TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

Quezon City

BATANGAS INCLUSIVE INSTITUTE OF ARTS AND TECHNOLOGY:

A Tertiary Level of Educational Institution Promoting Sensibility Design for Persons with Disability
Through Tropical Architecture

Theme:
“SEE THE WORLD DIFFERENTLY”

An Architectural Capstone Design Project

presented to the faculty of
Architecture Department
College of Engineering and Architecture

In partial fulfillment
of the requirements for the Degree
Bachelor of Science in Architecture

Proponent:
Sharlene B. Cabario

Adviser:
Ar. Gerick Domingo

January 2021
 APPROVAL SHEET
This is to certify that I have supervised the presentation of and read the architectural capstone design project
report prepared by MS. SHARLENE B. CABARIO entitled “Batangas Inclusive Institute of Arts and
Technology: A Tertiary Level of Educational Institution Promoting Sensibility Design for Persons with
Disability Through Tropical Architecture”, and that the said design project has been submitted for final
examination by the ARCH Capstone Advisory Committee.

AR. GERICK M. DOMINGO

Capstone Adviser

As members of the Advisory Committee, we certify that we have examined this architectural capstone design
project report presented before the committee on January 9, 2021 and hereby recommend that it shall be
accepted as fulfillment of the Architectural Capstone requirement for the Degree in Bachelor of Science in
Architecture.
PANEL OF JURORS

AR. DOMINADOR C. CENDAÑA AR. LAWRENCE B. DOLORES II

Panel Member 1 Panel Member 2

AR. JAYANN JUILET T. ROSILIO

Member, ARCH Capstone Committee

This architectural capstone design project report is hereby approved and accepted by the Department and
the College as partial requirement for the Degree in Bachelor of Science in Architecture.

AR. RICK JASON M. PADUA

ARCH Capstone Coordinator

AR. LAWRENCE B. DOLORES II

Program Chair, Architecture

DR. JESUSA N. PADILLA

Dean, College of Engineering and Architecture
 Table of Contents
Approval Sheet
Table of Contents
List of Figures
List of Tables
Acknowledgement
C:\Users\sharlene cabario\Desktop\THESIS PROJECT\BOOK\CHAPTER-I.docx - _Toc63309199
CHAPTER 1: INTRODUCTION ..................................................................................................................... 1
1.1 The Project ................................................................................................................................. 1
1.2. Problem Statement ................................................................................................................... 1
1.3. Project Goal and Objectives ...................................................................................................... 3
1.4. The Client .................................................................................................................................. 3
1.5. Project Scope and Limitation .................................................................................................... 4
1.6. Design Process ......................................................................................................................... 4
CHAPTER II: SITE JUSTIFICATION ............................................................................................................ 5
2.1 Site Selection Criteria ................................................................................................................. 6
2.2 MACRO-MESO ANALYSIS ........................................................................................................... 8
2.3. Micro Site Analysis: The Site and its Immediate Environs ...................................................... 10
2.4. Initial Schematic Design .......................................................................................................... 13
CHAPTER III: DESIGN INPUTS ................................................................................................................. 14
3.1 Design Standard ....................................................................................................................... 15
3.1.1.1 Section 701. Occupancy Classified ........................................................................ 15
3.1.1.2 Section 707. Maximum Height of Building ........................................................... 15
3.1.1.3 Section 709. Requirements for other Group Occupancies ................................... 16
3.1.1.4 Section 803. Percentage of Site Occupancy ......................................................... 16
3.1.1.5 Section 804. Sizes and Dimensions for Courts ...................................................... 17
3.1.1.6 Section 805. Ceiling Heights.................................................................................. 17
3.1.1.7 Section 807. Air Space Requirements in determining the size of rooms ............. 17
3.1.1.8 Section 808. Window Opening ............................................................................. 18
3.1.1.9 Section 810. Ventilation Skylights ......................................................................... 18
3.1.1.10 Section 1207. Stairs, Exits, and Occupant Loads................................................. 18
3.1.2.1 General Provision .................................................................................................. 20
General Provisions for Educational Facilities .................................................................... 22
Emotional Environment .................................................................................................... 24
Septic tanks ....................................................................................................................... 24
 3.2 Building System ........................................................................................................................ 29
3.4 Special Allied Services .............................................................................................................. 35
3.5 Case Studies ............................................................................................................................. 36
CHAPTER IV: ARCHITECTURAL PROGRAMMING ................................................................................. 40
4.1 Architectural Design Development .......................................................................................... 41
4.1.1 Site Planning and Site Programming........................................................................ 41
4.1.2 Building Space Program ........................................................................................... 42
Organizational Chart ......................................................................................................... 46
User Analysis ..................................................................................................................... 47
Identification of the Target Market .................................................................................. 47
Space Programming .......................................................................................................... 51
Space Adjacency Matrix .................................................................................................... 62
Bubble Diagrams ............................................................................................................... 67
4.1.3 Design Constraints ................................................................................................... 74
4.1.4 Initial Design Translation ......................................................................................... 75
Project Background ........................................................................................................... 75
Design Philosophy ............................................................................................................. 75
Design Concept ................................................................................................................. 75
Design Considerations ...................................................................................................... 77
Form Concept.................................................................................................................... 78
4.2 Design Features........................................................................................................................ 79
4.2.1 Architectural Character............................................................................................ 79
4.2.1 Innovations .............................................................................................................. 79
4.2.3. Highlights ................................................................................................................ 82
Building Massing ............................................................................................................... 82
4.2.4. Material Concept .................................................................................................... 84
4.3. Project Cost Analysis ............................................................................................................... 85
Return of Investment ........................................................................................................ 85
(See Design Portfolio) .................................................................................................................... 86
(See Design Portfolio) .................................................................................................................... 86
CHAPTER V: ARCHITECTURAL DESIGN TRANSLATIONS .................................................................... 86
CHAPTER V: ARCHITECTURAL DESIGN TRANSLATIONS .................................................................... 86
CHAPTER VI: SUMMARY CONCLUSIONS AND RECOMMENDATIONS ................................................ 88
 6.1 SUMMARY ................................................................................................................................ 88
6.2 CONCLUSION............................................................................................................................ 88
6.3 RECOMMENDATIONS .............................................................................................................. 88
APPENDICES ............................................................................................................................................. 89
DEFINITIONS OF TERM ................................................................................................................... 89
ACRONYMS .................................................................................................................................... 90
REFERENCES ................................................................................................................................... 91
TRANFER CERTIFICATE OF TITLE (TCT) ........................................................................................... 91
ABOUT THE AUTHOR...................................................................................................................... 92

(Others: Tax Declaration, Certifications, Consultations, etc.)

List of Figures
CHAPTER I: INTRODUCTION .......................................................................... Error! Bookmark not defined.
Figure I.1: Client Logo ...................................................................................................................... 3
Figure I.2: Design Process ............................................................................................................... 4
CHAPTER II: SITE JUSTIFICATION ................................................................ Error! Bookmark not defined.
Figure II.1: Site A Selection .............................................................................................................. 6
Figure II.2: Site B Selection .............................................................................................................. 6
Figure II.3: Site C Selection .............................................................................................................. 6
Figure II.4: Geographical Location .................................................................................................... 8
Figure II.5: Geographical Location .................................................................................................... 8
Figure II.6: Bar Graph and Location.................................................................................................. 9
Figure II.7: Road Network Map ......................................................................................................... 9
Figure II.8: Site Analysis ................................................................................................................. 35
Figure II.9: Surrounding Establishments ......................................................................................... 35
Figure II.10: Initial Schematic Design ............................................................................................. 35
CHAPTER III: DESIGN INPUTS ....................................................................... Error! Bookmark not defined.
Figure III.1: Showing the circulation of natural elements ................................................................ 23
Figure III.2: Showing the circulation of natural elements ................................................................ 24
Figure III.3: Showing the circulation of natural elements ................................................................ 27
Figure III.4: Representation of the reflection of the daylighting ....................................................... 28
Figure III.5: The image shows the circulation of the water .............................................................. 28
 Figure III.6: The figure shows the example of a Steel Frame Structure .......................................... 28
Figure III.7: Skylight ........................................................................................................................ 29
Figure III.8: Reinforced Concrete .................................................................................................... 29
Figure III.9: Shallow Foundation ..................................................................................................... 29
Figure III.10: Composite Wood Cladding ........................................................................................ 29
Figure III.11: Shows an image of a diesel Generator ...................................................................... 30
Figure III.12: Sewage treatment plant ............................................................................................. 31
Figure III.13: Water tank ................................................................................................................. 31
Figure III.14: Wet & Dry piping system ........................................................................................... 31
Figure III.15: Shows image of Fire alarms ...................................................................................... 33
Figure III.16: Shows the façade of the building ............................................................................... 34
Figure III.17: The Canteen .............................................................................................................. 35
Figure III.18: The SDP .................................................................................................................... 35
Figure III.19: The Hallways ............................................................................................................. 35
CHAPTER IV: ARCHITECTURAL PROGRAMMING ....................................... Error! Bookmark not defined.
Figure IV.1: Shows the graph of the overall statistics in terms of Persons with Disability ............... 39
Figure IV.2: Shows percentage based on their types of their disability ........................................... 39
Figure IV.3: Shows Demand Analysis Final Computation ............................................................... 43
Figure IV.4: Room Computationb ................................................................................................... 43
Figure IV.5: Organizational Chart ................................................................................................... 43
Figure IV.6: Bubble Diagram Admin Building GFP ......................................................................... 64
Figure IV.7: Bubble Diagram Admin Building SFP .......................................................................... 65
Figure IV.8: Bubble Diagram Admin Building TFP .......................................................................... 66
Figure IV.9: Bubble Diagram Multipurpose Hall .............................................................................. 67
Figure IV.10: Bubble Diagram Gymnasium .................................................................................... 67
Figure IV.11: Bubble Diagram Academic Building GFP .................................................................. 68
Figure IV.12: Bubble Diagram Academic Building SFP ................................................................. 69
Figure IV.13: Bubble Diagram Academic Building TFP .................................................................. 70
Figure IV.14: Philosopher ............................................................................................................... 72
Figure IV.15: Show some analyzations for tropical design building ................................................ 72
Figure IV.15: Building MassAir Circulation ...................................................................................... 73
Figure IV.16: Form Transformation ................................................................................................. 75
 Figure IV.17: Image Illustration ....................................................................................................... 75
Figure IV.18: Shows the sample circulation for the recycling .......................................................... 76
Figure IV.19: Shows the process of rainwater harvesting method .................................................. 77
Figure IV.20: shows image of Fire alarms ...................................................................................... 77
Figure IV.21: Massing of Academic Building .................................................................................. 78
Figure IV.22: Massing of Admin Building ........................................................................................ 78
Figure IV.23 Massing of Multi-purpose Hall .................................................................................... 79
Figure IV.24: Massing of Gymnasium ............................................................................................. 79
Figure IV.25:Massing of Maintenance Building ............................................................................... 79
Figure IV.26: Sample of Brise Soleil ............................................................................................... 80
Figure IV.27: Sample of Tactile Signs and Paving .......................................................................... 80
Figure IV.28: Sample of Permeable Paving System ....................................................................... 80
Figure IV.29: Sample of Composite Wood Cladding....................................................................... 80

` List of Tables
CHAPTER I: INTRODUCTION .......................................................................... Error! Bookmark not defined.
CHAPTER II: SITE JUSTIFICATION ................................................................ Error! Bookmark not defined.
Table II.1: Site Selection Criteria ...................................................................................................... 7
CHAPTER III: DESIGN INPUTS ....................................................................... Error! Bookmark not defined.
Table III.1: Building Height Limit (BHL) by Type of Use or Occupancy ........................................... 14
Table III.2: Minimum Required Off-Street (Off-RROW)................................................................... 15
Table III.3: Reference Table of Floor to Lot Area Ratio (FLAR) Designations/Rights ..................... 15
Table III.4: Reference Table of Maximum Allowable PSO .............................................................. 15
Table III.5: Setbacks for Commercial*, Industrial, Institutional and Recreational Buildings ............ 16
Table III.6: Range of Required Sidewalk and Planting Strip Widths ............................................... 17
Table III.7: Minimum Planting Strip Widths by RROW Width .......................................................... 17
Table III.8: General Requirements for Occupant Loads and Exits .................................................. 17
Table III.9: Standard Dimension of Wheelchair .............................................................................. 19
Table III.10: Standard Dimension of Ramps ................................................................................... 19
Table III.11: Standard Dimension of Dropped Curb ........................................................................ 19
Table III.12: Standard Dimension of Curb Cut-Outs ....................................................................... 19
Table III.13: Standard Dimension of Walkways .............................................................................. 19
 Table III.14: Handrails in stairs, Ramps & Dropped Curbs ............................................................. 19
Table III.15: Standard Dimension of Doors ..................................................................................... 20
Table III.16: Sign on Doors & Walls ................................................................................................ 20
Table III.17: Standard Dimension of Washrooms and Storage ....................................................... 20
Table III.18: Standard Dimension of elevator.................................................................................. 20
Table III.19: Minimum Plumbing Fixtures........................................................................................ 21
Table III.20:Structural System ........................................................................................................ 29

CHAPTER IV: ARCHITECTURAL PROGRAMMING ....................................... Error! Bookmark not defined.

Table IV.1: Computation of Open Spaces Ration as per NBC........................................................ 38
Table IV.2: is a Representation of growth rate of Persons with Disability ....................................... 40
Table IV.3: Shows the data of students with disability in Batangas from the year 2017 to 2018 .... 40
Table IV.4: Shows the data of students with disability in Batangas from the year 2018 to 2019 .... 41
Table IV.5: Shows the summary of the overall data in table 4-4 ..................................................... 41
Table IV.6: shows the growth rate of the senior high school students who ..................................... 42
Table IV.7: Shows the growth rate of the senior high school students and PWD ........................... 42
Table IV.8: Project Cost .................................................................................................................. 81
Table IV.9: Return of Investment .................................................................................................... 81
 Acknowledgement

First and foremost, praises and thanks to the God, the Almighty, for His showers of blessings
throughout my research work to complete the research successfully.

I would like to express my deep and sincere gratitude to my Capstone Adviser Ar. Gerick Domingo guiding
me throughout my capstone project journey, giving me the opportunity to do research and providing
invaluable guidance throughout this research and for Ar. Rick Jason M. Padua for an organized capstone
program for this semester.

I am extremely grateful to my parents Mr. Sabino Cabario and Mrs. Arlene Cabario for their love, prayers,
caring and sacrifices for educating and preparing me for my future, for raising me and helping me to reach
this point of my life, to my brothers Bhenjie Cabario and Sabino Kenjie Cabario for giving me strength, to my
sisters Angielyn Rivera and Jann Hannah Garcia for giving me love and moral support for the past years.
And I would also like to specially mention Grace Galleta for helping me unconditionally throughout my thesis
journey.

I am also fortunate and blessed with people who have been there for me since I entered college and always
encourage me to continue this program such as my closest friends: Al Trell Cantuba, Helena Joyce Corpuz,
Ciarabelle Baltazar, Grace H. Galleta, Sharlene Cabario, Coleen Zamora, Roxanne Ressureccion, Alexine
Corpuz, Sheri Mae Claveria, Joshua Salentes, Terrence Bosito, Jaybee Quiñones, Joale De Castro, Jai
Billones.

I would also want to express my deepest appreciation to the people who helped me giving advices
and finished this Capstone Project; Hannah Gallano, Nicole Tutanes and Eduardo Layan.

Finally, my thanks go to all the people who have supported me to complete the research work directly or
indirectly.
 CHAPTER I:
INTRODUCTION
 CHAPTER 1: INTRODUCTION
1.1 The Project

This project’s aim is to create a society that's not just thought of us equal but equitable. The
proponent wants to make sure that people who needed a platform to access higher education would get the
necessary support that they needed. There is a big difference between being equal and equitable.
Equal/equally means exactly the same whereas equitable/equitably means fairly and designing an Institution
which they are the main priority will serve as a platform and would make it fair for persons with disabilities
attain higher education.
The project is an Inclusive Institute, a college school that possesses universal design, wherein
student would share things equally, interact freely and most importantly gain knowledge and awareness in
the life of persons with disabilities. Building this type of environment will help the students specially with
disabilities who have low self-esteem to move independently and communicate freely without any barriers.
This school would also make sure to prevent any type of bullying and discrimination by preparing programs
and seminar every now and then to spread awareness.
There are a lot of types of disabilities, so it is important that we recognize them. Planning such
activities and events, the designers should consider a safe and barrier free spaces. Remember that a person
with a disability is not defined by their condition; each person is a unique individual.
A disability is a functional limitation or restriction of an individual's ability to perform an activity. But
that does not mean that a person with a disability cannot participate equally. Appropriate accommodations
and supports can ensure inclusion of all post-secondary students in campus life. It is important to remember
that the word "disabled" is an adjective, not a noun. People are not conditions. It is therefore preferable not
to use the term "the disabled"; but rather “persons with disabilities."

1.2. Problem Statement

College Schools are everywhere but not all of that is capable of addressing the specific needs of persons
with disability. The following are problems that the common people do not know, but has been going on for
a long time:

 College schools may offer inclusion for persons with disability but they are not ready and were not the
priority. This will lead to;
- refusal of the school to the students with disability
- students would have a hard time coping up with the environment
- students shifting schools to attain proper and accessible education.
 The society’s lack of awareness.
 There is an increasing number of persons with disability in Batangas, City.
 School having an uncomfortable environment and discrimination resulting for the student to drop
schooling.

The problem faced by people with disabilities in their education is a bit complicated and challenging so
the government is trying to implement policies that assign extra attention to the construction of the structures
for the betterment of their education, but the problem is that its implementation is a bit pricey, not all schools
can afford it in an instant. One of the reasons why school find it troublesome is that; the school has been built

1
for a long time, addition of this may require a lot of time and budget planning; there is corruption going on
reason to escape the policy, I interviewed a head from accessibility office in Batangas City stating the
shortcomings of schools in terms of handling persons with disabilities which they shouldn’t have, this result
to students shifting schools and going to manila just to attain proper education; they are not aware of how to
address the policy, etc.

The construction of this school will serve as a guide and a model not only for the student but also for teachers
and other schools as to what exactly should be needed in a barrier free school so that it can be used by
anyone, with or without disabilities.

The following are the additional characteristic of the School building:

 Accessibility Development Center – this will serve as a support service for persons with disability. The
following are the services that the school can give to students but is not limited to:
- Special Examination for students who have the difficulty to access common medium.
- Braille printing for blinds
- Assistance in terms of addressing complicated lessons
- Assistance needed by the students who have difficulties in their studies.

 Accessibility Development Office – School service who handles and plan for the betterment of the
school in terms of accessibility planning.
- Prepare and give seminars.
- Holds the records of the students.

 Technical Vocational Course – This course is for the blind. Either use it as their transitioning to college
phase or a stepping stone for jobs that they want plan to apply.

