MANDEVILLE & HORSENDEN PRIMARY SCHOOL , LONDON KANISHK BHAT T | NAITIK PATEL | ANUPA RIA | KARTHICA KALYANASUNDARAM | POONAM KAUR | ANJANA SURESH MSc/MArch SUSTAINANBLE ENVIRONMENTAL DESIGN, 2016/2107 ARCHITECTURAL ASSOCIATION SCHOOL OF ARCHITECTURE TERM 1 BUILDING CASE STUDIES : REFURBISHING THE CITY
Term 1 Project Brief London Case Studies MSc/MArch Sustainable Environmental Design 2016-17
Architectural Association School of Architecture
Authorship Declaration Form Term 1 Project: London Case Studies Title: Mandeville SEN and Horsenden Primary schools Number of words: 8525 words Student Names: Kanishk Pratimkumar Bhatt Naitikkumar Patel Anupa Ria Kurian Karthica Kalyanasundaram Poonam Sachdev Kaur Anjana Suresh Declaration: “I certify that the contents of this document are entirely my own work and that any quotation or paraphrase from the published or unpublished work of others is duly acknowledged.� Signatures:
Kanishk Pratimkumar Bhatt
Naitikkumar Patel
Karthica Kalyanasundaram
Poonam Sachdev Kaur
Date: 9/01/2017
Anupa Ria Kurian
Anjana Suresh
SUMMARY This report is the outcome of a study which was conducted as part of the Sustainable Environmental Design Master’s program at Architectural Association School of Architecture. The study was conducted on recently built Mandeville SEN (Special Education Needs) School and Horsenden Primary School buildings located in Greenford, London Borough of Ealing. The aim of this study was to explore the correlation between the built urban form, the indoor environment quality, performance, and the building surroundings. To understand how the buildings were performing, on site measurements and observations along with occupational survey were taken, which were followed by analytical work and simulations. The expansion of Mandeville SEN School and Horsenden Primary School buildings are built recently and were designed by Architype Limited. The project team after consulting the schools’ stakeholders and Ealing Council managed to rise up to the programmatic challenges, and during the surveys it was found that the occupants were satisfied with these new buildings when compared to previous buildings. However, from the beginning of this study some of the key features of the building design provoked questions regarding indoor and outdoor environmental quality, and how the building is performing. To understand these issues, on site readings and surveys were conducted which were later analysed forming the base of our research methodology which concludes with general propositions regarding school design for London climate.
Mandeville SEN School (ASD building)
Horsenden Primary School
Illustration representing south side elevation of Mandeville SEN School (ASD building), and west side elevation of Horsenden Primary School. (Source: Architype)
ACKNOWLEDGEMENTS We are using this opportunity to express our gratitude to everyone who supported us throughout the course of this project. We are thankful for their aspiring guidance during the project work. We are sincerely grateful to them for sharing their truthful and illuminating views on a number of issues related to the project. Firstly, we would like to thank Meitel Ben Dayan, Iona Campbell, and Mariam Kapsali from Architype for providing us with invaluable building information and construction drawings. We would like to thank Denise Feasey of Mandeville SEN School, and Mrs. L. Pearson of Horsenden Primary School, both being the head teacher of respective schools. We would also like to thank the staff of both the schools and facility managers, Mr. Frank Barry, and Mr. Darius of Mandeville SEN School for their time and patience with our field work and building study. We would also like to acknowledge our tutor Simos Yannas, the director of the MSc/MArch SED programme and also the entire teaching staff and visiting faculty of MSc/MArch SED programme for their valuable guidance and feedback throughout the project. Kanishk Pratimkumar Bhatt, Poonam Sachdev Kaur and Anupa Ria Kurian would like to acknowledge the Architectural Association School of Architecture for the bursary they were awarded to attend the AA MArch SED Programme 2016-2017. Lastly, Anupa Ria Kurian would like to acknowledge Tata Group for the JN Tata endowment scholarship she was awarded to attend the AA MArch SED Programme 2016-2017.
Table of contents 1. Introduction
1
2. Overview
2
2.1 Site Information 2.2 Building Information 3. Outdoor Studies 3.1 Field Work 3.2 Outdoor Analysis 4. Indoor Studies 4.0 4.1 4.2 4.3 4.4 4.5 4.6
Occupancy Survey Classroom Overview Field Work Field Work-Spot Measurements Daylight Simulations Thermal Analysis-Base Case Ventilation Strategies
5. Proposed Interventions 5.1 Daylight Strategies
2 6
12 12 16
21 21 22 26 30 32 36 44
46 46
6. Epilogue
51
7. References
53
1 - INTRODUCTION
The Mandeville SEN and Hoersenden Primary Schools are recently constructed extensions to existing schools with the same program. The schools are located in the London Borough of Ealing and are within a suburban context. While the Hoersenden caters to the children from the neighborhood, Mandeville catering to specialized needs serves children of a wider socio-cultural background. The design research methodology adopted by the architects, Architype sought to integrate the proposal coherently with the urban context and existing construction in terms of the materials and proportions but adopt environmental adaptive design strategies for optimum thermal comfort, daylighting and ventilation leading to a BREEAM 2011 credit. Both schools share a similar design approach in terms of sustainability, flexibility and integration with the outdoors to provide additional external learning and play spaces. The design proposal was prepared in consultation with the teaching and service staff as well as the Ealing Council and Planning Department. The research process formulated by the group began with a complete site study in terms of the site context, particularly relating the new construction to the existing in terms of environmental and comfort parameters. A series of readings were taken to understand the lighting, shading, temperature and wind flow patterns around the site. This was done in conjunction with similar indoor studies, for both teaching and multi-purpose spaces. The team decided to focus the research on a comparative analysis between the different types of classroom spaces for both schools based on environmental parameters of daylighting, thermal performance and ventilation using empirical and analytical tools. The content of this report is structured into seven main sections, Overview, Building Information, Fieldwork, Outdoor Studies, Indoor Studies, Proposed Interventions, and Conclusions. The Overview examines the location and urban context of the project. Building Information documents master planning, massing and construction details as received from the design access statement from the architects. The Fieldwork section includes outdoor and indoor spot measurements, data logger readings and analysis and occupant inputs. The Outdoor Studies analyse the effect of massing and orientation and materials on wind flow patterns, shading, ambient and surface temperatures. Indoor studies detail the layouts with a focus on classrooms. Comparative simulations for daylighting, thermal comfort and natural ventilation were run using computational tools showing that varying occupancies, geometries, orientations and fenestration types provide differing levels of user comfort. Daylighting studies indicated that there was scope for a proposal in some classrooms, concurrently studying the effect of these proposals on thermal comfort. Personal outcomes are discussed in the Conclusions section.
1
2 - OVERVIEW
Mandeville SEN School and Horsenden Primary School are situated in adjacent locations on land owned by London Borough of Ealing. Located in Greenford, in the north part of the London Borough of Ealing and close to Horsenden Hill, the site is surrounded by a predominately residential area. The weather data used for the research was obtained from Northolt Weather Station through a weather file from Meteonorm 7 (Figure 2.1.1). Temperature shows both a seasonal and a diurnal variation. Minimum temperatures usually occur around sunrise and maximum temperatures are normally 2 to 3 hours’ after midday. January is the coldest month, with temperature as low as -2 °C and with mean daily minimum temperatures varying from over 3 °C. July and August are the warmest month, with mean daily maximum temperatures of 21 °C. For most of the time of year the mean temperature fluctuates below the comfort zone, therefore more energy demand is expected for heating rather than cooling (Figure 2.1.2).
0° 7'51.37"W
0°24'18.56"W
Location and weather data
0°20'12.64"W
2.1 Site Information
51°32'59.72"N
51°32'57.67"N
51°31'6.22"N
The adaptive comfort band used for this research was the adaptive band as per standard (EN 15251-2007). Legend: Weather Station Case Study Site AA School N
20 km
Figure 2.1.1: Satellite view of London showing the location of Weather Station, Case Study Site, and AA School. (Source: Google Earth)
Figure 2.1.2: Representation of Dry bulb temperture, Global radiation, Diffuse radiation, and Comfort band of London during one year. (Source: Meteonorm)
2
Site history and context By the end of the nineteenth century, Greenford was still relatively small and isolated. In 1901, 647 people lived in Greenford. The twentieth century saw the most important changes in Greenford's history. The railways came to Greenford in 1904, but their initial impact seems to have been small. However, after the First World War was over, Greenford, with its open land, attracted several factories, which would also benefit from the railway and the canal.
85.0 m Sudbury Hill Top
59.1 m Sudbury Hill Underground Station 51.2 m Whitton Avenue East Intersection
40.2 m Horsenden Lane North
38.0 m Berkeley Avenue
The arrival of industry and better transport links caused Greenford to change from a rural village to a large suburb. There was a great deal of speculative building here in the 1920s and 1930s. These houses were often semi-detached, bungalows and maisonettes. Most of the housing estates were private, though there were some council estates, at Cow Lane and at Windmill Lane. All this led to a population explosion. In 1911, 843 people lived in Greenford, by 1931 it was 14,000, by 1951 it was 32,824, and in 2011 it was 46,787. Between this surge of building, some open spaces were preserved and brought under the Council's ownership. Chief among these was Horsenden Hill. There was also Ravenor Park. However, the peace and beauty of the countryside in Greenford was largely lost forever. Figure 2.1.4. shows changes occurred on the site from 1945 to 2015. School buildings were built and demolished, and built again. Mandeville and Horsenden Primary school are located in an attractive area in the Northern part of London Borough of Ealing, close to Horsenden hill and is primarily surrounded by residential area. As shown in the figure 2.1.3., the site has a natural contour sloping from 59 metres to 38 metres. The site is a 5-minute walk from the closest underground tube station-Sudbury Hill Station and a 15-minute walk from Greenford Underground Station. The predominantly residential area has a low density suburban context, consisting mostly of 2-storey houses with large gardens. The site is accessible from three roads and pedestrian paths leading from - Horsenden Lane North, Burwell Avenue and Elton Avenue. The Primary School does not have a street presence, and their location is understood with the help of signage placed on the access roads. The boundary wall of the site is situated along the rear of the neighbouring gardens.
