Abstract
Natural lighting is an essential factor in the design of educational buildings, as it creates an environment that provides psychological satisfaction, increases motivation, encourages healthier conditions and saves energy. Using the same finishing materials in classrooms facing different directions and sizes in educational buildings causes natural lighting effects of different quantity and quality. This situation creates psychological, physiological and cognitive inequality among students. This negativity can be annihilated by changing facade elements, the ratio of the transparent surface and the materials. However, these applications should be made with minor interventions in the historic structure. Within the scope of this study, which aims to determine the current natural lighting performance of the classrooms in Ulugazi Primary School, a historic school building in Kocaeli, the scenarios are designed with approaches that will have the most negligible impact on the building identity.
In this context, with the Climatestudio analyzes were conducted for four classes with different characteristics. Visual comfort problems were determined with the Spatial Daylight Autonomy (sDA) that evaluate the illuminance level annually and with the Annual Sunlight Exposure (ASE) that reveal the glare probability, within the scope of Leed V4.1. Furthermore, scenarios were created with the choice of finishing materials and curtains with different optical properties for the interior wall surfaces and ceiling, which have lost their authentic value, based on the same metrics. Thus, it has been revealed to what extent the quantity, quality and distribution of natural lighting in classrooms have changed. According to the simulation results, it was determined that there were significant glare problems in two of the four classes, with ASE ranges ranging from 0% to 31.4%. Class B facing south and east, has the most significant glare potential. In addition, all classrooms spatially provide the sDA value. However, more illuminance levels are required in the back corners of the classrooms.
References
- Abusamhadana, M. S., and Türkmenoğlu, N. (2018). Tarihi Okul Yapılarında Isıl Konfor Gereksinimleri Bağlamında Enerji İyileştirme Stratejileri: Ulugazi İlköğretim Okulu. Mimarlık ve Yaşam, 3(2), 189-206.
- British Standards Institution (2008). BS 8206-2Lighting for buildings - Part 2: Code of practice for daylighting
- Boafo, F. E., Ahn, J. G., Kim, S. M., Kim, J. H., & Kim, J. T. (2019).
- Fenestration refurbishment of an educational building: Experimental and numerical evaluation of daylight, thermal and building energy performance. Journal of Building Engineering, 25, 100803. https://doi.org/10.1016/J.JOBE.2019.100803
- Doukas, D. I., & Bruce, T. (2017). Energy Audit and Renewable Integration for Historic Buildings: The Case of Craiglockhart Primary School. Procedia Environmental Sciences, 38, 77–85. https://doi.org/10.1016/J.PROENV.2017.03.081
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- Heschong, L. (1999). Daylighting in Schools: An Investigation into The Relationship Between Daylighting and Human Performance. Detailed Report.
- Lee, M. C., Mui, K. W., Wong, L. T., Chan, W. Y., Lee, E. W. M. And Cheung, C. T. (2012). Student learning performance and indoor environmental quality (IEQ) in air-conditioned university teaching rooms. Building and Environment, 49, 238-244.
- Lo Verso, V. R. M., Giuliani, F., Caffaro, F., Basile, F., Peron, F., Dalla Mora, T., … Costanzo, V. (2021). Questionnaires and simulations to assess daylighting in Italian university classrooms for IEQ and energy issues. Energy and Buildings, 252, 111433. doi:10.1016/j.enbuild.2021.111433.
- Khodeir, L. M., Aly, D., & Tarek, S. (2016). Integrating HBIM (Heritage Building Information Modeling) Tools in the Application of Sustainable Retrofitting of Heritage Buildings in Egypt. Procedia Environmental Sciences, 34, 258–270. doi:10.1016/j.proenv.2016.04.024.
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- Phocas, M. C., Michael, A., and Fokaides, P. (2011). Integrated interdisciplinary design: the environment as part of architectural education In International Conference on Renewable Energies and Power Quality (ICREPQ’11), Las Palmas de Gran Canaria (Spain), 13th to 15th April, 937-941.
- Samiou, A. I., Doulos, L. T., & Zerefos, S. (2022). Daylighting and artificial lighting criteria that promote performance and optical comfort in preschool classrooms. Energy and Buildings, 258, 111819.
- Türk Standartları Enstitüsü (2013). TS EN 12464-1, Işık ve aydınlatma- Çalışma yerlerinin aydınlatılması - Bölüm 1: Kapalı çalışma alanları.
