Instructor Manual

Conceptual Design Collaboration INSTRUCTOR MANUAL 2015

academy.autodesk.com

INSTRUCTOR MANUAL

Table of Contents

Project Overview.......................................................................... 3

Academic Standards..................................................................... 20

Design Brief....................................................................... 3

National Architectural Accreditation Board

Prerequisites...................................................................... 3

Levels of achievement........................................................ 20

Learning Objectives. ........................................................... 3

Appendix..................................................................................... 21

Design Criteria............................................................................. 4

Appendix A

Key Terms.................................................................................... 5

FormIt Best Practices.......................................................... 21

Project Concepts.......................................................................... 6

Appendix B

Module 01 - Establish Project Location .............................. 6

FormIt keyboard shortcut listing......................................... 22

Module 02 - Initiate Project Sharing . .................................. 7 Module 03 - Create Mass Forms . ........................................ 8 Module 04 - Basic Editing of Massing ................................ 10 Module 05 - Modeling Refinement .................................... 12 Module 06 - Design Presentation ....................................... 14 Module 07 - Iterate Conceptual Design Inside Revit . . .......... 16 Project Resources......................................................................... 18 Module 01 - Establish Project Location .............................. 18 Module 02 - Initiate Project Sharing . .................................. 18 Module 03 - Create Mass Forms . ........................................ 18 Module 04 - Basic Editing of Massing ................................ 18 Module 05 - Modeling Refinement .................................... 19 Module 06 - Design Presentation ....................................... 19 Module 07 - Iterate Conceptual Design Inside Revit . . .......... 19

Autodesk Design Academy | academy.autodesk.com

CONCEPTUAL DESIGN COLLABORATION p. 2

INSTRUCTOR MANUAL

Project Overview DESIGN BRIEF The Design Project – A Residential Development with a Community Center A client requires a conceptual design that can be developed later as a BIM model. The design team wants to meet the tight schedule but is dispersed and needs to work collaboratively on the proposal so as to meet the deadline. The design team has a variety of hardware available - phones, tablets, iPads, laptops and desktop PCs - all with internet access. The team wants to develop the Community Center then turn the residential portion over to you. Autodesk® FormIt® 360 Pro, was chosen because it allows for mass modeling in a collaborative environment, so team members can work simultaneously in the same model. FormIt 360 provides the opportunity to extend BIM earlier into the conceptual design process.

SOFTWARE

LEARNING OBJECTIVES

Autodesk® FormIt ®360 Pro Autodesk® Revit ®

TIME 6 - 10 HOURS

LEVEL Beginner

PREREQUISITE To build up your software skills for this project refer to the following How-To video series for Revit:

01 02 03 04

Create conceptual designs in context to the real world. Create massing models of their design for communication and representation. Understand how to collaborate with others in real-time. Learn effective modeling techniques for conceptual massing.

• User Interface • File Management • Views • Component



INSTRUCTOR MANUAL

Design Criteria SUGGESTED SITE LOCATION: Labrador Park, Singapore.

COMMUNITY CENTER PROGRAM: The center has a gymnasium (west), community rooms and large shelter (east), a central swimming pool, gazebos, cabanas, as well as patio furniture. The site is 395’ x 650’ and a preliminary site plan is available in the form of an image file showing an agreed layout for the proposal.

The surrounding residential units are to be designed by you, after you have seen the modeling techniques used for the community center.

GYMNASIUM BUILDING (WEST)

The goal is to reproduce the site by following the steps shown in the provided videos and then have you create the residential housing units using similar creation techniques as the community center, while taking advantage of groups to propagate changes across like units. The residential complex should then be linked to Autodesk® Revit® and used for renderings and presentations. You can give a live presentation and render views that also include the surrounding context of your residential units.

COMMUNITY SHELTER BUILDING (EAST)

SITE PLAN



INSTRUCTOR MANUAL

Key Terms AUTODESK 360 DRIVE The location on the cloud, having a FormIt folder where your FormIT files (*.axm) are saved. Simultaneously a Revit file (*.rvt) is created when Formit Files are saved here. Area in Revit is the space defined by boundary lines or walls or combination of the two.

