Fishery University Research

Gateway college of architecture and design, Sonipat I Dissertation report 2022
CHAPTER 1: INTRODUCTION
1.1 INTRODUCTION
A fishery science university is a specialized institution that provides education and research
opportunities in the fields of fishing, aquaculture, and marine biology. The design of such a
university should reflect its focus on these disciplines while providing a supportive and
engaging environment for students, faculty, and staff.
1.2 PROJECT DISCRIPTION
Fishery science universities in India offer students a unique and comprehensive education in
the fields of fishing, aquaculture, and marine biology. These institutions require a specialized
design that reflects their focus on these disciplines while providing a supportive and engaging
environment for students, faculty, and staff.
The site for a fishery science university in India should be located near a major fishing port or
a marine research center. This location should have a clear view of the ocean and should be
easily accessible by road and water. The site should have enough land area to accommodate
the university's facilities, as well as space for future expansion.
The university should have a range of buildings to support the needs of students, faculty, and
staff. These buildings may include academic buildings for classrooms, lecture halls, and
laboratories, research facilities for marine biology, oceanography, and aquaculture, fishing
boats and gear for hands-on training, student housing, a library and information center, an
administration building, and a student center for dining, recreation, and social activities.
The design of the university should reflect its focus on fishing, aquaculture, and related
disciplines. This can be achieved through the use of marine-inspired colors, shapes, and
materials, as well as incorporating elements of marine biology and oceanography into the
buildings and landscapes. Sustainability should also be a priority, with features such as green
roofs, rainwater collection systems, and energy-efficient lighting and HVAC systems.
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The university should be accessible and welcoming to students, faculty, and staff, regardless
of their abilities. The design should include features such as ramps, elevators, and accessible
restrooms to make the buildings and grounds accessible to everyone.
The student experience should be at the forefront of the university's design. This can be
achieved by providing spaces for social interaction and recreation, as well as dedicated spaces
for study and research. The university should also incorporate technology and innovation into
its design, such as smart building systems and advanced technologies for research and
education.
The fishery science university should also engage with the local community and support the
development of sustainable fishing and aquaculture practices. This can be achieved through
the design of community spaces, such as fishing docks and marine research facilities, as well
as programs and initiatives that support local businesses and organizations.
In conclusion, the architectural design of a fishery science university in India should reflect
its focus on fishing, aquaculture, and related disciplines while providing a supportive and
engaging environment for students, faculty, and staff. The design should prioritize
sustainability, accessibility, and community engagement to create a functional and innovative
campus that supports the university's education and research goals. The use of marine-inspired
colors, shapes, and materials, as well as the integration of technology and innovation, can
enhance the student experience and support the university's commitment to fishing,
aquaculture, and marine biology.
1.3 INTENT OF CHOOSING THE TOPIC
For sustainable development of the Fisheries and Aquaculture sectors in the State, adequate
number of qualified Fisheries professionals are very much essential. As per one estimate, there
is a requirement of 11,901 Fisheries Diploma holders, 6,118 BFSc holders and 2,541 MFSc
holders. This number is likely to double by 2030.
The Andhra Pradesh Government has given top most priority to this issue and the Andhra
Pradesh Fisheries University Act No. 39 of 2020 was enacted for the establishment of the
Andhra Pradesh Fisheries University (APFU) in West Godavari District, Andhra Pradesh.
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Suitable land has been identified in Narasapuram for the construction of APFU. On discussion
with the user department, the following infrastructure facilities are identified to be essential
for APFU.
1.4 AIM AND OBJECTIVE
The objective of the fishery science university is to provide a comprehensive education in the
field of fishing, aquaculture, and related fields to prepare students for careers in these
industries.
1.5 SCOPE AND LIMITATIONS
1.5.1 SCOPE
The site for the fishery science university should be located near a major fishing port or a
marine research center. The location should have a clear view of the ocean and should be
Buildings:
staff. These buildings may include:
• Academic buildings for classrooms, lecture halls, and laboratories

• Research facilities for marine biology, oceanography, and aquaculture
• Fishing boats and gear for hands-on training in fishing techniques
• Student housing for those who are not from the area
• Library and information center
• Administration building for offices, meeting rooms, and support services
• Student center for dining, recreation, and social activities
1.5.2 LIMITATION
The development of the site will be according to only aquaculture and fishery related courses
only. No other courses will be covered.
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1.6 METHODOLOGY
The data selection is done on the basis of literature study and its learnings. The data selection
is done on the basis of literature available and the scope of the topic. The case study selection
would be done in a way so that it covers the scope and helps in understanding and the base
required for the topic and various case studies involved to overcome research questions The
Data Selection would be such that it covers these heads:
• Studying about the characteristics of spaces in a fishery university.

• Studying about the benefits of fishery university in state.
• Advantages of having a fishery university in Andhra Pradesh.
• DESIGN APPROACH
The selection of data is based on the pointers in the literature review. This is because these
heads are the basis of the research and the research would be carried forward in depth while
analyzing the mentioned topics.
1.7 CLIENT BREIF
A fishery science university has several key needs in order to provide a comprehensive
education in the fields of fishing, aquaculture, and related disciplines. These needs include:
• Faculty and staff: A fishery science university needs highly qualified and experienced
faculty and staff who are knowledgeable in the fields of marine biology, oceanography,
fishing, and aquaculture. These individuals should be able to provide students with a
solid foundation in these subjects, as well as hands-on training and practical
experience.
• Laboratories and research facilities: The university needs well-equipped laboratories
and research facilities to support the education and research needs of students and
faculty. This may include marine biology and oceanography labs, as well as fishing
boats and gear for hands-on training in fishing techniques.
• Classrooms and lecture halls: The university needs classrooms and lecture halls that
are equipped with the latest technology to facilitate learning and provide students with
an engaging and interactive learning experience.
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• Library facilities: A well-stocked library with access to the latest research and
academic resources is an important need for a fishery science university. This will help
students to stay current in their field and to develop a deep understanding of their
subject matter.
• Student support services: The university needs to provide a range of student support
services to ensure that students have the resources they need to succeed in their studies.
This may include academic advising, career counseling, and financial aid services.
• Access to fishing and marine resources: A location near a major fishing port or a
marine research center is an important need for a fishery science university. This
location will provide students with access to the resources they need to succeed in their
studies, including the ocean and local fishing communities.
• Funding: Adequate funding is essential to support the operations of the university,
including the salaries of faculty and staff, the maintenance of facilities and equipment,
and the development of new programs and initiatives.
• Budget of the project is RS.100cr.
• TOTAL SITE AREA IS 40 ACRES.
1.7.1 STUDENT EXPERIENCE
education.
1.7.2 COMMUNITY ENGAGEMENT
The fishery science university should engage with the local community and support the
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In conclusion, the architectural design of a fishery science university should reflect its focus
on fishing, aquaculture, and related disciplines while providing a supportive and engaging
environment for students, faculty, and staff. The design should prioritize sustainability,
accessibility, and community engagement to create a functional and innovative campus that
supports the university's education and research goals. The use of marine-inspired colors,
shapes, and materials, as well as the integration of technology and innovation, can enhance
the student experience and support the university's commitment to fishing, aquaculture, and
marine biology.
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1.7.3 TENDER CERTIFICATE
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1.7.4 SITE
ACCESS ROUTE
SITE
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CHAPTER 2: BACKGROUND OF TYPOLOGY
2.1 HISTORY AND BACKGROUND STUDY
Fisheries universities, also known as fisheries colleges or fisheries institutes, are higher
education institutions that specialize in the study of fishery science, aquaculture, and marine
biology. These universities offer degree programs in fisheries and aquaculture, as well as
related fields such as marine biology, oceanography, and environmental science.
The history of fisheries education dates back to the early 19th century when the first fisheries
school was established in France in 1829. Over the next few decades, similar institutions were
established in other European countries, including the United Kingdom, Germany, and
Norway. These early schools focused primarily on teaching students how to cultivate and
manage fish stocks for commercial purposes.
In the United States, the first fisheries school was established in 1874 at the University of
Michigan. The school was initially established to study the biology of Great Lakes fish
species, but it eventually expanded its focus to include marine biology and oceanography.
Over the next few decades, several other fisheries schools were established in the United
States, including the Woods Hole Oceanographic Institution and the University of
Washington's School of Fisheries.
In the 20th century, fisheries education continued to expand as the demand for seafood and
other marine resources grew. New fisheries universities were established in many countries,
including Japan, Canada, Australia, and several African nations. These universities focused
not only on the management and cultivation of fish stocks, but also on the broader
environmental and ecological issues related to fisheries and marine ecosystems.
Today, fisheries universities continue to play a critical role in the management and
conservation of marine resources. They provide students with the knowledge and skills
necessary to address the complex challenges facing the world's oceans, from overfishing and
pollution to climate change and habitat destruction. Many fisheries universities also conduct
research in these areas, developing new technologies and strategies to improve the
sustainability and productivity of global fisheries.
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2.2 USER PROFILE AND ACTIVITY ANALYSIS
The stake holder of this project is Andhra Pradesh government.
The site for the fishery science university should be located near a major fishing port or a
marine research center. The location should have a clear view of the ocean and should be
staff. These buildings may include:
• Academic buildings for classrooms, lecture halls, and laboratories