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- Zomorodian, Z. S., & Tahsildoost, M. (2019). Assessing the effectiveness of dynamic metrics in predicting daylight availability and visual comfort in classrooms. Renewable Energy, 134, 669–680. doi:10.1016/j.renene.2018.11.072
Tarihi Eğitim Mekanlarında Doğal Aydınlatma Performansının İyileştirilmesi: Ulugazi İlköğretim Okulu
Abstract
Doğal aydınlatma, psikolojik olarak memnuniyet hissettiren ve motivasyon arttıran ortam yaratması, daha sağlıklı koşulları teşvik etmesi ve enerji tasarrufu sağlaması nedeniyle eğitim binalarının tasarımında önemli bir faktördür. Bunun yanı sıra görsel konforun öğrenme üzerindeki etkisi büyüktür. Eğitim binalarında farklı yönlere bakan ve farklı boyutlardaki sınıflarda aynı bitirme malzemelerinin kullanılması farklı nicelik ve nitelikte doğal aydınlatma etkilerinin oluşmasına neden olmaktadır. Bu durum da öğrenciler arasında psikolojik, fizyolojik ve bilişsel olarak eşitsizliğe neden olmaktadır. Bu olumsuzluk cephede kurgulanacak elemanlar, saydam yüzey oranı ve malzemelerinin değişimi ile iyileştirilebilir. Ancak bu uygulamaların tarihi yapıda en az müdahale ile yapılması gerekmektedir. Kocaeli’nde tarihi bir okul binası olan Ulugazi İlköğretim Okulu’nda sınıfların mevcut doğal aydınlatma performansının tespit edilmesinin hedeflendiği bu çalışma kapsamında senaryolar bina kimliğine en az etkide bulunacak yaklaşımlarla kurgulanmıştır.
Bu bağlamda Rhinoceros 7 ile çalışan Climatestudio yazılımı ile farklı özelliklere sahip dört sınıfın Leed V4.1 kapsamında yıllık olarak aydınlık seviyesini değerlendiren sDA ve kamaşma olasılığını ortaya koyan ASE metrikleri üzerinden gerçekleştirilen analizler ile görsel konfor sorunları belirlenmiştir. Ardından aynı metrikler üzerinden özgün değerini kaybetmiş iç duvar yüzeyleri ve tavanda optik özellikleri farklı bitirme malzeme ve perde seçimleri ile kurgulanan senaryolar üzerinden sınıflardaki doğal aydınlatma nicelik, nitelik ve dağılımının ne ölçüde değiştiği ortaya konulmuştur. Simülasyon sonuçlarına göre Annual Sunlight Exposure (ASE) aralığı %0 ile %31,4 arasında değişen dört sınıfın ikisinde önemli ölçüde kamaşma sorunları olduğu belirlenmiştir. En fazla kamaşma potansiyeline sahip olan güney ve doğu yönlerine bakan B sınıfıdır. Bunun yanı sıra bütün sınıflar mekansal olarak Spatial Daylight Autonomy (sDA) değerini sağlamakla birlikte sınıfların arka köşelerinde yetersiz aydınlık düzeylerine rastlanmaktadır
References
- Abusamhadana, M. S., and Türkmenoğlu, N. (2018). Tarihi Okul Yapılarında Isıl Konfor Gereksinimleri Bağlamında Enerji İyileştirme Stratejileri: Ulugazi İlköğretim Okulu. Mimarlık ve Yaşam, 3(2), 189-206.
- British Standards Institution (2008). BS 8206-2Lighting for buildings - Part 2: Code of practice for daylighting
- Boafo, F. E., Ahn, J. G., Kim, S. M., Kim, J. H., & Kim, J. T. (2019).
- Fenestration refurbishment of an educational building: Experimental and numerical evaluation of daylight, thermal and building energy performance. Journal of Building Engineering, 25, 100803. https://doi.org/10.1016/J.JOBE.2019.100803
- Doukas, D. I., & Bruce, T. (2017). Energy Audit and Renewable Integration for Historic Buildings: The Case of Craiglockhart Primary School. Procedia Environmental Sciences, 38, 77–85. https://doi.org/10.1016/J.PROENV.2017.03.081
- Economidou, M., Atanasiu, B., Despret, C., Maio, J., Nolte, I., Rapf, O., Laustsen, J., Ruyssevelt, P., Staniaszek, D., Strong, D. and Zinetti, S. (2011). Europe's buildings under the microscope. A country-by-country review of the energy performance of buildings, 1-132.