 Extra Course – other school for example University of Sto.Thomas have specifically included topic
relating to theology as an additional course every year for students who are studying there. Like UST,
the proponent also wants to use it as an additional medium to raise awareness for the society in the
making, teaching the students basic knowledge in physical and mental wellbeing of an individual,
regardless of their ability and disability, teaching them on how to properly communicate with one another
to create a better barrier free environment.

 Ramps – persons who have mobility disability want to be independent with their selves, so it’s important
to create a path so they can access upper level floors.

 Tactile Signage and Flooring - it is commonly used by blind persons. The tactile signage is located
under the normal signage just before the door opening, it is guided by tactile paving which is located in
the ground surface floor to navigate the safe paths and rooms.

 Flashing Fire Alarms – The flashing alarms, fitted on walls or ceilings, show blinking signs when they
detect outbreaks of fire. It is very useful specially for people who are deaf and hard of hearing.

 Accessible toilet and lavatories – The toilets are properly planned and has an accessible lavatory for
people who have dwarfism and mobility disability.
2
  Accessible Fire Exits – though the fire exits are not ramped due to huge space requirement, additional
space are added, this includes:
- Communication system
- Evacuation chair
- Area of rescue assistance (specifically for handicapped)
- And the security has a protocol to rescue those who are in the rescue assistance area.

 Accessible classrooms – rooms are designed to be flexible and accessible. Using desk and chair
instead of mono-block so that handicapped students will able to sit in properly. It can also be moved to
form a group discussion tables.

 Multi-purpose Hall – this is where the seminars will be held for awareness. It can also be turn as a
workshop/training place for new teachers.

1.3. Project Goal and Objectives

The main goal of the project is to create a society that's not just thought of us equal but
equitable. For them to be able to access higher education and get necessary supports that they
basically need, promoting quality lifelong learning opportunities for all, and at tertiary level of
education.
The following sentences are concrete attainments or specific targets that we could reach or
achieve in this project.
 To provide adequate facility that will cater the basic needs of the persons with special needs.

 To come up with a tertiary school intentionally design for students with disability. Considering
the barrier free design for them to easily circulate the school.

 To provide user-friendly facilities that will educate students regardless of their ability or
disability.

 To create an environment that is free from insecurity and discrimination.


1.4. The Client

CereCare Philippines is a family-centered facility. It is a home to provide special

children with hope and a future. Recognized by the Department of Education (DepEd),
Department of Health (DOH), Department of Social Welfare and Development (DSWD),
Philippine Council for NGO Certification (PCNC) and Bureau of Immigration (BI).
Educate special children and their families to instill a better understanding of the
challenges they have along the way and make them easier to overcome, and give a
Figure I.1 Client Logo holistic CARE that addresses all areas of daily living, growth and development.

3
 1.5. Project Scope and Limitation

The proposed Specialized Institute of Arts and Technology is a tertiary school and is intended to
serve persons with disability including (but not limited to): Speech Disability, Mute, deafness/ hard-of-hearing
and Blinds. It will also serve as a podium for them to cater their needs, talents, gifts and other activities that
they may also develop. To support the students with disabilities through their adulthood and the programs
based on their desired jobs. The project also designed to be innovative and is conveniently accessible to all
the students of the school.

The main concern of the project shall be the consideration of the students with disability, the facilities
they will be using, the service and importantly the planning of the circulation flow within the facilities to ensure
the health and safety of the users with the use of the accurate design standards of architectural principles.

1.6. Design Process

Figure I.2 Design Process

 Define the problem: Study the main problem whether it is related to the location or the client of
the project, and analyze the situations of each component for the following issues and concerns.
 Collect Information: It requires the researcher to gather data from related departments and
government agencies. Conduct interviews and surveys with the people that could be related to
the study as well as persons and places around the site proximity of the site.
 Brain Storm and Analyze Ideas: After gathering data to support the project, the researcher can
now begin to evaluate the problem, do some sketches and analyze ideas with the use of acquired
data as a guide.
 Develop Solution: Use the Ideas that is formed during your analyzation as a form of solution
to the issues/problem of the study.
 Gather Feedback: Present your initial ideas to persons that can provide meaningful insights
regarding to your projects. Persons such as teachers, co-students, professionals and parents.
 Improve: Reflect and use the feedback as a guide to enhance the design solution the project

4
 CHAPTER II:
SITE
JUSTIFICATION

5
 CHAPTER 2: SITE JUSTIFICATION
2.1 Site Selection Criteria

For the proponent to choose a proper site for the proposed project. There are standards and
characteristics that is needed to meet. The following are the quality that the site must have in order to be
chosen as a location.
For Natural, Environment and Physical Factors:
 Land Area/Lot Size
 Accessibility
 Accessibility of Utility and Service Needs
 Vulnerabilities to Natural Hazards
 Climate
 Existing Vegetation
 Future Expansion Plan
Socio-Economic and Cultural Factor:

 Site Potential
 Accessibility to major roads
 Must be within urban area
 Accessibility to important existing
facilities
 Pedestrian Access and Circulation

Figure II.1. Site A Figure II.2. Site B Figure II.3. Site C

Location: Balagtas, Location: Pallocan Kanluran, Location: Tala Road,
Batangas,City. Batangas,City. Caloocan, City
Figure 2. Site B Figure 3. Site C
Lot Area: 60,000 sqm. / 6 hec. Lot Area: 30,000 sqm. / 3 hec. Lot Area: 61,6899 sqm. / 6
hec.

RATINGS RATINGS
1 2 3 4 15 2 3 4 5 RATINGS 6
Poor Fair Good Satisfactory Excellent
Poor Fair Good Satisfactory Excellent 1 2 3 4 5
Lot Area: 30,000 sqm. / 3 hec. Lot Area: 30,000 sqm. / 3 hec. Poor Fair Good Satisfactory Excellent
Lot Area: 30,000 sqm. / 3 hec.

Highest
SITE CRITERIA
Rating
Natural, Environmental,
Physical Factors
Land Area/Lot Size
Accessibility
Accessibility of Utility and
Service Needs
Vulnerabilities to Natural
Hazards
Climate
Orientation
Existing Vegetation
Future Expansion Plan
SOCIO-ECONOMIC
AND CULTURAL
FACTOR
Site Potential
Accessibility to major
roads
Must be within urban area
Accessibility to important
existing facilities
Pedestrian Access and
Circulation
Table II.1 Site Selection Criteria
SITE
Site Criteria Evaluation meaning
B
5 Lot size exceeds 75% of the suggested minimum 4
lot size requirement set in the national building
code and provides area for another expansion or
provision of another adjacent amenities and
activities
5 Accessed by public bus, jeepney, PUVs, taxis, 4
and private vehicles
5 Existing utilities and services are 4
available adjacent to or near the site
5 4
Site is in proximity to one hazard
5 Site has good climate and weather 5
condition
5 The site has both excellent sun and 5
wind orientation
5 The site has 20% existing vegetation 3
3 Has enough area for additional 2
amenities for the property development
3 Site is potential for local business sectors and 3
agencies, job opportunities and rationalized
residential plan
5 Site is within reasonable walking distance or 5
1km and less
5 Site is a progressive urbanized area 4
5 Necessary existing establishments are within 5
less than a kilometer from the site
5 Site has existing pedestrian access that is 5
suitable for 1/4 kilometer travel and has existing
traffic control system
TOTAL 52
7
Conclusion
The site selection table shows in that point added from the major factors, summarize the highest
and the most suitable site for the proposal project in the site in Pallocan West, Batangas City. These site
criteria were guide by department of education and the National Council on Disability Affairs.

2.2 MACRO-MESO ANALYSIS

Region / Province / City / Town
GEOGRAPHICAL LOCATION
The City of Batangas is a coastal city lying in a cove-like shape at the south-eastern portion of
Batangas Province and geographically situated at coordinates 13 degrees, 45 minutes and 25.96 seconds
north latitude and 121 degrees, 3 minutes and 29.2 seconds east longitude. It is bounded on the northwest
by the municipality of San Pascual; on the north by the municipality of San Jose; on the east by the
municipalities of Ibaan, Taysan and Lobo; and on the south by the Batangas Bay.

2.2 MACRO-MESO ANALYSIS

Figure II.4 Geographical Location

2.2.2 MACRO ANALYSIS
Based on statistics that is prepared and conducted by National Statistics Office (NSO), Region IV-A
also known as Calabarzon contains the largest portion of population having persons with disabilities. Meaning
region IV-A is the catchment for persons who have disabilities. Based on the researcher’s analyzation, among

Calabarzon, Region Location of the Site in Batangas, City

8
the province along the region IV-A, Batangas have the most accessible to the catchment for this institutional.
Provinces like Laguna and Cavite could also be a good site considering that this places are situated near in
Manila, however Batangas and Quezon Province lies at the lowest part of Luzon, they consume a lot of time
going back and forth from manila and other places located near the city that they needed to support their
needs. In the contrary, Users from Laguna and other Quezon province.
Figure II.5 Region
2.2.3 MESO ANALYSIS
The site is specifically located at Barangay Pallocan West or Pallocan Kanluran. The reason why the
site is chosen as the location of the project is because it is classified as an Urban Development. The site is
also accessible from a lot of transportation modes such Jeepneys, Private Vehicles, Busses and Tricycles.
The site is also near the establishments that they may need for the materials they are going to use such as
malls and public market. The site is also near to the Hospital in case of emergencies or accidents. Though
Pallocan Kanluran is beside the river and is said to be a flood prone area, with 1 meter above the ground
level, residents says that the flood never reached the site.

250,000
NCR
NO. OF POPULATION

200,000
CAR
150,000 REGION - 1

100,000 REGION II
REGION III
50,000
REGION IV-A
0 REGION IV-B
REGION
REGION V
BAR GRAPH OF POPULATION OF PWD
REGION VI
BASED ON REGION

Figure II.6 Bar Graph and Location

9
2.2.4 CITY ACCESS
Batangas City, the capital of Batangas Province has a total land area of more or less 28,541.44
hectares. It is about 108.00 kilometers away from Manila and has an average travel time of approximately
one hour forty-five minutes through the Southern Tagalog Arterial Road (STAR) tollway and the South Luzon

Expressway (SLEX).
Figure II.7 Road Network Map
Bus Routes: Buendia/Taft-Batangas; Cubao-Batangas; EDSA/Pasay-Nasugbu; Taft/Pasay-Batangas;
Lawton-Batangas Pier; Kamias-Batangas; EDSA/QC-Batangas; Buendia/South Superhighway-Batangas
Pier; Ortigas-Batangas Port; Alabang-Batangas. There are also terminal who offers the rides going to
Batangas, City these are; Ceres Liner Terminal, ALPS the Bus, Jam Bus Station, KL Liner, and Sta. Clara
Transport Cooperative Inc
2.3. Micro Site Analysis: The Site and its Immediate Environs

Figure II.8 Site Analysis

10
 The site is located at Pallocan Kanluran, Batangas, City, along a wide four lane road on its west side.
It has a lot size of 30,000 sqm and is parallel to a mall which is SM Batangas and located near the residential
areas having a snip single corner rectangle shape. There is an existing river which is the Calumpang River
that is located near the site. Based on the CLUP the flood will reach up to 1 meter above the ground, and
from the interview of the residents of the area the flood will not reach the site. The site is safe from
Liquefaction, tsunami and is located approximately at 23.1 km from the Lubang Fault.
Transporation of the site is not a problem because there are a lot of transportation modes. There are
a lot of transportation routes like Jeepneys going from City Hall and Public Markets, to Grand Terminal, the
site is just beside the terminal of tricycle which means, the students of the site will have an easier
transportation system. All existing utilities with respect to electricity, water, internet connection are perfectly
aligned within the site.
The site is surrounded by the following establishments:
WEST
 SM City Batangas
 Most Holy Trinity Parish (Church)
 Luks Lofts Hotel & Residences
 Days Hotel by Wyndham Batangas

SOUTH
 Yellow Cab Pizza
 Shakey’s
 GSIS Tierra Verde (Residential)
 Carmel School of Batangas (primary and secondary school)
EAST
 Hotel Pontefino
 Pontefino Prime Residence (Residential)
 Batangas Guest (Residential)
NORTH
 Residential Areas
 Sunhill Montessori Cassa

11
 Figure II.9 Surrounding Establishments
2.3.1 SWOT ANALYSIS
STRENGTH
 Centralized Area
 The site has ample lot that can accommodate the project feasibility
 The site is alongside the national road
 There are various modes of transportation.
WEAKNESS
 Noise, since it is near the road.
 The site may also experience traffic because of commercial establishments

OPPORTUNITIES
 A new tertiary school that will provide Opportunities for Persons with disability students
 The site is located at a Developed city
 Benefits the Drivers of public transportation vehicles.
 Job Opportunities
THREATS
 Located along the highway which may cause accidents.
 Natural Calamities

12
 2.4. Initial Schematic Design

Figure II.10. Initial Schematic Design

The Main Entrance is Located at the corner part of the site because it is the most accessible and the
catchment of the site. Placing it at the corner part, users coming from the minor road would have easier
access. It is also safe for Public vehicles to load and unload to this site, minimizing the traffic congestion that
may occur. This area also keeps the users from congestions because it has an ample amount of distance
from the footbridge connected from SM Batangas. The parking with landscaping is located at the corner lines
of north and west side of the site it is for the vehicles to have an easy access and circulate only in that area
that serve as the fronts of the site. Almost all of the functions of the building are on the building one, it is
planned to be that way with the consideration of the users; for it to be accessible.

13
 CHAPTER III:
DESIGN INPUTS

14
 CHAPTER 3: DESIGN INPUTS
3.1 Design Standard

In order for the researcher to come up with the plan and design of the project, he/she must follow the
standards. These standards will serve as a guideline that the researcher must follow in order for the project
to be efficient and functional. The following are laws and guidelines that the researcher uses for the project:
 P.D. 1096: National Building Code of the Philippines
 B.P. 344: Accessibility Law
 R.A. 1378: Plumbing Code of the Philippines
 R.A. 9514: Fire Code of the Philippines
 P.D. 856 Sanitation Code of the Philippines
 Guidelines for Disaster-Resilient Buildings/Structures
 Guidelines and Standards for Colleges and Universities

3.1.1 P.D. 1096: National Building Code of the Philippines

RULE VII – CLASSIFICATION AND GENERAL REQUIREMENTS OF ALL BUILDINGS BY USE OR
OCCUPANCY
3.1.1.1 Section 701. Occupancy Classified
Group C – Education and Recreation
Group C - Education and Recreation Group C Occupancies shall be buildings used for school or day-care
purposes, involving assemblage for instruction, education, or recreation, and not classified in Group I or in
Division 1 and 2 or Group H Occupancies.
Division C-1
1. Educational institutions like schools, colleges, universities, vocational, institutions, seminaries,
convents, including school auditoriums, gymnasia, reviewing stands, little theaters, concert halls,
opera house.
3.1.1.2 Section 707. Maximum Height of Building

Table III.1: Building Height Limit (BHL) by Type of Use or Occupancy

Building Height Limit (BHL)
Character of Use Type of Numbers of allowable
Occupancy Building/Structure storeys/floors above Meters above highest grade
established grade
15.00 meters(or must follow the duly-approved BHL
Institutional -
in the major zone it is part of)
Table III.1: Building Height Limit (BHL) by Type of Use or Occupancy

15
 Table III.2: Minimum Required Off-Street (Off-RROW) cum On-Site Parking Slot, Parking Area and
Loading/Unloading Space Requirements by Allowed Use or Occupancy
References uses or
Specific Uses or of
character of Minimum required Parking Slot, Parking Area and
Occupancy(refer to
Occupancies or type of Loading Space Requirements
Section 701 of this Rule)
Building /Structure

Private elementary, One(1) car slot for every five (5) classroom; One
GROUP C Secondary, vocational (1) off-RROW (or off-street) passenger loading
and trade school space that can be accommodate two (2) queued
Division C-2 jeepney/shuttle slots; and one (1) school bus slot
(GI) for every one hundred (100) students.
Table III.2: Minimum Required Off-Street (Off-RROW) cum On-Site Parking Slot, Parking Area and
Loading/Unloading Space Requirements by Allowed Use or Occupancy

3.1.1.3 Section 709. Requirements for other Group Occupancies

A. Determining Building Bulk

Table III.3: Reference Table of Floor to Lot Area Ratio (FLAR) Designations/Rights
Type of Use or Occupancy Type of Building/Structure FLAR Designation/Rights
Institutional -- 2.50
Table III.3: Reference Table of Floor to Lot Area Ratio (FLAR) Designations/Rights

RULE VIII – Light and Ventilation

3.1.1.4 Section 803. Percentage of Site Occupancy
Table III.4: Reference Table of Maximum Allowable PSO, Maximum Allowable ISA, the MACA, the
Minimum USA and the TOSL by Type of Land Use Zoning per Lot
% of Total Lot Area (TLA)
Building/
Structure Use Maximum
Maximum Minimum USA
or Occupancy Duly-Approved Allowable ISAc TOSL d (ISA +
Allowable PSO (Unpaved
(or Land Use)a Zoning b (Paved Open USA)
c,d Open Spaces)
Spaces)
50 e 20 30 50
Institutional -
60 f 20 20 40

16
 Table III.4: Reference Table of Maximum Allowable PSO, Maximum Allowable ISA, the MACA, the
Minimum USA and the TOSL by Type of Land Use Zoning per Lot

Notes:
a) PSO + ISA = MACA (maximum Allowable Construction Area)
b) PSO + TOSL = TLA (Total Lot Area)

3.1.1.5 Section 804. Sizes and Dimensions for Courts

1. Minimum sizes of courts and yards and their least dimensions shall be governed by the use, type
of construction, and height of the building as provided hereunder, provided that the minimum
horizontal dimension of said courts and yards shall be not less than 2.00 meters. All inner courts
shall be connected to a street or yard, either by a passageway with a minimum width of 1.20 meters
or by a door through a room or rooms.

Table III.5: Setbacks for Commercial*, Industrial, Institutional and Recreational Buildings
Road Right-of-Way
Front Side Rear
(RROW) Width
(meters) (meters) (meters)
(meters)
10.00 to 19.00 5.00 2.00 2.00
Below 10.00 5.00 2.00 2.00
Table III.5: Setbacks for Commercial*, Industrial, Institutional and Recreational Buildings

3.1.1.6 Section 805. Ceiling Heights

Habitable rooms provided with artificial ventilation shall have ceiling heights not less than 2.40 meters
measured from the floor to the ceiling; Provided that for buildings of more than one-story, the minimum ceiling
height of the first storey shall be 2.70 meters and that for the second storey 2.40 meters and succeeding
storeys shall have an unobstructed typical head-room clearance of not less than 2.10 meters above the
finished floor. Above stated rooms with a natural ventilation shall have ceiling heights not less than 2.70
meters.
3.1.1.7 Section 807. Air Space Requirements in determining the size of rooms
Minimum air space shall be provided as follows:
1. School Rooms – 3.00 cubic meters with 1.00 square meter of floor area per person;
2. Workshops, Factories, and Offices – 12.00 cubic meters of air space per person;
3. Habitable rooms – 14.00 cubic meters of air space per person.

