16212: Digital Design & Construction 1 Bachelor of Construction Project Management

Assessment Task 1

Introducation

The use of Building Information Modelling offers a variety of technical benefits to construction contractors. One of the most widely known and ‘lowest hanging fruit’ is the value of 3D object-based modelling and how multidiscipline-based modelling can improve the coordination of the overall building design. Of particular interest is the ability to analyse federated BIM models for potential conflicts at the detail design and pre-construction stages of the project lifecycle. Federated (or combined) BIM models are used to determine if there are physical clashes or conflicts between the different discipline systems, sub-systems, or elements. The model checking processis used to check the critical dimensions of building systems, the relationships between them, and to help ensure that there are no spatial conflicts between the complex of building elements that must be built and installed onsite.

Quality Assurance and Quality Control

The Quality Management processes and systems defined by a General Contractor aim to fulfil the customer's requirements, enhance customer satisfaction, monitor against applicable Quality standards and achieve continuous improvement in a collaborative design development and delivery environment. In a model-based context of a BIM project, model management is paramount. Model management is a set of activities intended to prepare or maintain a BIM model at a prescribed performance/quality level. Model Management includes numerous tasks to ensure that the BIM model: (1) Follows organization/project standards, and (2) Is free from errors, is at the right Level of Development, and is coordinated and clash free. 

Design Coordination Process

Once the design teams have decided upon a solution for a conflict identified during the BIM Coordination process, each discipline must then make the necessary changes within their own individual BIM models. Typical BIM Modelling Workflows require inputs of architectural, structural, and services models, including mechanical, electrical, hydraulic, and fire models. A typical BIM Modelling Workflow is shown in Figure 1. The figure shows in Blue the general BIM Modelling Workflow and in Orange the Model Quality Management Workflow, which defines the modelling content, revised design, and the defined modelling methodology (to comply output requirement of BIM), as well as the design coordination modelling schedule, resource plan and task assignments to corresponding team members.

Task 1 Problem Statement

Students are to break into teams of 4. Team members must be in the same cohort. Students will role play as different actors in the clash detection processes. Disciplines relevant for this role play activity include; structure, mechanical, fire and hydraulic. Students will use Search Sets to set as well as Saved Viewpoints and Mark-up tools applied to the appropriate discipline so as to capture, describe and request the resolution of the clash and reach the next phase of coordination. For the manual check, each actor shall take ownership of one discipline-based model and first undertake a manual clash detection exercise over the two levels of the model. Teams are responsible for coordinating this manual interrogation over 2 levels (typical level and atypical level as allocated on Canvas). Each team member is responsible for how their model interacts will all other models (arch., struc., mech., elec., fire & hydraulic)

Using skills and workflows developed in class, students will conduct a manual interference check, tagging (stamping) clashes and discussing their resolution with team mates. Then an automatic clash detection processed will be completed over these same levels coordinated by the group. For instance, if I am the Hydraulic consultant in my team, during the manual process of identifying clashes, I may notice some pressurised fire pipes clashing with a sanitary pipe. I can then tag that clash and assign it to my Fire consultant to begin a discussion regarding how we both may be able to rectify the problem, while also considering any flow on effects to the rest of the model. If this clash resolution falls on the fire consultant to resolve, then I do not need to include it in my reporting and continue searching for critical clashes related to the hydraulic model. In other words, each team member is responsible for the reporting and analysis of only one discipline, yet may also stamp issues in the federated model clashes outside of their own discipline to assist other team mates.

Once a manual clash check has been completed on the federated model, students will then individually analyse the results of their discipline’s clash detection and develop 4 key recommendations (2 per level, per discipline). Recommendations should include a description of the following: 

• Clash identified and appropriately tagged within Revizto
• An Image of the clash showing Mark-ups 
• The Priority level of the Clash, and 
• A description of the ‘severity’ and root cause of the Clash, and 
• A recommendation with dimensions as to how to resolve the clash

Next, an automatic interference check will be conducted over those same levels and models, individual clash batch results will be grouped based on similarities and 2 groups per batch will be reported on. Groups will coordinate the analysis of the results of this clash detection exercise so as to present the priority of clashes and recommend resolutions to them over approximately 9 batches per member.