• Research facilities for marine biology, oceanography, and aquaculture
• Fishing boats and gear for hands-on training in fishing techniques
• Student housing for those who are not from the area
• Library and information center
• Administration building for offices, meeting rooms, and support services
• Student center for dining, recreation, and social activities
2.3 SOCIAL AND PSYCHOLOGICAL ASPECTS
2.3.1 ACCESSIBILITY:
The university should be accessible and welcoming to students, faculty, and staff, regardless
of their abilities. The design should include features such as ramps, elevators, and accessible
restrooms to make the buildings and grounds accessible to everyone.
2.3.2 STUDENT EXPERIENCE
education.
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2.3.3 COMMUNITY ENGAGEMENT
The fishery science university should engage with the local community and support the
In conclusion, the architectural design of a fishery science university should reflect its focus
on fishing, aquaculture, and related disciplines while providing a supportive and engaging
environment for students, faculty, and staff. The design should prioritize sustainability,
accessibility, and community engagement to create a functional and innovative campus that
supports the university's education and research goals. The use of marine-inspired colors,
shapes, and materials, as well as the integration of technology and innovation, can enhance
the student experience and support the university's commitment to fishing, aquaculture, and
marine biology.
2.4 KEY UNDERSTANDING
In conclusion, a fishery science university has several key needs in order to provide a
comprehensive education in the fields of fishing, aquaculture, and related disciplines. Meeting
these needs is essential to preparing students for successful careers in these industries.
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CHAPTER 3: STANDARDS AND NORMS
In India, institutional buildings are constructed based on certain standard and norms set by the
Bureau of Indian Standards (BIS), which is responsible for the development of national
standards for building construction. The following are some of the key standards and norms
for institutional building design in India:
• National Building Code: The National Building Code (NBC) of India is a

comprehensive set of guidelines for the design, construction, and maintenance of
buildings. It provides guidance on various aspects of building construction, including
structural design, fire safety, plumbing, and electrical installations.
• Green Building Norms: In recent years, there has been a growing emphasis on
sustainable building design in India. The Ministry of Environment, Forest and Climate
Change has set up the Green Rating for Integrated Habitat Assessment (GRIHA) to
provide a national rating system for green buildings. The system evaluates buildings
based on their environmental performance and energy efficiency.
• Disability Access Norms: The Rights of Persons with Disabilities Act, 2016 mandates
the accessibility of public buildings to persons with disabilities. Institutional buildings
in India are required to comply with the norms set by the Act, which includes providing
ramps, tactile flooring, and elevators for wheelchair access.
• Fire Safety Norms: Institutional buildings in India are required to comply with the fire
safety norms set by the National Building Code. These norms include the provision of
fire extinguishers, smoke detectors, and fire alarms, as well as ensuring adequate fire
exits and fire-fighting equipment.
• Seismic Norms: India is a seismically active region, and institutional buildings are
required to comply with seismic norms to ensure their safety during earthquakes.
These norms include the use of seismic-resistant construction techniques, such as
reinforced concrete frames, shear walls, and base isolation systems.
In addition to these norms, institutional building designs in India are also influenced by local
and regional building codes and regulations, as well as the specific requirements of the
institution being built. Architects and designers in India work closely with clients, building
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authorities, and other stakeholders to ensure that their designs comply with all relevant
standards and norms.
3.1 DEVELOPMENT CONTROL RULES AND GENERAL BUILDING

REQUIREMENTS
• Every building/plot shall abut on a public/private means of access like streets/roads

duly formed. (4.1)
• The means of access shall not be less than the following:(4.3.1)
Sl. No. Width of Means of Access(m) Length of Means of Access (m)
1. 12.0 200
2. 15.0 400
3. 18.0 600
4. 24.0 above 600
• The means of access shall be levelled, metaled, flagged, paved, sewered, drained,
channeled, lighted, laid with water supply line and provided with trees for shade
to the satisfaction of the Authority free of encroachment by any structure or
fixture
• For high rise buildings and special buildings, the following additional provisions
of means of access shall be ensured.
1. The width of the main street on which the building abuts shall not be less than 12 m
and one end of this street shall join another street not less than 12 m in width.
2. b) The road shall not terminate in a dead end;
3. c) The approach to the building and open spaces on all its sides shall be not less than
6 m in width, and a turning radius of minimum 9 m shall be provided for fire tender
movement.
4. d) The main entrance to the plot shall be of adequate width to allow easy access to the
fire engine and in no case shall it measure less than 6 m.
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3.2 AREA AND HEIGHT LIMITATIONS
● The maximum height of building shall not exceed 1.5 times the width of road abutting.
● If a building abuts on two or more streets of different widths, the building shall be deemed
to face upon the street that has the greater width and the height of the building shall be
regulated by the width of that street and may be continued to this height to a depth of 24 m.
a) Roof tanks and their supports height not exceeding 1 m.
b) Ventilating, air conditioning, lift rooms and similar service equipment;
c) Stair cover (Mumty) not exceeding 3 m in height; and
d) Chimneys, parapet walls and architectural features not exceeding 1.2 m in height.
3.3 REQUIREMENTS OF PARTS OF BUILDINGS
Plinth
The height of the plinth shall be not less than 450 mm from the surrounding ground level.
Interior Courtyards and Covered Parking
Every interior courtyard shall be raised at least 150 mm above the determining ground level and shall
be satisfactorily drained.
Habitable Rooms
The height of all rooms for human habitation shall not be less than 2.75 m measured from the surface
of the floor to the lowest point of the ceiling (bottom of slab).
In the case of air conditioned rooms, a height of not less than 2.4 m measured from the surface of the
floor to the lowest point of air conditioning duct or the false ceiling shall be provided.(12.2.1)
● Provision shall be made for an independent and ventilated meter (service) room, as per
requirements of electric (service) supply undertakings on the ground floor with direct access
from outside for the purpose of termination of electric supply from the licenses service and
alternative supply cables.
● A boundary wall of height up to 2.4 m is permitted.
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3.4 ELECTRICAL AND ALLIED INSTALLATIONS (INCLUDING LIGHTNING

PROTECTION OF BUILDINGS AND SOLAR ENERGY UTILIZATION
• The solar panels can be provided on roof tops and integrated photovoltaic panels on
walls/windows.
• Solar assisted water heating system shall also be installed for supplying hot water
3.5 HVAC (NBC 2016)
• Separate sub meters for HVAC