17
 3.1.1.8 Section 808. Window Opening
Every room intended for any use, not provided with artificial ventilation system as herein specified in this
Code, shall be provided with a window or windows with a total free area of openings and equal to at least ten
percent of the floor area of room, and such window shall open directly to a court, yard, public street or alley,
or open water courses.
3.1.1.9 Section 810. Ventilation Skylights
Skylights shall have a glass area not less than that required for the windows that are replaced. They shall be
equipped with movable sashes or louvers with an aggregate net free area not less than that required for
openable parts in the window that are replaced or provided with approved artificial ventilation of equivalent
effectiveness.
Table III.6: Range of Required Sidewalk and Planting Strip Widths (total at both sides of RROW) by
RROW Width
Road Right-Of-Way (RROW) Width Range of Required Sidewalk Widths (Total at both
sides of RROW)
10.00 to 19.00 meters From 1/4 up to 1/3 of RROW Width
Below 10.00 meters From 1/4 up to 1/3 of RROW Width
Table III.6: Range of Required Sidewalk and Planting Strip Widths (total at both sides of RROW) by RROW
Width
The width of the sidewalk shall include both the paved and unpaved (planted) portions.
Table III-7: Minimum Planting Strip Widths by RROW Width
Road Right-Of-Way (RROW) Width Total Minimum Widths of Planting Strip within
RROW* (width per sides of RROW) (meters)
25.00 - 29.00 meters 0.60 (0.30)
20.00 - 24.00 meters 0.60 (0.30)
Table III.7: Minimum Planting Strip Widths by RROW Width
Note: * Minimum width of planting strip (for grass and shrubs) is 200 millimeters for each side of the
RROW. The minimum width of planting strip (for trees) is 300 millimeters for each side of the RROW.
3.1.1.10 Section 1207. Stairs, Exits, and Occupant Loads
Table III.8: General Requirements for Occupant Loads and Exits
Minimum of Two (2) Exits Other
Unit Area per Occupant than elevators are Required
Use or Occupancy
(sq. meters) Where Numbers of Occupants is
Over

18
 Classroom 1.80 50
Conference Room 1.40 50
School Shops 4.60 50
Laboratories 4.60 50
Nurseries for Children 3.25 6
Table III.8: General Requirements for Occupant Loads and Exits
Educational institutions (schools, colleges, universities, vocational schools, seminaries and novitiates),
including school auditoriums, gymnasia, reviewing stands, little theaters and concert halls. Barrier-free
facilities and features required in: A, B, C, D, E, G, H, J, K, L, M, N, and O.
3.1.2 B.P. 344: Accessibility Law
Architectural facilities and features:
A - Stairs J - Handrails
B – Walkways K - Thresholds
C - Corridors L - Floor Finishes
D - Doors and Entrances M - Drinking Fountains
E - Washrooms and Toilets N - Public Telephones
F - Lifts/Elevators O - Seating Accommodations
G - Ramps
H - Parking Areas
I - Switches, Controls, Buzzers
Persons with Disability
 Confinement to wheelchair  Speech Defective
 Difficult of walking  Learning Disable
 Gifted/Fast Learner
 Mentally Retarded
 Visually Impaired
 Hearing Impaired
 Cerebral Palsy
 Autism
 Chronically ILL
 Behavior Problems
 Orthopedically Handicapped
 Multiple Handicapped

19
 3.1.2.1 General Provision
Table III.9: Standard Dimension of Wheelchair
Length 1.10 – 1.30 meters
Width 0.60 – 0.75 meters
Turning space 1.50 meters
Reach 0.70- 1.20 meters above floor
Clear space under table 0.75 meters

Table III.10: Standard Dimension of Ramps

Clear Width 1.20 meters
Gradient 1:12
Length 6.00 meters (maximum)
Landing 1.50 (minimum)
Level Area (Top & Bottom) 1.80 meters (minimum)

Table III.11: Standard Dimension of Dropped Curb

Width 0.90 meters (minimum)
Gradient 1:12 (maximum)
Cross Gradient 1:20 (maximum – to avoid water)
Lowest Portion 0.025 meters (maximum)

Table III.12: Standard Dimension of Curb Cut-Outs

Width 0.90 meters (minimum)
Gradient 1:12(maximum)

Table III.13: Standard Dimension of Walkways

Width 1.20 meters (minimum)
Gradient 1:20 or 5% (maximum)
Corridors 1.20 meters (minimum)
Cross Gradient 1:100
Width of 1.50 meters x 1.90 meters Rest stop max.
Length walkways
distance 12.00 meters

Table III.14: Handrails in stairs, Ramps & Dropped Curbs

0.70 – 0.90 meters above steps or ramps
Height
1.00 – 1.06 meters at great heights

20
 Extension of railings 0.30 meters
Table III.15: Standard Dimension of Doors
Width 0.80 meters (minimum)
Clear Level Space 1.50 meters or 1.20 meters
0.82 meters – 1.06 meters
Door knobs
0.90 meters (preferred)

Table III.16: Sign on Doors & Walls

Height 1.40 – 1.60 meters
Emboss 1.0 mm.
From edge of door 0.20 m.
Switches
Height 1.20 m. – 1.30 m.

Table III.17: Standard Dimension of Washrooms and Storage

Stall 1.70 meters x 1.80 meters
Turning Space 1.50 meters
No. of water closet for disabled 1:20 + 1 if greater than 20
Height of water closet 0.45 meters
Flush 1.20 meters
Max height of lavatories 0.80 meters
Knee recess height 0.60 meters – 0.70 meters
Depth 0.50 meters
Handrail 0.80 meters
Urinal Height 0.48 meters
Turnabouts 1.50 meters x 1.50 meters

Table III.18: Standard Dimension of elevator

Distance from entrance 30.00 meters (maximum)
Minimum dimension (car) 1.10 meters x 1.40 meters
Button Height 0.90 meters – 1.20 meters

21
3.1.3 R.A. 1378: Plumbing Code of the Philippines
General Provision
 No water closet nor urinal shall be located in a room or compartment which is not
properly lighted and ventilated.
 Every building having plumbing fixtures installed and intended for human habilitation,
occupancy, or use on premises abutting on a street, alley, or assessment in which there
is a public sewer shall have a connection with the sewer.

Table III.19 Minimum Plumbing Fixtures

Bathtubs or
Type of Urinals Lavatories Drinking
Water Closet (Fixtures Showers
Building or (Fixtures (Fixtures per Fountain
per person) (Fixtures per
occupancy per Person) Person) s
Person)
Male Female
1: 1-15 1: 1-15
Female
School – for 2: 16-35 3: 16-35 Male
1 per
staff use 3: 36-55 4: 36-55 1 per 50 1 per
40
All Schools Over 55, add 1 fixture 40
for each additional 40
person
School – for Male Female
Female
student use 1 per 40 1 per 40 Male
1 per 1 per
(colleges, Over 50, add 1 fixture 1 per 25 1 per
30 7512
universities, for each additional 50 40
adult, etc) person
Table III.19 Minimum Plumbing Fixtures

Note:
Whenever urinals are provided, one (1) water closet is subtracted from the number specified on the
table, except that the number of water closet in such case shall not be reduced to less than two-
thirds (2/3) of the minimum specified

3.1.4 R.A. 9514: Fire Code of the Philippines

General Provisions for Educational Facilities
 Every portion of education buildings below the floor of exit discharge shall be protected with complete
automatic sprinkler protection.
 Education occupancies include all buildings or portions thereof used for the gathering of group of (6)
or more persons for purposes of instruction.
 Education occupancies include: Schools; Universities; Colleges; Nursery Schools
 Other occupancies associated with educational institutions shall be in accordance with the
appropriate parts of this chapter, except licensed day care facilities of any capacity.
 In case where instruction is incidental to some other occupancy, the section of the chapter governing
such other occupancy shall apply.

22
Section 7.0.2.1 Coordination with other Agencies
E. Commission on Higher Education (CHED), on coordinating with state academic institutions to
develop and promote fire safety engineering courses and post graduate studies on fire science and
technology and development of fire testing laboratories;
Division 3. Classification of Occupancy
2. Educational
a. Educational occupancies include all buildings or portions thereof used for the gathering
of group of six (6) or more persons for purposes of instruction.
b. Educational occupancies include: Schools; Universities; Colleges;
Academies; Nursery schools; Kindergartens; and Child Day Care facilities.
c. Other occupancies associated with educational institutions shall be in accordance with
the appropriate parts of this Chapter, except licensed day care facilities of any capacity.
d. In case where instruction is incidental to some other occupancy, the Section of the
Chapter governing such other occupancy shall apply.
Division 9. Educational Occupancies
Section 10.2.9.1 Occupancy and Occupant Load
A. Classification of Educational Occupancies
1. Educational occupancies shall include all buildings used for the gathering of groups of six (6) or
more persons for purposes of instruction, such as schools, universities, colleges, and academies.
2. Educational occupancy includes part-day, nursery schools, kindergartens, day care facilities,
and other schools whose purpose is primarily educational even though the children are of pre-
school age.
3. Other occupancies associated with educational institutions shall be in accordance with the
appropriate parts of this Chapter.
4. In cases where instruction is incidental to some other occupancy the Section of the Chapter
governing such other occupancy shall apply.
B. Occupant Load
1. The occupant load of educational buildings or any individual storey or section thereof for the
purpose of determining exits shall not be less than one person for each one and nine -tenths
square meters (1.9 m2) of net classroom area or four and six-tenths (4.6) square meters of net
area of shops, laboratories, and similar vocational rooms. In dry nurseries where sleeping facilities
are provided, the occupant load shall be not less than one person for each three and three tenths
square meters (3.3 m2).

23
 2. The occupant load of an area having fixed seats shall be determined by the number of fixed
seats installed. Required aisle space serving the fixed seats shall not be used to increase the
occupant load.
3. The occupant load of individual lecture rooms, gymnasiums, or cafeterias used for assembly
purposes of more than fifty (50) persons shall be determined in accordance with Section 10.2.8.1
of this IRR.
Fire Code ensures public safety, promote economic development through the prevention and suppression of
all kinds, of destructive fires, and promote the professionalization of the fire service as a profession. Following
the law will in able to prevent fire and achieve safety measure.

3.1.5 P.D. 856 Sanitation Code of the Philippines

Emotional Environment
 The school site shall be located away from disturbances and places which give undesirable
influences.
 The school must have safe and attractive playgrounds and adequate facilities for suitable sports and
games.
 Facilities shall be provided where faculty members can rest and get short respite from teaching
chores.

Septic tanks
 It shall be generally rectangular in shape. When number of compartments are used, the first
compartment shall have the capacity from one haft to two thirds of the total volume of the tank.
 It shall be built of concrete, whether pre-cast or poured in place. Brick, concrete blocks or adobe may
be used.
 It shall not be constructed under any building and within 25 meters from any source of water supply.

3.1.6. Typhoon-Resilient Design Strategies

Figure III.1 showing the circulation of natural elements

 The most important single factor in determining the performance of buildings in typhoons is the
building shape. Simple, compact, symmetrical shapes are best.

24
 The best shape to resist high winds is a square. The square plan is better than the rectangle since it
allows high winds to go around them. The rectangle is better than the L-shaped plan. For rectangular
shapes, the best layout is when the length is not more than three (3) times the width.
 If other shapes are desired, efforts should be made to strengthen the corners.
 If longer shapes are used, they must be designed to withstand the forces of the wind.
 For groups of buildings, a cluster arrangement can be followed in preference to row type.

Flood-Resilient Design Strategies:

Considers the following:
1. Location - Avoid as much as possible any high-density development in low-lying areas
(prone to flooding). Observe required easements along sides of
waterways.
2. Foundation - In flood prone areas, the safe bearing capacity should be taken as half of
that for the dry ground. Also the likelihood of any scour due to
receding tidal surge needs to be taken into account while deciding on the
depth of foundation and the protection works around a raised ground
used for locating cyclone shelters or other buildings.
3. Building on-stilts - Where a building is constructed on stilts it is necessary that stilts are
properly braced in both the principal directions. This will provide
stability to the complete building under lateral loads.
4. Wall Openings/Window Openings - Openings just below roof level be avoided for storm
resiliency except that two small vents without shutter should be
provided in opposite walls to prevent suffocation in case room gets
filled with water and people may try to climb up on lofts or pegs.

Earthquake-Resilient Design Strategies:

Figure III.2 showing the circulation of natural elements

Considers the following:

1. Plan/Building Configuration - Maintain the symmetry of a structure by distributing the

seismic force resisting component evenly in all directions is crucial
in reducing the earthquake impact.
25
 2. Foundation - Soil for a good foundation that can carry the weight of a house must be
well drained so that it is dry and not waterlogged. Waterlogged
soil can become liquefied in an earthquake—turn to a semi-liquid—
so that structures sink into the ground.
3. Structural Framing - The building needs a coherent structure. If the structure is coherent
and strong, it protects the whole building A regular structure
(Columns and floors are all joined to each other in a regular format.
Overhanging parts of the building are all well supported by
continuous columns to the foundations. A complete structural frame
around the building is tied in to the foundation, the walls and the
roof structure)
4. Wall Openings/Window Openings - Openings in load bearing walls should not be within
a distance of h/6 from inner corner for the purpose of providing lateral
support to cross walls, where ‘h’ is the storey height up to eaves level.

3.1.7 Guidelines and Standards for Colleges and Universities

A. Location
1. Accessibility
a. A college site should be accessible to ordinary means of transportation.
b. It should be located in a community or an area where the growing curricular demands and needs
for students and society are met.
c. College site should be chosen where it will be possible to place buildings out of danger from flood,
earthquake and other natural calamities.

2. Environment

a. General Environment Factors of the College

1) It is recommended that before a college or university is established, a demand analysis
must be undertaken to determine the catchments area which the institution will serve in order
to assure that the college level enrolment will be sufficient to support the institution.
2) The general climatic condition of the area in which a college is located should be healthful
and conducive to learning.
3) College offering vocational and pre-professional courses should be located near
“laboratory facilities”, e.g., maritime courses should have an access to a big body of water,
agricultural courses near farming areas, and forestry courses near forest. If the college would
offer one or more curricula for teachers, there should be available adequate practice
teaching facilities.

26
 b. Immediate Environment of the College
1) A college site should not be located near airports and railroad lines or other transport
facilities that cause unnecessary disturbance, factory or manufacturing establishments that
might be a source of pollution or danger to students.
2) The site boundaries of a college should be at least 100 meters’ perimeter distance from
undesirable entertainment houses and gambling dens.
3) There should have an adequate supply of portable water, sewerage system, efficient fire
protection, police protection and other similar services that will protect the health, safety and
well-being of students.

B. Size and Forms

1. The area of the school site, as a general rule will be as Follows:

a. One-half hectare for a school with an enrolment of 500 or less students.
b. One hectare for a school with an enrolment of 501 to 1,000 students.
c. Two hectares for a school with an enrolment of 1,001 to 2,000 students.
d. Three hectares for a school with an enrolment of 2,001 to 3,000.
e. As a general rule the same ratio should be maintained for enrolment in excess of 3,000.
2. For larger colleges and universities the campus should be at least 7 hectares for the minimum
number of students which is 10,000.
3. There should be space on the campus for holding class programs and sports activities.
4. The shape of a college site is not important as its total site, since landscape architects and college
administrators can adapt a campus plan to a variety of shapes with relatively little less in efficiency.
A rectangular plot of ground with length not more than one and one-half times the width heads itself
most readily to the proper location of the various college units.

C. Nature and Condition

1. A campus development plan is a requirement and must be submitted together with the application
to establish a new school.

3. Campus Plan and Building Plan Requirements

The campus plan for a college should provide for the expected development of the college for a
period of at least 25 years in advance of the time the plan is developed. It should represent the
combined judgment of planner’s educational facilities including college administrators who are
familiar with the need of that college, and architects of college buildings and landscape.

27
The plan to provide for the most pleasing practical and economical way possible should consider the
following:

1) The retention, placement, renovation and demolition of existing buildings.

2) A detailed topographical map essential to any adequate planning to the campus. This map
should give contours and the location of all buildings, natural features, and service lines.
3) The maximum utilization of all the natural elements of beauty on the campus such as trees and
decorative plants.
4) The placement of buildings so as to secure a maximum of natural light during the time the
buildings are in use. If classroom buildings face southeast or southwest, most of the rooms will
have either morning or afternoon sunlight without the glare which results from direct southern
exposure. Special rooms, such as art studies, should have the north light. Classrooms should
not face busy thoroughfares or playing field where there is distracting activity.
5) The central location of the library and administrative building should be in close proximity to each
other.
6) The location of the assembly hall or auditorium should be near a street or campus entrance in
order that it may conveniently serve the public.
7) The chapel or other buildings used primarily by the students should be situated away from the
main entrance and in a location as quiet as possible.
8) The location of gymnasium should be adjacent to the playground.
9) The placement of laboratory rooms should ensure that unpleasant odors and fumes will not disturb
students at work in adjacent buildings.
10) The location of the music room where practice will not disturb the other students.
11) The placement of buildings to avoid fire hazard to adjacent building.
12) The location of buildings so that future addition may be made without interfering with other
buildings.
13) The buildings shall not be used in any manner for private residence or for other purposes that
might interfere directly or indirectly in the proper functioning of the school. A campus plan should be
general and not so detailed as to retard or discourage adaptations to future needs as they may
develop.
14) Flag pole should be located in front prominently in the main school buildings as the building faces
the road, or main approach should not set close to the building, and never attached to the ground.
Flagpole should be triple higher than the school buildings, should never be set under the trees, and
nothing should be over the flag.
Poles should not be straight and erect. They should be set on a good base. Preferably reinforced
concrete, Poles should be never more than half yard on a pole. Galvanized iron pipe makes a good
flagpole and they should never be set in the front walk.

Size and Forms

There should be at least 2.5 sq. m space per student on the campus for holding class co-curricular
programs and sports activities.

28
 3.2 Building System

3.2.1 Environmental System

Active + Passive Design Strategies

To increase the energy efficiency of a building, a variety of active and passive design
strategies can be incorporated. Active strategies usually consist of heating and cooling systems,
while passive design measures include building orientation, air sealing, continuous insulation,
windows and daylighting, and designing a building to take advantage of natural ventilation
opportunities.

Passive Tropical Strategy

Figure III.3 showing the circulation of natural elements

The passive heating and cooling design, is a building design strategy based primarily upon
knowledge of thermodynamics and how the sun moves through the sky at different times of day and
year— in a nutshell; using the sun’s energy to heat a building in winter, and natural ventilation with
solar shading for cooling in summer.

Daylighting

Figure III.4 Representation of the reflection of the daylighting

The overall objective of daylighting is to minimize the amount of artificial light and reduce
electricity costs, but it can also lower HVAC costs as well. Electrical lighting produces a lot of heat,
whereas, if properly controlled, natural lighting generates hardly any heat at all. There is an additional
benefit of natural light that improves the human element of the educational environment. It may sound
simple, but exposure to natural light makes us happier. Navigating the complicated maze of
adolescence is hard enough without symptoms of depression being thrown into the mix.