Figure 2.1.3: Section showing the slope of land, location of the site, and surrounding areas.
1945
2004
2008
2015
Figure 2.1.4: Site transformation from 1945 to 2015. (Source: Google Earth)
3
2 - OVERVIEW 2.1 Site Information
The site_1 The site (Figure 2.1.5), encompassing Mandeville and Horsenden schools, is situated to the north of a large area of recreation grounds that slopes gently north to south towards Paddington Branch Canal.
HORSENDE N LANE NO RTH
The site levels range from 34.5m – 37m AOD (Above Ordnance Datum), gently slopes from north to south. Land has been levelled to the east to form a large play surface, with a lower levelled area to the south of Mandeville school which accommodates a basketball court and outdoor playing area. The levels are retained to the north boundary with brick and concrete walls.
The main access and exit from the site is from Horsenden Lane North, with a secondary access to Horsenden School from Elton Avenue.
AV EN UE
1
1
Mandeville and Horsenden Shared Entrance
2
Old Hosenden School Building -Entrance and Parking
3
PMLD Outdoor Softplay Area for Old Mandeville School Building
2
8 3
BU RW ELL
The Mandeville School and Horsenden School site is located below the residential properties to the north and west of the site, which are all at a higher ground level. There is a 3 metre drop down from Burwell Avenue along the access road to Mandeville, whilst the drop at the Horsenden Lane entrance is 1.5 metres, along the shared access drive.
9
7 4
6
N TO EL
UE EN AV
5 N 10m
20m
Legend: Mandeville and Horsenden shared entrance
4
Horsenden School Children’s Centre
5
Horsenden School Outdoor Landscape
6
Horsenden School Outdoor Activity Area (Asphalt)
7
Mandeville SEN School, ASD Outdoor Softplay Area
8
West Side Parking Area for Mandeville School
9
Old Mandeville School Building
Mandeville entrance from Burwell Avenue Horsenden entrance Elton Avenue Site boundry Old Horsenden buildings New Horsenden building Old Mandeville building New Mandeville building
Figure 2.1.5: Site plan showing the location of school buildings, and areas within the site
4
Legend: School building PMLD teaching space PMLD outdoor resource ASD teaching space ASD outdoor resource
PMLD OUTDOOR RESOURCE
Old building-PMLD entrance New building-ASD entrance
URCE RESO OOR OUTD PMLD UTDO
ASD O
URCE
ESO OR R
Horsenden C hildren's C entre
The site_2 Figure 2.1.6, shows the area of the site occupied by Mandeville SEN School which consists of two buildings, one dedicated for Profound and Multiple Learning Difficulties (PMLD) students, and the other for Autism Spectrum Disorder (ASD) students. The spaces around the building are mostly used for outdoor activities, except for the parking space in North and West side of the PMLD building. The existing building and new construction are in close proximity to each other linked through an internal corrdor, making use of the spaces in bewteen for outdoor learning and play. Figure 2.1.7, shows the area of the site occupied by Horsenden Schools which have a much larger area as compared to Mandeville. The extension is constructed further away from the old school and the two are connected by an external covered walkway. The Horsenden school has larger outdoor play areas. There is a demarcation between the two schools by a fence, so as to not mix programs. However, the two schools are linked visually and through the common access so as to form a much larger campus.
N
Figure 2.1.6: Site plan, showing site boundary of Mandeville School. (Source: Architype)
Legend: School building Old building teaching space Existing outdoor resource OLD
New building teaching space
E
Area: 29,500 sq.mt.
E
SPAC
Proposed main entrance
SPAC
HING
HING
TEAC
TEAC
OLD
Main school entrance
OUTDOOR RESOURCE
OUTDOOR RESOURCE Horsenden C hildren's C entre
0s
SP AC E
t.
11,040 sq mt.
qm
HING
TEAC
OUTDOOR RESOURCE
18
,46
OUTDOOR RESOURCE
N
Figure 2.1.7: Site plan showing site boundary of Horsenden School. (Source: Architype)
Figure 2.1.8: Area of site occupied by Mandeville School, and Horsenden School
5
2 - OVERVIEW 2.2 Building Information
Comparitive analysis of old and new Buildings Fig 2.2.1 outlines a brief comparison between both old and new constructions of Mandeville and Horsenden schools in terms of plan types, construction type, scale, materiality and occupancy. The constructions integrate well with the old constructions visually in terms of vertical scale and materiality but use different plan types and orientation based on program.
Mandeville SEN School
Year Built
2015
2008
2015
2002
Building Plan
Linear Plan
Courtyard Plan
Composite Plan
Composite Plan
Construction
Steel Framed Structure
External Load Bearing Cavity Walls
Steel Framed Structure
Framed Construction
Coverage Area
1226 sq. mt.
2690 sq. mt.
950 sq. mt.
2995 sq. mt.
Number of Floors
Two
One
Two
Two
Walls
Grey Engineering Brick Yellow-Grey Brick
Roof
Single Ply Membrane
Yellow Block and Blue Grey Engineering Brick
Grey Engineering Brick
Grey Man-made Slates
Single Ply Membrane
Yellow-Grey Brick
Yellow Brick and Grey Engineering Brick
Metal Sheet Roof
Windows
Aluminium and Grey Coloured
Aluminium and Grey Coloured
Aluminium and Grey Coloured
Aluminium and Grey Coloured
Occupancy
107
147
240
400
Figure 2.2.1: Building comparisons.
6
Horsenden Primary School
Massing
ASD building
PMLD building
The Mandeville School program(Fig. 2.2.2) is organized around a linear layoutsuch that the classrooms are laid out facing north-west andare on two levels, four on the ground floor and five on the first floor. Clerestory windows pop out in the upper level classrooms. The dining hall with a rooflight is a single storey space as it adjoins the ground floor construction of the old building. The multi-purpose hall is a double height space as it is designed for assemblies and audio-visual shows. All secondary learning spaces are also stacked on two levels, facing south west.
N
Fig.2.2.3 shows the massing of Horsenden school which is also a two storey structure. The program follows a composite layout with the four classrooms on each level, all primarily facing north-east. The corridor connecting the spaces forks to create a small courtyard to allow for additional lighting in the double height multi-purpose space towards the far south. Office and other secondary learning spaces are located along the same access corridor but facing south-west. Both buildings have flat roofs.
Figure 2.2.2: Mandeville School representation of building use through massing of building form. (Source: After Architype)
ASD building
PMLD building Horsenden new building
Legend:
Primary circulation Classrooms Learning resources Office Space Horsenden children’s centre building
Hall Storage / WC / Circulation
N
Figure 2.2.3: Horsenden School representation of building use through massing of building form. (Source: After Architype)
7
2 - OVERVIEW 2.2 Building Information
Mandeville SEN School (ASD building) ASD school building is a 2- storey, L shaped plan school consisting of 9 classrooms, dining hall, servery, store, library and other supporting spaces. The classrooms are specially designed for ASD with their associated toilets and group rooms. The classrooms have flexible furniture arrangement and soft playarea. The circulation spaces have optimum width of 1.7 m for ease and accessibility of students on wheelchairs. The ASD classrooms are divided on both the floors, with four classrooms on the ground floor and five classrooms on the first floor. The first floor classrooms are also punctuated on the ceiling with cOeUHstory light to improve daylight. Classroom 02 on the ground floor and Classroom 06 on the first floor was used for indoor studies to evaluate daylight, thermal and ventilation strategies of the school.
Figure 2.2.4: First floor plan.
Legend: Classrooms
W.C.
Circulation
Learning resources
Servery
Hall
Dining hall
Library
Store
Staff room
N
Metres 0
3
6
Figure 2.2.5: Ground floor plan.
8
Figure 2.2.6: Exploded view of Mandeville SEN School (ASD building).
Horsenden Primary School Horsenden Primary School is a 2 storey block facility with 8 classrooms divided equally on both the floors. Classrooms line the east facade, facing onto the playground which is used by the children taught in the building. The facade is cranked in order to line up with the boundary line at the southern end. The west facade on the other hand is not cranked, forming a second southern wing, and therefore a new courtyard is created between these two wings, which is to be used as a growing garden. The double-height school hall is flanked by single storey elements on either side. The toilets are shared among two classrooms on both the floors. The classrooms on the first floor are punctuated with roof lights to improve daylight in classrooms. Classroom 03 on the ground floor and Classroom 07 on the first floor, as highlighted in the figure was used for indoor studies to evaluate daylight, thermal mass and ventilation.
Figure 2.2.7: First floor plan.
Legend:
N
Classrooms
W.C.
Circulation
Learning resources
Servery
Hall
Dining hall
Library
Store
Staff room
Metres 0
3
6
Figure 2.2.8: Ground floor plan
Figure 2.2.9: Ground floor plan
9
2 - OVERVIEW 2.2 Building Information WALL SECTION LEGEND
Building features
C
The chosen palette of materials share across the new extensions of both Horsenden and Mandeville Schools. This palette is sympathetic to the finishes of both the previous buildings, thus integrating the new buildings into their context.
1 2
Brick & render
3
The external cladding material is brick, in a yellow–grey colour. This material is used on both of the new buildings, relating them to one another. However, the specification of different coloured render panels within the elevation treatment differentiates between the two new buildings, and thus the two schools. A plinth of a dark grey brick provides a frost resistant base and also relates to the plinth of the Mandeville School PMLD building.