Brief Summary of Assessment Requirements

Assessment Task 1 focuses on developing practical and collaborative skills in Building Information Modelling (BIM) design coordination and clash detection. The task requires students to understand how federated BIM models are used to identify, analyse, and resolve spatial conflicts between multiple building disciplines during the design and pre-construction stages.

Key Assessment Requirements and Pointers

• Team-Based Role Play:
  Students work in teams of four, with each member representing a specific discipline (e.g., structure, mechanical, fire, hydraulic).

• Manual Clash Detection:
  Each student is responsible for manually checking clashes related to their assigned discipline across two building levels (one typical and one atypical).
• Use of BIM Tools:
  Application of Search Sets, Saved Viewpoints, Mark-ups, and tagging (stamping) clashes within Revizto.
• Discipline Responsibility:
  Each student reports only on clashes related to their discipline, while still assisting team members by identifying and tagging clashes affecting others.
• Clash Analysis and Reporting:
  For the manual clash detection, each student must provide:
  • 4 key recommendations (2 per level)
  • Tagged clashes in Revizto
  • Annotated images with mark-ups
  • Priority level of clashes
  • Severity and root cause analysis
  • Dimensional recommendations for clash resolution
• Automatic Clash Detection:
  Students conduct an automated interference check on the same levels and models.
  • Clash results are grouped into batches based on similarities
  • Each student reports on 2 groups per batch
  • Approximately 9 batches are analysed per student
  • Prioritisation and resolution strategies are recommended collaboratively

Academic Mentor’s Step-by-Step Approach

The academic mentor guided the student through a structured, methodical process to ensure both technical accuracy and alignment with assessment criteria.

Step 1: Understanding BIM Context and Learning Outcomes

The mentor first explained the role of BIM in quality assurance, quality control, and design coordination, emphasising:

• The purpose of federated models
• The importance of clash-free, coordinated models
• How model management supports industry standards and constructability

Step 2: Clarifying Roles and Responsibilities

The student was guided to clearly understand their assigned discipline role and scope of responsibility, including:

• Ownership of discipline-specific clash detection
• Collaboration responsibilities when clashes involved multiple disciplines
• Correct reporting boundaries to avoid duplication

Step 3: Manual Clash Detection Process

The mentor demonstrated how to:

• Navigate federated BIM models
• Conduct a systematic manual interference check across allocated levels
• Use Revizto tools to tag, stamp, and mark up clashes
• Assign clashes to relevant disciplines for resolution discussion

Step 4: Clash Documentation and Analysis

Guidance was provided on how to:

• Capture clear visual evidence of clashes
• Assign appropriate priority levels
• Analyse severity and identify root causes
• Propose realistic, dimension-based resolution strategies aligned with constructability

Step 5: Automatic Clash Detection and Batch Analysis

The mentor then supported the student in:

• Running automated clash detection checks
• Grouping clashes into logical batches
• Identifying recurring patterns and high-risk conflicts
• Prioritising clashes based on impact and coordination complexity

Step 6: Structuring Recommendations and Final Submission

Finally, the mentor assisted the student in structuring findings clearly, ensuring:

• Alignment with marking criteria
• Logical presentation of manual and automatic clash results
• Professional and industry-relevant recommendations

Outcome Achieved and Learning Objectives Covered

Final Outcome

• Comprehensive discipline-specific clash detection report
• Clear visual and analytical documentation of clashes
• Practical, prioritised recommendations for clash resolution
• Demonstrated understanding of both manual and automated BIM coordination workflows

Learning Objectives Achieved

• Application of BIM tools for design coordination
• Understanding federated model management and QA/QC processes
• Development of collaborative, discipline-based problem-solving skills
• Ability to analyse, prioritise, and resolve spatial conflicts
• Industry-aligned reporting and communication skills

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