2015 MSc Dissertation

EMERGENT FOR FUTURE Environmentally Responsive & Inhabitant Centered State Secondary Schools in Istanbul, Turkey

AA E+E Environment & Energy Studies Programme Architectural Association School Of Architecture Graduate School | MSc Sustainable Environmental Design Dissertation Project 2014-2015 | September 2015

Tolga UzunhasanoÄ&#x;lu

EMERGENT FOR FUTURE

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOÄžLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY

Authorship Declaration Form Architectural Association School of Architecture Graduate School Programmes

Coversheet for Submission 2014-15

Programme: MSc Sustainable Environmental Design

Term: Dissertation Title: Emergent for Future, Environmentally Responsive & Inhabitant Centered State Secondary Schools in Istanbul, Turkey

Student Name: Tolga Uzunhasanoğlu

Number of Words: 19 120

Declaration:

“I certify that this piece of work is entirely my own and that any quotation or paraphrase from the published or unpublished work of others is duly acknowledged.”

Signature of Student:

Date: 18/09/2015

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EMERGENT FOR FUTURE

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOÄžLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY

Abstract Among all of the architectural programs, educational buildings have significant differences and characteristics that separate them from the others. Mainly, this difference comes from the occupancy. Occupant density, activity and even schedule are subdivisions of occupancy about educational buildings. Each of them can influence the environmental performance in a strong way. As a starting point, this dissertation project is trying to combine energy performance and occupant comfort at the same time which drives the sustainable environmental quality of the building.

Additionally, the study is having observations about the educational buildings in terms of pedagogical differences and conclude them by considering the local culture and economy. The main hypothesis of the dissertation project is that environmental awareness cannot be separated from new pedagogies. The two terms supposed to be concerned together and have proposals depending on both of them.

As a summary, the project concludes the main parameters affect environmental quality about educational buildings are ventilation requirements and daylighting performance depending on the occupancy and occupant schedule. These two parameters are critically discussed and tested with analytic work to understand the possible proposals for improvement of the environmental quality of Istanbul State Secondary Schools.

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EMERGENT FOR FUTURE

INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

Table of Contents 1. Introduction.......................................................................................................................8 2.

Background........................................................................................................................ 10 2.1 Evolution of Educational Buildings.................................................. 10 2.2 Why we need a new Pedagogy?..........................................................14 2.3 Main Characteristics of Educational Buildings...........................18 2.4 Effect of Learning Environment on Inhabitants........................ 20 3.

Building Precedents....................................................................................................... 22 3.1 Overview......................................................................................................... 22 3.2 School Buildings considering new Pedagogy.............................. 22 3.3 Environmentally responsive School Buildings............................26 3.4 Findings from Building Precedents...................................................30 4. Context..................................................................................................................................32 4.1 Overview of Secondary Schools in Istanbul................................ 32 4.2 Climate Context..........................................................................................36 4.3 Conclusions....................................................................................................38 5.

Case Study in Istanbul: Maltepe State Secondary School........................ 40 5.1 Overview..........................................................................................................40 5.2 Fieldwork.........................................................................................................42 5.2.1 Quantitative Studies...........................................................42 5.2.2 Qualitative Studies...............................................................48 5.3 Findings from the Fieldwork.................................................................50 6.

Refurbishment Strategies............................................................................................52 6.1 Classroom Scale.......................................................................................... 54 6.1.1 Thermal Comfort................................................................. 54 6.1.2 Energy Performance............................................................ 60 6.1.3 Visual Comfort.......................................................................62 6.2.

Storey Scale....................................................................................................66 6.2.1 Thermal Comfort..................................................................66 6.2.2 Air Quality.................................................................................68 6.2.3 Visual Comfort.......................................................................70 6.3 Double Faรงade Effect................................................................................74 6.4 Conclusions....................................................................................................76 7.

Design Applicability.......................................................................................................78 7.1 Flexibility/ Sensitivity Studies...............................................................78 7.2 Orientation Differences.......................................................................... 80 7.3 Limitations and Recommendations................................................ 82 7.4 Research Outcomes.................................................................................. 83 8.

General Conclusions..................................................................................................... 84 9. Bibliography....................................................................................................................... 86 10. Appendices.........................................................................................................................88

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOฤ LU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

Acknowledgements I believe that one of the most important emotion which makes us feel like a human is making empathy and sharing. The way this course has helped me since the beginning of Term 1 directed by Simos Yannas had changed my point of view on architecture in a significant way. This dissertation project had been completed with the support of all SED teaching staff named Simos Yannas, Paula Cadima, Jorge Rodriguez, Gustavo Brunelli, Herman Calleja and as visiting lecturers Nick Baker and Joana Gonรงalvez. Therefore, I would like to thank all of them.

As my dissertation project tutor, I would like to thank specially to Mariam Kapsali, who gave enor-mous support and effort to help me while I was having troubles, and my concentration was decreasing. She is one the best examples of helping and sharing knowledge when the topic comes to Sustainable Environmental Design.

Another acknowledgement that I should include is the co-operation of the director of Maltepe State Secondary School, assistant director and account manager for their friendly attitude on sharing the information.

Lastly, I would like to thank my family who encouraged me all the time, financially and emotionally supported me during my graduate degree.

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EMERGENT FOR FUTURE

INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

1. Introduction The world is driven by choices. From bigger scale with countries and to smallest scale with humans. Every day all the mechanisms are making choices and giving decisions to be able to survive as a fundamental instinct or to be able to create a real future for their life. At this point, without making the separation between those scales, the first decision is giving by the idea of surviving the day or trying make a roadmap for a good future. It is not a wrong fact that most of the people tend to choose the easiest way, less stressful and calm life, with living on a daily routine and just thinking about themselves. Moreover, the truth is, no one should be blamed for this.

However, when the scale comes to countries, there must not a single surviving goal. Countries without making roadmaps for their each important categories are going to find themselves in the history pages. People who can lead the people, the community, have a roadmap for the future, make inventions are creating the countries. As a summary, who are leading the countries are ones responsible for their people living in that country, which means they should think about those people every time before making a decision.

This simple idea can be also related to architects, or, in other words, should be linked with architects. An architect handles the people whom they are making choices and shaping their future. Essentially, architects are using their powers to create a life for people. That is why, governments and architects should collaborate with each other much more if the first decision is to make a better future.

While thinking about the predictions for the future, these two mechanisms have different responsibilities. First of all, governments are leading the decisions for the economy and the future of the economy. Having ideas to make a roadmap for the economy, it is important to understand the past carefully. The economy is the most important subject that is influencing every other category.

The decisions giving for the economy is affecting health systems, energy politics, the educational and socio-politic situation in a country. In today’s world, the economy has passed from the sections that production based to service based and now it is in the knowledge-based. As it is clear to understand, while the world was at production based or service based economy, the inventions of the new technologies were moving slowly and linearly. However nowadays, with the knowledge-based economy, these technologies are getting developed exponentially. Every day people are waking to a world with more than one new technological devices.

Moreover, with being objective, it will not be difficult to say that these new technologies are coming through the economically developed countries that are not necessary to mention their names, as everyone can guess.

However the countries did not move on to knowledge-based economy and still at the production or service based, like trying to earn money basically from tourism, or growing up the agriculture and sell them to foreign countries, producing the easiest part of mechanical system which does not require complicated knowledge and transport those parts, like Turkey, needs to change its roadmap for the future as soon as possible to have a strong voice in the other countries and bring a better life quality to its people.

At this point, it should be concluded that the relation between the knowledge-based economy and education is significant. The decision for the roadmap of the economy, drives the educational methods, even the pedagogy.

As mentioned at the beginning, people who are responsible for others should also think about the future. And creating future is all about education. In Turkish, there is a phrase for this particular situation, “You are going to collect the product that you had seed in the first place.” The future of a country relies on the education, as a small scale, at the schools. That is why maybe school buildings seem a place just students are spending their time Monday to Friday, but it has lots of importance considering the big scale.

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOĞLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY

REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

The first ideas behind this dissertation project were these thoughts and approaches. The early expectation of the dissertation is to question the school buildings environmentally responsive and inhabitant centered. These buildings are influencing a large community with workers, teachers, students, the families and neighbourhood. As a starting point, improving the quality of the learning space and at the same time teaching the students about environmental awareness is passing through these buildings. That is why, the topic has been chosen to refurbish a state secondary school in Istanbul. These buildings have the same typology all over the Istanbul or even all over the Turkey. It was a great potential to study on one of them and try to apply the same rules with different orientations and expectations to the others.

As in every planned project, the topic has been researched with the elementary information. The background part is going to discuss the main characteristics of the educational buildings, thinking about the new pedagogies with concerning the evolution of the school buildings and the parameters influencing the change on Pedagogy. While the topic is trying to improve the learning space quality, it takes the students to the center of this research. It was also important to look at the building precedents that were carrying the same worries and tried to be build considering these aspects.

The dissertation is a refurbishment project for Maltepe State Secondary School in Istanbul, Turkey. During the last days of the academic semester, several fieldwork studies including both quantitative and qualitative data have been included. For the environmental problems observed during fieldwork, analytic studies have been done. As general topics, the analytic work separated into three groups depending on their scale. These are classroom scale, storey scale and additionally faรงade scale. Because of the fact that the project focuses on state secondary schools, there are limitations due to economic status for these buildings.

At last, the study is trying to apply the proposals in other state secondary buildings in Istanbul with increasing the scale. As mentioned before, the new pedagogies and studying them in an environmental awareness has been discussed in this section.

The project aims to be a design guideline for state secondary schools with combining the environmental awareness and new pedagogies. It has been thought that before educating people about this particular issue, the future will just bring new problems, and there will not be any solutions left.

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EMERGENT FOR FUTURE

INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

2. Background 2.1 Evolution of School Buildings With a purpose of understanding the educational buildings and make predictions considering both new pedagogies and environmental considerations, it is critical to search the evolution and fundamental standards during the past years. This part will mainly focus on the educational buildings starting from the 19th Century.

History of educational buildings have different stages for hundred years and in all of them there are critical research, design calculations and an effort to standardize to have a unique building design. In 1910 professor at Columbia University is defining this situation as, “The data for the designing of public school buildings have been completely standardized than for any other type of structure, except the American Public Library.” (Hamlin, 1910) At the beginning of educational buildings, it would be easier to define as schoolhouses for these buildings. The houses had one room, and it was the same rectangular shape as we know today (Fig. 2.1). These school rooms were located mostly in the rural area of the city or close to the roads that were under the disadvantage of external noises. The early classrooms like these rooms had singular rows in general and windowed on the both sides of the classroom.

Considering the effect of Industrial Revolution, these classrooms were trying to house as maximum student as possible like a learning factory. This can also be called “Industry without chimney”. These buildings were seemed as cold and dark places. Therefore as a result of standardized educational system and expectations to accommodate maximum number of students, there were no difference than a fortress (Fig. 2.2) On the other hand, at those times the consideration of daylighting and ventilation was highly critical. Acoustic comfort was less important comparing with the others, and the proposals were just about choosing proper flooring materials to reduce the noise.

As mentioned before, proper ventilation techniques considering the heating requirements was essential to study on them, and this demand was increasing for the school buildings. Basically in 1910 Hamlin is describing the heating and ventilation strategies as “Abundant quantities of warmed fresh air should be introduced through ducts to each schoolroom, and care must be taken that the ducts are of sufficient area and directress for passing the required amount.

Ducts should also be provided for removing the vitiated air.”

At those times, there were also the first standards from Massachusetts that in each classroom there should be 30 cubic feet per minute (51 m3/h) should be provided for fresh air per person. This standard had started to be applied to all school buildings.

This kind of attempts to standardize the ventilation techniques and fresh air requirement had answered with mechanical ventilation. However, as every mechanical ventilation system even nowadays solutions, the mechanism was causing problems and in 1910 again Hamlin was supporting the idea of any mechanical ventilation can take the place of fresh outdoor air.

Daylighting was also essential for the schoolrooms during that time of period. This was just a product of common knowledge but also a conclusion of not having artificial lighting and electricity in every school. That is why, it was important for the designers to consider daylight distribution inside the classroom.

With this approach, the first decision was making to bring the light from the left side so right handed people were not going to disturb by the shadow that their shoulder could cause.

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOĞLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

Figure 2.1 Rectangular shape of schoolrooms (Source:Baker,2012) Figure 2.2 No difference than a fortress school (Source:Baker,2012) Like ventilation, daylighting had standards too. They were especially about window areas and window to floor ratios. One rule was to make windows between 40-50% of the total exterior wall area and in general 25% of the floor area. The rules were defining the light below the desk level was unnecessary, so there were attempts to increase the height till the ceiling. In 1918, while the electrical lighting in classrooms were increasing, as a numerical value the minimum illuminance for the classrooms were 3 foot candles (32 Lux) and recommended as 3.5-6 foot candles (38-65 Lux) (Osterhaus,1993).

Between 1930 and 1940 educators were influencing the community for student centred learning and theories for a better educational system. With this approach architects started to involve in this equation more often and they came with an idea of “open air school�. As seen in Figure 2.3 the outdoor spaces began to be considered for learning areas as well as the importance of light has improved with full height windows. The maximum connection between the outdoor spaces and classrooms are still getting used in some school buildings nowadays too. However due to economic crisis and then World War II, there were not any significant improvement on indoor air quality.

In 1949, Architectural Forum magazine specified the educational buildings and its necessities as acoustics, lighting, ventilation and heating requirements and considerations. Those years it was a new era for educational buildings for standardization and have a character. There were considerations about structure, plan, the story (mainly one story), roof and window wall systems (Fig. 2.4). Tanner and Lackney were also mentioning that air conditioners got started to be used at that time of period. Also finger plan buildings became popular for the educational concept. With combining of full height windows and cross ventilation apertures, students were getting the fresh air from outside easily and also they were able to use the outdoor spaces for the learning areas.

Figure 2.3 Usage of Outdoor Spaces (Source:Baker,2012)

Figure 2.4 Mainly two storey Schools (Source:Baker,2012)

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EMERGENT FOR FUTURE

INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

In one of the guidebooks published those times, the reason for the making the school buildings one story was mentioned as an emergency evacuate easiness.

Moreover, during this period, the fresh air requirement decided as 30 cfm (51 m3/h) in 1920’s, has been decreased to 10 cfm (17 m3/h) by ASHRAE. Figure 2.5 is a great example to show the considerations about occupancy related heat gains and heat losses. There was a belief that due to classrooms are getting used only in the day time period where the solar gains are maximum; there should be less amount of heating required for the comfort. As shown in Figure 2.6, space requirement and money issues were getting considerably complicated topic for the society. Additionally in 1959, Building Research Institute has increased the minimum illuminance requirement. Of course this had a relation with the increment of artificial lightings and mainly fluorescent systems.

After 1960’s, educators started to realize the impact of school conditions on student behaviour and achievements. Therefore, there were critics to improve the current situation of school buildings considering the noise and open space school idea. There were also quite brave ideas about heating consumption due to the energy crisis of 1973 about the windows.

Whenever artificial lighting started to replace the natural daylight, to decrease the heating and cooling loads, school get begun to close the window spaces. After some period, those schools again reversed their windows back. Also from the ventilation requirement there were new attempts to decrease the 10 cfm (17 m3/h) of fresh air to 5 cfm (8 m3/h) by ASHRAE. This standard has been used for 8 years and then it pulled back to 15 cfm (8 m3/h) again (Fig. 2.7).

As it is clear to state, during the energy crisis, there were decisions that significantly affect the building design without considering the optimum comfort of the occupants. This can be also related to the importance of government politics and educational approach that mentioned in the introduction chapter.

As well as the economic crisis is influencing the school buildings, it can also affect the teaching and learning methods.

After 1980’s the environmental considerations and educational approach has been questioned in a serious way. The past examples have mostly renovated with taking new subjects and bring traditional classroom and teaching method. One of the major developments in 1990’s was green building rating system, LEED. The standards were suggesting to use natural resources carefully and increase the indoor environmental quality.

However, the influence of LEED stayed limited, and the school buildings continued to use mechanical ventilation system mainly and had a poor daylighting performance due to the usage of the high amount of artificial lightings. Even the researchers were pointing that the LEED certified buildings were not performing well enough in terms of energy consumption (Turner & Frankel, 2008).

The methods followed after 1990’s, and 2000’s were involving more research of thermal acceptance, comfort, ventilation requirements and lighting studies. These considerations are still getting used on nowadays school buildings. That is why, the environmental quality research are going to be focused on further chapters.

This chapter was to explain the stages of school buildings briefly starting from the early 1900’s to 1990’s mainly considering the environmental awareness. It was crucial for understanding these steps to focus on the problems nowadays school buildings are facing.