4
A
1. MINERAL WOOL INSULATION 2. METAL DECKING FOR ROOF 3. ACOUSTIC INSULATION 4. 100mm INSULATION 5. 15mm DURALINE BOARD 6. DOUBLE GLAZED INSULATED AND AIR TIGHT WINDOW BY VELFAC 7. 90mm COMMON ENGINEERING BRICK 8. 75mm CAVITY FOR INULATION
D
Aluminium frames The window and door components are madeup of aluminium frames. The window system incorporates coloured louvre ventilation panels to reflect the school colours. (Figure 2.2.12)
Figure 2.2.10: Section across the GF and FF classrooms of Mandeville School
Structural specification
5 6
B
The school extension is built off ground beams set on concrete piles, due to there being clay soils.
7
The building is a steel framed structure with non load bearing walls both internally and externally. The U value of wall is 0.20. These walls are a metal stud, and are clad externally with brick, rendered block or cladding. The first floor is a pre-cast concrete wide slab system with the U value of 0.22.
8 Figure 2.2.15: Window frames with trickle ventilation.
The roof is substantially flat with isolated up stands to form roof lights or clerHstory. A parapet is provided on the perimeter. The roof finishes and insulation is a structural deck spanning between the steelwork beams.
C D
Figure 2.2.10: Section across the GF and FF classrooms of Horsenden School
A
Figure 2.2.12: Aluminium door and window system (Mandeville SEN school, ASD building) 10
Figure 2.2.11: External wall section typical for both schools. (total thickness of wall = 465mm)
B
Figure 2.2.13: Rooflight above the dining hall of Mandeville ASD building
Figure 2.2.14: Photograph showing clerstorey windows
Interior materiality Figure 2.2.16, shows the internal spaces and materiality used in the schools. Colour designation of interior finishes used are to meet requirements for the partially sighted students. Due to substantial budget cuts, the interior design was restrained and basic materials had to be used. Vinyl flooring has been used but space demarcation is done using different coloXrs. The corridors which have less natural lighting are lighter and have a higher reflectivity, whereas the teaching spaces which are better lit are also vinyl but darker.
Circulation Passage_Mandeville School
Classroom_Mandeville School
Library_Horsenden School
Classroom_Horsenden School
Hall_Horsenden School
Wall and ceiling surfaces are simply painted white adding to the reflectivity and passive zones are demarcated using different coloXrs which also help in way finding for the partially sighted. Soft play areas are texturally differentiated with carpet.
Figure 2.2.16: Photographs of interior spaces at Mandeville SEN School (ASD classroom) and Horsenden Primary School.
11
3 - OUTDOOR STUDIES 3.1 Field Work
Outside spot measurements Air temperature
Illuminance
~12
~14
~17
~13
~28,000
~9,000
~11,000
~11
~10
~11,000
~12,000
3,0
~13
~13,000
~9
OLD MANDEVILLE SCHOOL
~15
~11
00
The wind direction on that day was mostly NNW and the wind velocity ranged from 1.5m/s to over 3.5 m/s.
OLD MANDEVILLE SCHOOL
~1
~12
,000
~11
11 am - 1.30 pm
Through spot measurements of air temperature and surface it was found out that wind velocity, altitude of sun, over shadowing of buildings and materials used affect the ambient temperature of site. The figure 3.1.1. shows the graphical presentation of spot measurements of air temperature and lux levels. The ambient temperature varies from 8째C to 17째C. The reason southern part of site which is more exposed to solar radiation is showing less temperature than the norther part is because measurements were taken at different hours of the day. The northern part of site was measured between 11.50 am to 1.30pm, and southern part of the site was measured between 3.00 pm to 3.45 pm.
~9
00 00 5,0 18,0 4 ~ ~
~8
~11
lux
,50 0
,00 0
N
~6,000 ~4
~10
8-9 9 - 10 10 - 11 11 - 12 12 - 13 13 - 14 16 - 17
~4,000
~3500
~1
Temp (째C)
3 pm - 3.45 pm
~12
N
Figure 3.1.1: Spot measurements taken on the 5th of November (from 11 am to 3.45 pm, with a overcast sky), illustrating air temperature (째C) and illuminance (lux).
Figure 3.1.2: Plan and pictures illustrating outdoor spaces.
12
45,000 35,000 25,000 15,000 10,000 5,000 3,000 1,000
Mandeville SEN School 5th November 2016
Fig. 3.1.3 shows the various spots at which surface temperatures for the Mandeville School campus were measured. The temperatures were measured during noon on a sunny day with fairly high solar radiDWion levels on asphalt and grass. Fig 3.1.4 shows the readings taken, with grass being cooler at 6.5 C and asphalt varies between 7.2 and 9.7 C. Fig 3.1.6 shows air tempera-tures and solar radiation corresponding to the surface temperatures measured.
Mostly Cloudy NNW / 4.5m/s 60%
These measurements are taken on the west facing part of the SEN building which is shaded by the light tree cover along the bouQdary and hence are slightly lower than the following measurements taken along the east. Legend
Air Temperature
N
20m
Surface Temperature Weather Station Temperature
Figure 3.1.3: Key plan
UTCI
12.15pm
12.25pm
12.20pm
12.35pm
12.30pm
12.50pm
12.45pm
12.40pm
°C 16
14 12
10 8
6
4
2
6.8 Asphalt
Asphalt
7.7
Asphalt
Grass
7.2
7.2
8.5
Asphalt
Asphalt
7.2
6.5 Grass
9.7
6.7 Asphalt
Asphalt
Figure 3.1.4: Outdoor Air Temperature , UTCI and Surface Temperature (Elevation Source: Architype, Weather Station: Northolt RAF, wunderground.com)
13
3 - OUTDOOR STUDIES 3.1 Field Work
Mandeville SEN School (ASD building) 5th November 2016
Fig. 3.1.5 shows the various spots along the eastern facade at which surface DQG DLU temperatures for the Mandeville School campus were measured. The temperatures were measured during noon on a sunny day with fairly high solar radiDWion levels and for three types of flooring materials, namely, asphalt, concrete paving and rubberized flooring for soft play areas. Fig 3.1.6 shows air temperatures and solar radiation corresponding to the surface temperatures measured. It was noted that concrete paving temperatures measured at two different spots, one shaded(0.7ƒ&) and the other exposed(4.7ƒ&) show a 4 degree difference despite having similar levels of solar radiation. Also the concrete paving is the coldest surface. A similar difference is seen beWwHen asphalt surfaces, with the temperature difference being almost 3.6 degree, the lowest being close to the edge of the site shaded by trees.
Mostly Cloudy NNW / 4.5m/s 60%
Legend
Air Temperature
N
Rubberized soft play areas where shaded, drop to almost 2.7 degree where it is shaded by a canopy.
20m
Surface Temperature Weather Station Temperature
Figure 3.1.5: Key plan
UTCI Solar Radiation (wunderground.com, WS: igreater13)
12.55pm
1.05pm
1.10pm
1.15pm
1.20pm
1.25pm
1.30pm
1.35pm
°C
11.50am
12.00pm
W/m²
16
14
210
10
150
12 8
6
90
2
30
4
9.7 Asphalt
0.7 Paving
2.7
8.2
4.7 Paving
Rubberized Floor
Figure 3.1.6: Outdoor Air Temperature , UTCI and Surface Temperature (Elevation Source: Architype, Weather Station: Northolt RAF, wunderground.com)
14
6.3 Asphalt
Asphalt
9.3
Rubberized Floor
Horsenden Primary School 5th November 2016
Similar spot measurements were taken for the Horsenden School campus but these were taken later in the day when the weather conditions were overcast and windy with low solar radiation levels of approximately 60W/m2. The resulting UTCI is between 3 to 6 degrees lower that the air temperatures.
Mostly Cloudy NNW / 4.5m/s
FigXUH 3.1.7 shows the locations where the measurements of surface temperatures were taken.
60%
With similar average outdoor air temperature of approximately 8 to 10 degree, surface temperatures are lower by almost 4 degrees. as compared to the measurements taken on the sunny day (FigXUH 3.1.8) Legend
Air Temperature
N
20m
Surface Temperature Weather Station Temperature
Figure 3.1.7: Key plan
UTCI Solar Radiation (wunderground.com, WS: igreater13)
2.42 pm
2.50pm
2.45 pm
3.00pm
2.55pm
3.05pm
3.10pm
3.15pm
W/m²
W/m² °C
°C 16
14
210
10
150
12 8
6
90
2
30
4
4.4 Asphalt
16
14
210
10
150
12 8
6
90
2
30
4
4.5
4.6 Asphalt
4.3 Asphalt
2.6 4.8
Asphalt
6.1 Asphalt
5.0
6.6 Asphalt
Asphalt
Wood
Figure 3.1.8: Outdoor Air Temperature , UTCI and Surface Temperature (Elevation Source: Architype, Weather Station: Northolt RAF, wunderground.com)
15
3 - OUTDOOR STUDIES 3.2 Outdoor Analysis
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200
4200
350
4200
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
280
3000 4000
3000
40
Wh/m² 4743
4700
Wh/m² 428
420 75
3000
4500
300
400
1500
150 N
N
0
0
Summer- June 09.00 hrs - 16.00 hrs Cumulative Analysis
Winter- December 09.00 hrs - 16.00 hrs Cumulative Analysis
Figure 3.2.1: Average daily solar radiation simulation for summer and winter (June and December) using Radiance.
