Assignment 14: Brownstone Upper Level

ASSIGNMENT 14: BROWNSTONE UPPER LEVEL DEMO(S): (as needed) 1. Inserting Blocks from the symbols Library (CD) 2. Inserting/Scaling title Block into Paper Space 3. Display Order/Move to Back 4. Polar Tracking

REVIEW: No review is typically required at this point.

LECTURE / DISCUSSION: The Brownstone Plans and Elevation are designed to reinforce commands first introduced in the Georgian set. Other than changing Display Order, Polar Tracking, Quick Leader (Supplement 4) and Inserting Blocks for Appliances, Fixtures, Title Block, etc. from the included download (or other symbol library), there are few “new” commands introduced. These exercises are certainly more complex, but we rarely find students who are not up to the challenge at this point. For those that require “extra” guidance’ we now find more free time for one on one or small group work here, as many students are proceeding on their own in an impressive fashion.

Again, most students at this point are able to proceed on their own through this assignment, it is important to spend at least a few minutes with students as they begin the layout for the Upper Level. We find it beneficial to discuss the layout process using Offset, Trim, Fillet (0), etc., cautioning students to 1) layout “small portions” of the Plan at a time, Offsetting/Trimming/Filleting as they go. 2) Offset to the “correct side” of the source and 3) to follow the chronology indicated on the handouts. To the last point, we stress that the process here is the same as if they were drawing on the board, and the same as if they were 20 year professionals, i.e.: layout the exterior walls first, the interior partitions next – paying no attention to doors, windows, etc. We emphasize the big picture here – always working from the great to the small, from the general to the detail.

We refer students to the supplements as part of their setup, including the Supplement 5: Linetypes and Layers and Supplement 7: Quick Guide to Residential Planning for some basic dimensions, including suggestions for door openings. Depending on the background students bring to this class, you may wish to spend some time discussing the general planning guidelines, especially terminology and parameters for sizing doors. You may also want to modify our suggested Layering formats – we use more comprehensive Layering in later classes, but have found this format works fine for this exercise.

Also, importantly, refer to Supplement 4: Quick Leader for applying Notes when the time comes.

If you have yet to introduce the Distance and/or List commands – now is a good time for those. While we don’t formally bring those on board with an assignment, we do typically speak to those valuable tools over the course of general classroom work.

Stairs: We understand that some professionals will strike a direct correlation between the upper level break line and the lower level break line for the stairway, but we are after the Mirror

1 command turning over on itself and “deleting” the source objects when students “get downstairs”.

PROCESS: Again, most students are able and eager to begin this drawing on their own. They are required to go through a Setup, Set Layers, Load Linetypes, Set Text and Dimension Styles, Set up a Page in Paper Space, etc. We do not discuss dragging settings from the Design Center, nor do we discuss creating a Template or Dimensioning/Notating on an XRef at this point. We do these things in the second CAD class in our sequence, using the Brownstone as our “source”. You of course may wish to “add” some or all of these options, depending on your own learning competencies for this particular class.

Polar Tracking: We have students draw doors and arcs, once again for practice, and to that end, we have them draw BiFold doors as well, using Polar Tracking. We demonstrate the set up, typically having them select 45 degree rotations only. We do however spend time demonstrating multiple rotation options as well as the method of “typing distance and angle” for any desired result. You most probably will need to review the counterclockwise angle notations as part of this exercise.

Inserting Blocks: You may wish to review our symbols library, Blocks 2000 and walk students through the download/copying process – if they have server space at their stations. At the very least, we demonstrate how to “find” the symbols for Insertion. These blocks were created on Release 2000 to accommodate earlier releases. We have students Insert the Title Block into Paper Space for their Plot, typically requiring them to Set up a Page for 17x11 Check Plots and 36x24 Final Plots. We again wait until the next class in our sequence for Attributes, having them “add information” as required to the existing Title Block. The Title Block is set up for direct insertion into 36x24, Insertion Point (0,0). For the 17x11, students will need to adjust the Scale – 17/36 for “x” and 11/24 for “y”. You may wish to have students open the Title block drawing and do some additional editing prior to Inserting.