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOĞLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

50 000

CUMULATIVE HEAT GAIN

45 000 40 000 35 000 30 000

15 000

15 000

OCCUPANTS

10 000

SOLAR HEAT

CUMULATIVE HEAT GAIN

LIGHTS

0

HEAT

LOSS

THROUGH

5 000

WALL

AND

5 000 0

WINDOW

5 000

REQUIRED VENTILATION

10 000

10 000

CUMULATIVE HEAT LOSS

10 000

COOLING

15 000

15 000

20 000

20 000

25 000

12 1 MIDNIGHT

2

3

4

5 6 AM

7

8

9

10

11

12 1 NOON

2

HEAT GAIN

20 000

OCCUPANTS

5 000

HEAT LOSS

HEATING 2 000 Btu

HEATING

20 000

Btu/hr 25 000

3

4

5

6 PM

7

8

9

10

HEAT LOSS

HEAT GAIN

Btu/hr 25 000

25 000

11 12 MIDNIGHT

Figure 2.5 Occupancy related Heat Gains and Heat Losses (Source:Baker,2012)

Figure 2.6 Space Considerations (Source:Baker,2012) 40

Ventilation Rate, cfm per person

35

Flugge (1905) ASHVE (1914)

Billings (1895) ASHVE Requirement

22 State Codes (1922)

30 25

Smoking Std. 62-1981

20

ASHRAE 62-73 Yaglou (1936)

15 10 5 0 1825

ASHRAE (1989)

ASA Standard (1946) Tredgold (1836) 1850

1875

ASHRAE Standard (1981) 1900 1925 Year

1825

1975

2000

Figure 2.7 Different Ventilation ratios due time (Source:Baker,2012)

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EMERGENT FOR FUTURE

INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

2.2 Why we need a new Pedagogy?

One of the main research points of this dissertation was to understand the relation between the school environment and the way of teaching, as called Pedagogy. It has been stated that new environmental considerations cannot be thought without the new Pedagogies, and new Pedagogies cannot be applied properly without questioning the buildings and the environmental considerations. In the previous chapter, it has been stated that during the energy crisis, architects were even thinking to design close box classrooms to reduce heating and cooling loads. Without mentioning this kind of proposals, another future prediction can be described as the possibility of an environmental crisis. The calculations made through analytic work conclude that if there will not be a particular solution to decrease carbon dioxide emissions in the near future, the consequences will be difficult for every nation. Therefore, the way children are getting environmental awareness should change and change as soon as possible.

For this goal, architects and teachers cooperate with each other. That is why school buildings cannot be just scaled into improving the environmental performance. Thinking about the generations that will grow up in those buildings it is much more important to bring new Pedagogies in our life to improve the general achievement and mainly environmental awareness of the students. Especially thinking about the quality of education in Turkey there are significant problems with the success levels that defined clearly in the last OECD reports.

In terms of new Pedagogies, it is hard to mention that schools have changed a lot. Nearly in almost every school building the classical layout with rowed desk and the dictatorship of the teacher remains. However, there are some facts that points a new pedagogy should be applied in order to grow up highly qualified students. Moreover, maybe the most important one is, to create a language between architectural design and learning theory.

Nowadays in almost every secondary school the design language can be named as Factory Model (Fig.3.1). The classrooms are identical to each other under the domination of the teacher without allowing any flexibility except moving chairs and have a double loaded corridor typology. This Factory Model is one result of the Industrial Revolution to educate students as fast as possible and accommodate a maximum number of pupils without considering the quality of the learning and teaching spaces. However, as Economy has changed from production based methodology to service based and now the nations should follow the knowledge based Economy to talk the same language with the age and its expectations. The role of the education is significantly critical here. Schweke defining this “Adequate and effective funding of education is the best way to achieve faster growth, more jobs, greater productivity, and more widely shared prosperity, thus, meeting the competitive demands of our Knowledge-based Economy” in 2004.

Therefore, Factory Model is no longer serving the expectations of the new age, new Economy. Even though it is far from to question the relation of building systems and the environmental factor. At this point, it is critical to adapt these models to more flexible and interactive environment.

Before making predictions for the new Pedagogies and adapting school buildings, the location of them should be carefully focused. Because of for nearly hundred years these buildings did not change their Factory Model shape, they became unimportant to the community and families. However, it should be taken into account that those students are spending more time in those buildings than they are spending at home within their educational life.

Schools are the part of both city and home. Depending on different cultures schools are creating public and private spaces, squares and visual links like the street system as a city component. Also because of students want to feel they are secure and cannot be lost in the building, it is a part of the home.

Questioning the new Pedagogies is directly related with this relation. As a conclusion from this city home grouping, the big scale of school buildings can be easily mentioned.

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOĞLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

Figure 3.2 Student behaviour before and after lecture (Source:Carter,2014) These buildings are mainly influencing the students and teachers. On the other hand, they have the power to affect the families, workers, the local community, society and neighbourhood. With considering these parameters, school buildings must get out from the place that they were hiding, and architects should be responsible from this.

Generic repeated design all over the world has isolated these buildings from its environment and negatively influenced the power of their voices. That is why they should show that they are a part of the environment. With this approach, school buildings should transform with considering the new Pedagogies and putting the environFigure 3.1 Factory Model mental awareness in the centre.

The relation between school conditions and environmental awareness has several steps. First of all as a major point of this equation carrying significant importance, is teaching students about this matter. This teaching method will be through teachers, so their responsibilities should have increased after collaboration with the architects. Figure 3.2 shows a great example of observing the student behaviour on the usage of artificial lighting before and after any lecture about environmental care. As seen in the figure, students are using the artificial lights carefully with considering the occupancy. Even though in some cases they showed that their visual comfort range has extended and started to use less artificial lighting than the occupancy schedule.

However, the shared area, probably corridors, remain almost the same. This can be explained as the spaces without any owner. On the other hand, for the classroom scale, the hypothesis seems to be correct while thinking the behaviour of the students about environmental awareness.

The problem about the school buildings is the disagreement of the owner. As a basic fact, the owners should be users as expected and, in this case, the users are mainly students and teachers. That is why one of the main questions is to ask if the building is allowing occupants to make them feel that they are the owners. For example for homes people are feeling complete ownership because they have the power to do whatever they want in terms of flexibility, be wherever they want without any limitation and rules.

That is why the relation between new Pedagogy and environmental awareness is becoming significantly important. Students and teachers should feel like they are at home. One of the examples that can be given to this approach is the fact that any person is leaving the home with artificial lightings, computers or other devices turned on except the fridge. They are all turning them off before leaving the home with the consideration of Economics, and a result of being responsible for their homes. This is the main outcome supposed to be between new Pedagogy and environmental awareness.

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EMERGENT FOR FUTURE

INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

Table 3.1 represents clearly the difference between traditional education and emergent models. The definition of the new Pedagogy has been divided into four groups. They are the usage of space, understanding the culture, learning methods and usage of time.

The most valuable one can be the difference in the teaching space.

Instead of dictatorship teaching orientation, different classroom layouts can be arranged with taking ideas of the students as seen in Figure 3.3. Also changing the education from knowledge-based to project based and making the teachers as a tutor or mentor will increase the creativity of the students, and they will try to solve their problems by themselves faster. This will affect the time usage as well as the learning subjects. All the parameters should harmonise with each other to bring new teaching and learning methods and architects should create a variety of spaces to let this possible for the students.

As mentioned before while thinking about the occupants at home, they have a chance to change their environment easily. For entertainment, they can be in the living room, for resting bedroom, if it is possible, for studying another room, to have fresh air they can go to balconies. This variety of choices should be adapted to school buildings to provide them space that they can feel like home.

That is why the first step should be done is to increase the variety of spaces in terms of functionality. Figure 3.4 represents a quick vision for this approach. Putting another function to corridors or making studying rooms for project-based learning, allowing students to use computers whenever they want are few examples for this methodology.

The time students are going to feel that school is part of the home and a city where they can find different opportunities, including teaching-learning spaces, meeting areas, fully equipped private project rooms, a place that they can be calm and rest after the stress the exams or presentations, that time they will feel ownership for the school buildings. As a result, they are going to care about their studies for environmental quality and have this awareness that they can carry on to the other generations, and as mentioned before, to the whole community.

Schools are powerful tools to be used as a teaching tool. However, without considering the inhabitants at the centre of this equation, all the proposals for increasing energy and environmental performance will be temporary and provided just because of the architects. As a conclusion, school buildings should be like classrooms for architects and create the relation between inhabitants and building structure.

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOÄžLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

Table 3.1 Traditional and Emergent models (Source: Taylor,2009)

TIME

LEARNING

CULTURE

SPACE

TRADITIONAL MODELS

EMERGENT MODELS

Dedicated teaching space

>

Non-dedicated space (shared)

Specialised teaching space

>

Multi-purpose teaching space

Centralised accommodation

>

Dispersed accomodation

“Within” school (under school control)

>

“Beyond” school (outside school control)

Fixed infrastructure

>

Flexible infrastructure

Process-Focused

>

Student-focused (individual)

Student centric

>

Community-centric (lifelong learning)

Defined subjects

>

Flexible subjects

Inward-looking (School boundary)

>

Outward-looking

Social interface (educator-student)

>

Technological interface

Pupil-teacher relationship

>

Learner-mentor relationship

Place-centric

>

Student-centric (flexible access to learn)

Generic mode of teaching and learning

>

Customised modes of learning

Didactic (delivery of knowledge)

>

Interactive (2-way learning transaction)

Permanent (design life)

>

Temporary (short-term residency)

Traditional School day (fixed hours)

>

24/7 (flexibility in hours)

Generic timetable

>

Modular and customised timetable

Fixed Lessons

>

Flexible Lessons

Figure 3.3 Different Classroom Style (Source: Taylor,2009)

Figure 3.4 Layout Differences (Source: Taylor,2009)

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2.3 Main Characteristics of Educational Buildings

Sunshine hours / day

Temperature oC

Among the other architectural programs like offices, hospitals or residentials, educational buildings have their limitations and opportunities at the same time, in term of environmental studies. The main differences that separate the educational buildings than the others are occupancy pattern, the density of the occupation, types of spaces and occupant activity (Yannas, 1994).

All of the differences are influencing the necessities for an environmental quality in the classrooms of inhabitants. Considering the occupancy pattern, OCCUPANCY PATTERNS in almost all of the schools are occupied between early morning like 8 am and afternoon around 3-4pm. Also, depending on the location and culture, inhabitants are having holiday breaks due to religious or national celebrity reasons (Fig. 4.1.) Another parameter affects this annual schedule is the type of education.

From nursery schools to elementary or secondary schools, the number of hours buildings are occupied increasing.

Another variable which drives one of the most important studies is the density of occupation. This has an effect on internal gains and minimum fresh air requirement for the ventilation, and respectively, heat losses (Fig.4.2). These are the main parameters influencing the winter and summer thermal comfort as well as the energy performance. The density of the occupation also have a direct relationship for the indoor air quality (IAQ). Nowadays IAQ is measured by CO2 levels in a room, and there are regulations to define the recommended values.

Considering the building regulations, there are several of them for school buildings in the UK which might help to understand the expected quantitative and measurable information. Building Bulletins about guidelines for environmental design by School Building Design Unit from Department for Education and Skills are giving the most valuable information in this field.

SCHOOL DAY SCHOOL TERM About heating and thermal performance Table 4.1 represents the Figure 4.1 Annual Schedule (Source: Yannas, expected minimum indoor temperatures when the outdoor temperature is -1°C. 1994) Thermal comfort is getting influenced by the activity and clothing levels in the educational buildings that can be called as controllable factors. Thermal comfort is achieved when a balance is maintained between the heat produced by the body and the loss of heat to the surroundings (BB87, 2003). For School buildings, there are also recommendations for the overheating problem. The optimum value is defined as 4 °C +/- 4. The amount of hours that occupants are using space should not be more than 80 hours when the temperature is over 28 °C. According to occupancy density as mentioned before ventilation is one the key parameters defining the indoor air quality. Due to BB101 which research about the ventilation in School Buildings, all occupied spaces should achieve min. 3 litres of fresh air per second per person and expected to have a potential of 8 l/s/p for the classroom during overheating periods in order to have thermal comfort for the inhabitants.

As mentioned before indoor air quality is also affecting the occupant comfort and more important, health. As far as carbon dioxide has decided to be a good indicator for indoor air quality, CIBSE recommends a maximum value of the concentration of CO2 as 1500 parts per million. On the other hand ASHRAE Standards are defining this limit to 1000 part per million, especially while using mechanical ventilation. In the research, they are mentioning that in a normal classroom occupancy, a concentration of 1000 ppm corresponds to a ventilation rate of approximately 8 litres per second of fresh air and a concentration of 1500 ppm corresponds to 4.5 l/s/p (BB101, 2006). Up to 3500 ppm, CO2 levels is considered safe but after this value occupant dissatisfaction is going to increase too which will influence their performance at the lecture.

Table 4.2 Conversion of ventilation rates 3 3 3

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ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

800 700

700 600

Watts

500

467

400 318 300 233

212

200 105

100 0 10 Pupil

20 Pupil ΔT 10K, 7 Hours of Occupancy

Heat Gains through Occupancy

30 Pupil

Heat Losses through min. Fresh Air Requirement (3 l/s/p)

Figure 4.2 Heat Gains and Heat Losses due Occupancy

Figure 4.4 Importance of Infiltration on heat losses Table 4.1 Indoor Temperatures (Source: BB87,2003 About lighting requirements, the studying area is expected to have 300 lux as a minimum. Also, 500 lux should be achieved for specific tasks that require high amount of illuminance. For the stairs and corridors, it is recommended to have min. 80-120 lux.

For the visual comfort daylighting is carrying a significant importance. A space likely to be considered well lit if there is an average daylighting factor of 4-5% (BB87, 2003).

Figure 4.3 is representing building envelope for the simple calculation of ventilation studies to understand the effect of values on heat gains and heat losses in educational buildings. The building has been chosen to represent state secondary school in Istanbul considering the building regulations decided by mechanical engineers (TS 825). As seen in Figure 4.4 one of the main parameters for the heat losses are through the infiltration. Table 4.2 is representing the conversion of 3, 5 and 8 l/s/p into cubic meter per person per hour. With a difference of 10K between external and indoor temperature, increasing the ventilation value is significantly influencing the balance between heat losses and heat gains (Table 4.3). The dimensions of the classroom are 7 meters to 7 meters with 3.2-meter height. The room has been occupied for 7 hours per day. And as it is one of the existing state secondary building in Istanbul the total window area is significantly low with a value of 5m2. There are 34 students with a metabolic rate of 80 watts and an electronic whiteboard with 180W used 7 hours, 6 artificial lights with 30W are getting also used 7 hours per day related to the occupancy.

Area U-Values

Windows 5 m2 2.8 W/m2K

External Wall (Net) 17.62 m2 0.6 W/m2K

Floor / Ceiling 50 m2 0.4 W/m2K

Figure 4.3 Simple Building Envelope used for soft computations

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2.4 Effect of Learning Environments on Inhabitants Making the difference between acceptance and comfort is critical to this study. The main aim is to reach the acceptable standards, but the most important is to provide the comfort for the inhabitants. Defining the comfort is more complicated than the mathematical calculations nor theoretical equations.

This kind of quantitative data is just a beginning to make the relation between environmental quality and the occupant comfort.

As mentioned before while thinking about the inhabitants of school buildings, this study is much more focusing on the teachers and students. Many researchers in this field are pointing the influence of building performance on student success and also teacher effectiveness. The parameters mainly drive this influence are temperature, lighting, acoustics and general building situation.

In 2002, Earthman describes this with “Poor school facilities negatively impact teacher effectiveness and performance and, therefore, have a negative impact on student performance.” One of the negative sides affecting the performance of both teachers and pupils is overcrowding. While the student number is increasing in a classroom, the time spending to get their attention is also increasing.

That is why, making the balance between environmental quality and effective learning is significantly important for educational buildings while considering the problem with every perspective.

Thermal Comfort A proper thermal environment is one of the main influences on a student performance. Mainly, it can be concluded as, while the temperatures are increasing in the classroom, student efficiency is decreasing particularly. In 1974, Horner had conclude based upon an analysis of existing research that temperatures above 74°F (23.3ºC) adversely affected reading and mathematical skills.

A significant reduction in reading speed and comprehension occurred between 73.4 °F (23ºC) and 80.6 °F (27ºC) (Earthman, 2002). At his research, he is giving the optimum range for temperature is between 68 °F (20ºC) and 74 °F (23.3ºC) considering the reading and mathematical skills.

Also in the research done by New York Commission on ventilation in 1931 the study is aiming to understand the relation between the temperature-humidity and students health status. In the study where more than 100 schools participated, Commission is concluding that when the students are facing extended range of temperatures from 67-73 °F (19.4-22.7 ºC) and 50% of humidity, there are more reports of student illnesses which makes them not to attend in classroom. The study is also informing that the students facing with high temperatures are studying 15% less while the temperatures are around 75 °F (24 ºC) and for 86 °F (30 ºC), this deficiency is becoming 28%.

As a conclusion, thermal comfort is influencing the inhabitants on both physically and psychologically. As much as the comfort range can be limited and tried to provide building performance within these limits, students will concentrate more and be successful more.

Acoustic Comfort While thinking about the concentration, another parameter affecting students is the noise issue. It is critical to hear the teacher clearly or even in a group work, their classmates. That is why, isolation between outdoor spaces and the classroom should be carefully designed. In 1930, Laird was defining the limit for the noise level in a classroom to the 40 decibels. He concludes that students are performing better under this value after making fieldworks and research about this.

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In 1981 also Department of Health Services in California is studying about this issue with an experiment for schools. They are choosing dozens of schools near the highway and again dozens of schools from the urban area. They are balancing the socio-economic situation of the families to not to face unreliable experiment results. The method they are using to determine the effect of noise on students is comparing the results of California Test of Basic Skills. The pupils in the quite areas are considerably achieving higher marks on reading and understanding comparing to the others. In mathematic results, there are also differences but not as much as reading marks. As a conclusion of this study, it can be clearly mentioned that noise problem mainly influence the reading and understanding skill that is significantly important for the education of the student.

As well as the thermal and acoustic quality, visual comfort is also one of the main parameters affecting the concentration. Insufficient illuminance can cause discomfort and as a result, decrease on the achievement. Students should not face this kind of problem with carefully designed daylighting solutions, otherwise logical artificial lighting solutions should be provided. These problems are also related to the efficiency of the teachers. It should not be forgotten that as much as a teacher can concentrate on the subject without affected by environmental quality, students will learn better and understand more.