BIM (building information modeling) is the process of generating and managing building data during its life cycle. Typically, it uses threedimensional, real-time, dynamic building modeling software to increase productivity in building design and construction.

GALLERY The location on A360 where created files or files uploaded can be viewed.

GROUP A collection of forms making up one object. They can be nested and they changes to one group affect all other groups.

LAYER Horizontal Datum, usually representing floors. Layers can be applied to mass forms and used in FormIt to give area measurements.


MATERIAL A saved setting representing a combined bitmap, color and transparency setting. They depict real-life materials and are applied to surfaces, sub-surfaces or groups. The product provides some samples and you can create your own.

MASS FAMILY FormIt groups become mass families in Revit. The mass families in Revit can be used to generate schedules for area, surface area and volume. They can also be used with “By Face” commands to create planar or organic elements - walls, curtain systems, floors and roofs.

MASS FLOORS In FormIt they can be applied to groups to quantify floor area. In Revit they can be used to create floor elements on the face of the mass floors.

SHARING Session Initiated by one user, a session is a way to share editing of the shared model with others. The shared model can be saved locally or on A360. The person who created the session needs to keep his session open as others work on the model.


INSTRUCTOR MANUAL

Project Concepts MODULE ONE: ESTABLISH PROJECT LOCATION SOFTWARE COVERED:

ASSESSMENT GUIDELINES:

Autodesk® FormIt® 360 Pro.

•

D oes the grid align with the satellite image?

EXERCISE 1: SETTING THE PROJECT LOCATION.

•

Is the transparency set so you can see the grid through the satellite image?

•

Is the site boundary correctly drawn as 395’x650’

•

Is the footprint image sized/scaled to match the site boundary?

•

I s the image footprint set at an appropriate transparency and is it above the satellite image.

Estimated time 10-15 minutes PROJECT STEPS IN EXERCISE ONE: •

Set the project location

•

Import a satellite image of the project site

•

Display accurate sun shading

INSTRUCTOR NOTES:

•

Use accurate climate data

Ensure that you pan and zoom in to the grid. This changes the spacing to display smaller units and consequently make it easier to align the grid with the image. You delete the site surface leaving boundary lines. If you wanted to measure insolation using the FormIt analysis tools, you could keep this surface, ground level so you can see analysis results on the surface. It would also let you render shadows falling onto the ground surface.

EXERCISE 2: IMPORTING BASE IMAGES. Estimated time 10-15 minutes PROJECT STEPS IN EXERCISE TWO: •

Use images to provide context and scale

•

Import a site plan image

•

I mport a building footprint image

MODULE ONE GOALS: Complete a two dimensional, site context model, with a transparent satellite image, boundary lines and a building footprint image. Images should be aligned, sized and overlaid as appropriate for the project. MODULE ONE ASSIGNMENT: Import the site satellite image and make it semi-transparent. Rotate and set the grid angle.

EXERCISE 1 Autodesk Design Academy | academy.autodesk.com

EXERCISE 2 CONCEPTUAL DESIGN COLLABORATION p. 6

INSTRUCTOR MANUAL

Project Concepts MODULE TWO: INITIATE PROJECT SHARING SOFTWARE COVERED:

INSTRUCTOR NOTES:


Ensure that the work is complete and saved before the session is exited. Try to include participants using multiple devices and encourage them to communicate with messaging.

EXERCISE 1: WORKING IN A SHARING SESSION. Estimated time 15-20 minutes PROJECT STEPS IN EXERCISE ONE: •

Start and join a collaborative sharing session

•

Make and view changes to the team’s shared model in real-time

•

Send messages to your team of collaborators

•

Follow the camera view of any team member

MODULE TWO GOALS: Demonstrate that you can open your exercise file and create a shared session. Invite others to the session providing them with required information for access. Exchange messages while in the session. Follow the camera view of another participant to see what they are doing in the model from their point of view.