330
N 30
W 16 1
330
N 30
5
6
17 5 16 5 E 6 5 18
W E
23 27
S
Figure 3.2.2: How often the sun is in the sky zones in %. (Source: Satel-light)
Figure 3.2.3: Frequency of Sunny, intermediate and cloudy skies in %. (Source: Satel-light)
16
420
150
4300 400
6LQFH WKH VLWH LV IODWWHQHG DQG WKH EXLOGLQJV DUH YHU\ ZHOO RULHQWHG WKHUH LV OHDVW DPRXQW RI RYHUVKDGRZLQJ IURP WKH EXLOGLQJV RQ RQH DQRWKHU 'XULQJ VXPPHUV ZKHQ WKH VXQ DQJOH LV YHU\ KLJK DQG FXPXODWLYH VRODU UDGLDWLRQ UHDFKHV XSWR ZK P WKH VLWH UHFHLYHV DPSOH RI VXQOLJKW HYHQ DIWHU FRQVLGHULQJ WKH IDFW WKDW RI WKH GD\V LQ -XQH KDV RYHUFDVW VN\ FRQGLWLRQV DQG SDUWO\ FORXG\
150
4700
S
27 23
0
0
N
Figure 3.2.4: Shadow study of site for the months of April, July, October and December. 15th day of every month selected for the comparative study.
17
3 - OUTDOOR STUDIES 3.2 Outdoor Analysis
Outdoor wind analysis Figure 3.2.7., illustrates that the prevailing winds frequency is primarily from the South-West direction. Further simulations were conducted to evaluate the climatic differences within and around the site. The outdoor wind analysis was done by conducting Flow Design wind simulations, in order to understand its effects on the surrounding areas (Figure 3.2.5). For simulations, initially similar weather conditions were used found during the spot measurements day, and then it was compared with the primary condition found in a whole year. The residential buildings around the site plays a major role in directing the wind around the site which results in lower wind velocities within the site (Figure 3.2.5 and Figure 3.2.6).
V(m/s) 15.169
V(m/s) 10.974 9.504
13.173 3 m/s
10.726
9 m/s
7.760
1 m/s
4 m/s
5.487
7.584 0 1 m/s
2.5 m/s
0.8 m/s
3 m/s
0 1 m/s
8 m/s
2 m/s
8 m/s N
N
During the spot measurements day, the outdoor space between Mandeville PMLD building and Horsenden building had relatively high wind velocities of 4 m/s to 6 m/s, which can EH seen from the simulation in Figure 3.2.5. Figure 3.2.5: Wind velocity simulation for N-N-W direction (wind direction during spot measurement day), and S-W direction. (Source: Flow Design)
N
N
Figure 3.2.6: Wind simulation showing direction of N-N-W and S-W wind, and it’s flow pattern within the site. (Source: Flow Design)
15 m/s + 15 m/s 11 m/s 8 m/s 5 m/s 4 m/s 3 m/s 2 m/s 0.5 m/s
Figure 3.2.7: Windrose diagram showing directions of prevailing wind and wind speeds from September to November, and annual. (Source: Autodesk Green Building Studio)
18
15 m/s + 15 m/s 11 m/s 8 m/s 5 m/s 4 m/s 3 m/s 2 m/s 0.5 m/s
4 - INDOOR STUDIES 4.0 Occupancy Survey
Darius Facility Caretaker
Denise Head Teacher
L. Pearson Head Teacher
Frank Barry Facility Manager
Age
Age
Age
Age
20-25 26-30 31-35 36-40 41-45 46-50
20-25 26-30 31-35 36-40 41-45 46-50
20-25 26-30 31-35 36-40 41-45 46-50
20-25 26-30 31-35 36-40 41-45 46-50
Gender
Gender
Gender
Gender
Male
Male
Male
Male
Female
How is Air quality ?
Stuffy
How is Air quality ?
Fresh
How is Ventilation ?
Draughty
Still
Fresh
Draughty
Cold
Hot
Still
Dark
Fresh
Draughty
Cold
Hot
Still
Dark
Fresh
Draughty
Still
How is Temperature ?
Cold
Hot
Cold
How is Daylight ?
How is Daylight ?
Bright
Stuffy How is Ventilation ?
How is Temperature ?
How is Daylight ?
Bright
Stuffy
Female
How is Air quality ?
How is Ventilation ?
How is Temperature ?
How is Daylight ?
Dark
Stuffy
Female
How is Air quality ?
How is Ventilation ?
How is Temperature ?
Hot
Female
Bright
Dark
Bright
Figure 4.0.1: Illustration representing occupancy survey and their reviews about air quality, ventilation, temperature, and daylight.
21
4 - INDOOR STUDIES 4.1 Classroom overview Classroom 02 overview - Mandeville school
3200mm 4190mm
6500mm
The classroom has access to natural daylight and natural ventilation along with mechanical heating. The windows are double glazed with operable and fixed windows. Louvered windows are placed for night ventilation and are used in combination with trickle ventilation.
9100mm
The classroom has an area of 61.7 square metres and a capacity of 8 students and 6 teachers. It consists of minimal furniture for wheel chair accessibility as well as soft play areas for group works. The windows at the lower levels are fixed to prevent the students from opening it and the higher level windows are manually operated with the help of 7eleflex operable system.
The white interior wall finish reflect a good amount of daylight in the classroom. The classrooms on the ground floor have direct access to the open play areas located outside. Figure 4.1.2 : Section across the Classroom 07
7800mm Figure 4.1.1: Plan of the Classroom 02
GENERAL DATA Dimensions : 7800mm x 9100mm Orientation : North-West (17° from N) Window Height : 2260mm placed at a height of 740mm from floor. W/F Ratio : 25%
two sets of high operable windows for ventilation Louvred ventilators for night purging and ventilation Large informal soft play area
Interactive touch screen television for learning White coloured walls and false ceiling for more reflectivity of light Sunmica laminate coated fibre board table
Key Plan (Ground Floor)
Figure 4.1.3: Interior photograph of Classroom 02 on ground floor of Mandeville school
Figure 4.1.4 : Interior photographs of Classroom 02 on ground floor of Mandeville school
Classroom 03 Overview - Horsenden School
The classroom has access to natural daylight and natural ventilation along with mechanical heating. The windows are double glazed with operable and fixed windows. The operable windows can be covered with the manually operated roller blinds to reduce potential glare.
3420mm
2625mm
The classroom has an area of 58.8 square metres and a capacity of 30 students. The ergonomically designed class furniture have a table top at the height of 0.8 metres from the ground level, optimum for primary school students. Two classrooms are divided by a foldable partition which can be opened up to form a bigger activity space during events. It is also directly accessible to the toilet from the inside of the classroom.
The white interior wall finish reflect a good amount of daylight in the classroom. 7he classrooms on the ground floor have direct access to the open play areas located outside. 92 m 00
Figure 4.1.5 : Section across the Classroom 03
m m 0m m 0 59 00m 73
Folding partition wall to enlarge classrooms for common activities White coloured walls and storage shelves for more reflectivity of light Sunmica laminate coated fibre board Low height tables
Figure 4.1.6 : Plan of the Classroom 03 GENERAL DATA Dimensions : 9200mm x 7300mm Orientation : North-East (34° from N) Window Height : 1810mm placed at a height of 740mm from floor. W/F Ratio : 21%
Interactive touch screen television for learning manually operated roller blinds to control potential glare from outside Carpeted common play/ activity area in the center of the classroom Figure 4.1.7 : Interior photograph of Classroom 03 on ground floor of Horsenden school
Figure 4.1.8 : Interior photograph of Classroom 03 on ground floor of Horsenden school
Key Plan (Ground Floor)
4 - INDOOR STUDIES 4.1 Classroom overview
2800mm
The classroom has access to natural daylight and natural ventilation along with mechanical heating. To promote better daylight levels, the classroom is also provided with a south facing clerestory shaded by a brise soleil. These windows are mDQXDOO\ operated with the help of 7eleflex system. The windows at the lower level are double glazed with operable and fixed windows. The operable windows are placed above the fixed windows to prevent the students from opening it. Louvered windows are placed for night ventilation and are used in combination with trickle ventilation.
9100mm
6500mm
The classroom has an area of 47 square metres and a capacity of 8 students and 6 teachers. It consists of minimal furniture for wheel chair accessibility as well as soft play areas for group works. In contrast to the ground floor classrooms, the classrooms on the upper level have a larger volume. The windows at the lower levels are fixed to prevent the students from opening it and the higher level windows are manually operated with the help of 7eleflex operable system.
3690mm
Classroom 06 overview - Mandeville school
Figure 4.1.10: Section across the Classroom
The white interior wall finish reflect a good amount of daylight in the classroom. Ceiling hung LED Strip lights are manually operated to increase lighting in the classroom during overcast/cloudy conditions.
GENERAL DATA Dimensions : 6000mm x 9100mm Orientation : North-West (17° from N) Window Height : 1810mm placed at a height of 740mm from floor. W/F Ratio : 26%
6000mm Figure 4.1.9 : Plan of the Classroom 06
Louvred metal ventilators for night purging and ventialtion South Faccing clerestory window for diffused light and ventilation Ceiling hung LED strip lights
Interactive touch screen television for learning White coloured walls and false ceiling for more reflectivity of light Sunmica laminate coated fibre board table
Key Plan (First Floor)
Figure 4.1.11 : Interior photograph of Classroom 06 on First floor of Mandeville school
Figure 4.1.12 : Interior photographs of Classroom 06 on First floor of Mandeville school
Classroom 07 Overview - Horsenden School
3420mm
2625mm
The classroom has an area of 55.5 square metres and a capacity of 30 students. The ergonomically designed class furniture have a table top at the height of 0.8 metres from the ground level, optimum for primary school students. Two classrooms are divided by a foldable partition which can be opened up to form a bigger activity space during events. It is also directly accessible to the toilet from the inside of the classroom.