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3. Building Precedents 3.1 Overview

As much as the researchs are going on about the considerations of environmental quality and new pedagogies to provide a better learning atmosphere for students, there are also real examples which has been built by focusing on these aspects. To understand the approaches or proposals to answer some questions are significantly important for preliminary research steps.

Before deciding the buildings to be studied critically, problems has been discussed in order to provide the communication between Building Precedents and Analytic work proposals. The question asked with choosing these buildings are going to be repeated for the future steps. First of all, as mentioned in the previous chapters, it was essential to combine new pedagogies with environmental considerations. However, nowadays, it is difficult to find good examples focuses on both parameters at the same time.

That is why, Building Precedent chapter has been divided into two groups by Schools considering new Pedagogies and Environmentally Responsive School Buildings.

One the Pedagogical side, Columbus Signature Academy in Indianapolis, United States and New Tech High @Coppell in Texas, again United States has been chosen after making researches about the effective usage of new learning environments across the world. Behind this decision the article published by Bob Pearlman in 2010 named “Designing New Learning Environments to support 21st Century Skills” had an important role.

For the environmentally responsive Schools, the main question was to understand the steps to solve the environmental problems for the educational buildings such as ventilation, overheating, visual comfort and energy performance. The dissertation projects of Carole Aspeslagh in 2010, and Meital Ben Dayan in 2012 had a great information and fieldwork studies on Hackney City Academy and John Cabot Academy in London, United Kingdom. To criticize the steps done by the architects of these educational buildings the dissertation projects has been carefully studied.

3.2 School Buildings considering new Pedagogy Columbus Signature Academy The academy is designed by CSO Architects based in Indianapolis and the local educators. It has been launched in 2008 with two parts. The vision of the Academy has settled on project-based learning, teamwork, authentic assessment and easiness to technological devices.

One of the first differences on this design was double sized classrooms with double occupancy, and respectively two teachers assisting them while the students are working on their projects with their team members (Fig. 6.2.1). Also, it is mentioning that the lecture duration is blocked period.

Another interesting approach for the design of this academy that the classrooms are not separated by any kind of walls. While the students are getting concentrated on the teamwork, they are not distracted by external movements.

Moreover, perhaps, this methodology is providing them to keep their concentration at an optimum level instead of listening the teacher-directed lectures for couple of hours. Everyone visiting this school can see these studying spaces and walk between the classrooms.

Of course, with an approach of project-based learning, the methodology and the subjects are also changing. Some examples from the topics that teams are doing research on are Global Issues, World Studies, American Studies, Political Studies, Scientific Studies, Bio lit, Environmental Studies and Biotechnological ethics.

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Figure 6.2.1 Teamwork example (Source:Pearlman,2010)

Figure 6.2.2 3D Floor Plan of Columbus signature Academy (Source:Pearlman,2010) The designers had tried to remove the barriers between the spaces like a corporate office. Moreover, seeing teachers as project managers (Pearlman, 2010). They are observing the similarity between architectural studios and the classrooms at Columbus Signature Academy. Students are working as a team, and then moving to individual spaces for their personal studies, like studios. That is why, designers prefer to use studios instead of defining these spaces classrooms.

Figure 6.2.2 represents a 3D Floor Plan of the Columbus Signature Academy which has an area of 44 812 square feet (4 163 m2) and housing 400 students. With the approach of increasing the variety of spaces in the school, the architects and local educators have planned learning spaces, places that students can rest without being in the same environment, presentation, conference rooms, a place for preparing the presentations including every kind of material that they can need in terms of visual media, a multipurpose room serving as a cafeteria or to accommodate large groups of teams working on a project as well as science fairs and student exhibitions. Furnitures are also carefully selected to provide flexibility for meeting the demands of students while working as a team for each scale.

Considering the amount of pupils in this Academy, there are helpful proposals in terms of the cooperation of architects and educators. One of the main aspects of this study was thinking these kind of relations while considering the school buildings. These buildings are more important than to leave it to just one hand.

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New Tech High @Coppell New Tech High School had launched in 2008. One of the main ideas behind designing process was to define the inhabitants with their educational terms. Instead of using students they prefer learners, and instead of teachers, facilitators. With this approach, they are trying to solve the problems of creating spaces for these inhabitants and bring them together. They are not just changing the names of the users, also defining the learning process with a new approach.

Learners are responsible for their education, and facilitators are going to help and assist them at this process.

There are variety of learning spaces and the way of using technologies in New Tech High School as seen in Figure 6.2.3. In this figure, like Columbus Academy, a team is working on their project. In one of the interviews, learners are expressing their feelings about these learning spaces as “more professional here” and “we have a big advantage over the students at other schools” (Pearlman, 2010).

The architects of the project called SHW Group Architects and they have renovated old elementary school to New Tech High School. To provide the learning methodology called project-based, they have removed some walls or replace some parts with the glasses.

This flexibility brought the result of capable of having multipurpose areas and classrooms as big as possible determined by the students and teachers. The school has rooms for allowing every scale of groups to work, prepare presentations and have a meeting inside the teams. As well as they are having individual one subject or dual subject studios, the flexibility can provide every kind of rooms, including corridors for learners to work (Fig. 6.2.4).

The school is providing a wireless network for all the spaces under usage of the learners and also a laptop for every student. This system should be discussed more considering the new pedagogies and adapting them to existing buildings with renovating. The unmeasurable proposals to increase the creativity of pupils by following the project based learning method is significantly important step to let students be responsible for their education and pass into a knowledge-based economy faster and clear. However, the decision of providing laptops to each students as a purpose of using them in the classrooms or working spaces that architects have planned in a flexible way, might affect students in a negative way for both in terms of environmentally and disciplinary. Most of the researchs are mentioning that human brain tend to forget the things read on a computer screen as well as the negative sides of the eye health. Another part is the influence on the environmental awareness. Every new Pedagogy should bring a high amount of respect to the environment itself. To teach students about these aspects under a roof of unenvironmental buildings would be difficult.

Moreover, these kind of decisions are affecting the occupant comfort in a major way that will be discussed in further chapters. Using air conditioners to provide occupant comfort should not be the way of schools can teach the students with new pedagogies.

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOĞLU | MSc Dissertation Project

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Figure 6.2.3 Variety of learning and studying spaces (Source:Pearlman,2010)

Figure 6.2.4 Usage of Corridors (Source:Pearlman,2010)

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3.3 Environmentally Responsive School Buildings Hackney City Academy Studio- E architects have designed Hackney City Academy and launched in 2009. The building is considerably new among the other conventional secondary schools. Moreover, this existence is bringing new environmental considerations in a significant way that will be discussed in this chapter with the positive and negative sides.

The School located in East London is adjacent to a busy road at the south and west directions and surrounded by residential buildings for all the other orientations that are mostly 3 story height (Fig. 6.3.1). During the day time, it has been observed that the noise problem through the road could be a major influence on the decisions for the ventilation, in particular, for the natural ventilation. Moreover, classrooms are arranged by double loaded corridor typology with an atrium that provides daylighting and ventilation strategies for the classrooms (Fig. 6.3.2).

Considering the overheating problem which is regular for these kind of educational buildings where the internal gains are high due to occupancy, there are not any proposals or devices to control the solar gains which is one of the major reasons for this problem. In his dissertation project in 2010, Carole Aspeslagh is doing a fieldwork with spot measurements to define this problem (Fig. 6.3.3).

Although the windows were fully functioning at that time, and the building was not fully occupied due to its new condition in 2010, these values can create thermal discomfort.

On the other hand, Hackney City Academy comes with a particular idea to decrease the overheating problem with the usage of night time cooling.

To establish this methodology, Building Management System is taking control of the windows in the night time. It can be overridden by the occupants when they are in the classroom in the day time period. Windows are behind the louvres to provide a controlled ventilation and noise barrier. It is single sided and single opening. Behind this decision, cross ventilation is taking place with the openings on the corridor side. Moreover, the hot air is expected to evacuate through the stack effect in the atrium that has BMS controlled openings too. Also, as mentioned in the dissertation by Aspeslagh, the door usage is significantly affecting the cross ventilation in a positive way.

This cross ventilation methodology points a reasonable perspective about the usage of openings including windows and doors. Depending on the daily schedule, the break times should be used fast and efficient to decrease the excessive internal heat gains occurred in the classroom during the lecture time with the usage of cross ventilation. In a short meaning, except the lunch break, the 10 min. breaks should be able to balance the adverse effects of occupant heat gains in 40 minutes. Additionally it can also prevent the excessive solar heat gains.

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOÄžLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

Figure 6.3.1 Site Plan (Source: After Google Maps)

Figure 6.3.3 Overheating Problem (Source:Aspeslagh,2010)

Figure 6.3.2 Atrium Space (Source:Aspeslagh,2010)

Figure 6.3.4 Limited Double Facade (Source:Aspeslagh,2010)

The lack of having solar control devices has found as a disadvantage considering the thermal comfort. Although the south and partially west faรงade has double faรงade design, it has a low impact on the building due to design reason was the noise problem, and it is not covering the entire faรงade (Fig. 6.3.4). However, this proposal seems to influence the acoustic comfort of in a positive way in the classrooms and an effective way to have openable windows near a busy road. Also, the dissertation project of Carole Aspeslagh in 2010 and Meital Ben Dayan in 2012 are mentioning that double faรงade has decreased the noise coming from the road and provide a comfortable classroom environment in terms of acoustic comfort.

The atrium and faรงade is providing daylighting to classrooms, and it has been concluded that the overall performance was well. Designers of the project had informed that daylighting factor of the first floor is 3.9% and increasing on the upper floors (Ellery, 2010). There is no information about the location of the tested classroom, but these values can be counted as a good performance to use less artificial lighting. Also, Carole Aspeslagh was observing that the students were not using artificial lighting during his fieldwork (Aspeslagh, 2010).

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John Cabot Academy The secondary school located in Bristol, UK had designed by Feilden Clegg Design Office and launched in 1993. There are 900 students in the school.

The building is next to residential areas like Hackney City Academy. However, in this case, the noise problem is not an issue due to not having busy roads around the school (Fig. 6.3.5). It has two storeys and classroom are arranged with double loaded corridor typology (Fig. 6.3.6). Besides the conventional classrooms, there are also specialist laboratories and workshops.

Although it has been constructed in 1993, considering the environmental studies, it has lots of design proposals to provide a better learning atmosphere and achieve the comfort standards. The performance is discussable, but the attempt is important. The first thing comes to mind is the layout of the school (Fig. 6.3.7). The placement of classrooms giving an idea about the flexibility. This flexibility can also influence the environmental studies with a direct relation if the classrooms located in opposite orientations can make a big room for different activities and get benefit from the cross ventilation to reduce the internal temperatures significantly effective. However at the current situation the classrooms are not using these advantages and have straight walls between the spaces.

To help to achieve thermal comfort, there are roof overhangs, external roller blinds and internal blinds as a solar control (Fig. 6.3.8). Like the ventilation system in Hackney City Academy, they can also be override for manual usage.

The system has its protective standards that if there is a powerful wind outside the blinds are closing. Obviously the external blinds with fabric material will also require careful maintenance and may be a replacement of the fabric once in a couple of years.

The performance of these blinds has been questioned in a survey done

by Meital Ben Dayan for his dissertation in 2012. Moreover, at the survey he concludes that although the system was working without making any important problems, the occupants were dissatisfied with the thermal conditions. That is why it is essential to study the ventilation methods too.

Classroom has single sided single operable window in the façade. Additionally architects had also installed high-level louvres on the corridor side with a manual operation to get the benefit of cross ventilation through the ventilation shaft to the roof aperture. The idea was that during the winter times the louvres were going to get closed and on summer times, to get the benefit of cross ventilation they will be opened (Fig. 6.3.9).

However due to technical and application faults, the system was not working as expected. At winter times, although the louvres were closed, the heat loss through this shaft was unacceptable which both affects the thermal comfort and energy performance. That is why, building management has decided to close these louvres permanently. While they thought that they have solved the winter issue, now during the summer periods occupants started to inform overheating problems which has mentioned before. Because of this reason, it is hard to understand the real satisfaction ratio of external roller blinds and how they are affecting the thermal comfort individually.

This particular issue is an important example for both sides, architects and building managements. The first outcome should be to apply the winter and summer period strategies with high-quality application, because otherwise, it can create a complete dissatisfaction although the idea was good in the first place.

Secondly, building management should have asked about the change to the architects.

Also, the building has Building Management System (BMS) to record the energy usage and calculate the efficiency according to these results. Ben Dayan is reporting in his dissertation that the system was not working properly and showing wrong or inaccurate results. He adds that due to it was also complicated for the Building managers to control the system in an efficient way, they decided not to use the system.

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOÄžLU | MSc Dissertation Project

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Figure 6.3.5 Site Plan (Source:After Google Maps)

Figure 6.3.6 Two story plan (Source:Ben Dayan,2012)

Figure 6.3.7 Layout of the classrooms (Source:Ben Dayan,2012)

Figure 6.3.8 External roller blind (Source:Ben Dayan,2012)

Figure 6.3.9 Corridor side high louvres (Source:Ben Dayan,2012)

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3.4 Findings from Building Precedents It was clear that both parts of building precedents had no relations with each other. While researching about the school buildings considering new pedagogies, it was difficult to find any environmental study that drives the occupant comfort in space in a major way. The design language with considering the educator’s ideas has been found a futuristic behaviour for the general approach of architecture. Unfortunately, nowadays Turkey should be criticized for this.

However, while the architects are designing a residential project, the only consideration is between the landlord and financial supplier. This can also be for offices, hospitals and educational buildings. Architects are missing the most important part of making empathy with the users that will appreciate their designs and use them. That is why, the step between educators and architects at the design process of Columbus Signature Academy and New Tech High @Coppell is carrying significant importance.

The second advantage for these buildings were the adaptation of knowledge-based economy to school design and learning methodology. It is a fact that teacher-directed teaching style with a classic classroom design is closed to any creativity that is essential to grow up young generations for the changed economy.

The architects have provided these approaches with reshaping the classic classroom typology from a closed box to semi-open spaces. Of course this has been achieved with the transition to project-based learning instead of the conventional learning. Therefore, they have increased the variety of spaces for the necessities of students to work by themselves or in a team.

At this point, the difference between the old and new pedagogies should be carefully discussed. Due to change in the economic politics which drives from production based to service based and then knowledge-based, students has been thought as an individual member, effective and critical thinker as well as being creative. However, this methodology is losing on importing to students a systematic understanding of knowledge (Taylor, 2009). On the other hand, for the old learning method, students are focusing with knowledge centred and well-disciplined methodology which helps them to understand the specific topic with details but fails in creativity and flexibility. That is why it is important for architects to provide every kind of spaces considering these approaches to adapt the new pedagogies without losing the advantages of the old one.

On the other hand, although it has been criticized, but environmentally responsive school buildings are not considering these aspects. They are continuing the same learning methodology that teacher is directing all the students without respecting the individuals. Of course teachers are not the only one responsible for this situation.

Moreover, these buildings come with exceptional design solutions to create a comfortable teaching space. The daylighting performance that is even critical about the student’s performance has been achieved with large atriums like at the centre of Hackney City Academy. This has provided to use artificial lights rarely in a daily period as also mentioned by Carole Aspeslagh in his dissertation due to site visits that he was making. Also, John Cabot Academy has been mentioned for a well daylighting performance, of course with an advantage of being 2 floors.

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOĞLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

For the thermal comfort, both buildings have specific solutions. In Hackney City Academy the night cooling controlled by BMS is trying to help to reach the comfort levels in the day time for the occupants, but due to not having controlled solar protection devices, it has been observed overheating problems. Cross ventilation through corridor openings was satisfactory depending on the surveys with the teachers, and clearly it is one the fast solutions to decrease the temperatures rapidly.

On the other hand, John Cabot Academy is providing external roller blinds to block the excessive solar gains but due to they are not getting benefit of night cooling nor cross ventilation in the day time, inhabitants were mentioning discomfort. If the application would be better for the corridor side louvres, the results will be clearly different.

Both buildings were trying to get benefit from cross ventilation and stack effect with openings at the roof side. This fact clearly takes the attention of ventilation requirements to a combination of stack effect with cross ventilation in the classrooms.

Also, importance of solar control devices were essential due to study on Hackney City Academy thermal performance. The lack of having just single sided single window on the faรงade also noted for the analytic work on ventilation strategies for the future chapters.

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4. Context 4.1 Overview of Secondary Schools in Istanbul The main aim of this dissertation was to question, criticize and try to improve the environmental quality of State Secondary Schools in Istanbul with also considering the new pedagogies and how to adapt them to the educational buildings.

Because of Turkey had not seen any revolution on educational buildings for a long time of period, they started to be invisible to people in the community.

The approach to educational strategies had also influenced the design of these buildings, which is the dictatorship of the teachers with around 30 students in a small closed box classroom. Unfortunately, students came to a point that they are afraid of their teachers because they have the power to shape their future with the marks. This situation has been created after the industrial revolution where the economy started to be production based. Everyone should learn the same things at the same time, there were not any time to consider individual problems. It can be related to agriculture too. The educational system is trying to grow up tomatoes; they are taking some amount of sunlight, water and minerals, but some of them can be deformed. Therefore, educational system puts them into litter. This was the general approach for understanding the way of government decisions on the educational system.

After this point, clearly, it would be difficult to think that educational buildings are talking a different language. That is why, almost all of the state secondary schools have the same typology, not just in Istanbul, all over the Turkey.

Therefore, to understand most of them, studying one will be enough for these kind of schools. Depending on the location, the only things changes if the orientation and window to floor ratios without considering any environmental quality.