EXERCISE 1

MODULE TWO ASSIGNMENT: Make the meeting accessible to all by providing session ID and links as required. Using the messages ask for changes to be made by another participant. Switch to their camera view to follow them as they change the model. Include a user on a tablet. ASSESSMENT GUIDELINES: •

as a link for the session generated that can be included in W email?

•

Were there several participants on different devices invited?

•

ere you able to switch to the view of another user and then W return to your own view?

•

id you remember not to exit the shared session before D required changes were made?

•

id you remember to save your model file to the A360 location, D where it will be available to the team?



INSTRUCTOR MANUAL

Project Concepts MODULE THREE: CREATE MASS FORMS SOFTWARE COVERED:

MODULE THREE ASSIGNMENT:


In a shared session, create levels singly and multiple levels in one operation. Ensure you have one ground level (0 elevation) and 3 other levels with a 12’ floor height. Apply levels to a mass so you can see total floor area and confirm the changes as you toggle levels off and on.

EXERCISE 1: SETTING UP AND USING LEVELS. Estimated time 10-15 minutes PROJECT STEPS IN EXERCISE ONE: •

A dd levels (floor locations) to a project

•

D isplay or hide levels on building forms

•

V iew the total floor area of buildings modeled

Create a flat plane for the Gymnasium building (east) and pull it up to the required height. Demonstrate an understanding the “Shift Lock” to stay aligned to the axes and the Tab key to enter exact values.

EXERCISE 2: CREATING SIMPLE LINEAR AND RECTANGULAR MASSES.

Create a cylindrical column from a circle, an “organic” shaped pool and a curved wall.

Estimated time 15-20 minutes


PROJECT STEPS IN EXERCISE TWO:

•

Were levels created and applied to a mass?

•

C reating simple solids by sketching rectangles and lines

•

•

S ketch boundaries to subdivide faces

re the edges for rectangular forms on axis (squared off) and A are the height exact?

•

P ush and pull surfaces to extrude faces or cut into solids

•

as the cylindrical column, barrel roof, organic pool and wall, H and the curved wall been created successfully?

EXERCISE 3: EXERCISE 3: CREATING MASSES WITH CIRCLES, ARCS, AND SPLINES

•

id the modeler confirm that a surface if split by line-work and D subsequently extruded is joined with the original form?


•

id the modeler confirm that faces, edges, vertices on a form D can be selected to imply the extrusion depth. (Left Building)

•

Is the footprint image sized/scaled to match the site boundary?

PROJECT STEPS IN EXERCISE THREE: •

C reate curved surfaces by sketching circles, arcs, and splines.

•

Model curved and free-form elements, such as a barrel vault and pool.

•

B uild up a complex solids by joining multiple forms

MODULE THREE GOALS: Demonstrate a knowledge of levels and how they are applied to masses. Create forms that are generated from rectangular surfaces (plan and side). Create more complex forms using circles, arcs and splines.



INSTRUCTOR MANUAL

Project Concepts MODULE THREE: CREATE MASS FORMS (CONT’D) INSTRUCTOR NOTES: There is not one correct way to make these forms so ensure that the participants try options for accurate modeling and see how surfaces can be split and surfaces can be extruded – all the while using the “Shift Lock” to stay on axis. Check the Tab key is used for accurate data entry and that depths or heights are “implied” from adjacent surfaces when possible.

EXERCISE 1

EXERCISE 3

EXERCISE 2



INSTRUCTOR MANUAL

Project Concepts MODULE FOUR: BASIC EDITING OF MASSING SOFTWARE COVERED:

MODULE FOUR ASSIGNMENT:


Edit edges and vertices to change the shape of forms (Left Building). Place a primitive form – a cube to make a cabana, then model 5 alternatives for a cabana roof using line-work. Try the Multi-move option to move a surface and a vertex and keep other faces attached. Rotate faces and see that attached line-work stays attached. Use arrays for the Gazebo and later for the Cabana layout and seating layout. The use of these arrayed groups allows you to pass changes quickly through the model.