92
The classroom has access to natural daylight and natural ventilation along with mechanical heating. To promote better daylight levels, two rooflights are provided which are manually operated by the teacher. The windows at the lower level are double glazed with operable and fixed windows. The operable windows can be covered with the manually operated roller blinds to reduce potential glare. The white interior wall finish reflect a good amount of daylight in the classroom. Ceiling lights are provided on the false ceiling with varying wattage to reduce energy consumption. The lights placed closer to the windows are lower in watts when compared to the lights placed away from the windows.
m 00
Figure 4.1.13 : Section across the Classroom
m m 0m m 0 59 00m 73
Remote controlled Skylights facing south to gain maximum daylight White coloured walls and storage shelves for more reflectivity of light Sunmica laminate coated fibre board Low height tables
Figure 4.1.14: Plan of the Classroom GENERAL DATA Dimensions : 9200mm x 7300mm Orientation : North-East (34° from N) Window Height : 1810mm placed at a height of 740mm from floor. W/F Ratio : 21%
Interactive touch screen television for learning
Carpeted common play/ activity area in the center of the classroom Figure 4.1.15: Interior photograph of Classroom 07 on First floor of Horsenden school
Figure 4.1.16: Interior photograph of Classroom 07 on First floor of Horsenden school
Key Plan (First Floor)
4 - INDOOR STUDIES 4. Field Work
classroom 6
Datalogger analysis_Mandeville SEN School (ASD building) For Indoor studies, dataloggers were placed in two classrooms in Mandeville primary school as shown in the Figure 4. .1., namely Classroom 02 on the ground floor and Classroom 06 on the first floor, both oriented towards North-:est. The classrooms are similar in size, and have similar window openings except for Classroom 02 on the ground floor which has an additional glass door that opens to the outdoor. The classrooms have natural ventilation and are also equipped with mechanical heaters.
classroom 2
The dataloggers were placed in both the classrooms from 24th October 2016 to 5th November 2016 illustrate that during the operative hours the temperature fluctuated below the boundaries of the comfort band. There is a differentiation in the weekend temperature during the unoccupied hours when compared to the school days of occupied hours. On a typical working day, the temperature peaks in the morning, when the BMS is turned out and when the students arrive, and the temperature drops down after the students leave during the unoccupied hours.
°C
Figure 4. .1: Location of classrooms where dataloggers were placed for almost two weeks.
HALF TERM HOLIDAYS
30
700
0
6.30 AM 8.30 AM 12.30 PM
-5
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
100
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
0
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
200
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
5
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
300
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
10
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
400
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
15
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
500
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
20
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
600
6.30 PM
25
24 October Monday
25 October Tuesday
26 October Wednesday
27 October Thursday
28 October Friday
29 October Saturday
30 October Sunday
31 October Monday
1 November Tuesday
2 November Wednesday
3 November Thursday
4 November Friday
5 November Saturday
Global Radiat ion
DiÄŤused Radia on
Temperature-Classroom 2
Figure 4. .2: Graph illustrating data from dataloggers that were placed in two classrooms for two weeks.
26
Wh/m2
SCHOOL OPENS
Temperature-Classroom 6
Temperature-Hall
Outdoor Temperature
Comfort Band
Datalogger analysis_Horsenden Primary School
classroom 7
For Indoor studies, dataloggers were placed in two classrooms in horsenden primary school as shown in the figure 4. .3., namely Classroom 03 on the ground floor and Classroom 07 on the first floor, both oriented towards North-east. The classrooms are similar in size, and have similar window openings except for Classroom 02 on the ground floor which has an additional glass door that opens to the outdoor. The classrooms have natural ventilation and are also equipped with mechanical heaters. The dataloggers were placed in both the classrooms from 17th October 2016 to 28th October 2016 illustrate that during the operative hours the temperature fluctuated within the boundaries of the comfort band during certain days andbelow the comfort band during the others. There is a differentiation in the weekend temperature during the unoccupied hours when compared to the school days of occupied hours.
classroom 3
Figure 4. .3: Location of classrooms where dataloggers were placed for almost two weeks.
°C
SCHOOL OPEN
WEEKEND
Wh/m2
HALF TERM HOLIDAYS
0
100
-5
0
17 October Monday
18 October Tuesday
19 October Wednesday
20 October Thursday
21 October Friday
22 October Saturday
23 October Sunday
24 October Monday
25 October Tuesday
26 October Wednesday
27 October Thursday
Global Radiation
DiÄŤused Radiation
Temperature-Classroom 3
Temperature-Classroom 7
Temperature-Hall
Outdoor Temperature
6.30 AM 8.30 AM 12.30 PM
200
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
5
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
300
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
10
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
400
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
15
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
500
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
20
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
600
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
25
6.30 AM 8.30 AM 12.30 PM 3.30 PM 6.30 PM
700
6.30 PM
30
28 October Friday
Comfort Band
Figure 4. .4: Graph illustrating data from dataloggers that were placed in two classrooms for two weeks.
27
4 - INDOOR STUDIES 4.2 Field Work
Occupancy pattern -Mandeville SEN School (ASD building) The Graph illustrated (Figure. 4.2. ) shows the time schedule of Classroom No. 2. We selected one working day among our time of study (Tuesday, 01 November 2016) of the school from the graphs obtained from the Dataloggers. This graph shows the occupancy pattern of the classroom showing of when the students enter and leave. Tuesdays has 4 Periods (P1, P2, P3 and P4) with 2 breaks in between. It is being compared with the temperature differences obtained.
P1 B
P2 L
P3
P4
Free Running Building
The overall graph shows that the temperature of the occupied classrooms does not fall under the comfort zone. The highest temperature recorded is 19 C at 13:00 hours. The BMS System which monitors the building’s mechanical and electrical equipment is usually turned on by 5:00 hours in the morning and turned off by 17:00 hours in the evening.
STUDENTS ENTER THE CLASS
BMS TURND OFF
BMS TURNED ON
The Table 1 shows the Time table being followed on Tuesday for classroom No.2. The classes commences by morning 9:15 hours and ends by 15:30 hours with two breaks, one in the morning 10:30-10:50 3M); and the other in the after-noon (12:15-1:00 3M).
Table 1: Tuesday Time Table 28
P3
P4
1:30-2:30 AM
2:30-3:30 AM
BREAK 12:15-1:00 AM
P2 11:15-12:15 AM
BREAK 10:30-10:50 AM
P1 9:15-10:30 AM
TUESDAY TIME TABLE
Figure 4.2. : Occupancy pattern on Tuesday , 01 November,2016.
STUDENTS LEAVE THE CLASS
Occupancy pattern -Horsenden Primary School
B P2 L P4 P5 P1 B P3 R
R
The Graph illustrated (Fig 4.2. ) shows the time schedule of Classroom No.2.We chose (Tuesday, 18 October 2016) one among the working day of the school from the Graphs obtained from the Data-loggers.
P6
Free Running Building
STUDENTS ENTER THE CLASS
This graph shows the occupancy pattern of the classroom showing of when the students enter and leave. Tuesdays has 6 periods (P1, P2, P3, P4, P5 and P6) And 3 Breaks. It is being compared with the temperature differences obtained. The graph shows that the temperature at most of the working hours falls under the comfort zone.
BMS TURND OFF
BMS TURNED ON
at most of the working hours falls under the comfort zone. C at 10:00 and 14:00 hours respectively. The BMS system which monitors the building’s mechanical and electrical equipment is usually turned on by 5:00 hours in the morning and turned off by 17:00 hours in the evening. STUDENTS LEAVE THE CLASS
The Table 2 below shows the Time table being followed on Tuesday for classroom No.2.The classes commences by morning 8:45 hours and ends by 15:30 hours. There are three breaks, one in the morning (10:15-10:40 AM); the lunch break (11:40 $0-12:40 3M): and the other one in the late afternoon (2:15 -2:30 3M) Respectively.
10:40-11:10 AM
11:10-11:40 AM
LUNCH BREAK 11:40-12:40 AM
P3
P6 2:30-3:15 AM
P5
P2
BREAK 2:15-2:30 AM
BREAK 10:15-10:40 AM
P4
1:30-2:15 AM
9:05-10:15 AM
P1
12:45-1:30 AM
REGISTERING 8:05-9:00 AM REGISTERING 12:40-12:45 AM
TUESDAY TIME TABLE
Figure 4.2. : Occupancy pattern on Tuesday , 18 November, 2016.
Table 2: Tuesday Time Table 29
4 - INDOOR STUDIES 4. )LHOG :RUN 6SRW 0HDVXUHPHQWV 'D\OLJKW PHDVXUHPHQWV Mandeville School
The desirable lux levels to be achieved in the classroom is 300 which can be seen in both the classrooms. However, there is a reduction in percentage as we go deeper into the classroom.
Lux 9.13
Classroom 02 has the highest recorded illuminance (>2000 lux) near the window, suggesting a high possibilLty of occasional glare at some point of the day. While in the middle area, optimum levels of illuminance DUH achieved, which later drops down to (50 lux) in the deeper end of the classroom. Whereas classroom 06 showed higher illuminance at the centre of the windows which reduced midway to 300 lux. However, it rises again to more than 500 lux due to the presence of south facing clerestories above.
Figure 4. . Showing the section of the classrooms depicting the lux levels recorded
Figure 4. . First floor plan - Classroom 06
Spot measurements for daylight were recorded for two classrooms namelyClassroom 02 on the ground floor and Classroom 06 on the first floor on 5th November 2016 during partially sunny conditions in the afternoon (12.45 3M 2.20 PM) (Figure 4. . and 4. . ). A large range of illuminance levels were recorded in the classrooms with different building envelope design such as larger windows, clerestories, etc. The classrooms differ in illuminance levels and daylight distribution, as clearly depicted in the illuminance level graph shown in the section of the classrooms.