29
Rainwater Harvesting

Figure III.5 the image shows the circulation of the water

Rainwater harvesting (RWH) is the most traditional and sustainable method, which could be
easily used for potable and non-potable purposes both in residential and commercial buildings. This
could reduce the pressure on processed supply water which enhances the green living.

3.2.2 Structural System

Steel Frame Structure

Figure III.6 The figure shows the example of a Steel Frame Structure
Steel frame buildings are rapidly sneaking into the heart of construction. This is because of
the multiple benefits they offer. Steel is a versatile construction material and so, it has become a
prerequisite in almost every stage of building process including floor joists, framing, and roofing. Here
are some advantages of steel framing that make it a reliable choice:
Here are some advantages of steel framing that make it a reliable choice:
 Easy to install
 Cost effective
 Safe and resistant
 Design flexibility
 Improved construction quality

30
 For Roof : Skylight
Skylight – are light that transmitting fenestration forming all or a portion of the roof of a building’s
space for daylighting purposes.
For wall : Composite Wood Cladding
Composite cladding is made from a unique blend of recycled wood and polymers, creating a
strong, durable material with excellent performance benefits.
For Column : Reinforcement Concrete column
A reinforcement concrete column is structural member designed to carry compressive loads,
composed of concrete with an embedded steel frame to provide reinforcement.
For Foundation : Shallow Foundation
A shallow foundation is a type of building foundation that transfer building loads to earth very near
to the surface, rather than to a subsurface layer or a range of depth as does a deep foundation.
Isolated Footings- are independent footing which are provided from each column.
Table III.20 Structural System

Figure III.8 Figure III.9 Figure III.10

Figure III.7 Skylight Reinforced Concrete Shallow Foundation Composite Wood
Cladding

31
 3.3.3 Utility System

Electrical System
Diesel Generator

Figure III.11 Shows an image of a diesel Generator

One of the advantages of diesel gensets is that since the diesel engine works on the principle of self-
ignition, it creates less violent pressure change when compared to the spark-ignited gasoline engine. Also
diesel fuel has a higher flash-point thus resulting in the reduction of blast or fire. Also since only the air is
compressed in the internal combustion engine, it requires less diesel unlike the petrol one in which both the
air and petrol are compressed. So it scores high on fuel efficiency. Also the fuel wastage is lesser when
compared to the other fuel engines. For the same kW of power produced, a diesel engine fuel cost is about
40% lower than the gas engine. The diesel gensets have longer shelf-life and lower operating costs if
maintained regularly.

Plumbing System

Sewage Treatment Plant (STP)

Sewage treatment is the process of removing contaminants from wastewater, primarily from
household sewage. It includes physical, chemical, and biological processes to remove these contaminants
and produce environmentally safe treated wastewater (or treated effluent). A by-product of sewage treatment
is usually a semi-solid waste or slurry, called sewage sludge that has to undergo further treatment before
being suitable for disposal or land application.

Sewage treatment generally involves three stages, called primary, secondary and tertiary treatment.

• Primary treatment consists of temporarily holding the sewage in a quiescent basin where heavy solids can
settle to the bottom while oil, grease and lighter solids float to the surface
• Secondary treatment removes dissolved and suspended biological matter. Secondary treatment is typically
performed by indigenous, water-borne micro-organisms in a managed habitat.
• Tertiary treatment is sometimes defined as anything more than primary and secondary treatment in order
to allow ejection into a highly sensitive or fragile ecosystem.
Sewage Treatment Plant.
32
Water Tanks

Water tanks are used for storing liquids that are collected from rainwater or stored water from main water
source, these tanks are for storing water that would probably be used as alternative source of water for
students and individuals. The other function for water tanks, is to store the collected rainwater and for the
later used of it. The stored water can be for watering school garden and for toilets. When the treatment
process for the collected water is properly fitted it can be also used for cleaning up certain tools and facilities

in schools.
Figure III.13 Water tank

Fire Protection System

Fire sprinkler system

Is an active fire protection method, consisting of a water supply system, providing adequate pressure
and flowrate toFigure
a water distribution piping system, onto which fire sprinklers are connected. Although
III.12 Sewage treatment plant
historically only used in factories and large commercial buildings, systems for homes and small buildings are
now available at a cost-effective price. Fire sprinkler systems are extensively used worldwide, with over 40
million sprinkler heads fitted each year. In buildings completely protected by fire sprinkler systems, over 96%
of fires were controlled by fire sprinklers alone.

Types of Fire Sprinkler System

 Wet Pipe Systems by a wide margin, wet pipe sprinkler

systems are installed more often than all other types of fire
sprinkler systems. They also are the most reliable, because they
are simple, with the only operating components being the
automatic sprinklers and (commonly, but not always) the
automatic alarm check valve.
Figure III.14 Wet & Dry piping systemAn automatic water supply provides water under pressure to the
system piping.

 Dry Pipe Systems Dry pipe systems are the second most common sprinkler system type. Dry pipe
systems are installed in spaces in which the ambient temperature may be cold enough to freeze the
water in a wet pipe system, rendering the system inoperable. Dry pipe systems are most often used in
unheated buildings, in parking garages, in outside canopies attached to heated buildings (in which a wet
33
 pipe system would be provided), or in refrigerated coolers. In regions using NFPA regulations, wet pipe
systems cannot be installed unless the range of ambient temperatures remains above 40 °F (4 °C).

Fire alarm system

A fire alarm system has a number of devices working together to detect and warn people through
visual and audio appliances when smoke, fire, carbon monoxide or other emergencies are present.
These alarms may be activated automatically from smoke detectors, and heat detectors or may also be
activated via manual fire alarm activation devices such as manual call points or pull stations. Alarms can
be either motorized bells or wall mountable sounders or horns.

Fire extinguishing system

Fire extinguishing systems are a common expression for systems using different medias to suppress-
or extinguish fires in buildings. The medias can be water, foam, gas or chemicals. Fire extinguishing
systems are used to extinguish or suppress fires in all sorts of buildings.

Lighting System

LED tube
LED tube is a type of LED lamp used in fluorescent tube luminaires with G5 and G13 bases to replace
traditional fluorescent tubes. As compared to fluorescent tubes, the most important advantages of LED
tubes are energy efficiency and long service life.

Spotlight
Spotlight is a selection-based search system, which creates an index of all items and files on the
system. It is designed to allow the user to quickly locate a wide variety of items on the computer, including
documents, pictures, music, applications, and System Preferences.
Skylight
Natural light that transmitting fenestration forming all or a portion of the roof of a building’s space for
daylighting purposes.

3.3.4 Other Technical Issues

Electrical
LED (Light Emitting Diodes) are the latest and most exciting technological advancement in the
lighting industry. LEDs are small, solid light bulbs which are extremely energy efficient and long lasting.
LEDs operate differently than traditional incandescent light bulbs. This makes LEDs far more rugged and
durable than traditional incandescent light bulbs.
Advantages of LED Lighting:

34
  Energy efficient – LED’s are now capable of outputting 135 lumens/watt
 Long Lifetime – 50,000 hours or more if properly engineered
 No warm-up period – LED’s light instantly – in nanoseconds
 Not affected by cold temperatures – LED’s “like” low temperatures and will startup even in
subzero weather
 Directional – With LED’s you can direct the light where you want it, thus no light is wasted
 Excellent Color Rendering – LED’s do not wash out colors like other light sources such as
fluorescents, making them perfect for displays and retail applications
 Environmentally friendly – LED’s contain no mercury or other hazardous substances
 Controllable – LED’s can be controlled for brightness and color

Alarms for People with Hearing Impairments

Silent Call is the smoke alarm we provide to people with hearing

impairments. It has three separate components: a smoke alarm with a
transmitter (model 1008-3), a vibrating disc (model VIB-PJ), and a receiver
with or without a strobe light (model SK09214).11 The alarm provides an
audible alert and transmits a signal to the receiver and the strobe light.12
The receiver then activates the vibrating disc that is under the mattress.

Figure III.15 shows image of Fire alarms

3.4 Special Allied Services

Specialized Architectural Services deals with specific expertise for further enhancement of the
architectural interior and exterior components of a project.

Interior Design Services — In the design of the structure, the Architect works on a concept. For the
realization of this concept, the Architect builds his structure making both exterior and interior, spaces
contribute to the total design concept of the structure. Upon designing a structure, houses specific
activities by controlling the spaces where these activities are to take place. The various spaces are
designed to make the space fit the specific mood and the required activity.
Acoustic Design Services — One of the limiting criteria in building design has been the need to control
sound in an enclosed space. Due to the continuing evolution of products and techniques in sound control,
communications and electronics, there is a wider flexibility in the design of the interior environment.
Acoustical features and hearing conditions are essential to learning specially to students.
Landscape Design Services — Arising from his concept of the total environment, the Architect is not
merely concerned with the structure he creates but the surrounding space as well. He studies the
structure in relation with the existing environment and then consequently designs the surrounding areas
of the structure so that both the structure and the environment act as one.
Civil Engineer — helps with the construction and maintenance of building structures.

35
 Electrical Engineer — helps with the wiring and lightings in all the buildings and other kinds of electrical
systems.
Mechanical Engineer — helps with power-using machines such as the elevator and air-conditioning
systems.
Acoustic Engineer — helps with the installation of acoustics for better sound reception especially on
high stimulus area.
Master Plumber — helps with the installation of plumbing systems and fire protection sprinkler.
Landscape Architect — helps with the installation of appropriate species of plants for the wilderness
therapy of the children.
Architectural Interior — helps with the design of the interior of the buildings that can help children with
their therapy in terms of colors, materials and appropriate design of furniture.

3.5 Case Studies

Columbia College Chicago

Columbia College Chicago is a private college specializing in arts and media disciplines and located
in Chicago, Illinois. Founded in 1890, it has 6,195students pursuing degrees in more than 60 undergraduate
and graduate degree programs. It is accredited by the Higher Learning Commission. Columbia College
Chicago is the host institution of several affiliated educational, cultural, and research organizations, including
the Center for Black Music Research, the Center for Book and Paper Arts, the Center for Community Arts
Partnerships, the Dance Center of Columbia College Chicago, and the Museum of Contemporary
Photography.

Figure III.16 Shows the façade of the building

The five-story, 114,000 square-foot space is the campus hub for gathering, collaborating, learning
and celebrating. The Student Center is a stage, a canvas, a hub for innovation and creativity.

36
 Highlighted features include:
 A food court offering daily service of freshly-prepared meal options, including vegan and
vegetarian items, and rotating concepts for each week
 A full-service coffee shop featuring Brew point Coffee roasted in Elmhurst, IL
 On-site catering services available to the entire campus
 A fitness center, open to all students, faculty, and staff, offering an array of fitness equipment
and regularly scheduled fitness and wellness group classes (including yoga, spin and HIIT
classes).
 A new Makerspace offering a variety of workshops, tools, an d equipment
 The Career Center
 Student Life and Activities Offices and work spaces
 Large event center with reception space
 Many meeting rooms, lounges, and activity spaces
 Game room with billiards and ping pong tables
 2 outdoor balconies
 Music practice rooms
 Study rooms

They also offer services for persons with disabilities. The Services for Students with Disabilities
(SSD) Office coordinates support services for students with disabilities and assists in providing a successful
educational experience while attending Columbia College Chicago. The SSD Office strives to provide the
most integrated and appropriate accommodations in classes, programs and activities for students with
disabilities. The SSD Office seeks to empower students’ personal and academic success, encouraging them
to become independent and self-reliant. These disabilities may include (but are not limited to):

 Attention-Deficit/Hyperactive Disorder
 Learning Disability
 Communication Disorder
 Psychological Disability
 Deafness/Hard-of-Hearing (see also Interpreting Services)
 Blindness/Visual Impairment
 Other Health Impairment

This serve as an inspiration to the project. With the facility that serves for persons with disabilities that will
help them through their years in college. From these facilities they can ask for some concerns, special
examinations and other things that will make it convenient for them.

37
Hazelwood School Glasgow

Figure III.17 The Canteen Figure III.18 The SDP Figure

III.19 The Hallways

Hazelwood is a state school for the teaching of life skills to children and young people with severe
and highly complex needs. It sits in a park land setting within a clearly defined neighborhood and building
conservation area, to the south of Glasgow. A competition to select an architect was organized by Glasgow
City Council and six were invited to submit initial ideas for the design of the school and present their approach
to its development on the parkland site. The competition was won by Alan Dunlop. The school caters for 54
students with multiple disabilities, aged from 2 to 19. Each student has a combination of two or more of the
following impairments: acute visual impairment, hearing impairment, mobility or cognitive impairment. All the
pupils are autistic, they will never be able to lead totally independent lives and each will require lifetime
support.

The Architect was committed to the idea of a building that could promote a real sense of
independence for the pupil and a design of a place of safety and ambition that would support the child and
free the teacher. The Hazelwood school design focuses on creating a safe, stimulating environment for
students and staff. I set out to eliminate any institutional feel and worked to avoid conventional thinking on
school design.

My aim was to create a bespoke building that designed out long dark corridors and maximized levels
of natural light and incorporated visual, sound and tactile clues. I believed that even the smallest feature of
the architecture could also be conceived as a learning aid. Ease of navigation and orientation through the
building was critical for the pupils. Internally the concept of a trail rail was developed, which doubled as a
storage wall.

This allowed the children to move around the school with a greater level of freedom and
independence. The wall is clad in cork, which has warmth and tactile qualities and provides signifiers or
messages along the route to confirm the children’s location within the school. The school has been designed
to deal with very specific issues whilst ensuring an architectural quality. It is a building that will not only
support the senses but act as an environment that stimulates the imagination.

38
 Classrooms lie along the northern quiet, edge of the site, overlooking verdant play spaces. The
school steps and curves around the existing beech trees to create a sequence of safe, landscaped teaching
gardens. High level clerestory glazing forms a substantial part of the façade of the north-facing classrooms,
allowing for maximum daylight to penetrate deep into the spaces and ensuring even distribution of light.

This school serves as an inspiration for the project because it complements the tropical architecture,
they designed a school that related their student to nature as a way of relaxing with the use of natural
elements. Another thing is that they consider the material and facilities that they are going to use.

39
 CHAPTER IV:
ARCHITECTURAL
PROGRAMMING

40
 CHAPTER IV: ARCHITECTURAL PROGRAMMING
Chapter 4: Architectural Programming
4.1 Architectural Design Development

4.1.1 Site Planning and Site Programming

Occupancy classified: Group D (Institutional)
Division C – 2 College, vocational and trade school (GI)

Open Space Ratio

Table 4-1: Computation of Open Spaces Ration as per National Building Code of the Philippines
Computed Area ( Actual Area ( in
Development Controls Formula as per NBC
in sq. meters) sq. meters)
(PSO) 50% × 30,000 sq. m
Maximum Allowable (50% of Total Lot Area) 15,000.00 sq. m. 31%
Percentage of Site Occupancy
(ISA)
20% × 30,000 sq. m
Maximum Allowable 6,000.00 sq. m. 2,105.50 sq. m.
(20% of Total Lot Area)
Impervious Surface Area
(USA)
30% × 30,000 sq. m
Minimum Unpaved Surface 9,000.00 sq. m. 18,722.00 sq. m.
(30% of Total Lot Area)
Area
(TOSL)
Total Open Spaces within a 50% × 30,000 sq. m 15,000.00 sq. m. 20,827.50 sq. m.
Lot
(MACA) 15,000.00 sq. m. +
Maximum Allowable 6,000.00 sq. m. 21,000.00 sq. m. 11,278.00 sq. m.
Construction Area (PSO (50%)) + ISA (20%)
(AMBF) 30,000 sqm. 15,000 sqm.
Allowable Maximum Building (TLA – TOSL) 15,000 sq. m. 9,172.50 sq. m.
Footprint
Table 4-1: Computation of Development Controls as per National Building Code of the Philippines

41
4.1.2 Building Space Program

Demand Analysis

Figure IV.1 shows the graph of the overall statistics in terms of Persons with Disability

The Graph on figure IV.1 is based from Philippine Statistics Authority, it justifies that the region IV-A has the
highest Population of Persons having disabilities among the other regions, it is followed by NCR and

Region III.
Figure IV.2 Shows percentage based on their types of their disability

42
 𝐏𝐫𝐞𝐬𝐞𝐧𝐭 – 𝐏𝐚𝐬𝐭
𝐆𝐫𝐨𝐰𝐭𝐡 𝐑𝐚𝐭𝐞 = (𝟏𝟎𝟎)
𝐏𝐚𝐬𝐭
GROWTH
YEAR PAST PRESENT RATE
%
2016 - 2017 113 140 23.89%
2017 - 2018 140 174 24.28%
2018 - 2019 174 216 24.13%
2019 - 2020 216 286 32.40%
2020 - 2021 286 332 16.08%
2021 - 2022 332 411 23.79%

Projected Growth
2022 - 2023 411 509 23.84%
2023 - 2024 509 631 23.96%
2024 - 2025 631 781 23.77%
2025 - 2026 781 967 23.81%
2026 - 2027 967 1198 23.88%
2027 - 2028 1198 1483 23.78%
2028 - 2029 1483 1836 23.80%
Table IV.2 is a Representation of growth rate of Persons with Disability
The Figure IV.2 is based from the data in City Social Welfare and Development Office (CSWDO) in
Batangas City. The graph shows how the population of persons with disabilities increases every year by 500
and by that amount, meaning that by a short period of time, there are a lot who will need services and it must
have needed to be addressed, one of this is especially services that the school may offer.
The proponent has also conduct interviews from the area and from the overall outcome, they say
that schools tend to refuse students who have disability some of their reasons where they are not ready to
cater one. But there are also students that they are the one who don’t want to continue their study because
of the discriminations and they are not comfortable with the environment. Some of this issues may lead to
students who travel from a far just to find a school who will accept them.

Data for Persons with disabilities

Table 4.3: Shows the data of students with disability in Batangas from the year 2017 to 2018

Table 4.4: Shows the data of students with disability in Batangas from the year 2018 to 2019
Figure IV.3 Additional data of persons with disability in Batangas City in the year 2019-2020

43
 Table 4.5: Shows the summary of the overall data in table 4-4

Projection of Population of Senior High school students with Disability who will graduate

44
 𝐏𝐫𝐞𝐬𝐞𝐧𝐭 – 𝐏𝐚𝐬𝐭
𝐆𝐫𝐨𝐰𝐭𝐡 𝐑𝐚𝐭𝐞 = (𝟏𝟎𝟎)
𝐏𝐚𝐬𝐭
GROWTH
YEAR PAST PRESENT RATE
%
2016 - 2017 2,625 2,987 13.79%
2017 - 2018 2,987 3,399 13.79%
2018 - 2019 3,399 3,868 13.79%
2019 - 2020 3868 4,401 13.79%
2020 - 2021 4,401 5,007 13.76%
2021 - 2022 5,007 5,698 13.56%

Projected Growth
2022 - 2023 5,698 6,484 13.79%
2023 - 2024 6,484 7,378 13.78%
2024 - 2025 7,378 8,395 13.78%
2025 - 2026 8,395 9,553 13.79%
2026 - 2027 9,553 10,870 13.78%
2027 - 2028 10,870 12,369 13.79%
2028 - 2029 12,369 14,075 13.79%

Table IV.6 shows the growth rate of the senior high school students who will graduate for college

The Table IV.3 shows the growth rate of a graduating senior high school of Batangas, City.
It is also the data from CSWDO. Based from the projection, and CHED standards, the project school
can cater population 10 years from now and is ready for any enhancement of services.
Since it is a school for inclusion, the data from graduating senior high school students without
disability is still required. The statistics that the proponent have gathered is also from private schools,
relating to the project that is also private, this give a higher chance for them to enroll in the proposed
project.