• A building management/automation system may be considered to be provided for
controlling of some and monitoring of all parameters of heating, ventilation and air
conditioning system (HVAC)
• The plans and design drawings for air conditioning, heating and
mechanical ventilation (HVAC) systems shall include all details and data necessary
for review of installation such as,
a) building: name, type and location;
b) owner: name;
c) use of the building;
d) orientation: north direction on plans and design drawings; e) general plans: dimensions and
height of all rooms;
f) intended use of internal spaces;
g) detail or description of wall construction, including insulation and finish; h) detail or

description of the roof, ceiling and floor construction, including insulation and finish;
j) detail or description of windows and outside doors, including sizes, weather-stripping,

storm sash, sills and storm doors;
k) internal loads, such as people, equipment, computer/server load and lighting load;
m) layout showing the location, size and components of the HVAC equipment is installed;
n) information regarding air distribution system
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3.6 INDOOR DESIGN CONDITIONS
One of the primary objectives of designing an indoor environment is to ensure the thermal
comfort of all occupants. Air conditioning, heating and mechanical ventilation (HVAC)
system is employed to achieve thermal comfort inside the building.
The following four environmental parameters are important while designing the HVAC
system because these are directly controllable by an HVAC system:
a) Air temperature (ºC)
b) Radiant temperature (ºC)
c) Air speed (m/s)
d) Relative humidity (per cent)
HVAC include monitoring the status of sensors and controlled devices, scheduling equipment
on and off, scheduling set points and setbacks, and trending for equipment operation
schedules.
3.7 FIRE
• Fire Hazard - A situation in which there is a greater than normal risk of harm to people
and property due to fire.
• The FireTriangle, for a Fire to start following, is needed 1. Fuel (Gases, Liquids or
Solids) 2. Oxygen 3. Ignition source. Once the fire starts the rising temperature creates
more flammable gases and increases intensity of fire. Fire safety deals with taking
steps to avoid completion of Fire triangle
• Causes of Fire in buildings
• Accumulation of Scrap, waste material, trash etc. increases the risk of fire
• Under the right conditions the buildup of dust from wood, plastic or certain metal
operations can lead to fire or explosions
• Fires are Classified as, A-type , B-type ,C-type , D-type , K-type
• Classification of buildings as per national building code NBC
• Group ‘A’ - Residential : Lodgings, Dwellings, Dormitories, Flats, Hotels.
• Group ‘B’ - Educational : School, Colleges, Recreations.
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• Group ‘C’ - Institutional : Hospitals, Homes for aged, Orphanages, Jails, Mental,
Hospital, reformatories.
• Group ‘D’ - Assembly : Theatres, Drama Hall, Assembly Halls, Auditorium,
Exhibition, Restaurants, Place of workshop, Terminal etc.
• Group ‘E’ - Business : Office, Labs, Computer Installations
• Group ‘F’ - Mercantile : Shops, Stores, Market.
• Group ‘G’ - Industrial : Assembly Plants, Labs, Pumping stations, Refineries, Saw
mills. Group ‘H’ - Storage : All types of storages, Sheds, trucks & marine terminals,
Garages, Hangars, Stables.
• Group ‘J’ - Hazardous : Used to store highly combustible or explosive materials which
may produce poisonous fumes or explosions or toxic etc.
Important terminology –
• Fire prevention – covering aspects of fire prevention pertaining to design and

construction of buildings on passive fire protection measures also describing the
various types of building materials and their fire rating.
• Life safety – Covering life safety provisions in the event of fire and similar emergency,
also addressing construction and occupancy features that are necessary to minimize
danger to life from fire, smoke, fumes or panic.
• Fire protection – covering the significant accessories and their related components and
guidelines for selecting the correct type of equipment and installation meant for fire
protection of the building depending on the classification and type of building.
• Flammable – Material that can catch fire and burn easily at normal working
temperatures [as per OSHA - 100°F (37.8°C)]
• Combustible – Material that requires higher than normal temperatures to ignite
• Down-comer - An arrangement of firefighting within the building by means of down-
comer pipe connected to terrace tank through terrace pump, gate valve and non-return
valve and having mains not less than 100 mm internal diameter with landing valves on
each floor / landing
• Dry Riser – An arrangement of firefighting within the building by means of vertical
rising main not less than 100 mm internal diameter with valves on each floor/landing,
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which is normally dry but is capable of being charged with water usually by pumping
from fire service appliances
• Wet Riser - An arrangement for firefighting within the building by means of vertical
rising mains not less than 100 mm nominal diameter with landing valves on each
floor/landing for firefighting purposes and permanently charged with water from a
pressurized supply
• Fire Resistance - a property of an element of building construction and is the measure
of its ability to satisfy for a stated period, some or all of the following criteria, Load
bearing capacity - ability of a load bearing element to withstand fire exposure without
any loss of structural stability. Integrity - Resistance to penetration of flame and hot
gases Insulation - Resistance to temperature rise on the unexposed face up to a
maximum of 180°C at any single point and average temperature of 140°C
• Fire rating –The time that a material or construction will withstand the standard fire
exposure as determined by fire test done in accordance with the standard methods of
fire tests of materials/structures
3.8 PARKING STANDARDS
3.9 FOR SITE
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3.10 OCCUPANT LOAD
3.11 MINIMUM HEIGHT REQUIREMENT
3.12 METER ROOM
For all buildings above 15 m in height and in special occupancies, like educational, assembly,
institutional, industrial, storage, hazardous and mixed occupancies with any of the aforesaid
occupancies having area more than 500 m2 on each floor, provision shall be made for an
independent and ventilated meter (service) room, as per requirements of electric (service)
supply undertakings on the ground floor with direct access from outside for the purpose of
termination of electric supply from the licensee’s service and alternative supply cables. The
door/doors provided for the service room shall have fire resistance of not less than two hours.
3.13 MINIMUM WIDTH OF STAIRCASE
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3.15 EXITS
Exits shall be so located so that the travel distance on the floor shall not exceed 22.50 m. for
residential, educational, institutional and hazardous occupancies and 30.0 m. for assembly,
business, mercantile, industrial and storage occupancies. Whenever more than one exit is
required for a floor of a building they shall be placed as remote from each other as possible.
All the exits shall be accessible from the entire floor area at all floor levels. b) The travel
distance to an exit from the remote point shall not exceed half the distance as stated above
except in the case of institutional occupancy in which case it shall not exceed 6.0 m.
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3.16 SANITATION REQUIREMENTS FOR EDUCATIONAL OCCUPANCY
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3.17 SPECIAL REQUIREMENTS IN EDUCATIONAL BUILDINGS
• No basement or cellar room shall be designed, constructed, altered, converted or used

for the purpose of study or instruction.
• Every such building, exceeding two storeys in height shall be constructed of fire
resisting material throughout.
• The minimum size of a cellar room, study room or room used for purposes of
instruction shall be 5.5 m. x 4.5 m. and no part of such room shall be distant more than
7.5 m. from an external wall abutting on the requisite open space.
• Every such room shall have minimum ventilation to the extent of 1/5th of its floor area.
• A minimum of 1.0 sq m. of net floor space per student shall be provided. A central hall
will not be counted in the accommodation, nor will a class room for cookery, laundry,
manual instruction, drawing or science. The number of students in such building shall
be calculated on this basis for the purpose of this clause.
• Every assembly room, gymnasium shall have a clear height of 3.6 m. except under a
girder which may project 0.6 m. below the required ceiling height. A clear internal
height under balcony or a girder shall not be less than 3.0 m. A minimum room height
for classroom in all schools and other institutions shall not be less than 3.0 m. The
minimum head room under beams shall be 2.75 m.
• Exit requirements shall conform to bye-law 4.2 (Chapter-4). No door shall be less than
1.2 m. in width and 2.20 m. in height.
• Requirement of water supply, drainage and sanitary installation shall conform to Table
4.2, 4.3 and 4.7 of Chapter-4. 8. A playground shall be provided as per norms
3.18 PROVISIONS FOR DIFFERNTLY-ABLED, ELDERLY AND CHILDREN
Public lavatories in Tourist Sports, Clubs Motels, Professional and Scientific Institution,
Museum, Art Galleries, Public Libraries, Laborites, Universities, College for further
Education, Teachers Training Colleges, Technical College, Exhibition Halls Dentist
Surgeries, Administrative Department of the Hospitals, Service Stations, Car Parking,
Buildings Airports Terminals, Bus Terminals, Factories Employing differently-abled for
sedentary works, Large Offices, (with plinth area abode 1400 sq.mt.), Tax Offices, Passport
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Offices, Pension Offices, and Labour Offices, Cafes, Banqueting Rooms and Snack Bars (For
capacity above 100 dinners).
3.19 NORMS FOR ROOF TOP SOLAR PV INSTALLATION AND GENERATION
3.20 LABS AREA
3.20.1 ANALYTICAL LABORATORY
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3.20.2 PATHOLOGY LABORATORY
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3.20.3 HATCHERY LABORATORY
3.20.4 DEMOSTRATION / FIELD LABORATORY
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3.21 SPECIFICATIONS
3.22 WATER REQUIREMENTS
3.23 PONDS SPECIFICATIONS
NOMINAL POND DIMENSIONS
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TYPICAL WALL TOP WIDTHS
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CHAPTER 4 LITRATURE STUDY
4.1 INTENT OF THE LITRATURE STUDY
India is the third-largest fish producer in the world, accounting for 8% of worldwide
production, and is the fourth-largest exporter of fish and fishery products, transforming the
image of India from one that is primarily local to one that is more global. Almost 28 million
people in India depend on the sector for employment, particularly the disadvantaged and
underprivileged areas. In FY 2021–22, India exported the most goods, totaling 1.36 MMT at
a value of $7.76 Bn.
4.2 THE PRADHAN MANTRI MATSYA SAMPADA YOJNA(PMMSY)
A scheme to bring about Blue Revolution through sustainable and responsible development
of India's fisheries sector- is being carried out by the Department of Fisheries, Ministry of
Fisheries, Animal Husbandry, and Dairy, with the highest ever investment of INR 20,050 Cr
for a period of five years, with effect from the financial year 2020–21 to 2024–25 in all
States/Union Territories (UTs).
4.3 EXPORT OF FISH AND FISH PRODUCTS

