Subject:
|
Re: Roundy Roundy
|
Newsgroups:
|
lugnet.trains
|
Date:
|
Sat, 7 Aug 2004 16:03:44 GMT
|
Viewed:
|
1514 times
|
| |
|
|
> During the summer vacation, we used an empty classroom (tables and chairs
> moved out of the room) to build our layout. Enough space for end to end
> layouts. We had lots of fun.
I think the write up of the VLC train operating session is somewhere...anyway,
the area we had was not really big enough, at something like 40x40 ft for a true
end to end layout. I don't know how big you would have to go to have room for
6-10 people to really run trains, but I suspect you need a LOT of area. And a
LOT of track- I know that for a fact, that without a stupidly large quantity of
straight track, it gets boring fast. (I mean like 1500 pieces or more...).
If someone had access to a arena or a area about as big, that could work. Or a
large barn. Tables are the next issue though...to operate the layout, it should
be at table height for ease of operation. Even though only about 1/3rd of the
area in the layout needs to be tabled, 1/3rd of 150x50 is a LOT of table
surface.
James Powell
|
|
Message has 1 Reply:
 | | Re: Roundy Roundy
|
| James Powell wrote in message ... (...) somewhere...anyway, Here's the reference page for the Train Operating presentation I did at Brickfest PDX back in Feb, which included a case study of the VLC operating weekend: (URL) includes links to the (...) (20 years ago, 8-Aug-04, to lugnet.trains)
|
Message is in Reply To:
| | Re: Roundy Roundy
|
| In Europe a lot of EMUs, DMUs or push-pull (loco on one side, steering car on the other) trains are used, so without having to get the loco to the other side of the train the train can run in opposite direction (only the driver has to walk to the (...) (20 years ago, 5-Aug-04, to lugnet.trains)
|
32 Messages in This Thread:
 
 
- Entire Thread on One Page:
- Nested:
All | Brief | Compact | Dots
Linear:
All | Brief | Compact
This Message and its Replies on One Page:
- Nested:
All | Brief | Compact | Dots
Linear:
All | Brief | Compact
|
|
|
|