Demand Analysis

Table IV.7 shows the growth rate of the senior high school students and PWD students who will graduate
for college

45
 Figure IV.3 Shows Demand Analysis Final Computation

Figure IV.4 Room Computation

Organizational Chart

Figure IV.5 Organizational Chart

46
User Analysis
Professionals – these are persons who have experiences from specific programs that
they have mastered i.e. Professors, Instructors and Teacher.
Employees – these people are responsible for the services such as maintenance and
monitor safety and cleanliness inside the project.
Normal/Common Student – normal/common student can help the students with
disabilities with their studies.
Students with Disability – the major user and priority of the project.

Identification of the Target Market

The target market can classify as people or organizations that are concerned about affected by a
vested interest in, or involved in some way with the issue at hand:
 College Students – who changed their minds and wants to transfer.
 Persons with Disability Students – students with disabilities and wants to attain higher
education with the help of the project
 Professional Teachers
 Private Companies
Space Analysis
Lobby – it is a public area located commonly on the entrances of buildings or
departments, which is also important and every building must have. This serves as a
waiting area and where the students gather before turning to their respective departments
or rooms.
Administrative Offices - A facility serving as a first location where new inquiring heart of
the school, this facility is responsible for the function of the school and there are a lot of
supporting facilities are covered by it which are:
 Accounting department
 Finance Department
 Tellering Office
 Natural Resource Department
 Registrar Office
 Director’s Office
 Deans Office
 Executive Offices

47
Accessible Educations Department – office where all related concerns of Persons with
Disabilities are directed to. The Department provide and support the needs of the
students who are having difficulties through their study and other related purposes.

 Information Area
 Visual and Hearing office
 Orthopedic/Mobility Office
 Learning and Speech Office
 Special Evaluation/Assessment Rooms

Library – the purpose of the library is to provide a wide collections of journals, periodicals,
serials, reference and books that supports the teachings and learnings of the students.
Library also provide supporting facilities like:

 Baggage area
 Sanitary room
 Photocopy Area
 Assistance Desk
 Book Shelves Area
 Librarian’s Office
 Staff Pantry
 Storage Room
 Archives
 Research Area
 Study Area
 Individual Reading Area
 Casual Reads
 Group Discussion Rooms
 Entertainment/Board game Room

Lecture Rooms/Laboratories – the classroom where instructors/professors meet the

students, this school provide a lot of different types of room, depending on the
programs use:
 Computer Lab Room
 Lecture Room
 Lecture Theatre Room/ Audio-Visual Room
 Drawing Laboratory
 Digital Drawing Laboratory
 Green Room
 Recording Room
 Speech Laboratory

48
Faculty Room – this is the instructors and professors’ office, where they gather, create
and record their lecture for the future sessions. The following are spaces supporting
the needs of faculty room.

 Waiting Room
 Office Area
 Chair Person’s Office
 Employees Lounge
 Meeting Room
 Consultation Room

Canteen – these is where the food is being prepared and where the student dines in and
eat their food, whether it is prepared by the school or a packed lunch. The canteen
area must have a large area, because this is where the students gather and eat their lunch.
The following are its supporting spaces.
 Kitchen
 Wet and Dry Storage
 Pantry
 Utility Room
 Dining Area
 Staff Dining Area
 Kiosk
 Sanitary Room
Multi-Purpose Hall– this is where important meetings and gatherings are held. Commonly
used for overall meetings, lecture, programs and seminars.
 Sound and Lighting System Room
 Backstage Room
 Storage Room
 Gathering Room
Department of Student affairs – this function as an administrative office and aims to serve
the needs of the students in many aspects if campus life. The following are the offices
supporting/relating to the building.
 Office of Student Affairs
 Guidance Office Rooms
 Meeting/Conference Rooms
 Intended Office/Rooms for Academic and Non-Academic Organizations
 Storage Rooms

Gymnasium – use for physical and sports related activities, can also be use as assembly
area and program/events activities.
 Storage Room
 Shower Room
49
  Faculty Room
 Utility Room
 Activity Area
 Bleachers

Clinic – to provide emergency care for illness and injury while at school.
 Employee lounge
 Lobby
 Consultation Room
 Storage/Records Room
 Treatment rooms / Dental

Recreation Area/Areas of Interaction - General assembly, social gathering and

amusements.
 Study Area
 Amphitheatre
 Courtyard study garden
 Quadrangle

Chapel – a place where students can give thanks and pray for their studies.
Parking Area – it is a wide space intended for the vehicles of the users.
Waiting Area - a space for the parents or guardians to wait their relatives to finish schooling.

50
Space Programming
USERS FURNITURES AND FIXTURES

OCCUPANT TOTAL TOTAL TOTAL TOTAL FLOOR

SPACE DIMENSIONS UNIT A+B C
CLASS QTY. AREA USER AREA DESCRIPTION QTY. AREA AREA AREA
AREA
(SQM.) (SQM.) (A) (A*B) (B)
LENGTH WIDTH
ADMINISTRATION BUILDING
GROUND FLOOR
ADMISSIONS OFFICES
STUDENT CHAIRS 0.52 0.42 0.2184 28 6.1152
FILLING-UP
PUBLIC 4 0.5 2 1 2
TABLE
WAITING AREA
STAFF 35 1 35 COUNTER TABLE 1.3 0.7 0.91 5 4.55 16.615 51.6147 15.48441 67.09911
(ADMISSION)
STAFF CHAIR 0.59 0.51 0.3009 5 1.5045
CABINET A 3.75 0.4 1.5 1 1.5
CABINET B 2.7 0.35 0.945 1 0.945
HEAD DESK 1.56 0.54 0.4 6 2.4
STAFF CHAIR 0.45 0.45 0.9 16 14.4
ADMISSION OFFICE 8 1 8 SOFA 1.98 0.6 2.58 1 2.58 22.635 30.635 9.1905 39.8255
CABINET 1.5 0.5 0.75 2 1.5
CONF. TABLE 1.95 0.9 1.755 1 1.755
STUDENT CHAIRS 0.52 0.42 0.2184 43 9.3912
FILLING-UP
PUBLIC 4 0.5 2 1 2
TABLE
WAITING AREA
STAFF 45 1 45 COUNTER TABLE 1.3 0.7 0.91 5 4.55 19.891 64.8907 19.46721 84.35791
(TELLERING)
STAFF CHAIR 0.59 0.51 0.3009 5 1.5045
CABINET A 3.75 0.4 1.5 1 1.5
CABINET B 2.7 0.35 0.945 1 0.945
HEAD DESK 1.56 0.54 0.4 15 6
STAFF CHAIR 0.45 0.45 0.9 26 23.4
TELLERING OFFICE 15 1 15 SOFA 1.98 0.6 2.58 1 2.58 38.235 53.235 15.9705 69.2055
CABINET 1.5 0.5 0.75 6 4.5
CONF. TABLE 1.95 0.9 1.755 1 1.755
STUDENT CHAIRS 0.52 0.42 0.2184 28 6.1152
FILLING-UP
PUBLIC 4 0.5 2 1 2
TABLE
WAITING AREA
STAFF 45 0.8 36 COUNTER TABLE 1.3 0.7 0.91 5 4.55 16.615 52.6147 15.78441 68.39911
(REGISTRAR)
STAFF CHAIR 0.59 0.51 0.3009 5 1.5045
CABINET A 3.75 0.4 1.5 1 1.5
CABINET B 2.7 0.35 0.945 1 0.945
HEAD DESK 1.56 0.54 0.4 1 0.4
REGISTRAR OFFICE 1 1.4 1.4 CHAIR 0.45 0.45 0.9 1 0.9 2.05 3.45 1.035 4.485
CABINET 1.5 0.5 0.75 1 0.75
HEAD DESK 1.3 0.9 1.17 2 2.34
PANTRY STAFF 10 0.8 0.65 CHAIR 0.45 0.45 0.9 10 9 12.516 13.166 3.9498 17.1158
CABINET 1.96 0.6 1.176 1 1.176
HEAD DESK 1.56 0.54 0.4 1 0.4
SUPPLY ROOM 1 1.4 1.4 CHAIR 0.45 0.45 0.9 2 1.8 8.95 10.35 3.105 13.455
CABINET 1.87 0.5 0.75 9 6.75
LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM PUBLIC 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.39 12.19 3.657 15.847
WATER CLOSET 0.7 0.45 0.32 4 1.28
PUBLIC Lavatory 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.03 7.63 2.289 9.919
WATER CLOSET 0.7 0.45 0.32 4 1.28
STUDENT CHAIRS 0.52 0.42 0.2184 20 4.368
WAITING AREA
PUBLIC 25 1 25 DESK 1.6 0.5 0.8 3 2.4 9.328 34.328 10.2984 44.6264
(OSA)
STAFF CABINET 1.6 0.4 0.64 4 2.56
HEAD DESK 1.56 0.54 0.4 7 2.8
STAFF CHAIR 0.45 0.45 0.9 17 15.3
OFFICE OF
STUDENTS 15 1 15 SOFA 1.98 0.6 2.58 0 0 22.855 37.855 11.3565 49.2115
STUDENTS AFFAIRS
CABINET 1.5 0.5 0.75 4 3
CONF. TABLE 1.95 0.9 1.755 1 1.755
STUDENT DESK 1.56 0.54 0.4 15 6
EVAL. AND
41 0.8 32.8 41.1 73.9 22.17 96.07
ASSESSMENT RM. TABLE 0.45 0.45 0.9 39 35.1

HEAD DESK 1.56 0.54 0.4 4 1.6

STAFF CHAIR 0.45 0.45 0.9 17 15.3
SAFETY & SECURITY
9 1 9 BED 1.87 0.93 2.8 1 2.8 23.705 32.705 9.8115 42.5165
OFFICE
CABINET 1.5 0.5 0.75 3 2.25
CONF. TABLE 1.95 0.9 1.755 1 1.755
STUDENT CHAIRS 0.52 0.42 0.2184 11 2.4024
WAITING AREA
PUBLIC 12 1 12 DESK 1.6 0.5 0.8 1 0.8 4.4824 16.4824 4.94472 21.42712
(CLINIC)
STAFF CABINET 1.6 0.4 0.64 2 1.28
HEAD DESK 1.56 0.54 0.4 2 0.8
STAFF CHAIR 0.45 0.45 0.9 9 8.1
CLINIC 9 1 9 BED 1.87 0.93 2.8 3 8.4 22.789 31.7891 9.53673 41.32583
CABINET 1.5 0.5 0.75 5 3.75
DENTAL BED 1.87 0.93 1.7391 1 1.7391
LAVATORY 0.5 0.5 0.25 4 1
MALE RESTROOM PUBLIC 7 1.4 9.8 URINAL 0.4 0.3 0.12 2 0.24 1.88 11.68 3.504 15.184
WATER CLOSET 0.7 0.45 0.32 2 0.64
SUB TOTAL: 700.07028

51
 SECOND FLOOR
ADMIN. BLDG.
STUDENT CHAIRS 0.52 0.42 0.2184 15 3.276
STAFF COUNTER TABLE 1.3 0.7 0.91 5 4.55
(WAITING AREA)
STAFF CHAIR 0.59 0.51 0.3009 2 0.6018
INFORMATION 15 1 15 13.288 28.2878 8.48634 36.77414
COMPUTER
SYSTEM OFFICE 0.8 0.6 0.48 7 3.36
TABLE
CABINET A 3.75 0.4 1.5 1 1.5
CHAIRS 0.52 0.42 0.2184 1 0.2184
STAFF DESK 1.56 0.54 0.8424 1 0.8424
INFORMATION STAFF CHAIR 0.59 0.51 0.3009 7 2.1063
8 1 8 8.9871 16.9871 5.09613 22.08323
SYSTEM OFFICE COMPUTER
1.2 0.6 0.72 6 4.32
TABLE
CABINET A 3.75 0.4 1.5 1 1.5
STUDENT CHAIRS 0.52 0.42 0.2184 12 2.6208
FILLING-UP
4 0.5 2 2 4
(WAITING AREA) TABLE
STUDENTS AFFAIR STAFF 16 1 16 COUNTER TABLE 1.3 0.7 0.91 1 0.91 11.179 27.1794 8.15382 35.33322
OFFICE STAFF CHAIR 0.59 0.51 0.3009 4 1.2036
CABINET A 3.75 0.4 1.5 1 1.5
CABINET B 2.7 0.35 0.945 1 0.945
CHAIRS 0.52 0.42 0.2184 2 0.4368
DESK 4 0.5 2 6 12
STUDENTS AFFAIR
6 1 6 STAFF CHAIR 0.59 0.51 0.3009 6 1.8054 16.687 22.6872 6.80616 29.49336
OFFICE
CABINET A 3.75 0.4 1.5 1 1.5
CABINET B 2.7 0.35 0.945 1 0.945
EVAL. AND STUDENT DESK 1.56 0.54 0.4 1 0.4
31 0.8 24.8 29.54 54.34 16.302 70.642
ASSESSMENT RM. CHAIRS 0.52 0.42 0.94 31 29.14
FILE ROOM STAFF 2 1 2 CABINET 2.1 0.5 1.05 1 1.05 1.05 3.05 0.915 3.965
ELECTRICAL RM. STAFF 1 1 1 CABINET 2.1 0.5 1.05 1 1.05 1.05 2.05 0.615 2.665
UTILITY RM. STAFF 1 1 1 CABINET 2.1 0.5 1.05 1 1.05 1.05 2.05 0.615 2.665

COLLEGE RECORD
STAFF 48 1 48 CHAIRS 0.52 0.42 0.94 31 29.14 29.14 77.14 23.142 100.282
ROOM OFFICE

ASSESSMENT AND STAFF DESK 1.56 0.54 0.4 5 2

5 1 5 6.7 11.7 3.51 15.21
ENCODING BOOTH CHAIRS 0.52 0.42 0.94 5 4.7
CONFERENCE STAFF TABLE 1.3 0.9 1.17 6 7.02
6 1 6 12.66 18.66 5.598 24.258
ROOM CHAIRS 0.52 0.42 0.94 6 5.64
STUDENT CHAIRS 0.52 0.42 0.2184 10 2.184
(WAITING AREA) STAFF 16 1 16 DESK 1.3 0.7 0.91 4 3.64 7.0276 23.0276 6.90828 29.93588
STAFF CHAIR 0.59 0.51 0.3009 4 1.2036
SOFA 1 0.5 0.5 2 1
STAFF TABLE 0.6 0.6 0.36 2 0.72
CHAIRS 0.59 0.51 0.3009 6 1.8054
DEAN'S OFFICE 2 2 4 10.965 14.9654 4.48962 19.45502
COMPUTER
1.2 0.6 0.72 2 1.44
TABLE
CABINET A 3.75 0.4 1.5 4 6
CONFERENCE STAFF TABLE 1.3 0.9 1.17 1 1.17
6 1 6 6.81 12.81 3.843 16.653
ROOM CHAIRS 0.52 0.42 0.94 6 5.64
SOFA 1 0.5 0.5 2 1
STAFF TABLE 0.6 0.6 0.36 2 0.72
CHAIRS 0.59 0.51 0.3009 7 2.1063
TVET/TESDA OFFICE 4 1 4 15.706 19.7063 5.91189 25.61819
COMPUTER
1.2 0.6 0.72 4 2.88
TABLE
CABINET A 3.75 0.4 1.5 6 9
CHAIRS 0.52 0.42 0.2184 8 1.7472
BAR STOOL 2 0.1 0.2 4 0.8
DINING TABLE 2.3 0.9 2.07 1 2.07
PANTRY/LOUNGE STAFF 15 0.8 12 COUNTER TABLE 4.2 0.6 2.52 1 2.52 8.8381 20.8381 6.25143 27.08953
BAR TABLE 0.59 0.51 0.3009 1 0.3009
SOFA 1.3 0.4 0.52 2 1.04
SIDE TABLE 0.6 0.6 0.36 1 0.36
STOCKROOM STAFF 1 1 1 SHELVES 3.3 0.4 1.32 2 2.64 2.64 3.64 1.092 4.732
LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM PUBLIC 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.39 12.19 3.657 15.847
WATER CLOSET 0.7 0.45 0.32 4 1.28
PUBLIC Lavatory 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.03 7.63 2.289 9.919
WATER CLOSET 0.7 0.45 0.32 4 1.28
STAFF DESK 1.56 0.54 0.4 5 2
(WAITING AREA) TABLE 1.2 0.6 0.72 1 0.72
EVALUATION & 25 1 25 23.4 48.4 14.52 62.92
ASSESSMENT ROOM STUDENT CHAIRS 0.52 0.42 0.94 22 20.68

STAFF DESK 1.56 0.54 0.4 5 2

EVAL. AND
16 1 16 TABLE 1.2 0.6 0.72 1 0.72 23.4 39.4 11.82 51.22
ASSESSMENT RM.
STUDENT CHAIRS 0.52 0.42 0.94 22 20.68
SUB TOTAL: 606.76057