(https://www.investindia.gov.in/sector/fisheries-aquaculture)
Fish and fish products from India are exported to the United States, China, Japan, Vietnam,
and Thailand.
• During FY 2013–14 to FY 2021–22, the fishing industry showed an exceptional 8%

average annual growth rate, with a record fish output of 16.25 MMT in FY 2021–22.
• In FY 2021–2022, inland fisheries supplied 75% of fish output, while marine fisheries
produced the remaining 25%.
• Fish output in India has increased more than 22 times, from 0.75 MMT in 1950–1951
to 16.25 MMT in 2021–2022
• In the value chain, the sector supports more than 28 million people's livelihoods.
• Exports from the fourth-largest fish exporting nation were $7.76 billion in FY 2021–
22.
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4.4 INDUSTRIAL SCENARIO (https://www.investindia.gov.in/sector/fisheries-

aquaculture)
In order to accommodate the increased demand for a nutritious food, the strain on already-
scarce resources is expanding dramatically as the population grows. The industry of fisheries
and aquaculture is crucial in supplying this rising protein need.
• Production of inland fisheries in FY 21–22 was 12.12 MMT.

• Production of marine fisheries in FY 21–22 was 4.13 MMT.
• Exports of ornamental fisheries totaled $4.54 million in FY 2021–2022 and the
industry produced a record 16.25 MMT of fish during that year.
• Thailand, the United Arab Emirates, Singapore, Hong Kong, China, Jordan, and
Taiwan are the top exporters of ornamental fish.
• West Bengal, Tamil Nadu, Maharashtra, Kerala, Odisha, Gujarat, Karnataka, Assam,
and Manipur are promising states for the development of ornamental fisheries.
• total of 1,548 fish landing facilities.
• 678 cold storage facilities with a capacity of 439,088.27 MT.
• 45 chilled storage units with a capacity of 24,194.80 MT.
• 93 dry fish storage facilities, totaling 39,481.92 MT.
• 36,566.08 MT of processing capacity among 627 facilities.
4.5 HISTORY OF FISHERIES AND AQUA CULTURE UNIVERSITIES IN INDIA
(https://en.wikipedia.org/wiki/Kerala_University_of_Fisheries_and_Ocean_Studies#:~:
text=The%20College%20of%20Fisheries%2C%20established,in%20fisheries%20and
%20allied%20disciplines.)
India has a long and rich history of fisheries and aquaculture education that dates back to the
early 20th century. The following significant turning points in the development of fisheries
and aquaculture colleges in India:
• 1920s - In what is now West Bengal, India, the first fisheries research station was
founded. This research facility specialised on the raising and breeding of carp.
• India became independent from British colonial authority in 1947, and at that point the
nation focused on growing its aquaculture and fisheries industries.
31
• In order to perform study on India's inland fisheries, the Central Inland Fisheries
Research Institute (CIFRI) was founded at Barrackpore, West Bengal, in the 1950s–
1960s. Also, the CIFRI started providing training courses for fishermen and fish
growers.
• 1970s - The Central Institute of Fisheries Education (CIFE) was founded in Mumbai
by the Indian Council of Agricultural Research (ICAR). The CIFE was India's first
university devoted to fisheries, and it provided degree programmes in fisheries science
and allied areas.
• The Tamil Nadu Fisheries University, the West Bengal University of Animal and
Fishery Sciences, and other colleges and institutions specialising in fisheries and
aquaculture were founded in India throughout the 1980s and 1990s.
• 2000s and up - In India, the study of fisheries and aquaculture has developed and
grown, and more schools and institutions now offer degree programmes in these areas.
The emphasis has also switched to the use of technology to increase productivity and
lower environmental impacts, as well as to sustainable fisheries and aquaculture
methods.
• Several schools and universities now offer degree programmes in fisheries science,
aquaculture, fish processing, and related subjects in India, where the fisheries and
aquaculture industry is now growing. A competent workforce that can support the
long-term expansion and development of India's fisheries and aquaculture industry is
being created thanks to these initiatives.
4.6 Aquaculture and Fisheries Biotechnology: Genetic Approaches (By Rex A.

Dunham)
Indeed, aquaculture genetics dates back more than 2000 years to the birth of aquaculture in
China and the Roman Empire. By shortening their life cycles and domesticating species like
the common carp, Cyprinus carpio, the early fish farmers unknowingly altered the gene
frequencies and performance of wild-caught fish, genetically improving them for use in fish
farms. Genetics and selective breeding of fish and shellfish were first used by the Chinese,
Europeans, and others when they discovered mutations and phenotypic variation for colour,
body conformation, and finnage. They subsequently selected for these characteristics as well
as for body size. Also, during the previous two millennia, researchers studying fish culture
32
and science who analyzed and assessed closely related species for their viability for
aquaculture applications were unintentionally performing some of the first fish genetics
studies. The comparison of several species is a genetic comparison since closely related
species are reproductively separated and have species status due to their genetic distance from
one another (Dunham et al., 2001). But deliberate breeding and genetics programs probably
weren't vigorous and tightly concentrated until the 1800s, when the Chinese created fancy
goldfish and the Japanese produced koi.
4.7 PONDS IN FISHERIES AND AQUACULTURE UNIVERSITY
(Optimal Size of Fish Pond for Socio-Economical Development of Cachar) BY S.

Sarkar, Avinash Kumar, Deepak Kumar, L. N Sethi1, M. M Hazarika and G. Das)
Depending on the particular requirements and programme objectives, the size of ponds utilised
in fisheries and aquaculture institutions might change. Universities may feature sizable outside
ponds or raceways that are utilised for research, instruction, or manufacturing. These ponds,
which may be several hectares in size, could be used to research the development, nutrition,
and reproduction of various fish species or to raise fish for human food or for stocking in
nearby bodies of water.
In other instances, institutions could have smaller ponds or tanks for teaching and research
that are either indoors or outdoors. These smaller ponds can be used to test novel aquaculture
technologies like recirculating aquaculture systems or aquaponics or to conduct in-depth
research on certain areas of fish biology, such as the impact of various water quality factors
on fish development and health.
The size of the ponds utilised in fisheries and aquaculture institutions will ultimately be
determined by a variety of elements, such as the specific goals of the programme, the resources
at hand, and the local environmental circumstances.
4.8 CONCLUSION
Furthermore, it should be noted that fisheries and aquaculture colleges are crucial for teaching
future fishers and aquaculturists. These institutions give students with real, hands-on learning
opportunities by offering a wide range of courses and utilising a variety of teaching
techniques. Alumni from these institutions are well-equipped to join the workforce and
33
contribute significantly to the sector. To further understand the long-term effects of fisheries
and aquaculture college programmes, more study is required.
34
CHAPTER 5 CASE STUDY
5.1 SELECTION CRITERIA OF CASE STUDY
When selecting an architectural case study for a fisheries college, there are several criteria that
should be considered to ensure that the design meets the specific needs and requirements of
the college. Some key criteria to consider include:
• Functionality: The design should be functional and meet the specific needs of the
college. This could include features such as classrooms, laboratories, research spaces,
and other facilities required for fisheries education.
• Sustainability: The design should be sustainable and environmentally responsible,
taking into account factors such as energy efficiency, water conservation, and the use
of renewable materials.
• Aesthetics: The design should be visually appealing and fit in with the surrounding
environment. This could include features such as landscaping, building materials, and
architectural style.
• Cost: The design should be cost-effective and within the budget of the college.
• Safety: The design should prioritize safety, including considerations for emergency
exits, fire safety, and accessibility for individuals with disabilities.
• Flexibility: The design should be flexible and adaptable to accommodate potential
future changes in the needs of the college.
• Technology: The design should incorporate the latest technologies in fisheries
education and research, including advanced laboratory equipment and computer
systems.
• Community engagement: The design should take into account the needs and
preferences of the local community, and may involve community engagement in the
design process.
By considering these criteria, a suitable architectural case study can be selected for a fisheries
college that meets the specific needs and requirements of the institution.
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5.2 PRIMARY CASE STUDY
• COLLEGE OF FISHERIES
Maharana Pratap University of Agriculture and Technology
UDAIPUR-313001
• GOA UNIVERSITY DEPARTMENT OF MARINE SCIENCES AND MARINE