According to the statistical data which is publishing by every year by Ministry of National Education Strategy Development Presidency, there are totally 9 061 Secondary Schools in Turkey (Table 7.1). Totally 5 691 071 students are attending to these schools to take education from 298 378 teachers in 151 661 Classrooms. These are the total numbers of different types of Secondary Schools includes general, vocational and specialist secondary schools. Among the total number of secondary school in Turkey 3 955 of them are general secondary schools and 5 106 of them are vocational or specialist schools.

In terms of Istanbul Scale, which is the most valuable city in a meaning of finance, job opportunities and with 14 377 018 population (National Statistic Presidency, January, 2015), there are 1 185 Secondary School (Table 7.2). 594 of them are General Secondary Schools, and 591 of them are vocational or specialist secondary school. At these 594 general secondary schools there 513 710 students, 18 787 teachers and 9 651 Classrooms (Table 7.3).

To have a conclusion from these values they should be also divided into last category, which is state, private or open secondary schools. According to 2014-2015 Statistics data, there are 214 State Secondary Schools with 206 681 students, 10 399 teachers and 5 029 Classrooms (Table 7.4). These numbers mean that averagely for 41 students there is one classroom and 20 students for 1 teacher.

For the Private Secondary Schools, there are 380 of them in Istanbul, which is significantly more than state ones. At these schools 57 683 students are taking education from 8 388 teachers in 4 622 Classrooms (Table 7.5). Moreover, these numbers mean that averagely there is one classroom for 12 students, also 7 students for 1 teacher. There are also 249 346 students in open secondary schools.

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOÄžLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

Table 7.1 Secondary Schools in Turkey (Source:National Statistics,2014)

Table 7.2 Secondary Schools in Istanbul (Source:National Statistics,2014)

Table 7.3 General Secondary Schools (Source:National Statistics,2014)

Table 7.4 State Secondary Schools in Istanbul (Source:National Statistics,2014)

Table 7.5 Private Secondary Schools in Istanbul (Source:National Statistics,2014)

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Now, obviously there is a significant difference between the State Secondary Schools and Private ones in terms of the classroom density and teacher number. Of course, to have a conclusion just depending on these numbers would be a wrong approach. However with considering also the OECD Reports published in 2014, the educational system of Turkey is giving an alarm, and maybe the reason is behind these numbers. Starting from the educational politics, pedagogies, school building conditions and the learning environment quality are all related to each other and should not be underestimated.

Most of the State Secondary Buildings in Istanbul has been constructed in 1990’s. As mentioned before they are far from being understanding the necessities of an educational building considering the occupants. The main approach was being fast, secure and strong for the earthquakes. Earthquakes are the major influences on every kind of architectural program in Istanbul. Although there are some attempts to try a new design language for office and residential buildings nowadays, educational buildings are remaining the same. The way of understanding the earthquake problem caused people to repeat the same approved design for every time. As a result, educational buildings started to be like no different than military accommodation (Fig. 7.1.1). This design language has not changed for the State Secondary School Buildings. However, for the Private Secondary Schools there were some attempts to change the language and instead of having military shaped buildings, they decided to have office shaped with fully glazed façade (Fig. 7.1.2). Still, the understanding of expectation for secondary schools are significantly limited in Turkey.

On the other hand, according to Eco-Schools International Programme report by Kutlu Sevinç and Seda Törük in 2013, based on the questionnaire which took place in 37 schools participated in Eco-Schools programme in Istanbul have valuable information to understand the environmental care of the schools in Istanbul. The results can be generalized to the other schools too.

Table 7.6 represents the questions in the questionnaire and the results according to these schools. It is clear to understand the importance of environmental considerations with concluding these findings.

As a conclusion, this study is trying to take the attention to mainly State Secondary Schools but due to the design language is not changing significantly between State and Private, the proposals can be applied to all Secondary Schools on a big scale. At this point, the most important decision for the governors should be deciding the level they want to reach. There are two facts, firstly to catch the world standards and follow the economic developments and secondly adapt the existing school buildings with a wide perspective considering new pedagogies and environmental quality that takes inhabitants at the centre.

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOĞLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

Figure 7.1.1 State Secondary School

Figure 7.1.2 Private Secondary School

Table 7.6 Eco Schools Programme Questionnaire Results (Source: Kayihan and Toruk, 2013) Questions Are there solar control elements on the school building's facades where required?

Does your school building employ preventative methods to reduce heat losses from windows?

Are double-layer and energy-efficient window frame applicationsused? ls there a self-closing mechanism on your school building's entrance gates?

Is there a self-closing mechanism on your school's interiordoors?

Are low-energy consumption bulbs or fluorescent lights used at your school?

Is there independent control of energy systems in your school's classrooms?

Are lights and other electrical components at your school fitted with motion/daylight sensors?

Answers

Yes

No

Frequency

3

34

%

8.1

91.9

17

20 54.1

Frequency %

Sometimes

Frequency

45.9 7

%

18.9

30 81.1

Frequency

6

31

%

16.2

83.8

Frequency

29

8

%

78.4

21.6

Frequency

14

23

%

37.8

62.2

Frequency

5

32

%

13.5

86.5

Frequency

7

15

15

%

18.9

40.5

40.5

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INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

4.2 Climate Context

Climate Zones of Istanbul Cfb - Oceanic Climate Cfa - Humid Subtropical Climate Csa - Mediterranean Climate

Figure 7.2.1 Istanbul Climate MONTHLY TEMPERATURE

Figure 7.2.3 Maximum and Minimum Temperatures (Source: Meteonorm)

Considering the location of Istanbul, it is carrying the same geographical properties of Turkey in terms of being in the transitional space between Europe and Asia. According to Köppen-Geiger Classification System (Kottek et al. 2006), it is possible to see three different climatic conditions in the city (Fig. 7.2.1). These climatic zones are influenced by topographical and geographical differences which create Oceanic climate at the central spaces, Mediterranean climate near the Marmara Sea and Humid Subtropical climate seen in the figure.

The main population of Istanbul is living in the Mediterranean Climate Zone.

Most of the building stock including the case study that will take part in the future chapters is also at this zone. As seen in the Figure 7.2.2 the heating demand during cold weather will be highly required in order to achieve the comfort conditions between 20°C and 26°C. Maximum and minimum temperatures are represented in Figure 7.2.3. EN 15251 Comfort Criteria has been used to understand the comfort band for the occupants in School Buildings (Fig. 7.2.4) which has a daily schedule of 8:30 to 15:35 (Fig. 7.2.5). Considering these criteria, December, January, February and March is called as Cold Period where the heating demand will be necessary (Table 7.2.1). June, July, August and September months are defined as a warm period but due to yearly schedule (Fig. 7.2.6), the consideration should be mainly for September. According to EN 15251 Standards, Figure 7.2.7 is representing the annual adaptive comfort band with hourly Temperature differences.

One of the proposals to deal with environmental problems in terms of thermal comfort during the mild period and warm period (mainly September) is related to the daily minimum and maximum temperatures. To use the night cooling as an effective strategy to deal with the overheating problem, the minimum temperatures at night should allow this. Figure 7.2.8 is clearly representing that during the overheating period which might April, May and September according to occupancy schedule, night cooling can be a nice strategy. One the other hand, one of the main reasons for the overheating problem is excessive solar radiation. The values for Istanbul Metropolitan area is defined in Figure 7.2.9 and considering the values comparing to London Climate; solar control devices should be a necessity to prevent overheating due to high solar gains.

For the daylighting studies which are also critical for the visual comfort and relatively occupant satisfaction and concentration for the academic work, it is also important to understand the hourly illumination. Figure 7.2.10 represents the outdoor, direct normal and global horizontal illumination with recorded maximum values in Lux. All of the calculations about thermal comfort band has also checked by the BB101 Ventilation Standards for the School Buildings. Another fact was the results due to theoretical research on thermal comfort influencing the student performance mentioned in previous chapters. That is why one of the main conclusions of the climate analysis was narrowing the comfort band within 20°C and 25°C to meet the expectations of inhabitants more carefully.

COMFORT CRITERIA (for information) Formula Tn (° C) Comfort Band Tn = 17.6+0.31 *To.av 22 19.9 to 24.9 Szokolay/Auliciems Tn = 11.9 +0.534To.av 17.6 to 22.6 20 Humphreys Tn = 17.8 +0.32 *To.av 23 20.2 to 25.2 Ashrae 55 Toe = 18.9 +0.255To.av 23 20.3 to 25.3 De Dear 98 Trm{n) = (l-O:rmJ*Te{d-1) +Orm*Trm{n-1) 20. to 30.7 EN 15251 (absolute limits)

Figure 7.2.4 EN 15251 Comfort (Source: SED Spreadsheet)

32 30 28 26 24 22 20 18 16 14 12 10 8 6 4 2 0

36

JANUARY FEBRUARY

MARCH

APRIL

MAY

JUNE

JULY

AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER

Figure 7.2.2 Annual Temperature Graph (Source: SED Spreadsheet) Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOĞLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

Table 7.2.1 Adaptive Comfort Band (Source: SED Spreadsheet) MONTH

JANUARY FEBRUARY MARCH APRIL MAY JUNE JULY AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER

AVERAGE MONTHLY MEAN TEMPERAT URE [C°]

AVERAGE MONTHLY MAXIMUM TEMPERAT URE [C°]

AVERAGE MONTHLY MIMIMUM TEMPERAT URE [C°]

6.24 6.28 9.05 12.42 17.88 22.37 25.58 25.54 20.94 17.05 11.92 8.25

9.10 9.69 12.54 16.16 22.08 26.49 29.65

3.67 3.04 5.70 8.68 13.46 17.93 21.26 21.56 17.28 13.79 8.84 5.41

29.49 24.75 20.53 15.39 11.44

AVERAGE DAILY DIFFUSE HORIZONTAL SOLAR RADIATION

AVERAGE DAILY DIRECT HORIZONTAL SOLAR RADIATION [kWh/m²]

0.78 1.14 1.69 2.56 2.60 2.86 2.73

0.59 0.72 1.33 2.20 2.89 3.52 3.53

26.0 26.0 26.0 26.2 27.2 29.0 30.1

20.0 20.0 20.0 20.2 21.2 23.0 24.1

COLD_PERIOD COLD_PERIOD COLD_PERIOD MILD_PERIOD MILD_PERIOD WARM_PERIOD WARM_PERIOD

2.57 2.02 1.50 1.02 0.76

2.77 1.91 0.98 0.90 0.73

30.2 29.2 27.6 26.2 26.0

24.2 23.2 21.6 20.2 20.0

WARM_PERIOD WARM_PERIOD MILD_PERIOD MILD_PERIOD COLD_PERIOD

Comfort band limit [C°]

Comfort band lower limit [C°]

Figure 7.2.5 Daily Schedule Winter Break

Summer Break

Daily Temperature

Daily Max.

Daily Min.

Figure 7.2.8 Daily Temperature(Meteonorm) Montly Radiation

Diffuse Radiation

Figure 7.2.6 Annual Temperature with Schedule

Global Radiation

Figure 7.2.9 Montly Radiation(Meteonorm)

Figure 7.2.7 Adaptive Comfort Band (Source: SED Spreadsheet)

Figure 7.2.10 External Illumination Values (Source: Climate Consultant 5.5) 37

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INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

4.3 Conclusions One of the main reasons to focus on educational buildings was the prediction for the future. The existing building stock of State Secondary Schools has the same typology and design language all over the Istanbul. Moreover, due to the number of schools that Istanbul has more than any city in Turkey, it has a significant potential to be an example for the whole country.

Also, as mentioned in the previous chapter, the density of the occupation in the classrooms and the density of the students for each teacher is critically high with a comparison to Private Secondary Schools. This problem can cause the main difficulties to concentrate on lectures in the classrooms as well as affect the environmental quality. The high number of occupancy means large amount of internal heat gains and influence the overheating problem essentially. One the other hand, to be able to create a healthy working environment, the necessary fresh air requirement will significantly affect the heat losses in the cold period.

The proposed ventilation methodology has been thought as natural ventilation although after realizing the importance of ventilation for the occupant comfort and energy performance. However, due to research it is well known that people are having a wider range of acceptance for temperatures while using natural ventilation (Broger et al. 2004).

Another reason to focus on natural ventilation is the attempt of having a school identity that will provide students to understand the acts and their consequences in terms of environmental awareness. As mentioned before, one of the main reasons that students were not having the responsibility of their environment was because they were feeling that they are not the owner of the place.

And if this study would have a focus on the mechanical ventilation methods to solve the environmental problems, maybe it will help the existing situation. However on the big scale, the lack of environmental awareness of today and future would continue, the aim of converting the building into a teaching tool as itself would be impossible, that is why, with considering these ideas, natural ventilation has been chosen to refurbish the State Secondary School.

Moreover, the climatic context is giving the environmental strategies itself. It is clear that solar radiation can cause significant discomfort and, as a result, overheating problems. This led the proposals on solar control devices.

Due to night time temperatures are providing to have night ventilation in the mid-season and September as warm period, the strategy will be under consideration to achieve the comfort standards. At this point, it should not be forgotten that on the future climate projections the temperatures are going to increase significantly (Fig. 7.3.1). Considering the academic calendar, this will probably decrease the heating loads but also cause more overheating problems. And as far as the environmental awareness is not reached to point that people will try to solve problems in a passive way, they will choose to use air conditioners for the school buildings and call them modern secondary schools. That is why this study is carrying an enormous importance to take attention on environmental awareness and have a healthier future.

Figure 7.3.1 Future Temperatures (Source: Meteonorm)

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOÄžLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

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INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

5. Case Study in Istanbul : Maltepe State Secondary School 5.1 Overview To make assumptions carefully and understand the results of the fieldwork, it is important to determine the location of the Maltepe State Secondary School. The location analysis includes neighbourhood, typology and urban morphology. As described in the climate context, Maltepe State Secondary School is located in Mediterranean Climate Zone. It is in the Maltepe District and İdealtepe Neighbourhood of Istanbul City (Fig. 8.1.1). Considering the urban scale, the smallest unit is home, and apartment, then neighbourhoods are coming for hundreds of apartments. In Maltepe district, there are 20 neighbourhoods and totally more than 500 thousand population.

The School is located between residential buildings but in the close area there are two more same scaled primary school (Fig. 8.1.2). The narrow circle can be called as an educational area of Idealtepe neighbourhood although schools are all covered with residential buildings. Classrooms are looking to southeast and northwest. On the southeast one there is a courtyard fenced with tall walls that separate the school from the other buildings and provide security (Fig. 8.1.3).

The educational system of Turkey has different exams to let students continue to their desired future. After compulsory 8 years of primary school, students need to pass a national exam and move on the secondary education.

After the exam, they are making the choices with their marks. This methodology is the primary reason for students to have secondary education far from their homes. That is why most of the students of Maltepe State Secondary School are coming from neighbour districts or outside the İdealtepe neighbourhood with school buses or normal public transportation every day. Mainly this movement is happening inside the Europe or Anatolian part of Istanbul.

Figure 8.1.1 Site Plan (Source: Google Maps)

Figure 8.1.2 Wider Site Plan (Source: Google Maps)

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOĞLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

M

M Figure 8.1.4 Weather Station for Temp.

Table 8.1.1 Building Regulations(TS825)

Figure 8.1.5 Weather Station for Sol. Rad.

Figure 8.1.3 Courtyard Photo

Moreover, considering the climatic context the site can be called as a protective area for the winds. The fieldwork involves both quantitative and qualitative data.

Data loggers were measuring two classrooms looking to the south-east on the first and second floor. Because of there were not the suitable situation, data loggers could not be placed on outdoor to see the most accurate results. Moreover, due to technical problems of weather stations in Istanbul, the only stable and working one was quite far to Maltepe State Secondary School as seen in Figure 8.1.4. Another fact that can give inaccurate results were also about the weather station that the study takes the solar radiation values. The station has been chosen in Wunderground and for Istanbul there was only one station measures the solar radiation, but, unfortunately, it was far to School Building too (Fig. 8.1.5). That is why the results have been double checked in order to understand the effect of outdoor conditions with analytic work.

The other parameters like Building Envelope have been defined in the Building Regulations of the School Building in Istanbul (Table 8.1.1). Another qualitative fieldwork was to understand daylighting performance. Both indoor and outdoor illumination values have been recorded.

The relatives have recorded occupancy schedule, density and the usage of the windows or internal blinds. However due to it was the last week of the academic year in Turkey for the Secondary Education, the occupant density was considerably low and changing too fast. According to data that they have noted, occupancy was changing every lecture time, every break and day. As a result, different usage of windows and blinds. That is why to conclude the fieldwork results; every day should be examined separately or even every hour.

In terms of qualitative data, the questionnaire has been done through the internet. Students were been asked several questions to understand main problems of the building performance which affect their comfort. The ones used for the students were Turkish, and an example can be found in Appendix. The results of the questionnaire have been studied carefully to respect the occupant satisfaction except just having numerical data.

Lastly, an interview was made with the account manager who calculates the consumption for heating and electricity every month. The interview was significantly important to understand the real values for the Maltepe State Secondary School, which will also help the calibration process in Analytic Work chapter.

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INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

5.2 Fieldwork 5.2.1 Quantitative Studies Thermal Comfort and Air Quality Data loggers to measure the temperature every 10 minutes interval in order to understand the effect of occupancy and usage of windows for thermal comfort has been installed in classrooms 10F which is on the first floor and 9E which is on the second floor looking to southeast but with an obstruction for the solar radiation because of the management building (Fig. 8.2.1.1). The study takes apart between 30th of May 2015 to 5th of June 2015. This is the last week of the academic year, so, as mentioned before, the occupant density was not high as it is in the normal period. Table 8.2.1.1 shows the number of students recorded by the relative for the Classroom 10F during lecture and break time periods. Also, Figure 8.2.1.2 represents the usage of windows and blinds on 1st of June, Monday.