52
 THIRD FLOOR
ADMIN. BLDG.
MAJOR ACADEMIC
STAFF TABLE 1.56 0.54 0.4 3 1.2
STUDENT
26 1 26 DESK 1.2 0.6 0.72 7 5.04 30.68 56.68 17.004 73.684
ORGANIZATIONS
STUDENT CHAIRS 0.52 0.42 0.94 26 24.44
OFFICES
CONFERENCE STAFF TABLE 1.3 0.9 1.17 1 1.17
10 1 10 8.69 18.69 5.607 24.297
ROOM STUDENT CHAIRS 0.52 0.42 0.94 8 7.52
AUDIO VISUAL STAFF TABLE 1.3 0.9 1.17 1 1.17
51 1 51 49.11 100.11 30.033 130.143
ROOM STUDENT CHAIRS 0.52 0.42 0.94 51 47.94
(WAITING AREA) STUDENT DESK 1.56 0.54 0.4 1 0.4
10 0.8 8 8.86 16.86 5.058 21.918
RESEARCH & DEV'T STAFF CHAIRS 0.52 0.42 0.94 9 8.46
STAFF TABLE 0.6 0.6 0.36 4 1.44
3.2454 9.2454 2.77362 12.01902
RESEARCH CHAIRS 0.59 0.51 0.3009 6 1.8054
6 1 6
DEPARTMENT DESK 1.2 0.6 0.72 1 0.72
6.72 6.72 2.016 8.736
CABINET A 3.75 0.4 1.5 4 6
STAFF TABLE 0.6 0.6 0.36 6 2.16
5.169 15.169 4.5507 19.7197
PLANNING & DEV'T CHAIRS 0.59 0.51 0.3009 10 3.009
10 1 10
DEPARTMENT DESK 1.2 0.6 0.72 2 1.44
7.44 7.44 2.232 9.672
CABINET A 3.75 0.4 1.5 4 6
FILE ROOM STAFF 2 1 2 CABINET 2.1 0.5 1.05 1 1.05 1.05 3.05 0.915 3.965
ELECTRICAL RM. STAFF 1 1 1 CABINET 2.1 0.5 1.05 1 1.05 1.05 2.05 0.615 2.665
UTILITY RM. STAFF 1 1 1 CABINET 2.1 0.5 1.05 1 1.05 1.05 2.05 0.615 2.665
ADMINISTRATION
STAFF CABINET A 3.75 0.4 1.5 6 9
EXECUTIVE
8 1 8 DESK 1.2 0.6 0.72 8 5.76 22.28 30.28 9.084 39.364
MANAGEMENT
CHAIRS 0.52 0.42 0.94 8 7.52
OFFICE
CONFERENCE STAFF TABLE 1.3 0.9 1.17 1 1.17
10 1 10 8.69 18.69 5.607 24.297
ROOM CHAIRS 0.52 0.42 0.94 8 7.52
SOFA 1 0.5 0.5 2 1
STAFF TABLE 0.6 0.6 0.36 1 0.36
COLLEGE PRESIDENT CHAIRS 0.59 0.51 0.3009 5 1.5045
4 1 4 9.5245 13.5245 4.05735 17.58185
OFFICE COMPUTER
1.2 0.6 0.72 3 2.16
TABLE
CABINET A 3.75 0.4 1.5 3 4.5
SOFA 1 0.5 0.5 1 0.5
STAFF TABLE 0.6 0.6 0.36 1 0.36
RESEARCH & DEV'T
CHAIRS 0.59 0.51 0.3009 3 0.9027
VICE PRESIDENT 1 2 2 3.9827 5.9827 1.79481 7.77751
COMPUTER
OFFICE 1.2 0.6 0.72 1 0.72
TABLE
CABINET A 3.75 0.4 1.5 1 1.5
SOFA 1 0.5 0.5 1 0.5
STAFF TABLE 0.6 0.6 0.36 1 0.36
FINANCE VICE CHAIRS 0.59 0.51 0.3009 3 0.9027
1 2 2 3.9827 5.9827 1.79481 7.77751
PRESIDENT OFFICE COMPUTER
1.2 0.6 0.72 1 0.72
TABLE
CABINET A 3.75 0.4 1.5 1 1.5
SOFA 1 0.5 0.5 1 0.5
STAFF TABLE 0.6 0.6 0.36 1 0.36
ACADEMIC AFFAIRS
CHAIRS 0.59 0.51 0.3009 4 1.2036
VICE PRESIDENT 2 2 4 6.5036 10.5036 3.15108 13.65468
COMPUTER
OFFICE 1.2 0.6 0.72 2 1.44
TABLE
CABINET A 3.75 0.4 1.5 2 3
SOFA 1 0.5 0.5 2 1
STAFF TABLE 0.6 0.6 0.36 2 0.72
QUALITY CHAIRS 0.59 0.51 0.3009 7 2.1063
5 1.5 7.5 11.926 19.4263 5.82789 25.25419
ASSURANCE OFFICE COMPUTER
1.2 0.6 0.72 5 3.6
TABLE
CABINET A 3.75 0.4 1.5 3 4.5
CHAIRS 0.52 0.42 0.2184 8 1.7472
BAR STOOL 2 0.1 0.2 3 0.6
DINING TABLE 2.3 0.9 2.07 1 2.07
PANTRY/LOUNGE STAFF 12 0.8 9.6 COUNTER TABLE 4.2 0.6 2.52 1 2.52 9.3581 18.9581 5.68743 24.64553
BAR TABLE 0.59 0.51 0.3009 1 0.3009
SOFA 1.3 0.4 0.52 2 1.04
SIDE TABLE 0.6 0.6 0.36 3 1.08
SOFA 1 0.5 0.5 2 1
STAFF TABLE 0.6 0.6 0.36 2 0.72
DATA AND CHAIRS 0.59 0.51 0.3009 6 1.8054
2 1.5 3 12.405 15.4054 4.62162 20.02702
STATISTICS OFFICE COMPUTER
1.2 0.6 0.72 4 2.88
TABLE
CABINET A 3.75 0.4 1.5 4 6
SOFA 1 0.5 0.5 2 1
STAFF TABLE 0.6 0.6 0.36 2 0.72
HUMAN RESOURCE CHAIRS 0.59 0.51 0.3009 6 1.8054
4 1.5 6 12.405 18.4054 5.52162 23.92702
OFFICE COMPUTER
1.2 0.6 0.72 4 2.88
TABLE
CABINET A 3.75 0.4 1.5 4 6
SOFA 1 0.5 0.5 2 1
STAFF TABLE 0.6 0.6 0.36 2 0.72
GENERAL SERVICES CHAIRS 0.59 0.51 0.3009 6 1.8054
4 1.5 6 12.405 18.4054 5.52162 23.92702
OFFICE COMPUTER
1.2 0.6 0.72 4 2.88
TABLE
CABINET A 3.75 0.4 1.5 4 6
FILE ROOM STAFF 1 2 2 CABINET 2.1 0.5 1.05 2 2.1 2.1 4.1 1.23 5.33

53
 Lavatory 0.5 0.5 0.25 3 0.75
MALE RESTROOM PUBLIC 7 1.4 9.8 Urinal 0.4 0.3 0.12 3 0.36 2.39 12.19 3.657 15.847
Water Closet 0.7 0.45 0.32 4 1.28
PUBLIC Lavatory 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.03 7.63 2.289 9.919
Water Closet 0.7 0.45 0.32 4 1.28
SOFA 1 0.5 0.5 2 1
TABLE 1.56 0.54 0.8424 1 0.8424
ACCESSIBILITY
STAFF SIDE TABLE 0.6 0.6 0.36 1 0.36
STUDENT
14 0.8 11.2 CHAIRS 0.59 0.51 0.3009 14 4.2126 12.295 23.495 7.0485 30.5435
ORGANIZATIONS
COMPUTER
OFFICE 1.2 0.6 0.72 4 2.88
TABLE
CABINET A 3.75 0.4 1.5 2 3
SOFA 1 0.5 0.5 2 1
TABLE 1.56 0.54 0.8424 1 0.8424
STAFF SIDE TABLE 0.6 0.6 0.36 1 0.36
STUDENT COUNCIL
14 0.8 11.2 CHAIRS 0.59 0.51 0.3009 14 4.2126 12.295 23.495 7.0485 30.5435
OFFICE
COMPUTER
1.2 0.6 0.72 4 2.88
TABLE
CABINET A 3.75 0.4 1.5 2 3
SUB TOTAL: 629.90005
OVERALL: 1936.7309

USERS FURNITURES AND FIXTURES

TOTAL
TOTAL USER DIMENSIONS TOTAL
SPACE OCCUPANT UNIT TOTAL A+B C FLOOR
CLASS QTY. AREA (SQM.) DESCRIPTION QTY. AREA
AREA (SQM.) LENGTH WIDTH AREA AREA (B) AREA
(A) (A*B)
MULTI- PURPOSE HALL
STUDENT SOFA 0.45 0.42 0.189 14 2.646
LOBBY/
PUBLIC 50 0.8 40 DESK 2.6 0.5 1.3 1 1.3 5.071 45.071 13.5213 58.5923
RECEPTION
TABLE 0.75 0.75 0.5625 2 1.125
STUDENT LAVATORY 0.5 0.5 0.25 2 0.5
PUBLIC URINAL 0.4 0.3 0.12 3 0.36
MALE RESTROOM 6 1.4 8.4 1.82 10.22 3.066 13.286
WATER
0.7 0.45 0.32 3 0.96
CLOSET
PUBLIC Lavatory 0.5 0.5 0.25 2 0.5
FEMALE
10 1.4 14 WATER 3.7 17.7 5.31 23.01
RESTROOM STUDENT 0.7 0.45 0.32 10 3.2
CLOSET
PUBLIC CHAIR 0.52 0.42 0.2184 358
MAIN HALL 366 0.8 292.8 78.1872 78.1872 370.9872 111.2962 482.2834
STUDENT
BACKSTAGE STAFF 10 0.8 8 CHAIR 0.52 0.42 0.2184 3 0.6552 0.6552 8.6552 2.59656 11.25176
STUDENT LAVATORY 0.5 0.5 0.25 1 0.25
STAFF URINAL 0.4 0.3 0.12 1 0.12
RESTROOM 1 1.4 1.4 0.69 2.09 0.627 2.717
WATER
0.7 0.45 0.32 1 0.32
CLOSET
DESK 0.6 0.2 0.12 1 0.12
STORAGE ROOM STAFF 1 0.8 0.8 0.44 1.24 5.4768 6.7168
CABINET 2.8 0.5 0.32 1 0.32
DESK 0.6 0.2 0.12 1 0.12
STORAGE ROOM STAFF 1 0.8 0.8 0.44 1.24 5.4768 6.7168
CABINET 2.8 0.5 0.32 1 0.32
TOTAL: 604.574

MULTI- PURPOSE HALL

MEZZANINE FLOOR
SOUND AND CHAIRS 0.52 0.42 0.2184 2 0.4368
LIGHTING STAFF 2 0.8 1.6 TABLE 1.4 1 1.4 2 2.8 3.8768 5.4768 1.64304 7.11984
CONTROL ROOM CABINET 2.8 0.5 0.32 2 0.64
DESK 0.6 0.2 0.12 1 0.12
STORAGE ROOM STAFF 1 0.8 0.8 0.44 1.24 1.24 2.48
CABINET 2.8 0.5 0.32 1 0.32
TOTAL: 9.59984
OVERALL: 614.1739

54
 USERS FURNITURES AND FIXTURES

TOTAL TOTAL
OCCUPANT
SPACE USER DIMENSIONS UNIT TOTAL TOTAL A+B C FLOOR
CLASS QTY. AREA DESCRIPTION QTY.
AREA AREA AREA (A*B) AREA (B) AREA
(SQM.)
(SQM.) (A)

LENGTH WIDTH
GYMNASIUM
GROUND FLOOR
GYMNASIUM STUDENT 315 1 315 CHAIRS 0.52 0.42 0.2184 310 67.704 67.704 382.704 114.8112 497.5152
STUDENT CHAIRS 0.52 0.42 0.2184 2 0.4368
P.E STOCK ROOM STAFF 2 2 4 SHELVES 0.4 3.75 1.5 2 3 4.4768 8.4768 0 8.4768
TABLE 1.3 0.8 1.04 1 1.04
STUDENT CHAIRS 0.52 0.42 0.2184 12 2.6208
FEMALE LOCKER
12 1 12 SHELVES 0.5 2.8 1.4 2 2.8 6.2208 18.2208 5.46624 23.68704
ROOM
TABLE 1 0.8 0.8 1 0.8
FEMALE SHOWER STUDENT LAVATORY 0.5 0.5 0.25 3 0.75
4 1.4 5.6 2.03 7.63 2.289 9.919
ROOM WATER CLOSET 0.7 0.45 0.32 4 1.28
PUBLIC LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 11 1.4 15.4 4.27 19.67 5.901 25.571
WATER CLOSET 0.7 0.45 0.32 11 3.52
BACKSTAGE STAFF 10 0.8 8 CHAIR 0.52 0.42 0.2184 3 0.6552 0.6552 8.6552 2.59656 11.25176
PUBLIC LAVATORY 0.5 0.5 0.25 2 0.5
MALE RESTROOM 6 1.4 8.4 URINAL 0.4 0.3 0.12 3 0.36 1.82 10.22 3.066 13.286
WATER CLOSET 0.7 0.45 0.32 3 0.96
STUDENT CHAIRS 0.52 0.42 0.2184 12 2.6208
FEMALE LOCKER
12 1 12 SHELVES 0.5 2.8 1.4 2 2.8 6.2208 18.2208 5.46624 23.68704
ROOM
TABLE 1 0.8 0.8 1 0.8
FEMALE SHOWER STUDENT LAVATORY 0.5 0.5 0.25 3 0.75
4 1.4 5.6 2.03 7.63 2.289 9.919
ROOM WATER CLOSET 0.7 0.45 0.32 4 1.28
P.E CLASSROOM /
STUDENT 15 1.2 18 CHAIR 0.52 0.42 3 0.6552 0.6552 18.6552 5.59656 24.25176
DANCE HALL 0.2184
TOTAL: 647.5646

GYMNASIUM
MEZZANINE FLOOR
CHAIRS 0.52 0.42 0.2184 5 1.092
DESK 1.2 0.6 0.72 6 4.32
P.E FACULTY STAFF 6 1 6 6.262 12.262 3.6786 15.9406
LAVATORY 0.5 0.5 0.25 1 0.25
STAFF CHAIR 0.6 0.5 0.3 2 0.6
CHAIRS 0.52 0.42 0.2184 6 1.3104
CONFERENCE ROOM STAFF 6 0.8 4.8 TABLE 1.4 1 1.4 1 1.4 3.0304 7.8304 2.34912 10.17952
CABINET 2.8 0.5 0.32 1 0.32
CHAIRS 0.52 0.42 0.2184 1 0.2184
PROGRAM CHAIR STAFF 1 1.2 1.2 DESK 0.6 0.2 0.12 1 0.12 0.6584 1.8584 0.55752 2.41592
CABINET 2.8 0.5 0.32 1 0.32
TOTAL: 28.53604
OVERALL: 676.10064

55
 USERS FURNITURES AND FIXTURES
OCCUPAN TOTAL TOTAL
SPACE DIMENSIONS UNIT TOTAL A+B C TOTAL FLOOR AREA
CLASS QTY. T AREA USER DESCRIPTION QTY. AREA
LENGTH WIDTH AREA AREA (B)
(SQM.) AREA (A*B)
ACADEMIC BUILDING
GROUND FLOOR
STUDENT CHAIRS 0.52 0.42 0.2184 144 31.4496
FILLING-UP TABLE 1.3 0.3 0.39 2 0.78
STAFF COUNTER TABLE 3.6 0.6 2.16 1 2.16
STAFF CHAIR 0.59 0.51 0.3009 3 0.9027
LIBRARY 155 0.8 124 86.6048 210.6048 63.18144 273.78624
ROUND TABLE 0.55 0.55 0.3025 5 1.5125
LONG TABLE 1.8 0.6 1.08 15 16.2
COMPUTER TABLE 0.8 0.5 0.4 24 9.6
SHELVE 4 0.6 2.4 10 24
STORAGE STAFF 1 1 1 SHELVE 4 0.6 2.4 8 19.2 19.2 20.2 6.06 26.26
HEAD DESK 1.3 0.9 1.17 1 1.17
PANTRY STAFF 6 0.8 4.8 CHAIR 0.45 0.45 0.9 6 5.4 7.746 12.546 3.7638 16.3098
CABINET 1.96 0.6 1.176 1 1.176
STAFF LAVATORY 0.5 0.5 0.25 2 0.5
MALE RESTROOM STUDENT 4 1.4 5.6 URINAL 0.4 0.3 0.12 2 0.24 1.38 6.98 2.094 9.074
WATER CLOSET 0.7 0.45 0.32 2 0.64
STAFF LAVATORY 0.5 0.5 0.25 2 0.5
FEMALE RESTROOM 3 1.4 4.2 1.46 5.66 1.698 7.358
STUDENT WATER CLOSET 0.7 0.45 0.32 3 0.96
TABLE 2.6 0.4 0.32 1 0.32
CHAPEL PUBLIC 50 0.8 40 2.88 42.88 12.864 55.744
BENCH 2.6 0.4 0.32 8 2.56
PUBLIC CHAIRS 0.52 0.42 0.2184 152 33.1968
STAFF BENCH 1.1 0.5 0.55 50 27.5
STUDENT SQUARE TABLE 0.9 0.9 0.81 11 8.91
CANTEEN 260 0.8 208 RECTANGLE TABLE 0.1 0.7 0.07 25 1.75 94.2593 302.2593 90.67779 392.93709
LONG TABLE 1.8 0.9 1.62 9 14.58
ROUND TABLE 0.55 0.55 0.3025 9 2.7225
COUNTER 3.5 0.8 2.8 2 5.6
TABLE 2.8 1.2 3.36 1 3.36
STAFF COUNTER 2.5 0.6 1.5 5 7.5
KITCHEN 6 1 6 12.72 18.72 5.616 24.336
REF 0.6 0.6 0.36 1 0.36
SINK 0.5 0.5 0.25 6 1.5
STAFF COUNTER 2.5 0.6 1.5 2 3
FOOD STORAGE 3.36 3.36 1.008 4.368
REF 0.6 0.6 0.36 1 0.36
CHAIRS 0.52 0.42 0.2184 6 1.3104
TABLE 1.5 0.7 1.05 1 1.05
CABINET 1.1 0.3 0.33 1 0.33
PANTRY / LOUNGE 6 0.8 4.8 3.3754 8.1754 2.45262 10.62802
STAFF URINAL 0.4 0.3 0.12 1 0.12
LAVATORY 0.5 0.5 0.25 1 0.25
WATER CLOSET 0.7 0.45 0.315 1 0.315
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM STUDENT 8 1.4 11.2 URINAL 0.4 0.3 0.12 4 0.48 2.51 13.71 4.113 17.823
WATER CLOSET 0.7 0.45 0.32 4 1.28
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 5 1.4 7 2.35 9.35 2.805 12.155
STUDENT WATER CLOSET 0.7 0.45 0.32 5 1.6
CHAIR 0.52 0.42 0.2184 150 32.76
STUDY AREA STUDENT 150 0.8 120 LONG TABLE 1.8 0.9 2.7 21 56.7 94.32 214.32 64.296 278.616
SQUARE TABLE 0.9 0.9 0.81 6 4.86
STAFF LAVATORY 0.5 0.5 0.25 6 1.5
MALE RESTROOM STUDENT 14 1.4 19.6 URINAL 0.4 0.3 0.12 6 0.72 4.74 24.34 7.302 31.642
WATER CLOSET 0.7 0.45 0.315 8 2.52
STAFF LAVATORY 0.5 0.5 0.25 6 1.5
FEMALE RESTROOM 8 1.4 11.2 4.02 15.22 4.566 19.786
STUDENT WATER CLOSET 0.7 0.45 0.315 8 2.52
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER ROOM PROFESSOR 33 0.8 26.4 DESK 0.7 0.5 0.35 32 11.2 18.8072 45.2072 13.56216 58.76936
CHAIR 0.52 0.42 0.2184 33 7.2072
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER ROOM PROFESSOR 33 0.8 26.4 DESK 0.7 0.5 0.35 32 11.2 18.8072 45.2072 13.56216 58.76936
CHAIR 0.52 0.42 0.2184 33 7.2072
STUDENT TABLE 0.8 0.5 0.4 1 0.4
SIGN LANGUAGE
PROFESSOR 29 0.8 23.2 DESK 0.7 0.5 0.35 28 9.8 16.5336 39.7336 11.92008 51.65368
LECTURE ROOM
CHAIR 0.52 0.42 0.2184 29 6.3336
STUDENT DESK 0.8 0.5 0.4 1 0.4
LECTURE ROOM 51 0.8 40.8 11.5384 52.3384 15.70152 68.03992
PROFESSOR CHAIR 0.52 0.42 0.2184 51 11.1384
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM 51 0.8 40.8 11.5384 52.3384 15.70152 68.03992
PROFESSOR CHAIR 0.52 0.42 0.2184 51 11.1384
FACULTY OF DESK 0.8 0.5 0.32 11 3.52
PROFESSOR 14 0.8 11.2 8 19.2 5.76 24.96
ACCESSIBILITY CHAIR 0.52 0.42 0.32 14 4.48