BIOTECHNOLOGY
FR6M+F3P, Goa University, Panaji, Goa 403206
5.2.1 COLLEGE OF FISHERIES,UDAIPUR
The sole P.G. Department and the oldest is the Department of Aquaculture. It provides degree
programmes leading to the B.F.Sc., M.F.Sc., and Ph.D. degrees in aquaculture. The
Department is equipped with UG and PG labs, a smart classroom/seminar space, and an
aquaculture research/instruction farm. The laboratories are fully outfitted with a variety of
cutting-edge tools, including a water quality monitoring system, an automatic nitrogen
analyzer, an inverted and stereoscopic microscope, incubators, photo-micrographic
equipment, a pulverizer, a hot air feed dryer, a flame photometer, a bomb calorimeter, a
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moisture metre, a field camera, microbalances, a muffle furnace, a haematocrit and

refrigerated centrif Survey conducted by the Mobile Aquaculture Health and Fisheries Lab.
Sophisticated automated water and soil analysis equipment is installed in the truck. The D-85
type and Chinese hatchery, the catfish hatchery, and the ornamental fish breeding unit are all
included in the contemporary research and instructional farm. There are 35 nursery ponds and
two brood fish ponds among the indoor and outdoor facilities for fish raising. Staves, dumpy
levels, compass survey, chain survey, and plan table survey equipments are examples of
surveying tools.
It was constructed by the Rajasthan government.
SITE AREA- 528 SQ.M
BUILT UP AREA- 200 SQ.M
5.2.1 LOCATION
COLLEGE OF FISHERIES
Maharana Pratap University of Agriculture and Technology
UDAIPUR-313001
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CLIMATE GRAPH // WEATHER BY MONTH UDAIPUR
The driest month is January. There is 2 mm | 0.1 inch of precipitation in January. Most
precipitation falls in July, with an average of 250 mm | 9.8 inch.
AVERAGE TEMPERATURE UDAIPUR
With an average of 31.5 °C | 88.6 °F, May is the warmest month. In January, the average
temperature is 16.3 °C | 61.3 °F. It is the lowest average temperature of the whole year.
38
WEATHER BY MONTH // WEATHER AVERAGES UDAIPUR
The precipitation varies 248 mm | 10 inch between the driest month and the wettest month.
The average temperatures vary during the year by 15.2 °C | 27.3 °F.
The month that sees the most relative humidity is August (21.80 %). The month with the
lowest amount of relative humidity is April (21.80 %). The wettest month is August (17.37
days), whilst the driest is January (0.53).
EARTHQUAKE ZONE
SESMIC ZONE- III (MODERATE DAMAGE RISK ZONE)
INTENSITY (MSK) – VI-VII
MAGNITUDE – 5.0-5.9
DISTRICTS – SOME PARTS OF UDAIPUR
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COURSES IN COLLEGE
A well-known university in the state of Rajasthan is the College of Fisheries, located in