- Fry, H., Ketteridge, S., and Marshall, S. (Eds.). (2008). A handbook for teaching and learning in higher education: Enhancing academic practice. Routledge.
- Heschong, L. (1999). Daylighting in Schools: An Investigation into The Relationship Between Daylighting and Human Performance. Detailed Report.
- Lee, M. C., Mui, K. W., Wong, L. T., Chan, W. Y., Lee, E. W. M. And Cheung, C. T. (2012). Student learning performance and indoor environmental quality (IEQ) in air-conditioned university teaching rooms. Building and Environment, 49, 238-244.
- Lo Verso, V. R. M., Giuliani, F., Caffaro, F., Basile, F., Peron, F., Dalla Mora, T., … Costanzo, V. (2021). Questionnaires and simulations to assess daylighting in Italian university classrooms for IEQ and energy issues. Energy and Buildings, 252, 111433. doi:10.1016/j.enbuild.2021.111433.
- Khodeir, L. M., Aly, D., & Tarek, S. (2016). Integrating HBIM (Heritage Building Information Modeling) Tools in the Application of Sustainable Retrofitting of Heritage Buildings in Egypt. Procedia Environmental Sciences, 34, 258–270. doi:10.1016/j.proenv.2016.04.024.
- Korsavi, S. S., Montazami, A., & Mumovic, D. (2020). The impact of indoor environment quality (IEQ) on school children’s overall comfort in the UK; a regression approach. Building and Environment, 185, 107309. https://doi.org/10.1016/J.BUILDENV.2020.107309 Michael, A., and Phocas, M. C. (2012). Construction Design and Sustainability in Architecture: Integrating Environmental Education in the Architectural Studies. In International Conference on Renewable Energies and Power Quality (ICREPQ’12), Santiago de Compostela (Spain), 28th to 30th March, 190-195.
- Phocas, M. C., Michael, A., and Fokaides, P. (2011). Integrated interdisciplinary design: the environment as part of architectural education In International Conference on Renewable Energies and Power Quality (ICREPQ’11), Las Palmas de Gran Canaria (Spain), 13th to 15th April, 937-941.
- Samiou, A. I., Doulos, L. T., & Zerefos, S. (2022). Daylighting and artificial lighting criteria that promote performance and optical comfort in preschool classrooms. Energy and Buildings, 258, 111819.
- Türk Standartları Enstitüsü (2013). TS EN 12464-1, Işık ve aydınlatma- Çalışma yerlerinin aydınlatılması - Bölüm 1: Kapalı çalışma alanları.
- URL-1. http://www.iea.org/. Erişim tarihi 05.12.2022.
- URL-2. https://www.usgbc.org/credits/new-construction-schools-new-construction-retail-new-construction-data-centers-new-9. Retrieved 05.12.2022.
- URL-3. https://www.kalwall.com/daylight-modeling/daylighting-metrics/#:~:text=Point%2DIn%2DTime%20Radiance%20Simulation,that%20falls%20on%20a%20surface. Retrieved 05.12.2022.
- URL-4. https://www.rhino3d.com/. Retrieved 05.12.2022.
- URL-5. https://www.solemma.com/climatestudio#:~:text=ClimateStudio%20is%20the%20fastest%20and,and%20Construction%20(AEC)%20sector. Retrieved 05.12.2022.
- URL-6- https://climate.onebuilding.org/WMO_Region_6_Europe/TUR_Turkey/index.html#IDKC_Kocaeli-. Retrieved 05.12.2022.
- Zhang, D., Ortiz, M. A., and Bluyssen, P. M. (2019). Clustering of Dutch school children based on their preferences and needs of the IEQ in classrooms. Building and Environment, 147, 258-266.
- Zomorodian, Z. S., & Tahsildoost, M. (2019). Assessing the effectiveness of dynamic metrics in predicting daylight availability and visual comfort in classrooms. Renewable Energy, 134, 669–680. doi:10.1016/j.renene.2018.11.072
Details
| Primary Language | English |
|---|---|
| Subjects | Architecture |
| Journal Section | Makaleler |
| Authors | |
| Publication Date | February 28, 2023 |
| Published in Issue | Year 2023 Volume: 8 Issue: 1 |