Dimensioning: While to some extent, students are in fact “copying” the dimensions shown on the examples, we want them to be “learning” the procedures and formats as they do so. Stress this point; ask questions about what they’re doing when they get to this stage. Again we view this work as practice with the commands, but also as a prelude to dimensioning challenges waiting in subsequent classes. Make sure that they are beginning to understand the “system” for placing the dimensions in some coherent order.

Hatching: We have students Hatch prior to Dimensioning, then turn those Layers Off to ease OSnapping to correct points when Dimensioning. You may wish to change that order.

For the Display Order exercise, most students can follow through this command on their own, but it is worth at least a brief demo to explain why this is necessary if the Hatch is plotted with a Screened value. Also, we show them that after the Hatch has been Moved to the Back, that on some Regenerations, it appears to have moved back to the font. If you have yet to do so, demo the View/Regen command. Otherwise, students will think that the patterns must be Moved to the Back “over and over again”.

You may wish to have students turn off the Dimension Layer prior to Hatching….or Hatch BEFORE they dimension. Also there’s the order between applying Text and Hatching for you to consider. We don’t spend lots of time discussing the ins and outs of this – in the subsequent class we get into XRefs and speak more directly to “ordering” dimensions/text/hatching then.

We encourage students to run check Plots along the way, again for the practice.

Room, Door, Window Numbers: As we are not using Attributes in this class (you may wish to do so) we have students “construct” the schedule numbers. Again we are most interested in

2 introducing/reinforcing basic commands with this first class. We have them place a room number – tell students to place a “fat number” like 888 (for rooms), 88 (doors), 8 (windows) – with Middle Justification. We then have them Multiple Copy that number with its rectangle, circle, or diamond around the plan. Finally they Edit the text to the appropriate number. This is good practice for both the Copy and Edit command. The Center Justification with the “wide number” assures that the edited text will be centered in its box or circle, and that it will “fit” into the box or circle. I.e.: if a box was sized for the number 111 and then the text was replaced to 888, the new number may not fit into the box.

We have students use the Rectangle command for the room numbers and the Polygon command for the rotated squares at the windows symbols. Two new commands….

WHAT TO WATCH FOR: As we roam, we check to make sure that students are following the “process” as laid out in the handouts. Some will simply try to use the 17x11 sheet as their guide without reading the instructional packet. We emphasize that learning the STEPS/PROCESS of laying out a Floor Plan is an important learning outcome for this exercise. Also check/remind students about proper Layer assignments. As we want students to have some extended practice with Copy and Multiple Copy, Snapping to Base and Displacement points, we don’t use Blocks for the Windows here. Having said that, remind students to check Layer Assignments and Color of source objects PRIOR to Copying those entities across the drawing. If students have turned Layers Off, be sure to remind them to restore those Layers before Moving the Plan around on the screen. This seems to happen to at least two or three students a semester, we are able to “relocate” the hatch Patterns through turning Layers on and Off, and Moving those portions “left behind” to selected targets on the Plan. But this is a good thing to try to head off – a demonstration is helpful in this regard. Make sure that students build the angled wall at the Return Air Grill (RAG) with the Offset command to realize the true wall width. They sometimes want to “connect” points and the wall geometry doesn’t track true. This will happen again at the Lower Level – check there when that time comes. Make sure that students are using the Leader command and not trying to “draw” Leader lines and Arrows. Make sure that students hold Dimensions and Titles “tight” to the drawing, so that both Upper and Lower Level Plans can plot at ¼” scale on 36x24 sheets. Finally, make sure that they are moving the Screened Hatch Colors – Gray 8 for Ceramic Tile and Gray 9 for Solid Fill to the back, through Display Order.

PLOTTING: Check to make sure that the Grays are properly Screened on the Plots.