Udaipur. In 2003, the College of Fisheries in Udaipur was founded. It is a premier institution
of higher learning for agriculture science and technology. It is situated in Rajasthan's Udaipur.
There are 3 courses offered at this institution. UG, PG, and PhD courses are included in
this category.
There are a total of 3 courses offered under the heading of agriculture science and technology.
Undergraduate studies exclusively provide the B.F.Sc. course. The only course offered for
Post Graduate study is M.F.Sc. (Aquaculture). Ph.D. (Aquaculture) is the sole
programme offered for doctoral studies.
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FISH PROCESSING LABORATORY
41
A fish processing laboratory can be used for a variety of purposes related to the processing
and preparation of fish for human consumption. Here are some of the key uses of a fish
processing laboratory:
Quality control: The laboratory can be used to test the quality of fish, including measuring its
freshness, texture, and flavor. This can help ensure that only high-quality fish are processed
and sold to consumers.
Fish processing: The laboratory can be used to process fish into various products, including
fillets, steaks, and canned fish. This can involve a range of techniques, including cutting,
cleaning, and packaging.
Research and development: The laboratory can be used for research and development of new
fish products, including exploring new processing techniques, developing new recipes, and
testing the nutritional value of fish products.
Training: The laboratory can be used to train fish processors, chefs, and other professionals in
the fish industry. This can involve teaching basic fish processing techniques, as well as more
advanced techniques such as smoking, curing, and fermenting.
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Food safety: The laboratory can be used to ensure that fish products are safe for human
consumption by testing for contaminants, including bacteria, viruses, and toxins.
Product testing: The laboratory can be used to test fish products for compliance with
regulatory standards, including testing for levels of mercury, lead, and other contaminants.
Overall, a fish processing laboratory can play a critical role in ensuring the safety and quality
of fish products, as well as in the development and promotion of new fish products and
technologies.
SURVEY EQUIPMENT LABORATORY
A survey equipment laboratory in a fisheries college can be used for a variety of purposes
related to aquatic resource management and research. Here are some of the key uses of a
survey equipment laboratory:
Fish population surveys: The laboratory can be used to train students and researchers in the
use of various survey techniques to estimate fish populations in lakes, rivers, and other bodies
of water. This can include the use of sonar, hydroacoustics, and other technologies.
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Habitat mapping: The laboratory can be used to map the physical and biological characteristics
of aquatic habitats, including the distribution of submerged vegetation, bottom substrate types,
and water chemistry parameters.
Fisheries management: The laboratory can be used to develop and test new strategies for
managing fisheries, including evaluating the effectiveness of different fishing regulations and
stocking programs.
Water quality monitoring: The laboratory can be used to test water quality parameters such as
pH, temperature, dissolved oxygen, and nutrient concentrations. This can help identify
potential problems related to pollution, eutrophication, and other water quality issues.
Aquaculture: The laboratory can be used to study and optimize the production of aquatic
organisms in aquaculture settings, including the use of feed management systems and water
quality monitoring.
Environmental impact assessment: The laboratory can be used to assess the potential
environmental impacts of various human activities in aquatic ecosystems, including
hydroelectric dam construction, oil and gas development, and other activities.
Overall, a survey equipment laboratory can play a critical role in supporting fisheries research,
management, and conservation efforts, as well as in training the next generation of fisheries
professionals
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AQUACULTURE LABORATORY
An aquaculture laboratory in a fisheries college can be used for a variety of purposes related
to the study and production of aquatic organisms in controlled settings. Here are some of the
key uses of an aquaculture laboratory:
Research: The laboratory can be used to conduct research on a range of topics related to
aquaculture, including fish and shellfish genetics, nutrition, reproduction, and disease
management.
Training: The laboratory can be used to provide hands-on training to students in the techniques
and principles of aquaculture, including water quality monitoring, feed management, and fish
health management.
Hatchery operations: The laboratory can be used to raise fish and shellfish from eggs to
juvenile stages, which can then be released into the wild or transferred to grow-out facilities
for further production.
45
Disease diagnosis and treatment: The laboratory can be used to diagnose and treat diseases in
fish and shellfish, using a range of techniques such as microscopy, molecular biology, and
immunology.
Environmental monitoring: The laboratory can be used to monitor the environmental impacts
of aquaculture operations, including water quality, sediment quality, and benthic ecology.
Product development: The laboratory can be used to develop and test new products and
technologies related to aquaculture, including new feed formulations, growth promoters, and
water treatment systems.
Overall, an aquaculture laboratory can play a critical role in advancing the science and
technology of aquaculture, as well as in training the next generation of aquaculture
professionals.
CRAFT AND GEAR TECHNOLOGY MUSEUM
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A craft and gear technology museum in a fisheries college can serve as an educational resource
for students, researchers, and the general public. Here are some of the key uses of a craft and
gear technology museum:
Preservation of fishing history: The museum can serve as a repository for historical fishing
gear and crafts, preserving important aspects of fishing culture and heritage.
Education: The museum can provide a learning environment for students and the public to
learn about the history and development of fishing gear and crafts, as well as the cultural and
economic importance of fishing.
Research: The museum can provide access to historical fishing gear and crafts for researchers
studying the evolution of fishing technology and its impact on fish populations and
ecosystems.
Tourism: The museum can attract tourists and visitors interested in learning about local fishing
history and culture, generating economic benefits for the college and the surrounding
community.
Outreach: The museum can be used to reach out to local fishing communities and stakeholders,
providing a venue for community events and educational programs related to fishing culture
and heritage.
Innovation: The museum can inspire innovation in fishing gear and craft design by showcasing
historical examples and encouraging the development of new, sustainable fishing
technologies.
Overall, a craft and gear technology museum can serve as an important resource for preserving
fishing culture and heritage, educating the public and students, and promoting innovation in
sustainable fishing practices.
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AQUA GALLERY
48
An aqua gallery in a fisheries college can serve as an interactive educational resource for
students, researchers, and the general public. Here are some of the key uses of an aqua gallery:
Education: The gallery can provide a hands-on learning environment for students to learn
about aquatic ecosystems, aquatic organisms, and the impact of human activities on these
ecosystems.
Research: The gallery can provide a controlled environment for conducting research on
aquatic organisms, including their behavior, physiology, and ecology.
Outreach: The gallery can be used to engage with the public and promote awareness of aquatic
conservation issues, including the importance of sustainable fishing practices, habitat
conservation, and pollution reduction.
Conservation: The gallery can serve as a venue for displaying and raising awareness about
threatened and endangered aquatic species, and promoting conservation efforts to protect
them.
Aquatic products showcase: The gallery can be used to showcase different types of aquatic
products, such as freshwater fish, mollusks, seaweed, and algae, and promote their sustainable
and responsible consumption.
Recreational and therapeutic purposes: The gallery can be used as a recreational facility, where
visitors can learn how to fish or engage in other aquatic activities such as kayaking, canoeing,
and swimming. It can also be used as a therapeutic environment, providing stress-relief and
relaxation for visitors.
Overall, an aqua gallery can serve as an important resource for education, research, outreach,
conservation, and recreational purposes, as well as promoting sustainable and responsible
aquatic practices
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MUSEUM
50
A museum in a fisheries college can serve as a valuable resource for students, researchers, and
the general public. Here are some of the key uses of a museum in a fisheries college:
Preservation of history and culture: The museum can serve as a repository for historical and
cultural artifacts related to fishing and aquatic industries, preserving important aspects of
fishing culture and heritage.
Education: The museum can provide a learning environment for students and the public to
learn about the history, science, and technology of fishing and aquatic industries, as well as
the cultural and economic importance of these industries.
Research: The museum can provide access to historical and cultural artifacts for researchers
studying the evolution of fishing and aquatic industries, as well as their impact on fish
populations, ecosystems, and human societies.
Tourism: The museum can attract tourists and visitors interested in learning about local fishing
history and culture, generating economic benefits for the college and the surrounding
community.
Outreach: The museum can be used to reach out to local fishing communities and stakeholders,
providing a venue for community events and educational programs related to fishing culture
and heritage.
Innovation: The museum can inspire innovation in fishing and aquatic industry technology by
showcasing historical examples and encouraging the development of new, sustainable
practices and technologies.
Overall, a museum in a fisheries college can serve as an important resource for preserving
fishing culture and heritage, educating the public and students, promoting innovation and
sustainable practices in the fishing and aquatic industries, and generating economic benefits
for the college and the community.
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AAHM LABORATORY
An aquatic animal health management laboratory in a fisheries college can serve as a key
resource for the prevention and treatment of diseases affecting aquatic animals. Here are some
of the key uses of an aquatic animal health management laboratory:
Disease diagnosis: The laboratory can be used to diagnose diseases affecting aquatic animals,
including fish, mollusks, and crustaceans. This can involve the use of microscopy, bacterial
culture, serology, and molecular diagnostic techniques.
Disease prevention and treatment: The laboratory can be used to develop and test strategies
for the prevention and treatment of aquatic animal diseases. This can include the use of
vaccines, antibiotics, probiotics, and other treatments.
Research: The laboratory can be used for research into the causes and transmission of aquatic
animal diseases, as well as the development of new treatments and prevention strategies.
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Training: The laboratory can provide training for students and professionals in aquatic animal
health management, including disease diagnosis, prevention, and treatment.
Outreach: The laboratory can be used to reach out to local aquaculture and fisheries
communities, providing advice and support for disease prevention and treatment, and
promoting best practices in aquatic animal health management.
Regulatory compliance: The laboratory can help ensure compliance with regulatory
requirements for disease prevention and control, including monitoring for disease outbreaks
and implementing appropriate control measures.
Overall, an aquatic animal health management laboratory can serve as an important resource
for the prevention and treatment of diseases affecting aquatic animals, as well as for research,
training, outreach, and regulatory compliance. This can contribute to the sustainability and
viability of the aquaculture and fisheries industries
SOIL AND WATER QUALITY ANALYSIS LABORATORY
53
A soil and water quality analysis laboratory in a fisheries college can serve as a valuable
resource for understanding and managing the environmental factors affecting aquatic
ecosystems. Here are some of the key uses of a soil and water quality analysis laboratory:
Water quality monitoring: The laboratory can be used to monitor the quality of water in natural
and aquaculture systems, including parameters such as pH, dissolved oxygen, nutrients, and
pollutants. This can help identify potential environmental impacts on aquatic ecosystems and
guide management strategies.
Soil analysis: The laboratory can analyze soil samples for parameters such as pH, nutrient
content, and heavy metal content, which can affect water quality and aquatic ecosystems.
Environmental impact assessment: The laboratory can be used to conduct environmental

impact assessments for aquaculture and fisheries operations, identifying potential
environmental impacts and recommending strategies to mitigate them.
Research: The laboratory can be used for research into the environmental factors affecting
aquatic ecosystems, including the impacts of land use, climate change, and pollutants.
Education: The laboratory can provide educational opportunities for students and the public
to learn about the importance of soil and water quality for aquatic ecosystems and the
sustainable management of aquatic resources.
Compliance: The laboratory can assist with regulatory compliance by analyzing water and soil
samples for parameters required by regulatory agencies.
Overall, a soil and water quality analysis laboratory in a fisheries college can serve as an
important resource for understanding and managing the environmental factors affecting
aquatic ecosystems. This can contribute to the sustainability and viability of the aquaculture
and fisheries industries, as well as the conservation and protection of aquatic ecosystems.
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LIMNOLOGICAL EQUIPMENT LABORATORY
A limnological equipment laboratory in a fisheries college can serve as a valuable resource

for understanding and managing freshwater ecosystems. Here are some of the key uses of a
limnological equipment laboratory:
Water quality monitoring: The laboratory can be used to monitor the quality of freshwater
ecosystems, including parameters such as pH, dissolved oxygen, nutrients, and pollutants.
This can help identify potential environmental impacts on aquatic ecosystems and guide
management strategies.
Aquatic ecosystem assessment: The laboratory can be used to assess the ecological health of
freshwater ecosystems, including the analysis of physical, chemical, and biological
parameters.
Aquatic organism identification: The laboratory can be used to identify and classify aquatic
organisms, including fish, invertebrates, and algae. This can help with the monitoring and
management of freshwater ecosystems.
Research: The laboratory can be used for research into the ecology of freshwater ecosystems,
including the impacts of land use, climate change, and pollutants.
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Education: The laboratory can provide educational opportunities for students and the public
to learn about the importance of freshwater ecosystems and the sustainable management of
aquatic resources.
Compliance: The laboratory can assist with regulatory compliance by analyzing water samples
for parameters required by regulatory agencies.
Overall, a limnological equipment laboratory in a fisheries college can serve as an important