8 1 8 TABLE 1.3 0.9 1.17 1 1.17 8.69 16.69 5.007

CONFERENCE ROOM STAFF 21.697
CHAIRS 0.52 0.42 0.94 8 7.52
TABLE 0.6 0.6 0.36 1 0.36
HEAD FACULTY
HEAD 1 2 2 CHAIRS 0.59 0.51 0.3009 3 0.9027 2.7627 4.7627 1.42881 6.19151
OFFICE
CABINET A 3.75 0.4 1.5 1 1.5

56
 FACULTY OF PROFESSOR DESK 0.8 0.5 0.32 13 4.16
14 0.8 11.2 8.64 19.84 5.952 25.792
ACCESSIBILITY CHAIR 0.52 0.42 0.32 14 4.48
CONSULTATION STUDENT 8 1 8 TABLE 1.3 0.9 1.17 1 1.17 6.81 14.81 4.443
19.253
ROOM STAFF CHAIRS 0.52 0.42 0.94 6 5.64
STUDENT 8 1 8 TABLE 1.3 0.9 1.17 1 1.17 8.69 16.69 5.007
CONFERENCE ROOM 21.697
STAFF CHAIRS 0.52 0.42 0.94 8 7.52
TABLE 0.6 0.6 0.36 1 0.36
HEAD FACULTY
HEAD 1 2 2 CHAIRS 0.59 0.51 0.3009 3 0.9027 2.7627 4.7627 1.42881 6.19151
OFFICE
CABINET A 3.75 0.4 1.5 1 1.5
STUDENT TABLE 0.8 0.5 0.4 1 0.4
AUDIO VISUAL ROOM PROFESSOR 11 0.8 8.8 DESK 0.7 0.5 0.35 110 38.5 63.1424 71.9424 21.58272 93.52512
CHAIR 0.52 0.42 0.2184 111 24.2424
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM STUDENT 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.37 12.17 3.651 15.821
WATER CLOSET 0.7 0.45 0.315 4 1.26
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.01 7.61 2.283 9.893
STUDENT WATER CLOSET 0.7 0.45 0.315 4 1.26
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
CHEMISTRY
PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 50 17.5 26.8544 59.6544 17.89632 77.55072
LABORATORY
CHAIR 0.52 0.42 0.2184 41 8.9544
TABLE 0.7 0.5 0.35 1 0.35
PHYSICS &
STAFF 2 1 2 SHELVE 4 0.6 2.4 2 4.8 5.5868 7.5868 2.27604 9.86284
CHEMISTRY STORAGE
CHAIR 0.52 0.42 0.2184 2 0.4368
STUDENT TABLE 0.8 0.5 0.4 1 0.4
PHYSICS
PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 50 17.5 26.8544 59.6544 17.89632 77.55072
LABORATORY
CHAIR 0.52 0.42 0.2184 41 8.9544
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM STUDENT 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.37 12.17 3.651 15.821
WATER CLOSET 0.7 0.45 0.315 4 1.26
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.01 7.61 2.283 9.893
STUDENT WATER CLOSET 0.7 0.45 0.315 4 1.26
CHAIR 0.52 0.42 0.2184 42 9.1728
STUDY AREA STUDENT 42 0.8 33.6 LONG TABLE 1.8 0.9 2.7 3 8.1 22.1328 55.7328 16.71984 72.45264
SQUARE TABLE 0.9 0.9 0.81 6 4.86
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
TOTAL 2505.25249

57
 ACADEMIC BUILDING
SECOND FLOOR
STUDENT CHAIRS 0.52 0.42 0.2184 144 31.4496
FILLING-UP TABLE 1.3 0.3 0.39 2 0.78
STAFF COUNTER TABLE 3.6 0.6 2.16 1 2.16
STAFF CHAIR 0.59 0.51 0.3009 3 0.9027
LIBRARY 155 0.8 124 86.6048 210.6048 63.18144 273.78624
ROUND TABLE 0.55 0.55 0.3025 5 1.5125
LONG TABLE 1.8 0.6 1.08 15 16.2
COMPUTER TABLE 0.8 0.5 0.4 24 9.6
SHELVE 4 0.6 2.4 10 24
STAFF LAVATORY 0.5 0.5 0.25 2 0.5
MALE RESTROOM STUDENT 4 1.4 5.6 URINAL 0.4 0.3 0.12 2 0.24 1.38 6.98 2.094 9.074
WATER CLOSET 0.7 0.45 0.32 2 0.64
STAFF LAVATORY 0.5 0.5 0.25 2 0.5
FEMALE RESTROOM 3 1.4 4.2 1.46 5.66 1.698 7.358
STUDENT WATER CLOSET 0.7 0.45 0.32 3 0.96
HEAD DESK 1.3 0.9 1.17 1 1.17
HEAD LIBRARIAN
1 1 1 CHAIR 0.45 0.45 0.9 1 0.9 3.246 4.246 1.2738 5.5198
OFFICE
CABINET 1.96 0.6 1.176 1 1.176
8 1 8 TABLE 1.3 0.9 1.17 1 1.17 8.69 16.69 5.007 21.697
GROUP STUDY ROOM STUDENT
CHAIRS 0.52 0.42 0.94 8 7.52
ENTERTAINMENT 10 1 10 TABLE 1.3 0.9 1.17 2 2.34 11.74 21.74 6.522 28.262
STUDENT
ROOM CHAIRS 0.52 0.42 0.94 10 9.4
LOCKER AREA STAFF 1 1 1 SHELVE 4 0.6 2.4 1 2.4 2.4 3.4 1.02 4.42
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM STUDENT 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.37 12.17 3.651 15.821
WATER CLOSET 0.7 0.45 0.315 4 1.26
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.01 7.61 2.283 9.893
STUDENT WATER CLOSET 0.7 0.45 0.315 4 1.26
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM STUDENT 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.37 12.17 3.651 15.821
WATER CLOSET 0.7 0.45 0.315 4 1.26
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.01 7.61 2.283 9.893
STUDENT WATER CLOSET 0.7 0.45 0.315 4 1.26
STUDENT DESK 0.8 0.5 0.4 6 2.4
STUDY AREA 30 0.8 24 8.952 32.952 9.8856 42.8376
CHAIR 0.52 0.42 0.2184 30 6.552
FACULTY OF ARTS & PROFESSOR DESK 0.8 0.5 0.32 13 4.16
14 0.8 11.2 8.64 19.84 5.952 25.792
COMMUNICATION CHAIR 0.52 0.42 0.32 14 4.48
CONSULTATION STUDENT 8 1 8 TABLE 1.3 0.9 1.17 1 1.17 6.81 14.81 4.443 19.253
ROOM STAFF CHAIRS 0.52 0.42 0.94 6 5.64
STUDENT 8 1 8 TABLE 1.3 0.9 1.17 1 1.17 8.69 16.69 5.007 21.697
CONFERENCE ROOM
STAFF CHAIRS 0.52 0.42 0.94 8 7.52
TABLE 0.6 0.6 0.36 1 0.36
HEAD FACULTY
HEAD 1 2 2 CHAIRS 0.59 0.51 0.3009 3 0.9027 2.7627 4.7627 1.42881 6.19151
OFFICE
CABINET A 3.75 0.4 1.5 1 1.5
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM STUDENT 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.37 12.17 3.651 15.821
WATER CLOSET 0.7 0.45 0.315 4 1.26
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.01 7.61 2.283 9.893
STUDENT WATER CLOSET 0.7 0.45 0.315 4 1.26
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
GREEN ROOM STAFF 1 1 1 SHELVE 4 0.6 2.4 1 2.4 2.4 3.4 1.02 4.42
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
SPEECH LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
FACULTY OF PROFESSOR DESK 0.8 0.5 0.32 13 4.16
14 0.8 11.2 8.64 19.84 5.952 25.792
INFORMATION CHAIR 0.52 0.42 0.32 14 4.48
CONSULTATION STUDENT 8 1 8 TABLE 1.3 0.9 1.17 1 1.17 6.81 14.81 4.443 19.253
ROOM STAFF CHAIRS 0.52 0.42 0.94 6 5.64
STUDENT 8 1 8 TABLE 1.3 0.9 1.17 1 1.17 8.69 16.69 5.007 21.697
CONFERENCE ROOM
STAFF CHAIRS 0.52 0.42 0.94 8 7.52
TABLE 0.6 0.6 0.36 1 0.36
HEAD FACULTY
HEAD 1 2 2 CHAIRS 0.59 0.51 0.3009 3 0.9027 2.7627 4.7627 1.42881 6.19151
OFFICE
CABINET A 3.75 0.4 1.5 1 1.5

58
 STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM STUDENT 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.37 12.17 3.651 15.821
WATER CLOSET 0.7 0.45 0.315 4 1.26
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.01 7.61 2.283 9.893
STUDENT WATER CLOSET 0.7 0.45 0.315 4 1.26
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
SERVER ROOM STAFF 1 1 1 SHELVE 4 0.6 2.4 4 9.6 9.6 10.6 3.18 13.78
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM STUDENT 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.37 12.17 3.651 15.821
WATER CLOSET 0.7 0.45 0.315 4 1.26
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.01 7.61 2.283 9.893
STUDENT WATER CLOSET 0.7 0.45 0.315 4 1.26
STUDENT DESK 0.8 0.5 0.4 6 2.4
STUDY AREA 30 0.8 24 8.952 32.952 9.8856 42.8376
CHAIR 0.52 0.42 0.2184 30 6.552
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
TOTAL 2334.4451

59
 ACADEMIC BUILDING
THIRD FLOOR
STUDENT CHAIRS 0.52 0.42 0.2184 144 31.4496
FILLING-UP TABLE 1.3 0.3 0.39 2 0.78
STAFF COUNTER TABLE 3.6 0.6 2.16 1 2.16
STAFF CHAIR 0.59 0.51 0.3009 3 0.9027
LIBRARY 155 0.8 124 86.6048 210.6048 63.18144 273.78624
ROUND TABLE 0.55 0.55 0.3025 5 1.5125
LONG TABLE 1.8 0.6 1.08 15 16.2
COMPUTER TABLE 0.8 0.5 0.4 24 9.6
SHELVE 4 0.6 2.4 10 24
STAFF LAVATORY 0.5 0.5 0.25 2 0.5
MALE RESTROOM STUDENT 4 1.4 5.6 URINAL 0.4 0.3 0.12 2 0.24 1.38 6.98 2.094 9.074
WATER CLOSET 0.7 0.45 0.32 2 0.64
STAFF LAVATORY 0.5 0.5 0.25 2 0.5
FEMALE RESTROOM 3 1.4 4.2 1.46 5.66 1.698 7.358
STUDENT WATER CLOSET 0.7 0.45 0.32 3 0.96
HEAD DESK 1.3 0.9 1.17 1 1.17
HEAD LIBRARIAN
1 1 1 CHAIR 0.45 0.45 0.9 1 0.9 3.246 4.246 1.2738 5.5198
OFFICE
CABINET 1.96 0.6 1.176 1 1.176
8 1 8 TABLE 1.3 0.9 1.17 1 1.17 8.69 16.69 5.007 21.697
GROUP STUDY ROOM STUDENT
CHAIRS 0.52 0.42 0.94 8 7.52
ENTERTAINMENT 10 1 10 TABLE 1.3 0.9 1.17 2 2.34 11.74 21.74 6.522 28.262
STUDENT
ROOM CHAIRS 0.52 0.42 0.94 10 9.4
LOCKER AREA STAFF 1 1 1 SHELVE 4 0.6 2.4 1 2.4 2.4 3.4 1.02 4.42
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM STUDENT 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.37 12.17 3.651 15.821
WATER CLOSET 0.7 0.45 0.315 4 1.26
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.01 7.61 2.283 9.893
STUDENT WATER CLOSET 0.7 0.45 0.315 4 1.26
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM STUDENT 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.37 12.17 3.651 15.821
WATER CLOSET 0.7 0.45 0.315 4 1.26
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.01 7.61 2.283 9.893
STUDENT WATER CLOSET 0.7 0.45 0.315 4 1.26
STUDENT DESK 0.8 0.5 0.4 6 2.4
STUDY AREA 30 0.8 24 8.952 32.952 9.8856 42.8376
CHAIR 0.52 0.42 0.2184 30 6.552
FACULTY OF PROFESSOR DESK 0.8 0.5 0.32 13 4.16
14 0.8 11.2 8.64 19.84 5.952 25.792
BACHELOR OF MULTI CHAIR 0.52 0.42 0.32 14 4.48
CONSULTATION STUDENT 8 1 8 TABLE 1.3 0.9 1.17 1 1.17 6.81 14.81 4.443 19.253
ROOM STAFF CHAIRS 0.52 0.42 0.94 6 5.64
STUDENT 8 1 8 TABLE 1.3 0.9 1.17 1 1.17 8.69 16.69 5.007 21.697
CONFERENCE ROOM
STAFF CHAIRS 0.52 0.42 0.94 8 7.52
TABLE 0.6 0.6 0.36 1 0.36
HEAD FACULTY
HEAD 1 2 2 CHAIRS 0.59 0.51 0.3009 3 0.9027 2.7627 4.7627 1.42881 6.19151
OFFICE
CABINET A 3.75 0.4 1.5 1 1.5
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM STUDENT 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.37 12.17 3.651 15.821
WATER CLOSET 0.7 0.45 0.315 4 1.26
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.01 7.61 2.283 9.893
STUDENT WATER CLOSET 0.7 0.45 0.315 4 1.26
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
GREEN ROOM STAFF 1 1 1 SHELVE 4 0.6 2.4 1 2.4 2.4 3.4 1.02 4.42
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
DIGITAL DRAWING
PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
LAB
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
DRAWING LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544

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 FACULTY OF PROFESSOR DESK 0.8 0.5 0.32 13 4.16
14 0.8 11.2 8.64 19.84 5.952 25.792
ENTERTAINMENT CHAIR 0.52 0.42 0.32 14 4.48
CONSULTATION STUDENT 8 1 8 TABLE 1.3 0.9 1.17 1 1.17 6.81 14.81 4.443 19.253
ROOM STAFF CHAIRS 0.52 0.42 0.94 6 5.64
STUDENT 8 1 8 TABLE 1.3 0.9 1.17 1 1.17 8.69 16.69 5.007 21.697
CONFERENCE ROOM
STAFF CHAIRS 0.52 0.42 0.94 8 7.52
TABLE 0.6 0.6 0.36 1 0.36
HEAD FACULTY
HEAD 1 2 2 CHAIRS 0.59 0.51 0.3009 3 0.9027 2.7627 4.7627 1.42881 6.19151
OFFICE
CABINET A 3.75 0.4 1.5 1 1.5
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM STUDENT 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.37 12.17 3.651 15.821
WATER CLOSET 0.7 0.45 0.315 4 1.26
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.01 7.61 2.283 9.893
STUDENT WATER CLOSET 0.7 0.45 0.315 4 1.26
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
COMPUTER LAB PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
SERVER ROOM STAFF 1 1 1 SHELVE 4 0.6 2.4 4 9.6 9.6 10.6 3.18 13.78
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
MALE RESTROOM STUDENT 7 1.4 9.8 URINAL 0.4 0.3 0.12 3 0.36 2.37 12.17 3.651 15.821
WATER CLOSET 0.7 0.45 0.315 4 1.26
STAFF LAVATORY 0.5 0.5 0.25 3 0.75
FEMALE RESTROOM 4 1.4 5.6 2.01 7.61 2.283 9.893
STUDENT WATER CLOSET 0.7 0.45 0.315 4 1.26
STUDENT DESK 0.8 0.5 0.4 6 2.4
STUDY AREA 30 0.8 24 8.952 32.952 9.8856 42.8376
CHAIR 0.52 0.42 0.2184 30 6.552
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
STUDENT TABLE 0.8 0.5 0.4 1 0.4
LECTURE ROOM PROFESSOR 41 0.8 32.8 DESK 0.7 0.5 0.35 40 14 23.3544 56.1544 16.84632 73.00072
CHAIR 0.52 0.42 0.2184 41 8.9544
TOTAL 2334.4451
OVERALL: 7174.14269

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Space Adjacency Matrix

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63
64
65
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Bubble Diagrams

Figure IV.6 Bubble Diagram Admin Building GFP

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Figure IV.7 Bubble Diagram Admin Building SFP

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Figure IV.8 Bubble Diagram Admin Building TFP

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Figure IV.9 Bubble Multipurpose Hall

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 Figure IV.10 Gymnasium
Figure IV.11 Bubble Diagram Academic Building GFP

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Figure IV.12 Bubble Diagram Academic Building

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73
4.1.3 Design Constraints
Economic
Every configuration requires a different investment from the client. The application of budget may
limit the choice of hardware resources and software products. It may also constrain the architecture
design.

Environmental
There is an existing river whichz is the Calumpang River that is located near the site. Based on the
CLUP the flood will reach up to 1 meter above the ground, and from the interview of the residents of
the area the flood will not reach the site. It can be resolved by applying designs that can save the
building and the users from the flood that may occur.

Cultural
The concept of the development is uncommon and unique therefor may result to the lack of prior
experience and knowledge to this kind of project.
Social
The projects main priority is for the persons with disabilities. And because it is a specialized
institute, normal persons are limited, meaning before it meets the maximum no. of students in each
course or program, person with disabilities have its reservation unless there no really follow after
then normal person can be accepted.
Health and safety
The pollutions do not only affect the environment but also the community surrounding them.
Since the site is located at the city and is adjacent to the road, noise and smoke from the vehicles
will be one of the major issue, the congestion of the area can be solving minimally but cannot be
prevented because it is a common route for a lot of people. The site is also possible for accidents
but can be prevented by the implementation of safety guidelines especially when it comes to
pedestrians
Viability and sustainability
One of the feature of the building is the rainwater harvesting system and solar panel system
that can be used as a source for the water and power supply of the building, but in terms of power
supply, the solar panel supports a limited amount of facilities due to some concerns, and it is
acceptable because everything has its down side. There is also the possibility that some materials
are not readily available in Batangas.

