Copyright Goodheart-Willcox Co., Inc. Chapter 14 Review and Assess 535 A. Quick-sketch this commercial property—or a section of it—and show all fi re exits, color- coding the three components of egress for each exit. B. Select two assembly areas of the school (for example, a gym, library, cafeteria, or auditorium) and determine the maximum occupancy for the area. C. Next determine the maximum distance in each area (see page 527) and calculate the distance between fi re exits with and without a sprinkler system. D. Document measurements on the drawings. (Note: Local codes may vary for structures that are historical, new, or remodels. 23. Research/writing. Use the text and reliable Internet resources to research the following a hospitality facility of your choice. Analyze the needs and design of the facility. Write a summary of your findings. 24. Math practice. Visit a community building that was built before 1990 or is a designated historic property. Make arrangements to meet with a building supervisor. Walk the property to determine the site arrival point, accessible route (path of travel), and specific primary function area (destination) accessible for a person who uses a wheelchair. A. Using an 11" x 17" or larger piece of paper, quick-sketch the site arrival point, accessible route, and primary function area. You do not need to draw the plan to scale but give attention to drawing proportionate distances. B. On the sketch, label and highlight the accessibility features the facility provides, for example, curb ramps, ramps, entrances with door controls with activation switches, handrails, accessible water fountains and restroom stalls, height of customer service areas and the three components of the means of egress (see Designer Math Skills feature on Codes, Occupancy, and Exits). The building supervisor can assist in identifying ADA accommodations. C. Use a colored pencil to mark the accessible path from the site arrival point to the primary function area. D. Estimate an approximate distance the person with a disability will travel from the site arrival point to the primary function area destination by doing the following: ■ measure and record the distances between each location including the parking lot to the entrance, the entrance to the restroom, the restroom to the destination ■ round the number of steps when walking up to the nearest 10th step and record them on the diagram ■ add all segments together and record the distance on the drawing E. Using the same technique in 24-D, estimate the approximate distance and mark the most common travel route someone without a disability would take from the site arrival point to the same primary function area. The paths of travel may not be the same for the two people. F. Share your fi ndings of the similarities and differences in accessibility for each person, including restrooms. During bad weather, would the individuals have the same quality experience from the site arrival point to arriving inside the building (time, distance, covered entrances)? Design Application 25. Design a pop-up school. Design a pop-up school for a different geographical location— national or international—based on information in chapter and additional Internet research. Locate case studies and characteristics of each. Do not be constrained with the design of schools today. Follow text guidelines for Programming and Schematic Design for your school design. Create the program documentation and schematic design plans. 26. OtterBox revisited. Suppose you and your design team have been asked to develop a design plan for an OtterBox satellite office. Develop the design concept and program for this satellite office. Present your design concept and program to your client (the class). 27. Portfolio builder. Place copies of the best examples of your work for items 21, 22, 24, 25, and 16 in your digital and hard copy portfolios.