According to data logger results for this time of period it can be easily seen that the temperatures are quite stable for the whole week (Fig 8.2.1.3). The fluctuations are happening due to occupancy and window usage. Moreover, because the student were attending to class for 10F are considerably lower than 9E, the change on the results are lower than expected. However, even though there are disadvantages like a weather station, occupancy and unstable occupancy pattern, the graph tell a lot about the occupant behaviour in the classrooms in terms of window and blind usage.

It is quite obvious that for Saturday and Sunday, both temperatures are following the same values except the Sunday afternoon for 9E. This temperature drop would be interesting if there wouldn’t be any other parameter has changed.

However, it has been learnt that there was a meeting during those hours, and clearly they have opened the windows to feel more comfortable in terms of thermal and/or air quality. Because of the same group of people has plugged out the CO2 data logger due to not understanding the reason, the logger had been plugged back on Monday morning.

On Monday, both classrooms have their limited students. Averagely, that day 16 students coming to school out of 34, and temperatures are increasing by around 1.5K although the windows were fully open. It is clear that if there were 34 students at that moment, the temperature would go above the comfort band significantly. Wednesday is a perfect example to understand the occupancy and behaviour. It is recorded that there was averagely 5 students in 9E Classroom, but they have not opened windows while watching a movie. On the other hand.

10F Classroom has averagely 6 students and according the behaviour results, windows were always open during this time of period that makes the temperatures decrease around 0.5K. Also, it can be seen that the occupancy density after a lunch break at around 12:00 is significantly decreasing or even getting zero.

Another significant difference between 9E and 10F Classroom is happening on Thursday. That day 18 students are attending to classroom 9E and averagely 2 students are attending to 10F. In this case even though the weather station has some disadvantages, it is not influencing the difference between these temperatures for the both classrooms. As relatives record it, also for that day occupants are using windows and blinds in classroom 9E in an effective way.

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOÄžLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

Table 8.2.1.1 Occupancy Schedule for a week Monday Tuesday Wednesday Thursday 4 2 19 9 1st Lesson 15 1st Break 6 3 0 4 17 7 2nd Lesson 3 4 16 2nd Break 2 5 20 4 1 4 3rd Lesson 4 1 11 3rd Break 3 16 4 4th Lesson 0 0 11 4th Break 0 1 5 1 20 Sth Lesson 3 0 11 4 1 Sth Break 0 11 0 6th Lesson 3 0 9 6th Break 3 0 0 9 7th Lesson 0 3 0 4 2 7th Break 0 0 11 2 8th Lesson 0 0

Friday 6 6 6 5 7 5 8 6 6 Figure 8.2.1.1 Classrooms Examined 4 6 3 6 4 6

Temperature OC

Global Radiation (W/m2)

Figure 8.2.1.2 Usage of Windows and Internal Blinds each Lecture period

0

12 0 30/05/2015 Saturday

12 0 12 0 12 0 12 0 12 0 12 31/05/2015 Sunday 01/06/2015 Monday 02/06/2015 Tuesday 03/06/2015 Wednesday 04/06/2015 î Łursday 05/06/2015 Friday

Figure 8.2.1.3 Data Logger Results for Temperature 43

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Moreover, CO2 data logger has also been installed during this time of period in Classroom 9E that the occupancy should be higher to comparison with classroom 10F. The results are seen in Figure 8.2.1.4. Data logger with a brand of Tinytag was able to read 2000 ppm CO2 concentration as maximum, so it is hard to mention if it has reached that value or not during Tuesday. According to CIBSE guide and BB101, the CO2 concentration should not exceed 1500 ppm, and this value is 1000 ppm for ASHRAE Standards in a classroom. However, it is clear that due to lack of efficient ventilation strategies, the value is exceeding 1000 ppm immediately and 1500 ppm for a period when there is an occupancy. Moreover, also it should not be forgotten that the number of the students coming to school this week was significantly lower than the normal academic period. That means the values would be much higher during the mild period and September and essentially during the cold period.

To understand the effect of usage of windows on temperatures and air quality, Figure 8.2.1.5 focuses just on Thursday. That day, at 6:30 am students, are starting coming to school and measured CO2 level is 678 ppm, the temperature is 24.1°C. The first lecture is starting at 8:30 am and till 8:20 am both values are increasing respectively. At 8:20 am temperature is becoming 24.9°C and CO2 Concentration 1796 ppm. That time they are deciding to open the windows recorded by the relatives also with the warning of the teacher. At 8:40 am the temperature is dropping 0.1K but, on the other hand, the CO2 level is dropping to 895 ppm.

Flowing hours are continuing with the incensement on temperature except 9:50 am where it is dropping 0.1K again, and the CO2 level is dropping to 641 ppm.

From 10:10am to 11:10am due to not operating windows fully and partially open, at 11:00 am CO2 level is again increasing to 1484 ppm, and also temperature is becoming its daily maximum with a value of 25.6°C. After this hour, the occupancy is decreasing and respectively CO2 concentration.

This study has shown the importance of ventilation strategies to achieve the comfort standards for thermal and air quality. While the operation of windows were providing the CO2 levels to drop significantly, the effect on temperature was not more than 0.1K. The existing window design that single sided with single window should be criticized to balance the relation between thermal comfort and air quality especially during cold season, because it cannot be expected that Windows are going to be operated this much in cold period due to really low outdoor temperatures.

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Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOĞLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY

CO2 Concentration ppm

REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

0

12 0 01/06/2015 Monday

12 02/06/2015 Tuesday

0

12 0 03/06/2015 Wednesday

12 04/06/2015 ursday

0

12 05/06/2015 Friday

7th Lecture

8th Lecture

6th Lecture

4th Lecture

5th Lecture

3rd lecture

1st Lecture

2nd Lecture

Temperature oC

CO2 Concentration ppm

Figure 8.2.1.4 CO2 Data Logger Results

Figure 8.2.1.5 Comparison of thermal and co2 for thursday

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Daylighting Spot measurements to understand the daylighting performance of the school building has been done on 14th of July at 15:00 for the classroom 10F that is on the first floor looking to the south-east as mentioned before. All of the blinds were opened, and the outdoor illumination was 18.5 Klux. Figure 8.2.1.6 represents the recorded values at 9 points in the classroom at the desk height that is 75 cm. According to these values negative feedback about the daylighting performance is clear. Relatives were mentioning that they were using artificial lighting all the time when the classroom is occupied. Considering the classroom size of around 7 meters to 7 meters, to have a comfortable studying environment, artificial lighting is necessary after the second row from the window side. Also, it should not be forgotten that these values have been recorded in a clear sky without any cloud and high illuminance value of 18.5 Klux.

Main reasons causing this problem is mainly due to the wrong design language of the window design of the classroom including windows, structure, material selection and dimensions. All of these problems are showing that there were not any environmental considerations about daylighting when the school building has been constructed in 1990’s. This reminds the ideas in the evolution of educational buildings chapter for the period of time after artificial lighting started to be used in school buildings that window openings were not necessary and should be closed to decrease heating and cooling loads due to energy crisis.

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Classroom 10F | 14/07/2015 15:00

815 Lux

160 Lux

235 Lux

70 Lux 130 Lux 60 Lux

50 Lux

90 Lux

395 Lux

Figure 8.2.1.6 Daylighting Spot Measurements

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5.2.2 Qualitative Studies Questionnaire To understand the communication between numerical data and occupant satisfaction, questionnaires are essential. They are the complementary studies of environmental considerations as a base for taking the inhabitants in the centre, which is significantly critical for this study.

The web-based questionnaire got a response from 25 students in a total of two classrooms. That makes the participation in this study at around 38% that can be considered as low. The reason for this might be not enough cares about environmental aspects or due to they were on holiday, they could not find time to see the questionnaire and answer because of technical problems.

The questionnaire has three main parts. Satisfaction rates about building performance services, usage of windows or internal blinds and overall score about the thermal comfort, air quality, visual comfort and acoustic quality (Fig. 8.2.2.1).

The results about the satisfaction ratios have been represented in Figure 8.2.2.2 with Bedford Scale (-3 highly dissatisfied, +3 highly satisfied). According to these answers, air quality, summer indoor temperature and visual comfort are the main factors affecting the occupant satisfaction as assumed in the preliminary research of this study.

The usage of windows and the internal blinds are represented in Figure 8.2.2.3. Clearly there is a difference between the occupant behaviour for these two operable devices. This can be concluded as that they have more acceptance for the visual discomfort than thermal.

For the building overall performance, students have asked to answer from 1 to 7 depending on their satisfaction ratio. As expected from the previous question, air quality is the least parameter that students are having comfort (Fig. 8.2.2.4). On the other hand, none of the parameters are above the neutral level.

Interview Additionally, according to interview with the account manager, heating and electricity consumption has been recorded (Fig. 8.2.2.5). Although the results are showing one month, it has been learnt that heating consumption for every month was between 60 000-70 000 kWh. Moreover, the electricity consumption was between 8 000-10 000 kWh for every month. According to these results, averagely annual heating loads considering the heated spaces represented in Table 8.2.2.1.

Figure 8.2.2.1 Questionnaire in English Form 48

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Figure 8.2.2.2 Satisfaction Ratios

Window Usage

Internal Blind Usage

Figure 8.2.2.3 Window and Internal Blind Usage

Figure 8.2.2.4 Overall Score

Figure 8.2.2.5 Heating and Electiricity Consumption

Table 8.2.2.1 Heating Loads

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5.2.3 Findings from the Fieldwork Fieldwork was essential to test the hypothesis for the environmental problems that inhabitants are facing in school buildings. After the research about building regulations, environmental factors and how they are affecting the occupant satisfaction, it can be easily mentioned that Maltepe State Secondary School is far from carrying any environmental quality.

During the mild period, with less than half occupancy, temperatures are just below the 26°C, which is above the limit for the optimum comfort band.

However, mild period and mainly September as a warm period, the occupancy will be much higher in the classrooms. These results have been recorded while the windows were fully functioning.

On the other hand, results show that the most significant environmental quality for the occupants is air quality in the school buildings. Even though the CO2 Concentration levels were going above 1000 ppm and 1500 ppm in mild period while students tend to operate windows completely, they will not have that opportunity in the winter period and this will cause physical and physiological problems due to lack of fresh air. That is why ventilation inefficiency will be critical to this research.

Another main discomfort about environmental aspect is visual satisfaction. Both spot measurements and questionnaire studies have shown that they must use artificial lighting for the whole time of period. Also at one of the responses to the questionnaire, the student was mentioning that it was difficult to see the white board or smart screen due to glare from the corridor side of the classroom.

Considering the storey scale, building management has decided not to turn on the artificial lights at corridors (Fig. 8.2.3.1). In the interview with the account manager, he was mentioning that this was depending on the management decisions, and some schools were turning them on, some turning off. This approach was showing the corridors as transitional spaces seemed as unimportant zones.

All of the findings from fieldwork in terms of energy efficiency, thermal and visual comfort and air quality will be the main parameters for further chapters. Also, considering new pedagogies, the importance of the environmental quality in corridors will be critically studied.

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Figure 8.2.3.1 Corridor Photo

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6. Refurbishment Strategies The general structure of the refurbishment strategies has been divided into different groups depending on their scale. In the beginning, with the data collected during the fieldwork the system model is going to be calibrated according to temperature graphic and energy consumption information. Then, the strategies divided by classroom scale, corridor scale and at the end, double façade effect will be focused on the environmental issues in terms of Thermal Comfort, Air Quality, Energy Performance and Visual Comfort. Mainly, the proposals tried to be separated from each other and criticized individually due to considering that this is a state secondary school and budgets to make these ideas real might not be as much as high to effort all of them. To understand cold period performance, mainly, heating loads are going to be checked with a Thermostat value of 20°C. For the mild and warm period, cooling loads are going to be compared to understand the accurate data considering occupancy schedule without any holidays that had a thermostat value of 25°C (Fig. 9.1).

In terms of calibration with the data logger, the disadvantages of weather station data have been mentioned in the previous chapter. Even though, the values of TAS weather file has been adapted to these values to be able to have healthier results.

Building envelope for the calibration has been decided due to regulations for the school buildings in Istanbul (Table 9.1). Moreover, because of the occupancy was changing every hour and every day, an average value has been chosen to calculate the internal gains (Table 9.2). As the building envelope is quite old, and the application was not optimized, infiltration ratio has been decided for 0.8 ach. Window openings and the usage of internal blinds has been set due to a daily report by the relatives.

According to this information, the calibration has been shown in Figure 9.2. Obviously, there is a difference between the TAS model and the real data but it has been concluded that it was because of the weather data. Although weather station data had been used rather than the weather file taken from Meteonorm, there was the difference between the exact location climate and the weather station. To test this hypothesis, a day has been chosen with much more stable external temperatures and less solar radiation. As seen in Figure 9.3, the indoor temperature with same internal gains was stable like in the data logger results.

That is why, it has been discovered the effect of the courtyard on external temperatures and surroundings on solar radiation (Fig. 9.4).

Another calibration process was with the CO2 Concentration level.

With the real information gathered from relatives and researches about human pollutant generation by breathing, it has been decided to use 18.75 litres per hour per person (Wikipedia, CO2&Human physiology article). The calibration has been represented in Figure 9.5.

Figure 9.1 Occupancy Schedule (Source:DIVA)

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Table 9.2 Internal Gains

Temperature OC

Global Radiation (W/m2)

Table 9.1 Building Envelope

0

12 0 30/05/2015 Saturday

12 0 12 0 12 0 12 0 31/05/2015 Sunday 01/06/2015 Monday 02/06/2015 Tuesday 03/06/2015 Wednesday

12 0 12 04/06/2015 ursday 05/06/2015 Friday

Global Radiation (W/m2)

Temperature OC

Figure 9.2 Calibration Tas model with data logger

Figure 9.4 Courtyard of the School

Figure 9.3 Tested Day for double check

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6.1 Classroom Scale 6.1.1 Thermal Comfort

Temperature OC

Global Radiation (W/m2)

After the calibration process, internal gains has been taken to original classroom settings which are with 34 students. Also, the usage of the windows have been set up with a function of starting opening at 23°C and fully open at 25°C. According to these settings new internal gains are represented by Table 10.1.

Considering the cold period performance, the first step was to improve the building envelope. At this point, the aim was to decrease the U-Values and at the same time, with a proper application, to decrease the infiltration. However, both results have been kept to observe the effect of infiltration (Fig.10.1). It can be clearly seen that temperatures are getting closer to comfort band. Next step was applying night shutters (Fig. 10.2).

Ventilation has been calculated for the minimum fresh air requirement for the cold period. Moreover, theoretically using preheated air for this ventilation requirement had influenced the temperatures significantly.

The next step was related to increasing the solar gains to help on the thermal comfort and energy performance. Therefore, different window to wall (Exterior) ratios has been tested. In the base case scenario classrooms have 22% or 32% W/W Ratio depending on the location. The calibrated and analytically studied one was 22% W/W Ratio Classroom 9E, which is on the second floor.

Figure 10.4 represents the effect of W/W Ratios on the temperatures. These proposals were the basic proposals to improve the thermal comfort in a cold period.

The influence of these proposals on energy performance will be represented in next chapter.

Table 10.1 New Internal Gains

20.01/27.01 Cold Period

Figure 10.1 Effect of Infiltrarion to temperatures (Source:TAS)

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Temperature OC

Global Radiation (W/m2)

REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

20.01/27.01 Cold Period

Temperature OC

Global Radiation (W/m2)

Figure 10.2 Effect of Night Shutters to temperatures (Source:TAS)

20.01/27.01 Cold Period

Figure 10.4 Effect of different w/w ratios to temperatures (Source:TAS)

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Some of the proposals to improve the thermal comfort has an effect on warm period conditions too. Improving envelope with decreasing the U-Values and also infiltration is significantly affecting the warm period thermal comfort (Fig. 10.5). The first step was to get benefit from the night time cooling (Fig. 10.6).

As mentioned before as well as the periodical temperature graphs had been used to understand the thermal comfort in warm period, theoretical cooling loads are also checked with a thermostat of 25°C with an accurate occupancy schedule (Fig. 10.7). Any air conditioners had been proposed in this study. Moreover, windows have a function of starting to be opened at 23°C and fully open at 25°C. The next step was to observe the effect of different W/W Ratios on thermal comfort and cooling loads (Fig. 10.8). As expected cooling loads were increasing with a direct proportion in the incensement of W/W Ratio. However, due to consideration of cold period performance too, 50-75% W/W Ratio has been chosen to continue making proposals on it.

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Temperature OC

Global Radiation (W/m2)

REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

20.09-27.09 Warm Period

Temperature OC

Global Radiation (W/m2)

Figure 10.5 Effect of new building envelope on warm period temperatures (Source:TAS)

20.09-27.09 Warm Period

Global Radiation (W/m2)

Temperature OC

Figure 10.6 Effect of night cooling on warm period temperatures (Source:TAS)

Figure 10.7 Effect of different w/w ratios on warm period temperatures (Source:TAS)

Figure 10.8 Effect of different w/w ratios on warm period cooling loads (Source:TAS) 57

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4 different window design has been proposed for a better ventilation to achieve comfort level (Fig 10.9). As seen in the Figure 10.10, single sided double opening is the most efficient one. Moreover, clearly, cooling loads has decreased to base case scenario level in terms of warm period performance. That is why as a next step overhangs and shading devices has been installed (Fig. 10.11).