6.0
9.13
Figure 4. . Ground floor plan - Classroom 02
Figure 4. . Key plan of Mandeville Floor Layout 7.7 Metres 0
1
2
3
Figure 4. . : Showing the section of the classrooms depicting the lux levels recordeU
Daylight measurements -Horsenden School Figure 4. . : First floor plan - Classroom 07
The illuminance level was measured at for classrooms 07 and 03. The day of measurement was on 12.11.2016 on a rainy day around 10:00 am to 12:00 am. The illuminance level was measured in a 1x1 m grid across the room, shown in the FigXUH 4.3. and FigXUH 4.3. . FigXUH 4.3. shows the illuminance graph, measured at 0.6 m above the floor area. Of section cutting across classrooms 07 and 03. The daylight factors are measured at 3 different spots in both the class-rooms. Classroom no 03 seemed to a bad day lighting when compared to class-room no 07.the first floor’s daylighting is aided by the sky lighting above. The external illuminance was measured as 1070 lux. The RH value was about 39.9% in classroom no 07 and about 45.5% in classroom no 03. Lux
Figure 4. . : Ground floor plan - Classroom 03
Lux
Figure 4. . : Key plan of Horsenden Floor Layout
31
4 - INDOOR STUDIES 4.4 Daylight Simulations DAYLIGHT FACTOR
Classroom 02 - Mandeville school
% 9
To draw up a comparDtive study for daylight in classrooms, two classrooms, one from ground floor and one from first floor, each from both Mandeville and Hors-enden were considered.
8 7 6
Classroom 02, as described in classroom overview is oriented towards North-West and has larger windows on the envelope compared to all the other classrooms chosen to study. The first step to begin daylight simulations was to measure daylight factor across the classroom (Figure 4.4.1); it indicated sharp drop in percentage as we go deeper in the classroom. Summer and winter simulations were conducted for both overcast and sunny sky conditions, which showed some interesting results (Figure 4.4.2). It showed that even during overcast sky conditions in summer, the sufficient illuminance levels required for table top height is 300 lux which is achieved for almost half of the classroom depth. While it was also observed that in winter for the both sunny and overcast sky conditions the daylight in the classroom is insufficient. To further illustrate the differentLation between winter and summer sky conditions, false colour simulations were conducted for sunny sky in -une and winter (Figure 4.4.2). The illuminance levels for -une inside the classroom showed levels exceeding 1600lux which could be attributed to large W\F ratio of the classroom, high window height absence of excessive furniture and use of light colours in walls and ceiling.
5 4 3 2 1 0 9 m
8
7
6
5
4
3
2
1
N
Key Plan
Figure 4.4.1 : Section across the classroom illustrating daylight factor levels. (Source: Radiance)
ILLUMINANCE IN SUMMER & WINTER June 21 and December 21 at 12:00 pm
Lux 1800 1600 1400 1200 1000 800 600 400 200 0 8 7 6 5 4 3 2 1 9 m Figure 4.4.2 : Illuminance level graph across a classroom section comparing illuminance levels under overcast and sunny sky conditions during summer and winter. (Source: Radiance)
Figure 4.4.3 : False colour simulations showing illumination levels for sunny sky on June 21 (Left) and overcast sky Decemeber 21 (Right) for the classroom. (Source: Radiance) 32
LEGEND JUNE 21 - SUNNY SKY JUNE 21 - OVERCAST SKY DECEMBER - OVERCAST SKY DECEMBER - SUNNY SKY
DAYLIGHT FACTOR
Classroom 03 - Horsenden School The same trend of dropping of the percentage of daylight factor was observed in classroom 03 in +oresenden school also (Figure 4.4.4). Whereas, the illuminance levels simulated for all the different sky conditions (Figure 4.4.5) showed quite insufficient daylight in the cOassroom dropping to less than 300lux after 2.5m from the window.
% 9 8 7 6
It can be seen in the false colour simulations (Figure 4.4.6) also that the room is not well illuminated by daylight. This could be due to the low floor to ceiling height of the classroom and lower window heights compared to 0andeville classroom 02. Although it should be noted that the classroom 03 of +oresenden school is north east oriented, it fails to provide adequate daylight compared to classroom 02 of 0andeville which is north-west oriented and has diffused light throughout the year.
5 4 3 2 1 0 N
6 5 4 3 2 1 m Figure 4.4.4 : Section across the classroom illustrating daylight factor levels. (Source: Radiance)
Key Plan
ILLUMINANCE IN SUMMER & WINTER June 21 and December 21 at 12:00 pm
1800 1600 1400 1200 1000 800
LEGEND JUNE 21 - SUNNY SKY
600 400
JUNE 21 - OVERCAST SKY
200
DECEMBER - OVERCAST SKY
0
DECEMBER - SUNNY SKY
6 5 4 3 2 1 m Figure 4.4.5 : Illuminance level graph across a classroom section comparing illuminance levels under overcast and sunny sky conditions during summer and winter
Figure 4.4.6 : False colour simulations showing illumination levels for sunny sky on June 21 (Left) and overcast sky Decemeber 21 (Right) for the classroom. (Source: Radiance) 33
4 - INDOOR STUDIES 4.4 Daylight Simulations Classroom 06 - Mandeville School The simulations conducted for classroom 06 showed a difference in the trend of daylight factor as well as illuminance levels. The daylight factor dropped gradually down to 6m of depth of the room (Figure 4.4.7) The illuminance levels for winter under sunny sky conditions (Figure 4.4.8) is the most favourable condition for this orientation as it provides sufficient daylight at the table top levHls. The clerestory cuts down direct solar radiation due to the low angle of the sun by the addition of the brei solei and allows for high levels of diffused daylight into the centUH of the room thus avoiding uncomfortable glare potential. The clerestory also increases the room volume which decreases the risks of overheating.
% 9 8 7 6 5 4 3 2 1 0
Although the depth of this classroom is the same as the classroom 02 on the ground floor, the width of the room is 6m and with sparse and movable furniture the accumulation of less reflective material is avoided thus making the room more brighter even by diffuVed light from 1orth-:est oriented windows and south facing clerestory. The illuminance levels in winter and summer under overcast sky condition renders poor amount of daylight (Figure 4.4.8) during the school hours which does QRW make the configuration of clerestory ideal for all the other sky conditions.
9 m
8
7
6
5
4
3
2
N
Key Plan(First foor) Figure 4.4.7 : Section across the classroom (Left) illustrating daylight factor levels. (Source: Radiance)
1
LEGEND Lux 1800 1600 1400 1200 1000 800 600 400 200 0 9 m
8
7
6
5
4
3
2
1
Figure 4.4.9 : False colour simulations showing illumination levels for sunny sky on June 21 (Left) and overcast sky Decemeber 21 (Right) for the classroom. (Source: Radiance) 34
JUNE 21 - SUNNY SKY JUNE 21 - OVERCAST SKY DECEMBER - OVERCAST SKY DECEMBER - SUNNY SKY Figure 4.4.8 : Illuminance level graph across a classroom section (Left) comparing illuminance levels under overcast and sunny sky conditions during summer and winter. (Source: Radiance)
Classroom 07 - Horsenden School Daylight simulations conducted for classroom 07 of +oresenden school showed the most interesting results and changes compared to the other classroom. For daylight factor (figure 4.4.10) across the classroom, it is seen that the percentage increases and decreases from 7 to 5 and then decreases at the end of the room to 1 but still not 0.
% 9 8 7 6 5 4 3 2 1 0 6 m
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Figure 4.4.10 : Section across the classroom (Left) illustrating daylight factor levels. (Source: Radiance)
JUNE 21 - OVERCAST SKY
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The illuminaQce levels also corresponded to the same pattern of daylight light factor (4.4.11). This is clearly due to the two skylights provided across the classroom and also because the classroom is oriented towards North-east. This condition is ideal for adequate daylight in a classroom but could also pose a problem for glare and overheating in summer during sunny sky condition as seen in the false colour rendering (4.4.12). The site visits conducted during the study period confirmed the simulation results and showed that even during over-cast sky conditions the classroom was always well lit during school hours. While this classroom provides ideal daylighting conditions in a classroom, the effect of direct sunlight is psychologically different for everyone espically in children of primary schools. This tends them to use devices to avoid discomfort in terms of glare like vertical roller blinds which ultimately leads to block daylight and views to the outside.
DECEMBER - SUNNY SKY Figure 4.4.11 : Illuminance level graph across a classroom section (Left) comparing illuminance levels under overcast and sunny sky conditions during summer and winter. (Source: Radiance)
Figure 4.4.12 : False colour simulations showing illumination levels for sunny sky on June 21 (Left) and overcast sky Decemeber 21 (Right) for the classroom. (Source: 35
4 - INDOOR STUDIES 4.5 Thermal Analysis- Base Case Mandeville School - Classrooms 02 & 06 Basecase The MInT calculations provided essential feedback and understanding for the space and helped set initial test parameters for the Open Studio model showing an indicative 8K rise in the mean indoor temperatures above the outdoor temperature. Thermal simulations using Open Studio and E+(Fig.4.5.3) show the performance of the Classroom 02(61.7 sq m) and Classroom 06(47 sq m)for the period co-inciding with the data logger readings(24th Oct to 04th November 2016). The data logger readings are almost 3K below the operative temperature data derived from the simulations. The reason for this is that the thermostat was set to 18°C during the days of the readings, whereas the simulations used a setting of 21°C. The simulations use the schedule of occupancy and activity as provided by the school. In comparison to Classroom 02, with the same daily schedule of occupancy and activity the simulations show that the Zone operative temperative in Classroom 06 is on an average 1°C-1.5°C higher than that in Classroom 02. This is possible due to a higher W/F ratio of 26%(-Fig.4.5.1 & Fig.4.5.2)
TOTAL MEAN DAILY HEAT GAINS Fig. 4.5.1: Showing loads and internal gains for classroom 02
917W Fig. 4.5.2: Showing loads and internal gains for classroom 06
The operative temperature variations follow the occupancy and activity schedule. Thermal performance of the classroom under free running conditions for winter, beginning in October and going until the end of April, shows that heating is required to maintain thermal comfort. This is because the internal gains and solar gains (Fig. 4.5.1 & Fig. 4.5.2) for the volume of space are low due to the occupancy and activity levels being typically lesser as compared to regular primary schools since SEN children require more space. The comfort band was calculated using the adaptive methodolgy from the CIBSE guide A, 20°C to 26°C for October and 20°C to 25°C for November. The external weather data is taken from the Northolt weather station from Wunderground.