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4.1.4 Initial Design Translation
Capstone Theme – See the World Differently
Project Background
This Institute is proposed where persons with disabilities is the main priority. Designing a school
where students share similar things, this will understand themselves better, learning that they are
not the only different in the world, that they are uniquely beautiful just being their selves and make
it easier for them to be more confident and cope up with challenges that they may encounter.
The main goal of the project is to create a society that's not just thought of us equal but equitable.
For them to be able to access higher education and be freely independent with their selves, designing
a facility that is intended for them, getting the necessary supports that they basically need, promoting
quality lifelong learning opportunities for all, and at tertiary level of education.

Relating to this year’s theme “See the World Differently”, the proponent believed that by providing
this kind of educational institution which they are the main priority, with the vision where students
with disabilities happily and efficiently doing their academics and sharing knowledge with each other,
leading to a good community.
Design Philosophy

“Architecture is responsible for creating environments that accommodate the

need of all types of users. Special need individuals should not be exempt
from such accommodation” - Magda Mustafa
Before planning and designing spaces, one must question every detail of
the project. The location of the spaces, it uses and purpose are specifically designed
considering the different kinds of users, like for example, the projects priority, and it
is the persons with disability.

Design Concept
The Design Concept of the proposed project focuses on the “Tropical Architecture” it is all
about achieving thermal comfort through the use of passive design elements like sunshades, cavity
walls, light shelves, overhangs, roof and wall insulation and even shading from large trees to block
the sun. It can look very traditional, ultramodern or even high-tech.

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 Figure IV.14 show some analyzations for tropical design building

Image shows the application of tropical architecture in the form concept of the project.
Firstly, the principles of passive design, i.e. without the use of mechanical cooling or heating, are
adopted for each project, as follows:

 Correct orientation to take advantage of  Landscaping to cool the building.

breezes and exclude solar heat gain.  Use of low thermal mass building
 Shading of walls and windows. materials.
 Insulation and sealing the building  Maximizing natural light but excluding
envelope. glare.
 Cross ventilation through rooms and
spaces and also the roof cavity.

Secondly the principles of sustainable design are applied to energy efficient systems, materials and
fixtures, as follows:
 Design of air-conditioned spaces to  Design buildings to encourage user access by
encourage mixed mode cooling, passive in walking, bicycle and public transport.
the dry season, mechanical in the wet season.
 Use of water efficient fixtures and fittings.
 Use of energy efficient air-conditioning
systems through zoning controls, and  Rainwater collection and recycling.
consideration for the use of solar or gas air-
conditioning. On larger projects the use of  Managing storm water.
chilled water systems with thermal storage
tanks are recommended.  Use of materials and fittings with lower
environmental impacts that are not harmful to
 Use of energy efficient lighting and hot water the health and safety of users.
systems including monitoring.
 Use of renewable energy systems such as
solar PV inverter systems.

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Design Sensibility
“Sensibility Design” is not an ‘ism.’ It provides potential and possibilities for solutions to the
complex world that might make human life better, and it offers a rectified design direction for the
future using existing principles.
The general concept of the project is to create a school for person with disability through the
concept of “Making disable “THIS ABLE” through architecture” through the design approach, design
sensibility is to achieve the independence of each users of the project creating a barrier free
environment.
Design sensibility approach was applied on the project to create an environment that could
accommodate the need of differently abled users as well as the normally abled. It is a high sensitive
approach considering each type of disabilities.
Design Considerations
Accessibility– Since it is a school for PWD, the access of every facility for them is the main
consideration, it should bring them comfort
Users – Proviing all the needed spaces and facilities for all the users of the school
Sustainability – usage of sustainable materials and the structures capability to sustain the building
from any forms of calamity.
Comfortability – Providing comfortable spaces circulations and barrier free environment for much
convinient movements
Aesthetic – The building exterior and design should represent the school itself, it should be
aesthetic-wise
Function – A building should not only compose of aesthetic, but it also must accompany with
functions in every detail.
Privacy – It is the right of every person to have their privacy, especially for persons who doesn’t like
to be in a center of attraction.
Acoustics – It is the right of every person to have their privacy, especially for persons who doesn’t
like to be in a center of attraction.
Orientation – The sites orientation must also consider to for it to provide comfort to the user.
Safety and Security – Every user must feel safe and secured inside the building, considering every
detail for a safe design.
Natural Lighting – Considering Natural Lighting to conserve electricity and can be a substitute
whenever electricity shortage happen.
Natural Ventilation – Provides fresh air to users and to conserve electricity usage.
Circulation – For them to have easier access to their desirable destination without having difficulties

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Energy Efficient – project is a tropical architecture and must consider the energy efficiency of the
building.
Form Concept

Figure IV.16 Form Transformation

Crutch

Crutch is where the form of the main

building is inspired. Crutch plays a
huge part in the life of persons with
mobility disability, they use this as
their strength and guide for
everyday use, which also
represents the operation of the
school.

A crutch is a mobility aid that transfers weight from the legs to the upper body. It is often used by
people who cannot use their legs to support their weight, for reasons ranging from short-term injuries
to lifelong disabilities.

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 4.2 Design Features
4.2.1 Architectural Character

The Architectural Character of the proposed project will be “Tropical Architecture” and
Design sensibility. Tropical Architecture is all about achieving thermal comfort through the use of
passive design elements like sunshades, cavity walls, light shelves, overhangs, roof and wall
insulation and even shading from large trees to block the sun. It can look very traditional, ultramodern
or even high-tech. It also emphasizes energy efficiency, sustainable materials, use of natural light
and the use of non-toxic materials.
The use of jalousie windows with the combinations of sun-shading devices such as braise soleil and
aluminum panel as the main type of window use in the building to maximize the wind flow entering
the building while protecting from excessive sunlight.
The project also uses skylight for additional natural lighting and ventilation, creating cross ventilation
inside the building.
The building also uses sustainable systems like the rainwater harvester to collect storm water when
raining to use it for irrigation and for flushing toilets, another one is the PVC roofing that enhances
insulation which affects the temperature inside of the building.

With the application of sensible design as the basis for the overall circulation in the building,
considering a barrier free design use of visual connections and a lot of interacting spaces for the
student.
4.2.1 Innovations
Recycling of Greywater
Greywater is used to refer to relatively clean wastewater. Taking residences as an example
(refer the schematic below), wastewater from the kitchen sink, water filter, shower/ bathtub,
washbasin, washing machine/ laundry is called greywater, whereas wastewater from the toilet flush,
or water after cleaning floors and vehicles can be called Blackwater.

79
 Figure IV.18 shows the sample circulation for the recycling

Impacts of Recycling Greywater

 Reduction of clean water requirement by 30-35% – reduction of water bill for the
consumers as well as reduction of load on the city’s total water needs.
 Reduction of electricity, pipes, pumps, and storage requirements in clean water supply
system.
 Reduction of load in the transportation, treatment and disposal of the sewage (Blackwater).

Rainwater Harvesting Method
Rain water harvesting is a technique of collection and storage of rainwater into natural
reservoirs or tanks, or the infiltration of surface water into subsurface aquifers (before it is lost as
surface runoff). One method of rainwater harvesting is rooftop harvesting.

Figure IV.19 Shows the process of rainwater harvesting method

Alarms for People with Hearing Impairments

80
 Silent Call is the smoke alarm we provide to people with hearing impairments. It has three
separate components: a smoke alarm with a transmitter (model 1008-3), a vibrating disc (model VIB-
PJ), and a receiver with or without a strobe light (model SK09214).11 The alarm provides an audible
alert and transmits a signal to the receiver and the strobe light.12 The receiver then activates the
vibrating disc that is under the mattress.

Figure III.20 shows image of Fire alarms

Fire safety is a vital but often overlooked aspect of health and safety for people who are
blind or visually impaired. The inability to see creates a greater risk and subsequent challenge in
preventing fire injuries; however, the blind or visually impaired individual can overcome this
challenge. Just as a blind individual must learn basic skills for living using senses other than sight,
he or she can learn and hone fire safety skills through repeated practice.
Public fire education messages address the needs of blind or visually impaired individuals
in a contextual manner, but not from the standpoint of delivery. Escape planning and smoke alarm
maintenance are equally applicable to both seeing and non-seeing individuals.

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4.2.3. Highlights
Building Massing

Figure IV.21 Massing of Academic Building

Figure IV.22 Massing of Admin Building

Figure IV.23 Massing of Multi-purpose Hall

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 Figure IV.24 Massing of Gymnasium

Figure IV.25 Massing of Maintenance Building

Brise soleil
Braise soleil is an architectural feature of a building that reduces
heat gain within that building by deflecting sunlight. It is applied to the
fade of the building to minimize the heat coming from the sun, it is
needed because the building is in tropical architecture.

Tactile Signs and Paving

83
A tactile sign is any sign that can be read by touch. Braille, raised print and
raised symbols or pictograms are examples of tactile elements used on signs.
Doors and openings that lead to public spaces should be identified by tactile
signage. Tactile Paving is a system of textured ground surface indicators
found on footpaths, stairs and railway station platforms, to assist pedestrians
who are vision impaired.
4.2.4. Material Concept
Reinforced Concrete
It is always used when concrete has to bear a large amount of weight. For example, in beams,
columns, footings, peers, slabs etc. concrete is good in compression and weak in tension, whereas
steel bars are strong both in compression and tension.
Permeable Paving Systems
The implementation of permeable pavements in place of standard
impermeable asphalt would theoretically increase water
infiltration into underground storage and the filtration of rainwater,
while reducing runoffs. Permeable pavers are specially fabricated
paving units designed to replace asphalt and other impermeable
paving materials. Interconnected pore spaces within the material
channel water into the underlying soil or into a special storage
layer which forces slow percolation during periods of heavy
rainfall. Permeable pavers are often laid on a bed of sand or gravel to enhance drainage properties.
Composite Wood Cladding
is made from a unique blend of recycled wood and polymers, creating a
strong, durable material with excellent performance benefits. It is generally
much less expensive than real wood, especially if you are interested in cedar
shingles or other durable hardwoods.
Low-E Glass
It is a type of energy-efficient glass designed to prevent heat escaping out through the windows.

84
 4.3. Project Cost Analysis
Project Cost Analysis GIVEN AMOUNT
1. Building Cost (TBFA x Cost per m2) ₱ 21,779.30 ₱ 35,000.00 ₱ 762,275,500.00

2. Equipment Cost (8% - 10% of line 1) 10% ₱ 76,227,550.00

3. Premium Cost (3% of Line 1) 3% ₱ 22,868,265.00
4. Contingencies (3% - 5% of Line 1) 4% ₱ 30,491,020.00
5. Construction Cost (Sum of Line 1 - 4) (Sum of Line 1 - 4) ₱ 891,862,335.00
6. Escalation Cost (1% - 5% of Line 5) 3% ₱ 26,755,870.05
7. Total Construction Cost (Sum of Line 5 and 6) (Sum of Line 5 and 6) ₱ 918,618,205.05
8. Professional Fee (3% - 10% OF Line 1, as per
3% ₱ 22,868,265.00
Architect’s Guidance 2016)
9. Site Acquisition Cost (Lot Area x Land Market
₱ 30,000.00 ₱ 1,266.67 ₱ 38,000,000.00
Value per m2)
10. Land Development & Site Improvement Cost
₱ 8,220.70 ₱ 35,000.00 ₱ 287,724,500.00
(TLA – TBFA x Cost per m2)
11. Fixed Equipment Cost Including Outside
8% ₱ 23,017,960.00
Utilities (8% of Line 10)
12. Miscellaneous (5% of Line 1) 5% ₱ 38,113,775.00
13. Contingencies on other Cost (5% Of Line 8-11) ₱ 371,610,725.00 5% ₱ 18,580,536.25
14. Total Capital and other Cost (Sum of Line 8-
₱ 409,724,500.00
12)
15. Project Cost (Sum of Line 7 and 14) ₱ 1,328,342,705.05
16. Owner’s Contingency Cost (5% of line 1) 5% ₱ 38,113,775.00
17. Total Project Development Cost (Sum of Line
₱ 1,366,456,480.05
15 to 16)

Return of Investment

TUITION FEE NO. OF STUDENT 1ST SEM 2ST SEM ANNUAL TUITION
REGULAR COURSE 25,000.00 5,884.00 147,100,000.00 147,100,000.00 294,200,000.00
SHORT COURSES 6,000.00 500.00 3,000,000.00 3,000,000.00 6,000,000.00
TOTAL PROFIT 300,200,000.00

Monthly Salary No. of Employees Monthly Salary Months Annual Salary

PROFFESORS 25,161 50.00 1,258,050.00 12 15,096,600.00
EMPLOYEES 19,000.00 145.00 2,755,000.00 12 33,060,000.00
48,156,600.00
ELECTRICAL AND
UTILITY 12,000,000.00
EXPENSES 60,156,600.00

ANNUAL PROFIT ₱ 300,200,000.00

TOTAL EXPENDITURES ₱ 60,156,600.00
TOTAL ANNUAL PROFIT ₱ 240,043,400.00
INVESTMENT ₱ 1,366,456,480.05
ROI 18%
YEAR 5.692539266

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 CHAPTER V:
ARCHITECTURAL DESIGN
TRANSLATIONS
(See Design Portfolio)

CHAPTER V:
ARCHITECTURAL DESIGN
TRANSLATIONS
86
CHAPTER VI: SUMMARY
CONCLUSIONS AND
RECOMMENDATIONS

CHAPTER VI: SUMMARY

CONCLUSIONS AND
RECOMMENDATIONS

87
 CHAPTER VI: SUMMARY CONCLUSIONS AND RECOMMENDATIONS
6.1 SUMMARY

“Batangas Inclusive Institute of Arts and Technology”: It is named simply because the school accepts
all kinds of persons regardless of their ability or disability and the scope of programs. It is located in a rapidly
growing municipality of Pallocan West, Batangas City, Philippines. It is about 108.00 kilometers away from
Manila and has an average travel time of approximately one hour forty-five minutes through the Southern
Tagalog Arterial Road (STAR) tollway and the South Luzon Expressway (SLEX).
The Proposed Institution is situated in a 3 hectares’ land development named Batangas Inclusive
Institute of Arts and Technology, where the main purpose of this is to serve as a platform for persons with
disability to access higher education. The proposed Batangas Inclusive Institute of Arts and Technology is
properly planned to be a barrier free environment where diverse types of person regardless of their ability or
disability are all welcome.

6.2 CONCLUSION
The lack of school who prioritize persons with disability affects a lot of lives, and this will overly
continue overtime because the data will just keep on increasing. To prevent that from happening the one
thing that everyone could do is to raise awareness, it can be done by setting a good example that will act as
role model and serve as a platform to spread awareness. This role model would be the Batangas Inclusive
Institute of Arts and Technology.
Batangas Inclusive Institute of Arts and Technology will have a strategic and carefully made plan for
the proper circulation inside the parameter, with the additional internal programs and innovative devices that
will make sure the comfort of every student. This high quality facility will be a good role model for other school
to be inspired, resulting for everyone benefit not only for student’s education but also the future of architecture
where barrier free environment would be openly accepted.
6.3 RECOMMENDATIONS

Batangas Inclusive Institute of Arts and Technology is designed to give Batangas City a sense of
pride, uplift values and lifestyle. Providing inclusive institution will serve as a stepping stone for the increasing
PWD population in Batangas City and this is by means of providing barrier free spaces for academic facilities
so as to equip them with “pride, character, knowledge, and wisdom” for personal enhancement and
independence.

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 APPENDICES
DEFINITIONS OF TERM

TROPICAL ARCHITECTURE A branch of the architecture, the study of the climate of the oriented
architecture the weather in a place where the mass of the building or group
of buildings, and the impact or impact on the environmental link or influence
on the tropical surroundings
UNIVERSAL DESIGN Creating spaces that meet the needs of all people, young and old, able and
disabled. From the arrangement of the rooms to the choice of colors, many
details go into the creation of accessible spaces.
INCLUSIVE Based on universal design, but more often describes digital products. Both
attempt to create products that are usable by the range of human diversity,
regardless of age, culture, ability, gender, or other differences.
BRAILLE A system of touch reading and writing for blind persons in which raised dots
represent the letters of the alphabet. It also contains equivalents for
punctuation marks and provides symbols to show letter groupings. Braille
is read by moving the hand or hands from left to right along each line.
HEARING IMPAIRMENT Occurs when there's a problem with or damage to one or more parts of the
ear.
SPEECH DISABILITY Can affect the way a person creates sounds to form words.
MUTE Is defined as an absence of speech while conserving or maintaining the
ability to hear the speech of others.
BLINDS Unable to see, having severely impaired or absolutely no sense of sight
BRAILLE SYSTEM a system of reading and writing by touch used by the blind. It consists of
arrangements of dots which make up letters of the alphabet, numbers, and
punctuation marks.
TACTILE PAVING a system of textured ground surface indicators found on footpaths, stairs
and railway station platforms, to assist pedestrians who are vision impaired.

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 ACRONYMS
PWD Persons with Disability
AHU Air Handling Unit
AMBF Allowable Maximum Building Footprint
CLUP Comprehensive Land Use Plan
DENR Department of Environment Natural Resources
DOT Department of Tourism
DPWH Department of Public Works and Highways
FLAR Floor to Lot Area Ratio
GFA Gross Floor Area
ISA Impervious Surface Area
JICA Japan International Cooperation Agency
LGU Local Government Unit
PSO Percentage Site Occupancy
SWOT Strength, Weaknesses, Opportunities, Threat
TGFA Total Gross Floor Area
TLA Total Lot Area
TOSL Total Open Space within Lot
USA Unpaved Surface Area
CSFP City of San Fernando Pampanga

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 REFERENCES
Book:
Foz, V. (2011). National Building Code of the Philippines. Quezon City, Metro Manila, Philippines; Philippine
Law Gazette
National Master Plumbers Association of the Philippines, (1999). Revised National Plumbing Code of the
Philippines. Manila, Philippines
BP 344 Implementing Rules and Regulations (IRR) Amendments Minimum Requirements for Accessibility
Fajardo, M. (2002) Planning and Designer’s Handbook. Quezon City: 5138 Trading
Revised Implementing Rules and Regulations (RIRR) of RA 9514 “The Fire Code of the Philippines”
Website or Webpage:
www.google.com%2Famp%2Fs%2Fwww.arch2o.com%2Ftheater-design
basicrules%2Famp%2F&h=AT1_5RaJzWhcMTdm0mKaSF0bSKMzRFkxBeRXrxhOtsk_acnuHKq5JQQNU
Bo_MW6FNspBX-NkiHUzL1E-px8LziMKM6D-2IzZahkFhm3BJZg3_pPueOr-4IhEyf1oyIOWsdlXA

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