After installing 50 cm overhangs and shading devices, there was a significant improvement in the thermal performance (Fig. 10.12) and respectively on the cooling loads (Fig. 10.13).

To understand the best case scenario for the warm period and have a relation with the different infiltration scenarios, the cold period has been considered at the same time. It was clear that high infiltration ratio was helpful for the warm period but a disadvantage for the cold period. That is why the last proposal for the classroom scale thermal comfort was to bring controlled ventilation openings over the frame for the windows (Fig. 10.14). These openings aimed to bring an additional 1 ach ventilation while the building have 0.3 ach infiltration in the warm period. As a result, significant improvement has been achieved both on temperature values (Fig. 10.15) and cooling load (Fig. 10.16) to understand the performance accurate.

Figure 10.9 Window Styles ( Blue : Openable) Figure 10.10 Window Styles effect on cooling loads (Source:TAS)

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Figure 10.11 Overhangs and Shading Dev.

Figure 10.12 Only Overhang and Shading Devices Performance (Source:TAS)

Figure 10.13 Overhangs and Shadings devices effect on cooling load (Source:TAS)

32

Figure 10.14 Special Ventilation System

900

Best Classroom Scale Proposal 50

30 800

28

45

26

700

24 22

600

20 18

500

16 14 12 10 8 6 4

External Temperature (°C)

Base Case

Global Radiation (W/m²)

30 25

300

20

200

15

100

10

0 Second Floor Class 1(9E) Resultant Temp (°C)

35

400

2 0

40

Figure 10.15 Best Case Scenario in classroom scale (Source:TAS)

5 0

Cooling Load (kWh/m2)

Solar Gain (kWh/m2)

Figure 10.16 Last Cooling Loads (Source:TAS)

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6.1.2 Energy Performance Each proposal to improve the cold period thermal performance was also influencing the annual heating loads. As mentioned in the questionnaire chapter, the calibration was also involving real heating consumption that was monthly between 60 000-70 000 kWh. Considering the heated space in the building and heating period, annual heating load makes 96 kWh/m2 (Table 11.1).

Considering the basic proposals major dropping is happening due to decreasing the infiltration (Fig 11.1). This particular issue should be focused on buildings more carefully in Turkey because there is no any qualification nor regulation about the infiltration. Using soft calculations to predict the effect of infiltration on the difference between heat gains and heat losses, the importance can be clearly seen (Fig. 11.2).

On the other hand, while making a comparison for the heating loads depending on the W/W Ratios, minimum fresh air ventilation has been set to have a controlled experiment. According to these setting for the 0.8 and 0.3 ach infiltration 50-75% W/W Ratio is performing the best (Fig.11.3). For the 0.3 ach infiltration, the difference is not significant among the options. This leads that the building should be airtight as much as possible but at the same time ventilation should be able to be controlled and designed efficiently.

Table 11.1 Base Case heating Load

Basic Proposals 100

95

90 80 70 60

54

52

50 40 30

28 22

22

26

22

20 10 0

Base Case Calibrated Model

Improving Envelope

Heating Load (kWh/m2)

Night Shutters

Preheated Air

Solar Gain (kWh/m2)

Figure 11.1 Annual Heating Loads (Source:TAS)

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Heat losses (W) 450 400 350 300 250 200 150 100 50 0

0.8 ach

0.5 ach

0.3 ach

0.1 ach

Figure 11.2 Heat Losses thorugh different infiltration (Source:TAS) Different W/F Ratio without Natural Ventilation 110

104

100

92

88

90

82

80 70 60

53

50 40

40 30

22

20

20

21

35

22

22

25

10 0

0 %45 W/F , %100 W/W

%34 W/F , %75 W/W

%23 W/F , %50 W/W

%18 W/F , %40 W/W

Heating Load (kWh/m2)

%14 W/F , %32 %9 W/F , %22 W/W %0 W/F , %0 W/W W/W Base Case 1 Base Case 2

Solar Gain (kWh/m2)

Figure 11.3 Different Window to wall ratio effect on heating loads (Source:TAS)

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6.1.3 Visual Comfort As a conclusion from the fieldwork, the daylighting performance was known to be dissatisfying for the occupant comfort. For the base case, the materiality and their reflectance is represented in Table 12.1. According to these simulation parameters, the classroom is having 1.6% of mean Daylight Factor (DF) (Fig. 12.1). Considering that daylight factor is not taking into account the climate, occupancy schedule (Fig. 12.2) and location Daylight Autonomy (DA) and Useful Daylight Illuminance (UDI) simulations has been performed. As a conclusion, the base case scenario is reaching to 36% of DA (Fig. 12.3) and also the UDI (1002000Lux) is 55% for the active occupant comfort.

Another methodology followed to study daylighting performance was visual images with a point in time illuminance. Considering the occupancy, 23rd of September (Equinox) and 21st of December (Solstice) for 10:00 and 14:00 has been simulated. The sky conditions for 23rd of September has chosen to be clear sky and 21st of December, overcast. The results are represented in Figure 12.4, 12.5, 12.6 and Figure 12.7. The poor performance of daylighting also according to occupant comfort can be clearly seen also in terms of illuminance.

Table 12.1 Base Case Materiality and reflectance

Figure 12.2 Occupancy Schedule Annual (Source:DIVA)

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36 %

Figure 12.3 Daylight Autonomy (Source:DIVA)

Figure 12.4 10:00 21st December Overcast (Source:DIVA)

Figure 12.5 14:00 21st December Overcast (Source:DIVA)

Figure 12.6 10:00 23rd September ClearSky (Source:DIVA)

Figure 12.7 14:00 23rd September ClearSky (Source:DIVA)

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The first step to improve the visual comfort is to increase the window to wall ratio. Mainly the Daylight Autonomy for comparing 40, 50, 75 and 100% W/W Ratios has been chosen, and the results are represented respectively Figure 12.8, 12.9, 12.10 and Figure 12.11. According to these findings, the data gathered from the simulations has been compared in Table 12.2. It is clear that the maximum Daylight Autonomy for min 300 Lux in this classroom is 74% and 5.1% of DF, also the UDI (100-2000Lux) of 78% with these settings.

After making the basic studies with W/W Ratios, the model has been adapted to the settings to achieve the thermal comfort in the previous chapter that was focusing on 50-75% W/W Ratio. Considering the structural form of the school building, there is a limitation because of the beam system. That is why in realistic conditions W/W Ratio could be settled to maximum 62%. Moreover to improve the visual comfort, the materiality of walls, ceiling, floor and due to thermal comfort, glazing has changed (Table 12.3).

With these setting the classroom was able to have 58% of DA with a base of 300 Lux (Fig. 12.12). Also, the Daylight Factor was 2.8% and UDI (1002000Lux) 88% (Table 12.4). Another conclusion from thermal studies was also shading devices. Although these shading devices were going to be temporary during a warm period, to see the effect on daylighting was also critical (Fig. 12.13). As a result DA is decreasing to 40% and DF to 1.6%. However UDI (1002000Lux) is resulting as 89%.

43 %

Figure 12.8 DA with 40% W/W Ratio (Source:DIVA)

64

53 %

Figure 12.9 DA with 50% W/W Ratio (Source:DIVA)

Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOÄžLU | MSc Dissertation Project

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65 %

Figure 12.10 DA with 75% W/W Ratio (Source:DIVA) Table 12.2 Comparison of W/W Ratio on DA

73 %

Figure 12.11 DA with 100% W/W Ratio (Source:DIVA) Table 12.3 New Materiality

Table 12.4 New Materiality

58 %

Figure 12.12 DA after new materials and window (Source:DIVA)

44 %

Figure 12.13 DA After installing shading devices (Source:DIVA)

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6.2 Storey Scale 6.2.1 Thermal Comfort One of the most important aim of this project was to create the communication between new pedagogy and environmental aspects. Increasing the variety of spaces that students can rest, study or work in teams in different places than just being in the classroom could improve their learning and questioning skills. Therefore, corridors have been chosen to bring occupant activity considering the environmental quality. With this approach, galleria spaces have been opened in the corridor slab and corridor roof converted to translucent material.

To get benefit from the stack effect ventilation, louvered openings has been designed.

Additionally the wall between classrooms and corridor has been adjusted to get benefit from cross ventilation (Fig. 13.2). Cross ventilation will significantly affect the warm period with the usage of night time ventilation too.

According to these settings Figure 13.3 represents the effect of cross ventilation with comparison from the last proposal from classroom scale chapter. Daily comparison is showing a good performance with the cross ventilation in terms of thermal comfort (Fig. 13.4). Also, weekly graph shows that the internal temperatures are not exceeding 25°C in an important way (Fig. 13.5).

The usage of the cross ventilation with stack effect has thought to be used in the warm period while the heating is not getting used. Otherwise, John Cabot Academy is a good example to observe what might happen and increase the heating loads significantly as well as causing thermal discomfort.

Figure 13.2 Representation of Cross Ventilation In classrooms

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2500 2205

2250

2205

2000 1792

1750 1500 1250 1000 750 500 320

250 0

193

Base Case (Adapted)_0.8inf

136

( D ) + Night Cooling + Add. 1ach Ventilation(24h) = ( E ) Cooling Load (kWh)

( E ) + Coridor Cross Ventilation_Stack.

Solar Gain (kWh)

Temperature OC

Global Radiation (W/m2)

Figure 13.3 Cooling Loads after getting benefit from corridors (Source:TAS)

23.09 Warm Period

Temperature OC

Global Radiation (W/m2)

Figure 13.4 Warm period daily temperature graph (Source:TAS)

20.09-27.09 Warm Period

Figure 13.5 Warm period weekly temperature graph (Source:TAS) 67

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6.2.2 Air Quality Another parameter that drives the occupant comfort was air quality and to measure this, CO2 concentration levels has been checked with the simulations. The assumptions for the simulations is that windows are going to start opening at 23°C and fully open at 25°C. The classroom is fully occupied and the simulation day is 23th of September, which is in warm period (Fig. 14.1). The results are showing a significant reduction in the CO2 levels that can provide a comfortable studying area.

According to winter conditions, due to cross ventilation should not be used considering the heating loads, mainly single sided double window ventilation is going to be operated and limited by the area to balance the heat losses and fresh air requirement. With using ClassVent tool provided by UK School Building Guidelines, the minimum values for the opening spaces and fresh air requirement is represented in Table 14.1.

Due to proposal is having single sided double window ventilation the minimum area should be around 1 m2 for the 3 l/s/p that is the minimum fresh air requirement for the school buildings according to BB101. As a result, comparison with the base case and proposal has been represented in Figure 14.2.

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CO2 Concentration ppm

REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

23/09 Warm Period

Figure 14.1 New CO2 ratios (Source:TAS)

CO2 Concentration ppm

Table 14.1 Window Opening Areas (Source:ClassVent Tool)

Figure 14.2 Cold period performance (Source:TAS) 69

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6.2.3 Visual Comfort

1.6 %

Figure 15.1 Corridor DF (Source:DIVA)

Considering the corridor space has been thought to be more than just transitional space, visual comfort is also essential at this area. As expected, at the current situation the corridors are a lack of daylighting in a significant way (Fig. 15.1). Also, visual images are not far from the photos taken during the fieldwork for the classrooms (Fig. 15.2, 15.3).

Simulations to observe the effect of Galleria openings in the corridor slab and to have a translucent roof on the corridor has been analysed in two periods. Cold period, as defined with overcast and clear sky according to sky conditions of Istanbul on 21st of December. The warm period is with a clear sky on 23rd of September. However for the corridor simulations clear sky conditions used to understand the best case for the visual images. As seen in Figure 15.4 DF has been reached to 2.15% but obviously it is an average of the whole space.

Mainly the efficient daylighting is next to Galleria spaces (Fig. 15.5) where the Furnitures has been thought to be placed, that students can sit and do their tasks, or just relax.

The effect of corridor opening to classroom daylighting performance has been checked at 10.00 with a clear sky and overcast conditions. The results are showed in Figure 15.6, 15.7, 15.8 and 15.9. For the clear sky conditions, the classroom is performing well in terms of 3 rows from the window side. However, the corridor side is almost reaching to 100 lux that is less than 300 lux to provide optimum studying area but the results are significantly higher than the base case.

According to these settings DA of the classroom is becoming to 58% (Fig. 15.10).

On the other hand, DF is 2.8%.

Figure 15.2 Visual Images of Corridor (Source:DIVA)

Figure 15.3 Photo taken during site visit 70

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2.15 %

Figure 15.4 New DF of corridor (Source:DIVA)

Figure 15.5 Visual Images of corridor (Source:DIVA)

Figure 15.6 10:00 21st December clearsky (Source:DIVA)

Figure 15.7 10:00 21st December overcast (Source:DIVA)

Figure 15.8 10:00 23rd September clearsky (Source:DIVA)

Figure 15.8 10:00 23rd September overcast (Source:DIVA)

38 %

Figure 15.10 DA of the classroom (Source:DIVA) 71

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Warm period simulations are made with shading devices to provide thermal comfort to the occupants. The corridor DF has remained same with 2.15% due to main daylight entrance was through the translucent roof material, and the effect of classroom openings were limited. Moreover, lux levels are more than 21st of December with the clear sky conditions (Fig. 15.12).

With the shading devices, as expected, the lux levels has decreased.

Mainly considering this situation, the devices were half sized with checking the thermal simulations (Fig. 15.13). As a result, the classroom started to perform around 200 Lux at that particular moment (Fig. 15.14). On the other hand, DA has decreased to 38% but it should not be forgotten that the shading devices are adjustable and not permanent. That is why occupants can adjust them with considering the external temperature and balance their thermal comfort.

To improve both warm and cold period daylighting performance light shelf has also designed in the simulations (Fig. 15.16). With these settings although in the warm period students are expected to use shading devices to adjust their thermal comfort, the lux levels seem to be more acceptable (Fig. 15.17).

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Figure 15.12 Visual image of classroom with shading devices (Source:DIVA)

Figure 15.13 Shading D. (Source:TAS)

Figure 15.14 10:00 Classroom visual image September (Source:DIVA)

Figure 15.17 10:00 Visual image of classroom with light shelf in September

Figure 15.16 Light Shelf Design

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6.3 Double Façade Effect

Figure 16.1 Design of Double Facade (Source: intercongreen.com)

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To minimise the heat losses through ventilation for fresh air and also infiltration which drives the main energy performance during cold period, additionally double façade has been designed to see the effect on heating loads (Fig. 16.1) Double façade has been thought to be operable with the occupant behaviour as well as the shading devices. That is why double façade has been just considered for the cold period. According to these setting, the effect on the heating loads is significantly important. As shown in Figure 16.2, heating load is decreased to 14 kWh/m2 annually. With a balanced design obviously double façade has a positive impact for the cold period.

Another simulation has been done to observe the effect on daylighting performance for the classrooms. Figure 16.3 represents the Daylight Autonomy with 57% of minimum 300 Lux, which can be resulted in no significant reduction in the daylighting performance.

As mentioned in the previous chapters, because of the fact that this project is a refurbishment of a State Secondary School, the double façade proposal has been separated from the others considering the financial situation of the building management. However, even though the installation and construction might cost more, considering the operational costs will balance this equation and after some time of period, the school can achieve a significant step for heating consumption.

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Heating Load (kWh/m2) 120

100

96

80

59

60

40

18

16

14

Improving Envelope 0.3Inf.

Night Shutters

Double Faรงade

20

0

Base Case Calibrated Model 0.8Inf.

Improving Envelope 0.8Inf.

Figure 16.2 Heating Load Comparison (Source:TAS)

57 %

Figure 16.3 DA of the classroom with double facade (Source:DIVA)

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6.4 Conclusions Refurbishment strategies were involving several proposals to improve the thermal comfort, air quality, visual comfort and energy performance with different scales of the building structure. The reason to divide these proposals was mainly due to consideration of economics for the Building Management. This approach also has relation with the decision of choosing the passive way strategies. As seen in this chapter, during the cold period, thermal comfort and energy performance is mainly driven by the fresh air requirement and the infiltration, which causes the heat losses. Warm period thermal comfort is also related to the occupancy density and inefficient ventilation techniques. For the whole academic period, visual comfort was poorly considered due to having artificial lighting always on.

One of the main lessons this dissertation aim is that people should adapt to their environment instead of trying to change it. Considering the annual climate context, the necessities and expectations of the School Buildings are changing. Therefore, schools should adapt their environment too and the first way to accomplish this is to teach the inhabitants. As mentioned before, pupils should feel that they are in their second home, and they are responsible for it.

However, at the beginning of this equation, architects, educators and building management should come together and decide a roadmap for the building services and how to introduce them to the pupils.

Basically, pupils should be responsible for their classrooms and also building management should be responsible for the shared areas, like corridors. The proposed School Environment has 2 settings depending on the cold and warm period. Teachers should lead this adaptation to have a better learning-teaching environment and consider the energy performance. The cold period setting is including to close the louvres in the roof for the stack effect ventilation and if it has deemed to be applied, closing the operable double faรงade glazing.

Double faรงade glazing and shading devices thought to be on a ray which should be manually operated. These settings should be mainly done by the building management. On the other hand, pupils are responsible for the classroom scale.

This means, during the cold period, they should close the night shutter before going out from the school. Also, in the day time, they are responsible for operating the windows with a limitation mentioned in the previous chapters.

For the warm period strategies, Building Management should be able to control the roof louvres and the limited window aperture in the classrooms depending on the proposed schedule to get benefit from the night time ventilation. Moreover, pupils are responsible for adjusting the operable windows on the faรงade and corridor side to be able to have cross ventilation to reduce the excessive temperatures due to high internal gains. Shading devices should be also used to reduce the solar gains in the classrooms.