EXERCISE 1: MOVING FACES, EDGES AND NODES. Estimated time 15-20 minutes PROJECT STEPS IN EXERCISE ONE: •

R eshape solids by moving faces, edges and nodes

•

M odel a wide variety of building and roof forms

•

R otate faces to quickly explore dynamic forms

EXERCISE 2: WORKING WITH PRECISION . Estimated time 15-20 minutes PROJECT STEPS IN EXERCISE TWO: •

M odel elements to exact sizes and dimensions

•

C onstrain cursor movements to desired directions

•

S nap to and select key point on edges and surfaces

EXERCISE 3: COPYING, GROUPING AND ARRAYING Estimated time 15-20 minutes PROJECT STEPS IN EXERCISE THREE: •

C opy and paste elements in your conceptual model

•

C reate and edit groups of related elements

•

M ake groups unique to model different cases

•

A rray elements to make several regularly spaced copies

ASSESSMENT GUIDELINES: •

Was the push/pull option used on edges and vertices?

•

Was the cube created as a primitive?

•

Were all five roof options created for the cabanas?

•

Was the cabana roof rotated and did edges stay attached.

•

Was the gazebo modeled as one form?

•

as it copied and pasted and is it clear they are the same W group?

•

as the seating group arranged and group using editing W options to copy and rotate chairs.

•

I s it clear to students that a group can be ungrouped, modified and regrouped to create similar options quickly?

•

id the chaise lounge and umbrella get grouped and copied in a D linear array?

•

as the end cabana copied in a radial array and is it clear that W for groups a change to one affects all?

MODULE FOUR GOALS: Reshape surfaces, create a primitive form (cube), and learn how to work so changes can be passed along through copies or arrays (Linear and Radial) of groups.



INSTRUCTOR MANUAL

Project Concepts MODULE FOUR: BASIC EDITING OF MASSING (CONT’D) INSTRUCTOR NOTES: The two main takeaways are firstly that the surfaces were editable using edges and a vertex, not just surfaces …. and there is no separate push-pull command needed to do this. The second takeaway is the use of groups and how important they are is passing along changes. When students model the residential units surrounding the community center the organizational principle they should be applying is the population of the model with the same residential group.

EXERCISE 1

EXERCISE 3

EXERCISE 2



INSTRUCTOR MANUAL

Project Concepts MODULE FIVE: MODELING REFINEMENT SOFTWARE COVERED:

MODULE FIVE ASSIGNMENT:


Use the content library samples in the project. Learn how to load and use a provided library of Revit Families (*.rfa becomes *.axmf). Place alternate sizes of FormIt content and edit an instance of a family group to make it unique before making changes. Remember the six Revit categories that can be converted to Formit Content – Casework, Furniture, Furniture Systems, Site Parking, Entourage, Specialty Equipment and Generic Models (Note sometimes a Revit Family can have its category switched to one of the above).

Autodesk® Revit® EXERCISE 1: USING THE CONTEXT LIBRARY Estimated time 20-30 minutes PROJECT STEPS IN EXERCISE ONE: •

P lace elements from FormIt content library in your model

•

C onvert Revit families into FormIt library content

•

L ink to and use your own libraries of converted Revit families

Access and use the downloadable add-in for Revit Family conversion.

EXERCISE 2: DECIDING HOW MUCH DETAIL TO INCLUDE IN YOUR MODEL

Create some more complex forms using one volume to cut from another, the cover option to create surfaces between connected line-work and the loft option to create a complex curved roof shape (Cover Exercise file).



PROJECT STEPS IN EXERCISE TWO: •

S ubdivide surfaces to simulate door and window openings

•

A pply material appearances to sketched openings

•

C reate custom materials to simulate form details

•

D ecide whether to model opening in Formit or Revit

EXERCISE 3: WORKING WITH ADVANCED FORM CREATION TOOLS Estimated time 15-20 minutes PROJECT STEPS IN EXERCISE THREE: •

C reate complex solids by joining and cutting forms

•

Sweep a profile along a sketched path

•

C over open geometries by sketching boundary edges

•

L oft profile to create complex surfaces

•

D id access and place content from the FormIt content library?

