Specifications include, but are not limited to: The scope of this project involves surveying services related to construction and/or renovations of two Nashua School District (NSD) Elementary Schools, including performing a partial topographic survey of the properties, and the preparation of an existing conditions base map for use by the JSSBC’s architect (Harriman Architects & Engineers) as part of the site design effort. Specifically, please provide survey information as follows: 1. Property a. See attached two GIS maps for approximate areas to survey (one map for each school). b. Any property line and monuments found within the survey area. c. Adjoining and on-site roads, alleys, curbs, walks, hydrants, poles, guy wires, manholes, streams, ditches, banks, fences, outline of existing buildings and other fixed features. d. On-site isolated trees of 3” or larger diameter with name of tree and spread of branches shown in scale, and outline of massed trees and shrubs. e. Any known on-site easements. f. At Main Dunstable, a wetland area is present to the south of the school. Contractor shall hire a wetlands scientist to delineate the wetlands and coordinate schedules to ensure that the wetlands flags are included within the final deliverable of the existing conditions survey. 2. Topography a. Spot elevations along top and bottom of curbs, top and bottom of ditches and banks, floor elevations of existing buildings. b. Contours at one (1) foot intervals c. Two bench marks with Northing’s and Easting’s (for vertical and horizontal control). d. Spot grades along school building walls and at center line of roads. 3. Utilities a. Location of all known underground lines and all overhead lines in the project area. b. Top, pipe sizes, and inverts of manholes on sanitary sewer lines; and top, pipe sizes and inverts of catch basins on storm sewer lines. c. Water lines. d. Locations of telephone and power poles on site and along road frontage. Define poles according to use: light poles, power poles and telephone poles with pole numbers.