Data logger reading 02 [C] (Hourly) Data logger reading 06 [C] (Hourly)
U VALUES Wall (Insulated cavity wall) 0.20 Floor(Insulated floor) 0.22 Roof(Insulated steel decking) 0.16 Glazing (Low E double glazing) 1.5
Zone Operative Temperature 06 [C] (Hourly)
Fig. 4.5.3: Graph showing zone operative temperature for a typical winter week from 24th of October to 4th of November for Classrooms 02 & 06. (See facing page) (Source: Open Studio)
36
Fig. 4.5.4: Showing daily schedule of occupancy for winter
Fig. 4.5.3: Continued.
37
4 - INDOOR STUDIES 4.5 Thermal Analysis- Comparison between Summer 2016 & Summer 2050 Mandeville - Classrooms 02 & 07 (Summer 2016 & Summer 2050) Zone Operative Temperature 06 [C] (Hourly)
Thermal simulations were run for a typical week in summer -11th July to15th July(Fig.4.5.10). The results show that the space tends to overheat when the outdoor temperature rises above 22°C. A constant window opening of 70% is maintained during summer for natural ventilation and in turn lower the temperature. When the window opening was increased to 90% the operative temperature dropped by approximately 1°C. This would help to some extent. An extended shading device in Classroom 02 in addition to the one existing could help bring down summer temperatures. However, this would will adversely affect the daylighting factor in winter. The thermal performance is also tested for a predictive scenario in 2050 (Fig.4.5.10). The external temperature variations seen between the current year and 2050 are minimal although the global and diffuse radiation levels are much higher. However this shows little impact on the overall performance of the space hence indicating if all other factors remain unchanged, in the climate change situation thermal comfort can be maintained. This is an incomplete analysis since it does not take into account socio-economic variables which are less predictable.
Fig. 8.11 Graph showing Zone Predictive Operative Temperature for the same period of 11th to 15th July in 2050
Source Open Studio
Fig. 4.5.5 showing daily schedule of occupancy
Fig. 4.5.6: Showing hours out of comfort (Source: Open Studio)
Fig. 4.5.7: Showing hours out of comfort (Source: Open Studio)
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Fig. 4.5.8: Graphs showing Zone operative temperature for a typical summer week from 11 th to 15 thJuly for Current Scenario(above) and 2050(below)
4 - INDOOR STUDIES 4.5 Thermal analysis - Base case Heat Gain Breakdown
Classroom 03 and 07- Horsenden School
1058.37
Classroom 03 (Ground floor) and Classroom 07 (first floor), which are oriented in the North- West direction has been considered for the thermal behavior analysis. Windows and openings are located in the North side of the class rooms. Roof lights have been provided in the first floor class rooms (Classroom 07). The breakdown of the heat gains and heat loss for the base case classrooms when it is free running are shown in fig 4.5.11 and 4.5.12 respectively (without mechanical cooling and heating). It is observed that solar heat gains are considerably reduced due to the orientation and position of the windows (North side) and also due to the material properties (Table 1-3). Heat loss has been found to be the maximum through ventilation due to the insulating property of the building envelope. Figure 4.5.13 shows the ventilation and radiation pattern for the classrooms through the exterior windows and roof lights.
216.7
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Figure 4.5.13 : Sectional View showing ventilation using Teleflex operated windows , operable rooflight and Trickle ventilation.
178.3
Figure 4.5.11 : Heat gain- Class room 07(top) Classroom 03 (Bottom) (Source:Mint Computations)
( fig:xx )Classroom 2
Heat loss Breakdown
Figure 4.5.12 : Heat loss- Class room 07(top) Classroom 03(Bottom) (Source:Mint Computations)
(Source :Mint Computations) 41
4 - INDOOR STUDIES 4.5 Thermal analysis - Winter simulations Classroom 03 and 07 - Horsenden school Thermal simulations were conducted on classroom 03 and classroom 07. The data logger values were compared with the Mint computations to calibrate the thermal analytical tools. The weather data is taken from the Gatwick weather station from Meteonorm. Simulations are done for a typical summer week in 2050, to predict the thermal behavior of the class. 17th to 28th of October, 2016 was chosen for the calibration (Figure 4.5.14). The simulation for typical winter week has also been conducted (Figure 4.5.15). It is observed that in a free running simulation, resultant tempremature partially does not fall in the comfort level. Mechanical heaters are provided in the classrooms to achieve thermal comfort which operates during the winter seasons.
Figure 4.5.14 : Thermal Simulation for a typical winter week. (Source : OpenStudio)
Figure 4.5.15 : Simulation for Base case calibration. (Source : Data Logger) 42
4.5 Thermal analysis - Summer simulations Classroom 03 and 07 - Horsenden School Thermal simulations are conducted for a typical summer week (11th July to 18th July, 2016) (Fig 4.5.16). With optimum natural ventilation, the resultant temperature is found to be in within the comfort band. The comfort band was calculated using the adaptive methodology from the CIBSE guide, hence arriving at a comfort band of 22 °C to 28 °C for July. The weather data is taken from the Gatwick weather station from Mete-onorm both for a typical summer week using historic data and for the same week for a future scenario in 2050 (Fig 4.5.17). Simulations for a typical summer week in 2050, predicts the resultant temperature mostly falls in the comfort band, and overheating has not been reported
Outdoor Temperature [c](Hourly)
(Class 07)Mean Air Temperature[c](Hourly)
(class 07)Diffused Radiation Rate[w](Hourly)
(Class 03)Mean Air Temperature[c](Hourly)
(class 03)Diffused Radiation Rate[w](Hourly)
Figure 4.5.16 : Thermal simulation for typical week in summer. (Source : OpenStudio)
Figure 4.5.17 : Thermal simulation for typical week in summer. (Source : OpenStudio) 43
4 - INDOOR STUDIES 4.6 Ventilation strategies Classroom 02 and 06 - Mandeville school The building has Upper level windows for safety reasons. These windows are tele-flex operated. Night Ventilation is provided with louvered panel windows fitted with a mesh. Trickle ventilation provides a constant air flow. Clerestory windows on upper level classrooms are also Teleflex operated. For the volume and occupancy, OS simulations show that with a 70% opening of windows during summer, an average air change rate of 3ac/h is achieved for classroom06 whereas the required rate is 2 ac/h. The required rate is 2 ac/h. The required rate for classroom 02 is 5 ac/h whereas the achieved rate is 7 ac/h for classroom 02.The classrooms are fitted with co2 monitors. Due to these ventilation strategies the maximum co2 levels go up to 1000ppm which is well below the stipulated maximum of 1400ppm.
Figure 4.6.1 : Air changes per hour for a typical winter week. (Source : OpenStudio)
Figure 4.6.2 : Air changes per hour for a typical summer week. (Source : OpenStudio)
Building Data: Cell-Volume (m3): Outdoor Temperature(0C): Indoor Temperature(0C): To - Ti (0C): Aperture Data: Effective Area (m2) Inlet 1: 2.43 Outlet 1: 0.27
180 22 30 8
Height Zn (m)
Airflow Rate (m3/s) B B+W 2.35 0.17 0.22 2 0.17 0.22 Figure 4.6.3 : Air changes per hour. (Source : OpenStudio )
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Figure 4.6.4 : Sectional View showing ventilation using higher level windows ,operable clerestorey and Trickle ventilation.
Classroom 03 and 07 - Horsenden School The air quality assessment is based on UK performance standards requirements of a maximum average CO2 level of 1500 ppm and a recommendation for a maximum level of 1000 ppm. These levels cor-respond to the required average ventilation rate of 5 l/s per person, a minimum rate of 3 l/s and the possibility of achieving a ventilation rate of 8 l/s per person at any time. (PLEA, 2013). Fig 4.6.5 and Fig 4.6.6 indicates the air changes per hour for a typical week in winter and summer respectively. The occupied hours ranges between 3 to 10 ACH providing adequate ventilation. Operable roof lights has increased the cross ventilation in classroom 07. (Fig 4.6.8)
Figure 4.6.5 : Air changes per hour for a typical winter week. (Source : OpenStudio)
Building Data: Cell-Volume (m3): Outdoor Temperature(0C): Indoor Temperature(0C): To - Ti (0C): Aperture Data: Effective Area (m2) Inlet 1: 3.64 Outlet 1: 0.45
216.72 10.5 18 7.5
Height Zn (m)
Airflow Rate (m3/s) B B+W 1.85 0.26 0.37 2 0.26 0.37
Figure 4.6.6 : Air changes per hour for a typical winter week. (Source : OpenStudio)
Figure 4.6.7: Ventilation strategies for ground floor and first floor. (Source : Architype)
(Source:Optivent)
Figure 4.6.3 : Air changes per hour. (Source : OpenStudio ) 45
5 - PROPOSED INTERVENTIONS 5.1 Daylight Strategies MandeviOOH School - Classroom 06
ILLUMINANCE IN SUMMER & WINTER
For better daylight levels in the first floor classroom 06, replacing the clerestory with a roof light placed off centre of the room is preferable as well as a viable option. In addition to these, it recommended to implement adaptive solar control strategies like blinds or external shading devices in order to prevent potential glare during summer time
June 21 and December 21 at 12:00 pm
Comparing the Base Case classroom against a classroom with these proposed interventions, it is evident that optimum illuminance levels and diffused lighting can be achieved in the required study spaces. (Figure 5.1.4) Contemporary design strategies and proper solar control mechanisms can help in controlling the dynamic effects of natural light to prevent unwanted glare and provide good daylight conditions all through the year.