•

id you download the converted add-in and upload converted D families to A360?

•

id you remember if your students can convert and use D Sketchup files in Formit?

•

Were you successful in completing a Boolean operation (cut).

•

an you create unique instances of surfaces having a spline C edge and loft between them?

•

D id you cover drafted 3d line-work that forms a closed edge?

•

an you name four of the seven Revit family categories that can C become FormIt content?

MODULE FIVE GOALS: Review how content library samples can be created and reused as groups in FormIt. Modify forms using Boolean operations such as subtracting. Access and use the downloadable add-in for Revit Family conversion. Create complex forms that are not simply planar.



INSTRUCTOR MANUAL

Project Concepts MODULE FIVE: MODELING REFINEMENT (CONT’D) INSTRUCTOR NOTES: Be sure to try the more complex form creation because one of the reasons to make mass forms is to use them to create organic forms in Revit. For that you need organic surfaces in a mass form. You also will benefit from use of the analysis tools such as those measuring solar insolation values. It is in the evaluation of organic forms where you see the benefits of analysis. One example would be to optimize the location of solar panels where surfaces are complexly curved.

EXERCISE 1

EXERCISE 3

EXERCISE 2



INSTRUCTOR MANUAL

Project Concepts MODULE SIX: DESIGN PRESENTATION SOFTWARE COVERED:

MODULE SIX ASSIGNMENT:


Use existing materials. Create and apply new materials using provided bitmaps. In the view set visual styles and shadows appropriate to your message – for example making the view look sketchy. Create a shared session and make a presentation of the model with others following your camera view.

EXERCISE 1: APPLYING MATERIALS TO SURFACES Estimated time 20-30 minutes PROJECT STEPS IN EXERCISE ONE: •

A pply materials to surfaces

•

C reate new solid and transparent materials

•

C reate new materials from bitmap images

EXERCISE 2: APPLYING VISUAL STYLES

ASSESSMENT GUIDELINES: •

C an you change view styles to adjust silhouette outlines?

•

C an you set the view to show “sketchy lines”?

•

id you get to see a presentation of the model made to D everyone following the presenter’s camera view?

Estimated time 20-30 minutes PROJECT STEPS IN EXERCISE TWO: •

S et the visual style options used to display your model

•

A djust the contrast and thickening of model edges

•

C reate a hand-drawn appearance

•

S ubdivide surfaces to simulate door and window openings

•

D isplay accurate sun and ambient shadows

EXERCISE 3: INTERACTIVE TEAM PRESENTATION Estimated time 15-20 minutes PROJECT STEPS IN EXERCISE THREE: •

Start or join a collaborative sharing session

•

S hare your model with remote viewers

•

G uide your audience on a tour by following your camera view

MODULE SIX GOALS: Create and manage materials and apply them to surfaces. Explore visual styles and sun settings so as to manage settings for presentation purposes.



INSTRUCTOR MANUAL

Project Concepts MODULE SIX: DESIGN PRESENTATION (CONT’D) INSTRUCTOR NOTES: Make sure that not just the Host but other participants get to present and in so doing that they use view styles. For example someone showing winter solstice shadows through the day, then someone explaining that this is early conceptual work and showing the model so it looks more like a hand sketch.

EXERCISE 1

EXERCISE 3

EXERCISE 2



INSTRUCTOR MANUAL

Project Concepts MODULE SEVEN: ITERATE CONCEPTUAL DESIGN INSIDE REVIT SOFTWARE COVERED: Autodesk® FormIt® 360 Pro.

MODULE SEVEN ASSIGNMENT:

•

D ownload FormIt models from your A360 drive.

Download an open a Revit model that was automatically created on A360 from the saved FormIt file. Import the FormIt conceptual models to Revit so you can move the design to the design development stage using Revit features. Use the “by-Face” options in Revit to apply curtain systems and walls with added windows to mass surfaces. Create views in Revit and for each view change settings on a view by view basis. Try rendering in the product (tea-pot icon) and render in the cloud.