These proposals will provide to teach the students, educators and building management about environmental considerations and in the close time of period, the knowledge will affect the families, workers, communities and neighbourhood as expected in the early aims of this dissertation. As a summary, to turn the building into a teaching tool about environmental awareness and also provide a comfortable teaching-learning spaces, these methodology should be followed in order to carry the knowledge to future generations too.

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7. Design Applicability Refurbishment Strategies were mainly focusing on the Maltepe State Secondary School in Istanbul considering both pedagogical and environmental awareness. Depending on the scale, the analytic work tried to achieve comfort levels for thermal, visual and air quality. Moreover, energy performance calculations were the complimentary of this study for the particular school building.

On the other hand, as mentioned in the overview of secondary school buildings chapter, the State Secondary Schools are having the same typology all over the Istanbul with small differences, depending on the location. This difference is mainly the rotation of the building or depending on the architect choices, window to floor ratios without considering the environmental quality.

That is why, this chapter is going to focus on the applicability of the proposals which was mentioned in the previous chapter and discuss the results with an environmental aspect. Design Applicability chapter has divided into two sections. First one is going to mention the Flexibility and Sensitivity studies that will mainly focus on the classroom sizes and occupant density. Orientation studies are going to analyse several steps of refurbishment strategies on different directions. With considering base case settings, different W/W Ratios and the best proposals for the cold-warm period will be involved in this section.

7.1 Flexibility / Sensitivity Studies While considering the new pedagogical approaches, it has been mentioned that the importance of increasing the variety of spaces was critical.

Breaking the monotonous layout of the classroom typology would improve the concentration and efficiency of the pupils. As the general layout of the building structure is limited with a rectangular shape, interior design is significantly important for school buildings. That is why, the first step to bring complete flexibility into school buildings is to have operable walls. Depending on the activity, the walls can be arranged to have the space to meet the expectations of the occupants. Teachers can adjust them considering the subject of the lecture or the number of pupils that they want to attend that session.

Mainly these configurations can be horizontally or vertically combination of two classrooms (Fig. 17.1). To analyse the effect of these configurations on environmental considerations, heating and cooling loads calculated with the settings of base case model (Table 17.1). As shown in the Table 17.2, Base case model and Option A are similar to each other in terms of heating and cooling loads.

For the heating loads, it is clear to mention that the heat losses are balancing internal heat gains through minimum fresh air requirement. On the other hand doubling the window number has decreased the cooling loads. Moreover, Option B is performing well in terms of both heating and cooling loads. The decrease in cooling load can be explained by the efficiency of cross ventilation. On the other hand, the walls adjacent to unheated spaces in Option B has decreased, which resulted in a positive way for the heating loads. With considering the corridor, Option A is having around 28 meters adjacent to unheated spaces, and B is just 14 meter.

Moreover, occupancy density was also essential for the effectiveness of both teachers and pupils. In the literature review, the problem of overcrowding in classrooms has been mentioned in terms of learning quality. That is why, another simulation has been performed with 15 pupils with the same classroom size and 15 pupils in a smaller classroom (Fig. 17.2). According to these settings the difference between the Base Case and Option C is not high in terms of heating loads (Table 17.3). However, on the other hand, cooling has been decreased in a significant way that will improve the occupant comfort during the warm period. On the contrary although the cooling load is lower than Base Case model, Option D is much higher in terms of heating load. This can be explained by the increasement of fresh air ventilation ratio due to decreasing the classroom size.

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Table 17.1 Settings

Figure 17.1 Option A and B Table 17.2 Comparison of heating and Cooling Loads

Table 17.3 Comparison of heating and cooling loads

Figure 17.2 Option C and D

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7.2 Orientation Differences As mentioned before, Istanbul has the same State Secondary School buildings without changing the typical typology. That is why the problems defined for these buildings can be applied to all of them. However, of course, due to orientation and Window to Wall Ratio differences, the buildings can show varieties in terms of environmental aspect. At this chapter, orientation differences will be examined in 3 groups. First one will be to see the difference with adapted Base Case scenario, which means for the heating load calculations, minimum fresh air requirement for 3 l/s/p (BB101) has been used (Table 18.1). This value has been chosen in order to have an acceptable air quality in the cold period and as a result, heating load of the base case has been increased from 96 kWh/m2 to 123 kWh/m2 for the southeast classroom. On the other hand, cooling loads has been checked with a window function, where the windows are going to start opening at 23°C and fully open at 25°C. According to these settings, south oriented classrooms are performing better than others (Table 18.2). Moreover, cooling load of North oriented classroom is the lowest but the heating load is also higher than others. As a result, the rectangular double loaded corridor typology should be criticized according to these findings.

To examine the Window to Wall (Exterior) Ratio effect on heating and cooling loads for different orientations, most of the base case settings have been kept (Table 18.3). Heating loads are determined by a Thermostat of 20°C and ventilation value set up to minimum fresh air requirement of 3 l/s/p according to BB101. On the other hand, for the cooling load, to have a controlled experiment, ventilation function has been used. The function is providing minimum 3 l/s/p, and when the temperature exceeds 23°C, additional 3 ach ventilation rate is entering to space and proportionally increasing till 25°C. According to these settings, as expected from the previous study, south-facing classrooms are always performing best in terms of heating loads (Table 18.4). Comparing the differences between the values for heating load on the south orientation, biggest achievement was from 50% to 75% W/W Ratio.

The difference between 75% and 100% was not significant. Depending on the heating load, west orientation is coming after South. However, for the west orientation cooling loads are definitely the highest of all orientations. On the other hand. Except 100% W/W Ratio, north oriented classrooms have almost the same heating loads around 80 kWh/m2. That is why, for the north orientation, depending on the daylight and cooling loads, the optimum should be chosen carefully.

Considering the west and east orientations, although the cooling loads are significantly higher, heating loads are not that much different than North oriented classrooms.

The last simulation had been performed to see the effect of proposals for the Maltepe State Secondary School considering thermal, visual comfort, air quality and energy performance. That is why heating load calculations again made with a minimum fresh air requirement of 3 l/s/p. Other settings have been represented in Table 18.5. Also due to window design, W/W Ratio has been set up to 62% and Windows have a function of 23°C to 25°C with a system mentioned before.

According to these parameters, south oriented classroom are continuing to perform best in terms of heating loads (Table 18.6). Except the west orientation, cooling loads are almost same with 3 kWh/m2. Although air conditioners had not proposed in any section of this study, cooling loads are useful indicators for warm period thermal performance. Considering the difference between south and north orientation, the table clearly represents to have more heating required spaces at the south and less at the north side.

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Table 18.1 Base Case Comparison Settings

Table 18.3 New Settings for W/W Ratio analysis

Table 18.2 Comparison with base case settings

Table 18.4 Comparison with base case settings

Table 18.6 Comparison with best Cases Table 18.5 Proposed Settings

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7.3 Limitations and Recommendations The study is aiming to show the difficulty of separating new pedagogies from environmental aspects. One of the main criticism was due to teaching-learning method. As mentioned before, adapting to new pedagogy is not just about removing walls or making them transparent. Without changing the educational approach, these new proposals from the architects would have been deficient. That is why, to make the communication between new pedagogies and environmental awareness is passing from the development of educational approach. Instead of having all the time teacher-directed school periods, pupils should work in teams on a project-based education to feel more responsible for themselves and their environment. As a result, this dissertation is trying to take attention on the new educational approach mainly considering project-based learning.

Considering the environmental aspects and providing inhabitants a better teaching-learning spaces, adaptive opportunities were mainly driven these passive proposals. The first limitation about schools buildings is the location. Due to Maltepe State Secondary School was far from the noisy road and less affected by the acoustic destruction, the proposals were not covering to solve that particular problem. Moreover, in Istanbul, it would be clear to say that considerably high amount of School buildings is facing with this problem. Depending on this particular issue, the study is recommending to have better design solutions for the Windows. Using efficient and multiple-layered windows could help to reduce this problem.

On the other hand, the proposals to bring daylighting and provide cross ventilation through changing the roof material, was also involving the replacement of roof style. The study considered the basic flat roof with a proper insulation. However, there is a potential to create a green roof or a new attractive teaching-learning or just relaxing spaces with the usage of roof carefully.

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7.4 Research Outcomes

Considering the different classroom sizes depending on the occupancy and orientation studies were significantly critical for this study. After concluding the statement that environmental considerations are highly affecting the performance, concentration and achievement of students in school buildings, and basically, improving thermal, visual comfort and air quality were the main parameters of this research.

Although the dissertation was a refurbishment project of Maltepe State Secondary School, the aim was to see the effect on all state secondary schools in Istanbul.

That is why, design applicability chapter was crucial. With the orientation and different W/W Ratio calculations, it can be clearly mentioned that the average heating load of school buildings in Istanbul is around 100 kWh/m2. The scale of the school buildings can be increased with also primary schools due to the similarity between secondary schools in terms of building typology. However, the idea behind to choose Secondary Schools was the easiness of students to learn about the adaptive opportunities and use them.

For primary schools, considering the ages of the pupils, this might be difficult, and as a result, they can rely on Building Management System or teachers can take more responsibilities and see the schools as their second home. From this perspective, the study has a high potential to be applied to the school buildings in Istanbul.

The proposals will have a cost for each section. However, considering the operational costs, in the long term of period, these buildings will get benefit from 70 kWh/ m2 reduction in the heating load averagely. For the south orientation, the performance is much higher. That is why, this study can be a new hope for the school buildings that environmentally responsive and inhabitant centred.

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8. General Conclusions In the introduction chapter, it was mentioning that every decision of people who leads the others is influencing the large communities. Considering by scale, the governments are the leaders of the societies or communities, and they are responsible for the expectations of the people. Meeting the necessities like accommodation, transportation or education should not be enough for people.

Every step should include the knowledge of further steps to assume the problems before and have proposals, solutions and prepare a roadmap for it. That is why, the first decision for governments must have a roadmap for future.

Considering the environmental studies in Turkey, the awareness is significantly low. Moreover, due to not getting an education with this approach, it can be stated as the previous generations are lost. Even though some scientist are trying to publish reports for the both Climate Change and the importance of carbon emissions for the future, the number of people that these publications are reaching is significantly limited. And most of the people are tend to leave this topic just to researchers or governments.

That is why, the importance of the next generations are critical. Moreover, environmental awareness is going to start mainly in educational buildings.

Depending on this, architects and researchers should provide the spaces for these considerations. However, nowadays, the school buildings are a place where both teachers and students want to leave as soon as possible due to discomfort levels physically and psychologically.

The fieldwork was essential to understand the main parameters affecting occupant comfort in School Buildings. Especially, the questionnaire part was the complimentary part to conclude the building performance. On the other hand, building precedents considering environmental aspects were a real source of understanding the advantages and disadvantages of several steps. Considering both literature review and building precedents, educational buildings have unique characteristics for the occupant comfort. Beside the occupant density, the most important one is the daily schedule.

Depending on the scale of education, every grade is having breaks after a long time of period. In Turkey, all of the lecture times are 40 minutes and then pupils are having 10 minutes breaks. The duration of this break is longer for the lunch time. That is why, these moments should be focused and have proposals to reduce the adverse effects of lecture time in terms of thermal comfort and air quality.

With considering the questionnaire, thermal comfort and air quality are the main parameters for the occupant satisfaction. Moreover, with the research, it has been proved that especially during the cold period, pupils are suffering from bad air quality. The incensement on the real heating load of the Maltepe State Secondary School after assuming to have minimum fresh air requirement of 3 l/s/p can be an example for this situation.

The ventilation ratio is significantly important. However, the main heat losses are through natural ventilation in the cold period. That is why, double façade can decrease the difference between outdoor and indoor temperature with creating a buffer zone. At the same time, it can reduce the heat losses through building envelope, infiltration. On the other hand, as mentioned in the refurbishment strategies chapter, the area of window openings are also critical and should be limited with indicators on the windows.

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For the warm period, thermal performance double faรงade could bring disadvantages due to limiting the ventilation rates. Moreover, window design is significantly important for this period. Single-sided single windows are far from achieving the comfort standards fast and accurate. However, the proposed single sided double window in the classroom scale was able to reduce temperatures rapidly. Additionally, operable ventilation gap and shading devices were also crucial for thermal comfort.

Corridor studies were involving both pedagogical and environmental considerations. At the existing situation, they are just seem as dead zones, although it has a great potential for thermal and visual comfort for both classrooms and corridors. During the cold period, the usage of outdoor spaces is decreasing, and students are mainly spending their daily time in the classrooms including the lunch time break. With considering corridors, as functional spaces, inhabitants can sit and relax and in terms of thermal and air quality, it will be a great benefit for the classroom environment.

This example was the real fact to show that increasing variety of spaces in school buildings will also improve the occupant comfort and respectively, student achievement. That is why, it would be clear to mention that all of the parameters are related to each other.

Considering the energy performance of the school buildings, depending on the energy certification in Turkey, most of the school buildings are in an excellent situation.

However, unfortunately, the assumptions are higher than it should be. Regulations should be arranged with considering mainly carbon emissions that will take into account both heating and electricity consumptions. This study has been proved that these values can decrease, and Istanbul Climate has the potential for it. One of the main worries of this study was the situation that although climate change is going to decrease the heating loads, schools are going to use air conditioners for the future warm period. That is why, School buildings should be prepared for this adaptation in a passive way, considering inhabitants at the centre.

Design Applicability Studies show a high potential for the school buildings in Istanbul. With considering the limitations and recommendations, these buildings can be pioneers to introduce the environmental awareness to all neighbourhood, society and community.

As mentioned in the introduction chapter, these buildings have more power than it seems nowadays. They can influence the big scale significantly efficient and take attention to environmental awareness, and perhaps, grow up new generations who will lead the people.

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9. Bibliography Aikaterini, I., 2012. Environmental Design Strategies for Primary School Building Typologies in Athens. Architectural Association School of Architecture.

Alice Campbell, G., 2014. Reconstructing Township Primary Schools.

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Aspeslagh, C., 2010. Natural Ventilation in Urban Environment : Design Guidelines For Schools. Architectural Association School Of Architecture.

Baixas, J. et al., 2008. Effective architectural design strategies for thermal comfort and energy efficiency in two nursery schools in Chile. PLEA2008-25th Conference on Passive and Low Energy Architecture, (October).

Baker, L., 2012. A History of School Design and its Indoor Environmental Standards , 1900 to Today.

Baker, L., 2011. Post-Occupancy Evaluation Surveys in K-12 Learning Environments.

Cabe, 2005. Design with DIstinction: The Value of Good Building Design in Higher Education, Carter, K., 2014. LEARNING ENERGY SYSTEMS : An holistic approach to low energy behaviour in schools. PLEA2014 Ahmedabad, (December).

Cuban, L., 2004. The Open Classroom : Education Next. Available at: http://educationnext.org/theopenclassroom/.

Ben Dayan, M., 2012. Environmentally Responsive Primary School Buildings in the UK. Architectural Association School of Architecture.

Earthman, G.I., 2002. School Facility Conditions and Student Academic Achievement.

Guidelines for Environmental Design in Schools, Building Bulletin 87,2003 - Building Bulletin 101, 2006 Hennon, L., 1999. School Architecture, Curriculum and Pedagogy.

Hille, R.T., 2004. Back to the Future, What’s new in School Design?

Izadpanahi, P. & Elkadi, H., 2014. The Catalyst role of School Architecture in enhancing Children ’ s Environmental Behavior. PLEA2014 Ahmedabad, (December).

Kristín, A., 2011. School buildings for the 21st century . Some features of new school buildings in Iceland. CEPS Journal 1.

Leung, M., Chan, J.K.W. & Wang, Z., 2006. Impact of school facilities on working behavior of teachers. International Journal of Strategic Property Management, 10(2), pp.79–91.

Marques, B., Pinto, A. & Guedes, M.C., 2014. Eco building schools in remote places, Case study : Cunene , Angola. PLEA2014 Ahmedabad.

Michael, A., 2012. Educational Architecture, Evaluation of and proposals for visual comfort in the indoor environment. PLEA2012 - 28th Conference, Opportunities, Limits & Needs Towards an environmentally responsible architecture.

Ossio, F., Veas, L. & Herde, A. De, 2012. Constructive Standards for Adapted Thermal Performance of Educational Buildings in Chile. PLEA2012 28th Conference, Opportunities, Limits & Needs Towards an environmentally responsible architecture, (November).

Pearlman, B., 2009. Designing New Learning Environments to Support 21st Century Skills.

Pedrini, A. & Portela Vilar de Carvalho, J., 2014. ANALYSIS OF DAYLIGHT PERFORMANCE IN CLASSROOMS IN HUMID AND HOT CLIMATE. PLEA2014 Ahmedabad, (December).

Woolner, P. et al., 2006. School building programmes: motivations, consequences and implications

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Piderit, M.B. et al., 2013. “ The integral classroom ” Design strategies for improved overall environmental performance. PLEA 2013 Munich: Sustainable Architecture for a Renewable Future.

Rossi, M., Barbera, E. & Nasini, A.M., 2014. Reversible constructive system for environmentally sensitive and energy efficient schools in different climate conditions.

PLEA2014 Ahmedabad, (December).

Sanoff, H., 2001. School Building Assessment Methods.

Sevinc Kayihan, K. & Tönük, S., 2013. A Study of Energy Conservation Policies at (Primary) Eco-Schools in Istanbul. Energy and Environment Research, 3(2). Available at: http://www.ccsenet.org/journal/index.php/eer/article/view/26638.

Sheppard, T., 2008. Generic Repeat Design Schools Ireland. PLEA2008-25th Conference on Passive and Low Energy Architecture.