Lux 1800 1600
Figure 5.1.1 Shows the rendered views and false colour images of the Base Case classrooms with clerestory
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Figure 5.1.3 Daylight graph showing the section of the Base Case classroom with a clerestory in Overcast conditions during a typical summer and winter day
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Illuminance in Summer Overcast day Figure 5.1.2 Shows the rendered view and false colour images of the proposed classroom with rooflight
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Illuminance in Winter Overcast day
Figure 5.1.4 Daylight graph showing the section of the proposed classroom with rooflight in Overcast conditions during a typical summer and winter day
Mandeville 6FKRRO Classroom 07 Thermal simulations comparing the Clerestory (base case) and Roof light variations were run to see the effect on Zone operative temperatures. The result is a 1 to 3°C drop in tempHrature for a typical summer week. Since the building is not considered to be free running during winter the lower temperatures in summer are favourable and result in a much higher number of hours (91%) within comfort )LJXUH when compared with the clerestory condition (88%). This is due to a few factors, most notably, the much smaller W/F ratio of 21% for the rooflight condition as compared to 26% in the case of the Flerestory, other influencing factors could possibly be the lowering in volume in the case of the roof light and the diffused light coming in due to the depth of the ceiling and the glass inclination thereby not contributing to a tempHrature rise as would be expected.
Fig. 5.1.6 showing hours in comfort
587W TOTAL MEAN DAILY HEAT GAINS 1252W Fig. 5.1.5 Graph showing Zone operative temperatures for basecase and rooflight variation for a typical summer week from 11th to 15th July Source Open Studio
Fig. 5.1.7 showing internal loads and heat gains
5 - PROPOSED INTERVENTIONS 5.1 Daylight Strategies ILLUMINANCE IN SUMMER & WINTER
Horsenden Primary School - Classroom 03
June 21 and December 21 at 12:00 pm
For better daylight levels in the Ground floor classroom 03, increasing the window to floor ratio by increasing the volume and the addition of windows above the existing ones is preferable. In addition to these, it recommended to implement adaptive solar control strategies like blinds or external shading devices in order to prevent potential glare during summer time.
Lux 1800 1600
Comparing the Base Case classroom against a classroom with these proposed interventions, it is evident that optimum illuminance levels can be achieved in the required study spaces. (Figure 5.1.11).
1400 1200
Contemporary design strategies and proper solar control mechanisms can help in controlling the dynamic effects of natural light to prevent unwanted glare and provide good daylight conditions all through the year.
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Figure 5.1.8 Shows the rendered view and false colour image of the Base Case classroom
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Figure 5.1.10 Daylight graph showing the section of the Base Case classroom on a typical summer and winter overcast day
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Illuminance in Summer Overcast day
Figure 5.1.9 Shows the rendered view and false colour image of the proposed classroom with increase in volume and addition of windows.
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Figure 5.1.11 Daylight graph showing the section of the proposed classroom with additional windows on a typical summer and winter overcast day
Horsenden Primary School -Thermal Analysis for Proposed Daylight Variation - Classroom 03
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Outdoor Temperature [c](Hourly)
(Class 03)Mean Air Temperature[c](Hourly)
To enhance the existing day lighting in Classroom 03 (ground floor), additional windows have been provided increasing the window to floor area ratio from 21% to 26%. Simulations are conducted for this variation to ensure that the thermal comfort is not hindered with the variation. Fig 5.1.12 shows the thermal simulation for the resultant indoor temperature for a typical summer week with the existing windows (base case). Fig 5.1.13 shows the thermal simulation for the resultant indoor temperature with the additional window. Fig 5.1.14 shows the comparison for the window to floor area ratio for both the cases.
(class 07)Diffused Radiation Rate[w](Hourly)
(class 03)Diffused Radiation Rate[w](Hourly) Figure 5.1.12 : Thermal analysis for a typical summer week for base case. (Source : Openstudio)
Figure 5.1.12 : Thermal analysis for a typical summer week for proposed variations. (Source : Openstudio)
Figure 5.1.14 : Window to Floor area ratio (Top)Variations(Bottom)Base 49
6. EPILOGUE
PERSONAL OUTCOMES
KANISHK PRATIMKUMAR BHATT
ANUPA RIA KURIAN
POONAM SACHDEV KAUR
From the beginning, we tried studying the various parameters that affect the microclimate of the indoor and the outdoor spaces of the primary school. a thorough study of these parameters resulted in fieldwork and observations that helped us understand the factors influencing the comfort levels achieved in the classrooms. The research observations lead us to realize the potential of improving the performance of the schools and create a comfortable atmosphere for the students throughout the year. Together with sustainable, dynamic and robust strategies, the potential of energy efficiency can be augmented.
Case study on Mandeville SEN primary school and Horsenden Primary school has given an opportunity to observe and analyse design features, site conditions, climatic conditions, design decisions in creating the comfort levels of the occupants and energy efficiency of the building. The designers for the school has responded with just, to the demanding design brief with challenges including the site conditions, occupancy behaviour, climatic conditions. The building has been designed in such a way that predominant importance to have maximum natural day lighting, natural ventilation and thermal comfort has been achieved. Interaction with the users and the architect has given more insight to the sustainable functioning of the building. Research questions were framed that helped drawing valuable variations that could be incorporated to enhance the daylighting within the classrooms without losing the thermal comfort. Following from the findings of the fieldwork, analytic studies were undertaken with the specification of 2 classrooms each from both schools, as the basis for the model. The analytic work, using dynamic thermal simulations, focused on the position and size of openings for daylighting and ventilation, assessing space heating demands as well as indoor temperatures under free-running conditions.
By studying one classroom on every floor for the two primary schools, has demonstrated that different climatic conditions can affect the visual and thermal comfort in them. The Mandeville and Horsenden schools have been a very interesting case to study due to their contrasting users but their similar adaptive strategies. Studying the envelope designs and fenestration techniques to improve ventilation and daylight aided us to understand the pros and cons of creating a good environmental condition for the students. The classrooms have been designed to suit the user type and improve the potential of natural light with the use of clerestory and rooflights. It was also interesting to study the building envelope to realise the potential of thermal comfort achieved in the classroom.
NAITIKKUMAR PATEL
KARTHICA KALYANASUNDARAM
ANJANA SURESH
The optimal balance between architectural considerations, daylight efficiency and thermal comfort in any building is the most difficult task to achieve in an environmental design. The case study of Mandeville and Horesenden schools is a unique project which has optimized all the above important factor of human comfort and environmentally sound design. The study of effects of changing parameters like orientation, reflectivity of materials, types of windows,sky conditions has provided us with a good understanding of daylight and visual comfort needed in classrooms for a heallthy learning environment. The design elements such as louvred metal ventilators, trickle ventilators used to solve natural ventilation strategies to maintain good quality of air inside the classrooms as well as to cool the space has worked very well in case of these schools and thus have provided an adaptive model for future enviromentally efficient design of schools.
This case study project gave me a good opportunity in learning the various design and planning strategies of two different types of schools. I was lucky enough to do two different types of schools as case study –“ Learning By Comparing” in terms of planning ,Design and passive strategies. The most important outcome of this project was learning the various computation and technical tools , getting it familiarised for a different perception towards designing , unlike the design process which was taught in Undergraduate school.Learning these Technical tools helped me to have confidence in its accuracy which shall be applied when designing.Had a Great opportunity in working with a team and learning from their precedent works.Surely all the learnings from this case study project will inform our future design approaches , I am going to take.
This research has provided an insight into how design features based on climatic conditions can affect the well-being of the users. These features can also help in reducing the energy consumption and increasing energy efficiency. Architype, has designed two very well sustainable schools, responding to the design brief, unique in their own aspect. The primary schools have also received immense recognition for their design strategies and their approach towards creating an energy efficient school. The research questions were based on the observation of indoor, outdoor, thermal, daylight and ventilation studies. I found both the primary schools achieve robust adaptive strategies at the same time create an aesthetically appealing building design.
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References Arbleda, S., Dominguez, J.,G., Natanian, J., Pradeep, S.,(2013) ‘Evelyn Grace Academy, London’, Term 1 Urban Case Studies: Refurbishing the City, AA School of Architecture. Architype (2013), ‘Design and Access Statement -Mandeville School and Horsenden Primary School’. Dayan, M. B. (2013), ‘Environmentally Responsive School Buildings in the UK’, PLEA 2013 - 29th Conference. Elementa Consulting. (2013), ‘Daylight Report for Horsenden Primary SchoolVersion D’. Elementa Consulting. (2013), ‘Overheating Report for Horsenden Primary School- Version F’. Elementa Consulting. (2013), ‘Daylight Report for Mandeville Primary SchoolVersion C’. Elementa Consulting. (2013), ‘Overheating Report for Mandeville Primary School- Version D’. Yannas, S., (1995), ‘Design of Educational Buildings’, Environment and Energy Studies Programme, AA Grduate School, London. Internet Sources http://www.mandeville.ealing.sch.uk/page/default.asp?title=Home&pid=1 http://www.horsenden.ealing.sch.uk/index.php https://www.ealing.gov.uk/info/201118/special_schools/922/mandeville_school https://www.ealing.gov.uk/directory_record/106/horsenden_primary_school
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Architectural Association School of Architecture, Graduate School