•

Import the auto-converted RVT file into Revit


•

se the FormIT Converter add-in to import a FormIt model into U an existing Revit project

•

D id you succeed in downloading the project Revit file?

•

here you able to apply walls to mass surfaces and add W windows?

•

id you add entourage and planting to create an appropriate D relaxed feel to the representation of the community center?

•

id you adjust rendering settings and render views in the D product?

•

Were you successful in submitting renderings to the Cloud?

Autodesk® Revit® EXERCISE 1: IMPORTING CONCEPTUAL MODELS TO BIM Estimated time 20-30 minutes PROJECT STEPS IN EXERCISE ONE:

EXERCISE 2: CONVERTING SURFACES INTO BUILDING ELEMENTS Estimated time 30-45 minutes PROJECT STEPS IN EXERCISE TWO: •

E dit masses in Revit.

•

C onvert solid faces into building elements

•

R eplace sketched openings with hosted Revit families

EXERCISE 3: CREATING EXTERIOR RENDERINGS Estimated time 15-20 minutes PROJECT STEPS IN EXERCISE THREE: •

E nhance your model with site elements, entourage, and plantings.

•

A pply appearance styles to create a variety of visual effects

•

C reate rendered views in Revit and in the cloud.

MODULE SEVEN GOALS: Download FormIt files to your local drive and convert a FormIt file to the Revit format. Create Revit elements (walls, roofs) on the surface of masses. Explore view settings for on screen appearance, such as graphic display options. Place context appropriate entourage (plants, people) and compare render views locally with render options on the cloud.



INSTRUCTOR MANUAL

Project Concepts MODULE SEVEN: ITERATE CONCEPTUAL DESIGN INSIDE REVIT (CONT’D) INSTRUCTOR NOTES: Revit normally turns off masses in views so you will need to use the Visibility Graphics (VG) key-in to display them. Note that materials are not transferred but are easily applied in the resulting mass families. Surface representations of openings did not result in open surfaces. True openings, doors, widows etc. would be created in Revit on walls. On the cloud you can render not just images but illumination, panoramic views and more! This move to the cloud resulted in very fast rendering times because you have extensive computing power and FormIt 360 Pro is the next evolutionary step. Now you have the beginnings of shared models and truly collaborative work that can be accessed using mobile devices. Now you have seen how to model, have the students continue to work on the FormIt file, design and add their residential units around the community center. Enjoy!

EXERCISE 1

EXERCISE 3

EXERCISE 2

EXERCISE 3



INSTRUCTOR MANUAL

PROJECT RESOURCES MODULE 01 ESTABLISH PROJECT LOCATION DATASETS SOFTWARE TUTORIAL STEP BY STEP GUIDE IMAGES

Module01Ex01_start.axm, Module01Ex01_end.axm Module01Ex02_start.axm, Module01Ex02_end.axm Module01Ex01_Setting project location_video.mp4 Module01Ex02_Importing base images_video.mp4 Module01_Step by step guide.doc Module01_Ex02_SitePlan_image.bmp

MODULE 02 INITIATE PROJECT SHARING DATASETS SOFTWARE TUTORIAL STEP BY STEP GUIDE

Module02Ex01_start.axm, Module02Ex01_end.axm Module02Ex01_Working in a sharing session_video.mp4 Module02_Step by step guide.doc

MODULE 03 CREATE MASS FORM Module03Ex01_start.axm, Module03Ex01_end.axm DATASETS

Module03Ex02_start.axm, Module03Ex02_end.axm Module03Ex03_start.axm, Module03Ex03_end.axm Module03Ex01_Setting up and using levels_video.mp4

SOFTWARE TUTORIAL

Module03Ex02_Creating simple linear and rectangular masses_video.mp4 Module03Ex03_Creating masses with circles, arcs and splines_video.mp4

STEP BY STEP GUIDE

Module03_Step by step guide.docx

MODULE 04 BASIC EDITING OF MASSING FORMS Module04Ex01_start.axm, Module04Ex01_end.axm DATASETS

