rooms,‌‌labs,‌‌computer‌‌labs,‌‌faculty‌‌rooms,‌‌seminar‌‌  
halls,‌‌classrooms,‌‌washrooms,‌‌etc.‌‌(Fig.‌‌9)‌  ‌
6.‌‌There‌‌are‌‌also‌‌two‌‌service‌‌entries‌‌for‌‌the‌‌canteen‌‌to‌‌bring‌‌in‌‌food‌‌supplies.‌  ‌
7.‌‌This‌‌block‌‌has‌‌double‌‌basement‌‌parking‌‌below‌‌the‌‌canteen‌‌level.‌ 
8.‌‌One‌‌single‌‌elevator‌‌runs‌‌through‌‌all‌‌the‌‌floors‌‌including‌‌the‌‌basement‌‌parking,‌‌canteen‌‌and‌‌the‌‌  
academic‌‌floors‌‌above.‌  ‌
9.‌‌Two‌‌staircase‌‌wells—‌‌only‌‌one‌‌goes‌‌all‌‌the‌‌way‌‌down‌‌to‌‌the‌‌canteen‌‌and‌‌basement‌‌parking.‌  ‌
   ‌
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MSRIT‌ 1‌ 0‌  ‌
 ‌
 ‌
‌Chapter‌‌4 ‌ ‌
 ‌
OBSERVATIONS‌  ‌
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All‌‌the‌‌observations‌‌made‌‌in‌‌the‌‌study‌‌were‌‌taken‌‌into‌‌consideration‌‌to‌‌derive‌‌the‌‌following‌‌conclusions:‌  ‌

4.1.‌ ‌CIRCULATION‌  ‌

4.1.1.‌‌Adequate‌‌shape‌‌for‌‌vehicular‌‌entry‌  ‌

4.1.2.‌ ‌Barrier‌‌free‌‌design‌‌in‌‌LHC‌‌and‌‌Workshop‌‌block‌  ‌

4.1.3.‌ ‌No‌‌proper‌‌zoning‌‌for‌‌Apex‌‌Block‌‌and‌‌Auditorium‌  ‌

4.1.4‌  Circulation‌‌within‌‌buildings‌‌are‌‌haphazard‌‌and‌‌difficult‌‌to‌‌navigate‌  ‌

4.2.‌‌MASTER‌‌PLAN‌  ‌

4.2.1.‌ ‌Pyramidal‌‌structure‌‌above‌‌Apex‌‌block‌  ‌

4.2.2.‌ ‌Pyramid‌‌was‌‌chosen‌‌because‌‌it’s‌‌the‌‌strongest‌‌structure‌  ‌

4.2.3.‌ ‌Emphasises‌‌on‌‌the‌‌entrance‌  ‌

4.2.4.‌ ‌Helps‌‌in‌‌way‌‌of‌‌finding‌  ‌

4.2.5.‌ ‌Ramaiah‌‌Statue‌  ‌

● Bigger‌‌size‌  ‌
● Pays‌‌tribute‌‌to‌‌the‌‌founder‌  ‌

4.2.6.‌ ‌‌Vishveshwara‌‌Statue‌  ‌

● Very‌‌small‌‌size‌  ‌
● ‌Pays‌t‌ribute‌‌to‌‌an‌‌important‌‌person‌‌in‌‌the‌‌science‌‌community.‌  ‌

4.3.‌ ‌Services‌  ‌

4.3.1.‌ ‌No‌‌fire‌‌safety‌‌has‌‌been‌‌designed‌  ‌

4.3.2.‌ ‌No‌‌fire‌‌escape‌‌staircase‌  ‌

4.3.3.‌ ‌Electricals‌‌are‌‌well‌‌incorporated.‌  ‌

4.3.4.‌ ‌Inadequate‌‌Lift‌  ‌

Ducts‌‌have‌‌been‌‌aesthetically‌‌designed‌‌as‌‌an‌‌element.‌  ‌

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1.‌ Waffle‌‌slabs‌‌is‌‌solely‌‌used‌‌as‌‌aesthetic‌‌element‌‌,‌‌Waste‌‌of‌‌material‌  ‌

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Fig‌‌10‌‌Waffle‌‌slab‌  ‌

‌2.‌ Sunken‌‌windows‌‌are‌‌used‌‌to‌‌avoid‌‌chajjas‌  ‌

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Fig‌‌11‌‌Sunken‌‌chajja‌‌detail‌  ‌

3.‌ Ducts‌‌incorporated‌‌as‌‌architectural‌‌element‌  ‌

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Fig‌‌12‌‌Ducts‌‌as‌‌a‌‌design‌‌element‌  ‌

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4.‌ Obstruction‌‌of‌‌main‌‌courtyard‌‌cannot‌‌be‌‌easily‌‌viewed‌‌from‌‌building’s‌‌courtyard‌  ‌

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Fig‌‌13‌‌Main‌‌courtyard‌  ‌

5.‌ Auditorium‌‌should‌‌be‌‌located‌‌on‌‌the‌‌ground‌‌floor‌‌for‌‌easy‌‌access‌‌and‌‌less‌‌vibration‌  ‌

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Fig‌‌14‌‌Location‌‌of‌‌Auditorium‌  ‌

6.‌ Parking‌‌in‌‌basement‌‌is‌‌only‌‌available‌‌under‌‌one‌‌building‌  ‌

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Fig‌‌15‌‌Parking‌‌Space‌  ‌

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7.‌ Engineering‌‌classrooms‌‌are‌‌smaller‌‌in‌‌size‌‌and‌‌are‌‌congested‌  ‌

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Fig‌‌16‌‌Classrooms‌  ‌

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8.‌ Staircases‌‌are‌‌enclosed‌‌with‌‌a‌‌glass‌‌façade‌‌instead‌‌of‌‌wall‌‌or‌‌stone‌  ‌

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Fig‌‌17‌‌Staircase‌‌lighting‌  ‌

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References‌  ‌
● https://www.google.co.in/search?q=iphone+x&client=safari&channel=mac_bm&sxsrf=ALeKk01BsdndlGVtSvXnCnov_uSkQ6Sc0‌
Q:1621681893506&source=lnms&tbm=isch&sa=X&ved=2ahUKEwj7xM3pk93wAhXWlEsFHczqDucQ_AUoAnoECAEQBA&bi‌
w=1680&bih=850&dpr=2#imgrc=BW7nxhKNwdkw_M‌  ‌
● https://www.google.co.in/search?q=measuring+tape&client=safari&channel=mac_bm&sxsrf=ALeKk00HATQucEZzNDZrnFX8jO‌
2Oj9V1cw:1621681779685&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjHsKqzk93wAhWaSH0KHcd-C2sQ_AUoAnoECAEQ‌
BA&biw=1680&bih=878#imgrc=iSbs488iAOyrCM‌  ‌
● www.msrit.edu‌  ‌
● https://en.wikipedia.org/wiki/Campus‌  ‌
● https://en.wikipedia.org/wiki/Ramaiah_Institute_of_Technology‌ 
● Ernst‌‌and‌‌Peter‌‌Neufert‌ ‌Architect’s‌ ‌Data:‌‌Third‌‌Edition:‌‌   ‌
● Revised‌‌Master‌‌Plan‌‌2015,‌‌Bangalore,‌‌2007(Volume-‌‌111)‌‌by‌‌Bangalore‌‌Development‌‌Authority‌  ‌

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