resource for understanding and managing freshwater ecosystems. This can contribute to the
sustainability and viability of the aquaculture and fisheries industries, as well as the
conservation and protection of freshwater ecosystems.
WET LABS
Wet labs are commonly used in fisheries colleges for teaching and research purposes. These
labs are equipped with specialized equipment and facilities that enable students and
researchers to conduct experiments and studies on aquatic organisms and their habitats.
Some of the ways wet labs are used in fisheries colleges include:
Aquatic animal physiology studies: Wet labs are used to study the physiology of aquatic
animals, such as fish and shellfish, to understand how they function and adapt to their
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environment. This includes studying their respiratory, circulatory, and digestive systems, as
well as their behavior and responses to different stimuli.
Water quality analysis: Wet labs are used to analyze water samples to determine their
chemical, physical, and biological properties. This information is important in understanding
the health of aquatic ecosystems and the impact of human activities on water quality.
Aquaculture studies: Wet labs are used to study the growth and development of aquatic
organisms in aquaculture systems. This includes studying the effects of different diets, water
quality parameters, and environmental conditions on the growth and health of fish, shellfish,
and other aquatic organisms.
Fisheries management: Wet labs are used to study fish populations and their habitats to inform
fisheries management decisions. This includes studying fish migration patterns, spawning
behavior, and population dynamics to determine sustainable harvest levels and protect
threatened or endangered species.
Overall, wet labs are an essential component of fisheries education and research, providing
students and researchers with the necessary tools and resources to study and conserve aquatic
ecosystems and the organisms that depend on them.
CLASSROOM
57
Classrooms are an essential component of any educational institution, including a fisheries

college. Here are some of the key uses of classrooms in a fisheries college:
Teaching: Classrooms are primarily used for teaching and learning activities, including
lectures, discussions, and group activities. In a fisheries college, classrooms are used to deliver
courses on various topics related to fisheries, aquaculture, aquatic ecology, fish processing,
and fish health.
Skill development: Classrooms are also used for developing practical skills related to the
fisheries industry, such as fish handling, fish processing, and aquaculture techniques.
Student interaction: Classrooms provide a platform for students to interact with each other,
share their knowledge and experiences, and work together on projects and assignments.
Guest lectures: Classrooms are used for inviting guest speakers and experts from the fisheries
industry to share their knowledge and experiences with students. This helps students gain real-
world insights into the industry and its practices.
Examinations: Classrooms are also used for conducting examinations and assessments, which
are an essential component of the learning process.
Multimedia presentations: Classrooms are equipped with audio-visual aids such as projectors
and screens, which are used for delivering multimedia presentations, demonstrations, and
simulations.
Overall, classrooms play a crucial role in the education and training of fisheries professionals.
They provide a space for teaching, learning, and skill development, and facilitate interactions
between students, instructors, and industry experts.
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COMPUTER LAB
Computer labs are a vital component of any modern educational institution, including a
fisheries college. Here are some of the key uses of computer labs in a fisheries college:
Data analysis and modeling: Computer labs are used for analyzing data related to fisheries,
aquaculture, aquatic ecology, and fish health. They are also used for creating models that
simulate various aspects of the fisheries industry, such as fish population dynamics,
aquaculture production, and fish processing.
Research: Computer labs are used for conducting research into various aspects of the fisheries
industry, including the impacts of climate change, pollution, and overfishing on aquatic
ecosystems.
Software training: Computer labs are used for training students in the use of software tools
and applications that are essential for the fisheries industry, such as GIS software, statistical
analysis tools, and modeling software.
Communication and collaboration: Computer labs are used for communication and
collaboration among students, instructors, and industry experts. They provide a platform for
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students to share their work and collaborate on projects, and for instructors to provide
feedback and guidance.
Online courses and resources: Computer labs are also used for delivering online courses and
providing access to online resources related to fisheries and aquaculture.
Multimedia presentations: Computer labs are equipped with audio-visual aids such as
projectors and screens, which are used for delivering multimedia presentations,
demonstrations, and simulations.
Overall, computer labs play a crucial role in the education and training of fisheries
professionals. They provide a space for data analysis, modeling, research, software training,
communication, and collaboration, and facilitate access to online resources and multimedia
presentations
MATERIAL USED IN CONSTRUCTION
The building construction materials used in Udaipur, India may vary depending on the type of
building, budget, and design preferences of the owner or architect. However, some commonly
used materials include:
Stone: Udaipur is known for its high-quality marble and sandstone, which are often used in
construction, particularly for decorative elements and facades.
Brick: Bricks made from clay are commonly used for building walls and structures.
Cement: Cement is used as a binding agent in construction, particularly for making concrete,
which is used for building foundations, floors, and walls.
Wood: Wood is used for making doors, windows, and decorative elements.
Metal: Steel and iron are used for structural support and reinforcement.
Tiles: Ceramic and terracotta tiles are commonly used for flooring and wall cladding.
Glass: Glass is used for windows and as a decorative element in modern buildings.
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Overall, Udaipur's traditional architecture is characterized by the use of stone and intricate
carvings, while modern constructions incorporate a blend of traditional and contemporary
materials.
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CHAPTER 6 SITE ANALYSIS

6.1 LOCATION
SARIPALLI 73&74 AND LIKITHAPUDI 212&216, NARSAPURAM, ANDHRA

PRADESH,INDIA
ANDHRA PRADESH
NARSAPURAM
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6.1.1 ACCESSIBILITY
ACCESS ROUTE
SITE
63
TOPOGRAPHY
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6.2 SUN PATH DIAGRAM OF SITE
DAWN 05:47:57 HEIGHT 12 M

SUNRISE 06:09;14 LATITUDE N 16°27'33.45" 16.45929°
SUN PEAK LEVEL 12:11:33 LONGITUDE E 81°39'27.27" 81.65758°
SUNSET 18:35:25 TIMEZONE ASIA/KOLKATA IST
DUSK 18:35:25
DURATION 12H 4M 52S
ALTITUDE 39.85
AZIMUT 105.79
SHADOW LENGTH 1.20
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6.3 CLIMATE
6.3.1 Andhra Pradesh Temperature by Month
6.4 DRAINAGE
The district is mainly drained by Godavari,Yerrakalava, Tammileru and Ramileru rivers. The
river Godavari enters the district near the northeastern corner and after flowing a distance of
72 km, the river bifurcates into Gautami and Vasishta rivers at Vijeshwaram.The Gautami
river which marks the district boundary, debouches into Bay of Bengal at Antervedi, draining
about 20% of the district area. The other prominent rivers/streams in the district are
Yerrakalava, Tammileru, Ramileru, and Guvvaleru. Yerrakalava joins Godavari river while
Tammileru and Guvaleru join Kolleru lake. The Kolleru Lake, the biggest fresh water lake in
66
the country, is situated in the southwestern part of the district. The drainage is mainly dendritic
in the northern part of the district and appears to be controlled by structure. Drainage density
is more in the northern part and is sparse in southern part. The delta area is served by Godavari
canal system and numerous other drains.
6.5 OTHER HYDROMETEOROLOGICAL PARAMETERS
The mean daily maximum temperature reaches 300 C and mean minimum daily temperature
is 180 C. The air is humid throughout the year, being more so in coastal region. February to
early June is the driest part of the year and relative humidity ranges from 50 to 55% in the
afternoon. The monthly mean relative humidity is 80% in forenoon and 62% in the afternoon.
Mean monthly wind speed ranges from 5.4 km/hr. in March to 12.7 K.m./hr. in July. The
annual potential evapotranspiration is 1467 m.m. The monthly potential evapotranspiration
(PET) ranges from 99 m. m. in December to 162.3 m. m. in May.
6.6 RAINFALL
The normal annual rainfall recorded at Nidadavolu IMD observatory is 1078 mm, of which
738 mm is through south west monsoon from June to September and 246 mm through
northeast monsoon from October to December constituting about 68% and 23% of total annual
rainfall. District average deficit rainfall years are 2001 (-21 %), 2002 ( -44%), 2004 (- 23 %),
2009 (-30%) against normal rainfall of 1075.4 mm whereas the highest district average rainfall
years are 2010, which is 1900.7 (77% excess). The annual rainfall during 2012 is 1612mm.
The historical data of the I.M.D. station at Nidadavolu for the period (1970-2011) showed that
moderate drought conditions prevailed during the years 1982, 1984, 1986, 1992,199, 1997,
2002,2004,2009 &2011 (total 10 years out of 42 years). During the period normal rainfall was
received in 22 years and 8 years received excess rainfall and deficit rainfall in 12 years.
67
6.7 GEOMORPHOLOGY & SOIL TYPES
6.7.1 Geomorphology
Physiographically the district is divided into 2 natural regions. viz., Alluvial plain and upland
areas. The alluvial plain covers 30 % of the area in southern part of the Eluru – Kovuru railway
line while uplands which include agency area constitutes 70% of the total district area. The
important landforms in the district include Structural hills, Pediplain, Pediment inselberg
complex, Coastal landforms and Valley fills.
6.7.2 Soil Types
The different type of soils encountered in the district are red soils, black cotton soils, deltaic
alluvial soils and coastal sands The red soils are seen mostly around Chintalapudi,
Koyyalagudem, Nallajerla and southeast Polavaram villages They are permeable and well
drained to moderately well drained. The black cotton soils are encountered in around Eluru,
Nidamarru places in the district. Deltaic alluvial soils are very deep and highly fertile.These
are seen mostly in around Polavaram, Kovvuru, Nidadavolu and Tanuku places.The coastal
sands are seen occurring as patches in the south west and southern most parts of the district.
68
6.8 GROUND WATER SCENARIO
6.8.1 Hydrogeology
• Geology
The district is underlain by Archaean crystallines, Gondwanas, Deccan Traps, Tertiaries and
alluvial sediments. About 45% of the district is underlain by Gondwana formations, 40% is
underlain by Alluvium and the rest is by Archaean crystalline rocks.
• Aquifer Systems
The deep exploration has revealed the occurrence of aerially extensive multiple aquifer
system. Chintalapudi, Gollapalli and Tirupati sandstones of Gondwana Super Group and
Rajahmundry sandstones of Tertiary age form important aquifers. The Tertiary Rajahmundry
formation has a minimum of 9 m thickness at Decherla and a maximum of 442 m at Tanuku
while the Gondwana has a maximum thickness of 600 m at Achuthapuram. The thickness of
coarse granular zones tapped in wells ranges from 24 to 107 m in Chintalapudis, 12-71 in
Gollapallis, 20-224 in Tirupatis, and 42-355 m in Rjahmundry outcropped areas. The principle
69
aquifer zones available vary from one to six. The percentage of granular zone thickness ranges
from 14 to 93 down to 300 m while the same varies from 25 to 77 beyond 300-600 m depth.
The depth of encounterance of Gondwana ranges from 46 to 383 m bgl. The yield of wells
ranges from 3,700 to 60,000 lpm for drawdowns of 19 to 25m. The average permeability is of
the order of 10 m/day. The transmissivity of aquifers ranges from 25 to 3540 sq.m/day. The
storage coefficient is between 8.5x10 -5 and 1.3x10-2.
70
71
72
73
• AGRICULTURAL DEVELOPMENT CORPORATION (ADC)/ASSOCIATED