Module04Ex02_start.axm, Module04Ex02_end.axm Module04Ex03_start.axm, Module04Ex03_end.axm Module04Ex01_Moving faces, edges and nodes_video.mp4

SOFTWARE TUTORIAL

Module04Ex02_Working with precision_video.mp4 Module04Ex03_Copying, grouping and arraying_video.mp4

STEP BY STEP GUIDE




INSTRUCTOR MANUAL

PROJECT RESOURCES MODULE 05 MODELING REFINEMENT Module05Ex01_start.axm, Module05Ex01_end.axm Module05Ex02_start.axm, Module05Ex02_end.axm DATASETS

Module05Ex03_start.axm, Module05Ex03_end.axm Revit_Families_Converted folder (too many files to list) Revit_Families_RFA folder (too many files to list) Module05Ex01_Using Content Library_video.mp4

SOFTWARE TUTORIAL

Module05Ex02_Modeling detail level_video.mp4 Module05Ex03_Advanced Form Creation Tools_video.mp4

STEP BY STEP GUIDE


MODULE 06 – DESIGN PRESENTATION Module06Ex01_start.axm, Module06Ex01_end.axm DATASETS

Module06Ex02_start.axm, Module06Ex02_end.axm Module06Ex03_start.axm, Module06Ex03_end.axm material images folder (too many files to list) Module06Ex01_Applying Materials_video.mp4

SOFTWARE TUTORIAL

Module06Ex02_Applying Visual Styles_video.mp4 Module06Ex03_Interactive Team Presentation_video.mp4

STEP BY STEP GUIDE


MODULE 07 – ITERATE CONCEPTUAL DESIGN FormIt folder: Module07Ex01_start.axm Revit folder: DATASETS

FormIt_Convert _Template, Module07Ex01_Converted.rvt, Module07Ex01_End.rvt, Module07Ex02_Start.rvt, Module07Ex02_Middle.rvt, Module07Ex02_End.rvt, Module07Ex03_ End.rvt, Module07Ex03_Start.rvt, Module07Ex01_Importing Conceptual Models_video.mp4

SOFTWARE TUTORIAL

Module07Ex02_Converting Surfaces to Elements_video.mp4 Module07Ex03_Creating Exterior Renderings_video.mp4

STEP BY STEP GUIDE IMAGES

Module07_Step by step guide.docx Seaside_Image.jpg, Sunset_Image.jpg



INSTRUCTOR MANUAL

Academic Standards NATIONAL ARCHITECTURAL ACCREDITATION BOARD (NAAB)

STANDARD ALIGNS TO PROJECT This course was also developed with a view to promoting collaboration at an early design stage. It puts into practice communication skills as they apply to new technology. Students will message and share in the design process in a live and interactive forum where the technology offers new ways to communicate (A.1). They can develop and test alternative outcomes, say with regard to mass forms and related sun/shadow studies or solar analysis (A.2). They can see consequences of settings for visually depicted sites so they work in context with an appreciation of the need for order and organization in 2D and 3D design. (A.4) and they create clear, accurate models with materials and building components identified. (B.4) In summary and in reference to 2014 Conditions for Accreditation, if applied correctly the course should cover the following Student Performance Criteria: REALM A: CRITICAL THINKING AND REPRESENTATION • A.1 Professional Communication Skills: Ability to write and speak effectively and use representational media appropriate for both within the profession and with the general public. • A.2 Design Thinking Skills: Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions, and test alternative outcomes against relevant criteria and standards. • A.3 Architectural Design Skills: Ability to effectively use basic formal, organizational and environmental principles and the capacity of each to inform two- and three-dimensional design.

x

REALM B: BUILDING PRACTICES, TECHNICAL SKILLS, AND KNOWLEDGE • B.4 Technical Documentation: Ability to make technically clear drawings, prepare outline specifications, and construct models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design.