CONSULTANCY ENGINEERS (BANGLADESH) LTD., 1986. Draft feasibility
Report on Package I - Khulna Coastal Embankment Rehabilitation Proj, 3 Vols
• ANONYMUS, 1984. National Water Plan Project, 2nd Interim Report, Volume VII,
Fisheries. Ministry of Irrigation, Water Development and Flood Control.
• ANONYMUS, 1986. Government of the Peoples Republic of Bangladesh: Schedule
of Rates. 6th edition, Public Works Department.
• AQUATIC FARMS, 1986. Bangladesh Second Aquaculture Development Project.
Final Report, February 1986, 72 pp + 273 pp appendices.
• EUROCONSULT, 1982. Delta Development Project, Interim Report on Shrimp
Cultivation, 137 pp.
• EUROCONSULT, 1983. Study of shrimp cultivation around Polder 22. Interim
Report, 139 pp.
• EUROCONSULT, 1985. Shrimp culture in the semi-saline zone of the Delta.
Technical Report DDP No 13, Volume 1 (60 pp) + 2 (102 pp)
• EUROCONSULT, 1985. Second Agricultural Research Project, Fisheries Component,
TA-report No. 1 (revised), 90 pp.
• FAO, 1984. FO=TCP/BGD/2309 Technical Co-operation Programme; Integrated
Development of the Sundarbans, 28 pp plus appendices.
• FAO, 1986. BGD 83 – 010: TA-report No 2: Five Year Masterplan Part 1 -Research
Plan (Fisheries), 74 pp.
• LEEDSHILL - DE LEEUW ENGINEERS, 1968. Coastal Embankment Project;
Engineering and Economic Evaluation, Volumes 2 + 3.
• LIAQUAT ALI, M., 1984. Shrimp farm survey in coastal areas of Bangladesh. Mimeo,
6 pp.
• SIMPSON, H.J. & M. PEDINI, 1985. Brackishwater aquaculture in the tropics: the
problem of acid-sulphate soils. FAO Fisheries Circ. (791): 32 pp.
74
• SMITH, W.G., 1982. The Tidal Area Study, a preliminary report. FAO/WDP Fisheries
Resources Survey System, BGD/79/015, 21 pp.
• SMITH, W.G., 1982/83. 3rd trip interim reports, 22 + 31 pp respect.
• WORLD BANK, 1984. Report 4520: Staff Appraisal Report Bangladesh Agricultural
Research II Project, 74 pp.
• WORLD BANK, 1985. Report 5561-BD: Staff Appraisal Report Bangladesh Shrimp
Culture Project, 89 pp.
• https://www.investindia.gov.in/sector/fisheries-aquaculture
75

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Gateway college of architecture and design, Sonipat I Dissertation report 2022

1.2 PROJECT DISCRIPTION

1.3 INTENT OF CHOOSING THE TOPIC

1.4 AIM AND OBJECTIVE

1.5 SCOPE AND LIMITATIONS

• Academic buildings for classrooms, lecture halls, and laboratories

• Studying about the characteristics of spaces in a fishery university.

1.7 CLIENT BREIF

1.7.1 STUDENT EXPERIENCE

1.7.2 COMMUNITY ENGAGEMENT

1.7.3 TENDER CERTIFICATE

CHAPTER 2: BACKGROUND OF TYPOLOGY

2.1 HISTORY AND BACKGROUND STUDY

2.2 USER PROFILE AND ACTIVITY ANALYSIS

The stake holder of this project is Andhra Pradesh government.

• Academic buildings for classrooms, lecture halls, and laboratories

2.3 SOCIAL AND PSYCHOLOGICAL ASPECTS

2.3.2 STUDENT EXPERIENCE

2.3.3 COMMUNITY ENGAGEMENT

2.4 KEY UNDERSTANDING

CHAPTER 3: STANDARDS AND NORMS

• National Building Code: The National Building Code (NBC) of India is a

3.1 DEVELOPMENT CONTROL RULES AND GENERAL BUILDING

• Every building/plot shall abut on a public/private means of access like streets/roads

Sl. No. Width of Means of Access(m) Length of Means of Access (m)

3.2 AREA AND HEIGHT LIMITATIONS

a) Roof tanks and their supports height not exceeding 1 m.

b) Ventilating, air conditioning, lift rooms and similar service equipment;

c) Stair cover (Mumty) not exceeding 3 m in height; and

3.3 REQUIREMENTS OF PARTS OF BUILDINGS

Interior Courtyards and Covered Parking

● A boundary wall of height up to 2.4 m is permitted.

3.4 ELECTRICAL AND ALLIED INSTALLATIONS (INCLUDING LIGHTNING

3.5 HVAC (NBC 2016)

• Separate sub meters for HVAC

a) building: name, type and location;

c) use of the building;

f) intended use of internal spaces;

g) detail or description of wall construction, including insulation and finish; h) detail or

j) detail or description of windows and outside doors, including sizes, weather-stripping,

n) information regarding air distribution system

3.6 INDOOR DESIGN CONDITIONS

a) Air temperature (ºC)

b) Radiant temperature (ºC)

c) Air speed (m/s)

d) Relative humidity (per cent)

• Fire prevention – covering aspects of fire prevention pertaining to design and

3.8 PARKING STANDARDS

3.9 FOR SITE

3.10 OCCUPANT LOAD

3.11 MINIMUM HEIGHT REQUIREMENT

3.12 METER ROOM

3.13 MINIMUM WIDTH OF STAIRCASE

3.16 SANITATION REQUIREMENTS FOR EDUCATIONAL OCCUPANCY

3.17 SPECIAL REQUIREMENTS IN EDUCATIONAL BUILDINGS

• No basement or cellar room shall be designed, constructed, altered, converted or used

3.18 PROVISIONS FOR DIFFERNTLY-ABLED, ELDERLY AND CHILDREN

3.19 NORMS FOR ROOF TOP SOLAR PV INSTALLATION AND GENERATION

3.20 LABS AREA

3.20.1 ANALYTICAL LABORATORY

3.20.2 PATHOLOGY LABORATORY

3.20.3 HATCHERY LABORATORY

3.20.4 DEMOSTRATION / FIELD LABORATORY