x

REALM C: INTEGRATED ARCHITECTURAL SOLUTIONS • Does not apply

REALM D: PROFESSIONAL PRACTICE • Does not apply



INSTRUCTOR MANUAL

Appendix A FORMIT 360 BEST PRACTICES

Collaboration: Sharing session and user requirements Only the initiator of the sharing session is required to have a FormIt 360 Pro account. Other collaborators to the shared session are only required to have an A360 account to participate in the sharing session. However, for the purpose of this course it is highly recommended that all contributors obtain a FormIt 360 Pro account so they can experience taking the lead in collaboration sessions. Real-time Collaboration Best Practices: Preferably, there should be (1) project lead for design collaboration as this person would be hosting the design file for the team on their own A360 Drive. Alternatively, if each contributor wants to explore initiating the collaborative design process then it will be necessary to Export the FormIt 360 Sketch after each session to a shared folder and then have the next project lead import the FormIt Sketch file into their A360 account and repeat the process of exporting the file to a shared folder so others can access the updated project file locally.

File Structures and File Storage: A360 Drive: (dedicated FormIt folder) stores FormIt’s *.AXM files and Revit *.RVT equivalent files. Non-FormIt files: Will need to be stored in either the users local machine or a shared network location for the team. Example: Importing raster images into FormIt to be used as an underlay.



INSTRUCTOR MANUAL

Appendix B FORMIT 360 KEYBOARD SHORTCUTS

COMMAND

SHORTCUT

APPLICATION SETTINGS

COMMAND

SHORTCUT

EDIT

DISPLAY DIMENSIONS

DD

DELETE

DELETE KEY

SNAP TO GRID

SG

COPY

CTRL + C

DISPLAY LEVELS

DL

SET AXES

SZ

USE LEVELS

UL

RESET AXES

RZ

PASTE

CTRL + V,

DISPLAY AMBIENT SHADOWS

DA

REDO

CTRL + Y

AXES

DZ

UNDO

SHIFT +Z

BACK-FACES

DB

FILE

EDGES

DE

SAVE

EXTEND LINES

DX

GROUP

GRID

DG

EDIT GROUP

E

HIDDEN LINES

DH

EDIT GROUP (TOOLBAR)

ALT + E

NON-WATERTIGHT

DW

FINISH GROUP ACTION

F

SHADOWS

DS

GROUP (CONTEXT MENU)

G

SILHOUETTES

DO

GROUP (TOOLBAR)

ALT + G

SKETCH LINES

DK

MAKE UNIQUE (CONTEXT

M

THIN EDGES

DT

MAKE UNIQUE (TOOLBAR)

ALT + M

UNGROUP (CONTEXT MENU)

U

DRAW

CTRL + S

ARC

A

UNGROUP (TOOLBAR)

ALT + U

CIRCLE

C

UNGROUP ALL

UA

3D SKETCH

L

PRIMITIVES

RECTANGLE

R

CUBE

ALT + B

SPLINE

S

CYLINDER

ALT + C

DOME

ALT + D

EDIT DELETE

DELETE KEY

PRISM

ALT + R

COPY

CTRL + C

PYRAMID

ALT + P

SET AXES

SZ

RESET AXES

RZ

PASTE

CTRL + V,

REDO

CTRL + Y



INSTRUCTOR MANUAL

Appendix B FORMIT 360 KEYBOARD SHORTCUTS

COMMAND

SHORTCUT

SKETCH SETTINGS TOGGLE UNIT TYPE

UT

TOOLS BOOLEAN CUT

AR

BOOLEAN JOIN

CG

COVER

CV

LASSO SELECT

LL

LOFT EDGES

LO

MULTI-MOVE

MM

OFFSET FACE

OF

REVERSE FACES

FF

ROTATE

Q

ROTATE FACE

QF

SCALE FACE

SF

SWEEP

SW

TAPER FACE

TF

VIEW 3D VIEW

ZD

FIRST PERSON FLY-THROUGH

FT

TOP

ZT

ZOOM ALL

ZA, ZE, ZZ

ZOOM ALL IMAGES

ZI



Instructor Manual

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