Silvestre, C. & Andre, P., 2009. Air temperature and CO2 variations in a naturally ventilated classroom under a Nordic climate. PLEA2009 - 26th Conference on Passive and Low Energy Architecture,. Available at: http://www.plea2009.arc.ulaval.ca/papers/2. strategies/2.3 post-occupancy evaluation/oral/2-3-17-plea2009quebec.pdf.

Supansomboon, S. & Sharples, S., 2014. The Impact of Tropical Classroom Facade Design Alternatives on Daylight Levels and Cooling Energy Consumption. PLEA2014 Ahmedabad.

Taylor, Anne P., and Katherine Enggass. Linking Architecture and Education: Sustainable Design for Learning Environments. Albuquerque: University of New Mexico, 2009. Print.

Trebilcock, M. et al., 2012. Environmental Performance of Schools in Areas of Cultural Sensitivity. PLEA2012 - 28th Conference, Opportunities, Limits & Needs Towards an environmentally responsible architecture.

Widera, B., 2012. Education Towards Environmentally Responsible Future – Low Energy and Passive Architecture for Schools and Kindergartens. PLEA2012 - 28th Conference, Opportunities, Limits & Needs Towards an environmentally responsible architecture, (November).

Woolner, P. et al., 2006. School building programmes: motivations, consequences and implications

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10. Appendices

Figure 20.1 Render Images

Figure 20.2 Render Images

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Figure 20.3 Render Images

Figure 20.4 Render Images

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Figure 20.5 Render Images

Figure 20.6 Render Images

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ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

MALTEPE ANADOLU LISESI OGRENCI ANKETI Isim

Soyisim

Tarih

Yasiniz ?

Kac yildir bu binadasiniz?

Sinifiniz hangi katta?

10-29

1-2

1-2

30-49

2-3

2-3

50-69

3-4

3-4

70+

5+

5+

Asagidaki kriterlerden ne derece memnunsunuz?

Kesinlikle memnun degilim

Memnun degilim

Cok az memnun degilim

Normal

Cok az memnunum

Memnunum

Kesinlikle memnunum

Calisma alaninizin buyuklugu Sinif mobilyalari Sinif mobilyalarini istege gore duzenleyebilmek Yaz Sinif Sicakliklari Kis Sinif Sicakliklari Sinif ici Hava kalitesi Gunisigindan yararlanabilmek Elektrik Aydinlatmasinin verimi Sinif ici Gorsel Komfor Ses Izolasyonu Genel olarak Bina hakkinda

Kisisel olarak siniftaki pencere ve/veya perdeleri sicaklik anlaminda daha komforlu hissetmek icin kullaniyor musunuz?

Kisisel olarak siniftaki perde ve/veya baska objeleri gorsel konfor anlaminda kullaniyor musunuz?

Evet

Evet

Hayir

Hayir

Genel olarak asagidaki kriterler dusunuldugunde beklentileriniz ne derece karsilanmaktadir? (0 Kesinlikle karsilanmamaktadir - 7 Kesinlikle karsilanmaktadir) 0

1

2

3

4

5

6

7

Bireysel Isi Konforu Hava Kalitesi Gorsel Konfor Ses Izolasyonu Opsiyonel Yorumlar

Figure 20.7 Questionnaire In Original Form(Turkish)

91

EMERGENT FOR FUTURE

INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

Figure 20.8 Mean Indoor Temperature Calculations

92

Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOÄžLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

Table 20.1 Heat Loss and Heat Gain Calculations Calculation For Simple Ventilation and Heating Requirements Building Elements ROOF WINDOWS EXTERNAL WALLS FLOOR CEILING

Surface Area m2

U-value 2

W/m K

0.00 5.00 17.62 50.00 50.00

ΔT

AUΔT

K

W

0.35 2.80 0.60 0.40 0.40

0.00 140.00 105.72 0.00 0.00

W W W W W

245.72

W

10

422.40

W

10

359.98

W

0.00

W

1028.10

W

0 10 10 0 0

SUBTOTAL BUILDING ENVELOPE INFILTRATION (ac/h * volume * hours /day)

No. ac/h

Volume (m3)

0.8 No. Occupants

FRESH AIR REQUIRED FOR VENTILATION (no.occupants * m3/person hr * no.hrs)

m /person hr

34 No. ac/h

EXTRA VENT (COOLING in ac/h * volume * hours /day)

hrs/day

160

3

ΔT

24 hrs/day

ΔT

11 Volume (m3)

0

7 hrs/day

ΔT

160

5

TOTAL HEAT LOSSES Heat Gains OCCUPANTS APPLIANCES LIGHTS

No.

Watts

34 1 6 Glazing Area 5.00

hrs/day

80 180 30

24-hr Mean Watts

793.33 52.50 52.50

7.00 7.00 7.00

W W W

Incident Solar Radiation 2

2 m kWh/m per day

Transmitted

Absorbed

24-hr Mean Gain, Watts

29.17

W

TOTAL HEAT GAINS

927.50

W

DIFFERENCE BETWEEN HEAT GAINS AND HEAT LOSSES

‐100.60

W

SOLAR GAINS

1.00

0.70

0.20

Heat Gains - Heat Losses

Table 20.2 Heat Loss and Heat Gain Calculations Calculation For Simple Ventilation and Heating Requirements Building Elements ROOF WINDOWS EXTERNAL WALLS FLOOR CEILING

Surface Area m2

U-value 2

W/m K

0.00 5.00 17.62 50.00 50.00

ΔT

AUΔT

K

W

0.35 1.54 0.29 0.15 0.15

0.00 77.00 51.10 0.00 0.00

W W W W W

128.10

W

10

158.40

W

10

359.98

W

0.00

W

646.47

W

0 10 10 0 0

SUBTOTAL BUILDING ENVELOPE INFILTRATION (ac/h * volume * hours /day)

No. ac/h

Volume (m3)

0.3 No. Occupants

FRESH AIR REQUIRED FOR VENTILATION (no.occupants * m3/person hr * no.hrs)

m /person hr

34 No. ac/h

EXTRA VENT (COOLING in ac/h * volume * hours /day)

hrs/day

160

3

ΔT

24 hrs/day

11 Volume (m3)

0

ΔT

7 hrs/day

160

ΔT

5

TOTAL HEAT LOSSES Heat Gains OCCUPANTS APPLIANCES LIGHTS

No.

34 1 6 Glazing Area 5.00

Watts

hrs/day

80 180 30

24-hr Mean Watts

793.33 52.50 52.50

7.00 7.00 7.00

W W W

Incident Solar Radiation

2 m2 kWh/m per day

Transmitted

Absorbed

24-hr Mean Gain, Watts

41.67

W

TOTAL HEAT GAINS

940.00

W

DIFFERENCE BETWEEN HEAT GAINS AND HEAT LOSSES

293.53

W

SOLAR GAINS

Heat Gains - Heat Losses

1.00

0.50

0.40

93

EMERGENT FOR FUTURE

INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

Table 20.3 Heat Loss and Heat Gain Calculations Calculation For Simple Ventilation and Heating Requirements Building Elements ROOF WINDOWS EXTERNAL WALLS FLOOR CEILING

Surface Area m2

U-value 2

W/m K

0.00 5.00 17.62 50.00 50.00

ΔT

AUΔT

K

W

0.35 1.54 0.29 0.15 0.15

0.00 77.00 51.10 0.00 0.00

W W W W W

128.10

W

5

79.20

W

5

179.99

W

0.00

W

387.29

W

0 10 10 0 0

SUBTOTAL BUILDING ENVELOPE INFILTRATION (ac/h * volume * hours /day)

No. ac/h

Volume (m3)

0.3 No. Occupants

FRESH AIR REQUIRED FOR VENTILATION (no.occupants * m3/person hr * no.hrs)

m3 /person hr

34 No. ac/h

EXTRA VENT (COOLING in ac/h * volume * hours /day)

hrs/day

160

ΔT

24 hrs/day

ΔT

11 Volume (m3)

0

7 hrs/day

ΔT

160

5

TOTAL HEAT LOSSES Heat Gains OCCUPANTS APPLIANCES LIGHTS

No.

Watts

34 1 6 Glazing Area 5.00

hrs/day

80 180 30

24-hr Mean Watts

793.33 52.50 52.50

7.00 7.00 7.00

W W W

Incident Solar Radiation

2 2 m kWh/m per day

Transmitted

Absorbed

24-hr Mean Gain, Watts

41.67

W

TOTAL HEAT GAINS

940.00

W

DIFFERENCE BETWEEN HEAT GAINS AND HEAT LOSSES

552.71

W

SOLAR GAINS

1.00

0.50

0.40

Heat Gains - Heat Losses

Table 20.4 Heat Loss and Heat Gain Calculations Calculation For Simple Ventilation and Heating Requirements Building Elements ROOF WINDOWS EXTERNAL WALLS (NET) FLOOR CEILING

Surface Area m2

U-value

ΔT

AUΔT

W/m² K

K

W

0.00 5.00 17.62 50.00 50.00

0.35 1.54 0.29 0.15 0.15

0.00 77.00 51.10 0.00 0.00

W W W W W

128.10

W

5

79.20

W

5

179.99

W

0.00

W

387.29

W

0 10 10 0 0

SUBTOTAL BUILDING ENVELOPE INFILTRATION (ac/h * volume * hours /day)

No. ac/h

Volume (m3)

0.3 No. Occupants

FRESH AIR REQUIRED FOR VENTILATION (no.occupants * m3/person hr * no.hrs)

m /person hr

34 No. ac/h

EXTRA VENT (COOLING in ac/h * volume * hours /day)

hrs/day

160

3

ΔT

24 hrs/day

11 Volume (m3)

0

ΔT

7 hrs/day

160

ΔT

5

TOTAL HEAT LOSSES Heat Gains OCCUPANTS APPLIANCES LIGHTS

No.

34 34 6 Glazing Area 5.00

Watts

hrs/day

80 50 30

24-hr Mean Watts

793.33 495.83 52.50

7.00 7.00 7.00

W W W

Incident Solar Radiation

2 m2 kWh/m per day

Transmitted

Absorbed

24-hr Mean Gain, Watts

41.67

W

TOTAL HEAT GAINS

1383.33

W

DIFFERENCE BETWEEN HEAT GAINS AND HEAT LOSSES

996.05

W

SOLAR GAINS

Heat Gains - Heat Losses

94

1.00

0.50

0.40

Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOĞLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

Table 20.5 Heat Loss and Heat Gain Calculations Calculation For Simple Ventilation and Heating Requirements Building Elements ROOF WINDOWS EXTERNAL WALLS FLOOR CEILING

Surface Area m2

U-value 2

W/m K

0.00 5.00 17.62 50.00 50.00

ΔT

AUΔT

K

W

0.35 2.80 0.60 0.40 0.40

0.00 140.00 105.72 0.00 0.00

W W W W W

245.72

W

10

422.40

W

10

589.05

W

0.00

W

1257.17

W

0 10 10 0 0

SUBTOTAL BUILDING ENVELOPE INFILTRATION (ac/h * volume * hours /day)

No. ac/h

Volume (m3)

0.8 No. Occupants

FRESH AIR REQUIRED FOR VENTILATION (no.occupants * m3/person hr * no.hrs)

m /person hr

34 No. ac/h

EXTRA VENT (COOLING in ac/h * volume * hours /day)

hrs/day

160

3

ΔT

24 hrs/day

ΔT

18 Volume (m3)

0

7 hrs/day

ΔT

160

5

TOTAL HEAT LOSSES Heat Gains OCCUPANTS APPLIANCES LIGHTS

No.

Watts

34 1 6 Glazing Area 5.00

hrs/day

80 180 30

24-hr Mean Watts

793.33 52.50 52.50

7.00 7.00 7.00

W W W

Incident Solar Radiation

2 2 m kWh/m per day

Transmitted

Absorbed

24-hr Mean Gain, Watts

29.17

W

TOTAL HEAT GAINS

927.50

W

DIFFERENCE BETWEEN HEAT GAINS AND HEAT LOSSES

‐329.67

W

SOLAR GAINS

1.00

0.70

0.20

Heat Gains - Heat Losses

Table 20.6 Heat Loss and Heat Gain Calculations Calculation For Simple Ventilation and Heating Requirements Building Elements ROOF WINDOWS EXTERNAL WALLS FLOOR CEILING

Surface Area m2

U-value 2

W/m K

0.00 5.00 17.62 50.00 50.00

ΔT

AUΔT

K

W

0.35 1.54 0.29 0.15 0.15

0.00 77.00 51.10 0.00 0.00

W W W W W

128.10

W

10

158.40

W

10

589.05

W

0.00

W

875.55

W

0 10 10 0 0

SUBTOTAL BUILDING ENVELOPE INFILTRATION (ac/h * volume * hours /day)

No. ac/h

Volume (m3)

0.3 No. Occupants

FRESH AIR REQUIRED FOR VENTILATION (no.occupants * m3/person hr * no.hrs)

3

m /person hr

34 No. ac/h

EXTRA VENT (COOLING in ac/h * volume * hours /day)

hrs/day

160

ΔT

24 hrs/day

18 Volume (m3)

0

ΔT

7 hrs/day

160

ΔT

5

TOTAL HEAT LOSSES Heat Gains OCCUPANTS APPLIANCES LIGHTS

No.

34 1 6 Glazing Area 5.00

Watts

hrs/day

80 180 30

24-hr Mean Watts

793.33 52.50 52.50

7.00 7.00 7.00

W W W

Incident Solar Radiation 2

2 m kWh/m per day

Transmitted

Absorbed

24-hr Mean Gain, Watts

41.67

W

TOTAL HEAT GAINS

940.00

W

DIFFERENCE BETWEEN HEAT GAINS AND HEAT LOSSES

64.45

W

SOLAR GAINS

Heat Gains - Heat Losses

1.00

0.50

0.40

95

EMERGENT FOR FUTURE

INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

Table 20.7 Heat Loss and Heat Gain Calculations Calculation For Simple Ventilation and Heating Requirements Building Elements ROOF WINDOWS EXTERNAL WALLS FLOOR CEILING

Surface Area m2

U-value

ΔT

AUΔT

W/m2 K

K

W

0.00 5.00 17.62 50.00 50.00

0.35 1.54 0.29 0.15 0.15

0.00 77.00 51.10 0.00 0.00

W W W W W

128.10

W

5

79.20

W

5

294.53

W

0.00

W

501.82

W

0 10 10 0 0

SUBTOTAL BUILDING ENVELOPE INFILTRATION (ac/h * volume * hours /day)

No. ac/h

Volume (m3)

0.3 No. Occupants

FRESH AIR REQUIRED FOR VENTILATION (no.occupants * m3/person hr * no.hrs)

3

m /person hr

34 No. ac/h

EXTRA VENT (COOLING in ac/h * volume * hours /day)

hrs/day

160

ΔT

24 hrs/day

ΔT

18 Volume (m3)

0

7 hrs/day

ΔT

160

5

TOTAL HEAT LOSSES Heat Gains OCCUPANTS APPLIANCES LIGHTS

No.

Watts

34 1 6 Glazing Area 5.00

hrs/day

80 180 30

24-hr Mean Watts

793.33 52.50 52.50

7.00 7.00 7.00

W W W

Incident Solar Radiation 2

m2 kWh/m per day

Transmitted

Absorbed

24-hr Mean Gain, Watts

41.67

W

TOTAL HEAT GAINS

940.00

W

DIFFERENCE BETWEEN HEAT GAINS AND HEAT LOSSES

438.18

W

SOLAR GAINS

1.00

0.50

0.40

Heat Gains - Heat Losses

Table 20.8 Heat Loss and Heat Gain Calculations Calculation For Simple Ventilation and Heating Requirements Building Elements ROOF WINDOWS EXTERNAL WALLS FLOOR CEILING

Surface Area m2

U-value 2

W/m K

0.00 5.00 17.62 50.00 50.00

ΔT

AUΔT

K

W

0.35 1.54 0.29 0.15 0.15

0.00 77.00 51.10 0.00 0.00

W W W W W

128.10

W

5

79.20

W

5

294.53

W

0.00

W

501.82

W

0 10 10 0 0

SUBTOTAL BUILDING ENVELOPE INFILTRATION (ac/h * volume * hours /day)

No. ac/h

Volume (m3)

0.3 No. Occupants

FRESH AIR REQUIRED FOR VENTILATION (no.occupants * m3/person hr * no.hrs)

m /person hr

34 No. ac/h

EXTRA VENT (COOLING in ac/h * volume * hours /day)

hrs/day

160

3

ΔT

24 hrs/day

18 Volume (m3)

0

ΔT

7 hrs/day

160

ΔT

5

TOTAL HEAT LOSSES Heat Gains OCCUPANTS APPLIANCES LIGHTS

No.

34 34 6 Glazing Area 5.00

Watts

hrs/day

80 50 30

24-hr Mean Watts

793.33 495.83 52.50

7.00 7.00 7.00

W W W

Incident Solar Radiation

2 m2 kWh/m per day

Transmitted

Absorbed

24-hr Mean Gain, Watts

41.67

W

TOTAL HEAT GAINS

1383.33

W

DIFFERENCE BETWEEN HEAT GAINS AND HEAT LOSSES

881.51

W

SOLAR GAINS

Heat Gains - Heat Losses

96

1.00

0.50

0.40

Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOĞLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

Table 20.9 Heat Loss and Heat Gain Calculations Calculation For Simple Ventilation and Heating Requirements Building Elements ROOF WINDOWS EXTERNAL WALLS FLOOR CEILING

Surface Area m2

U-value

ΔT

AUΔT

W/m2 K

K

W

0.00 5.00 17.62 50.00 50.00

0.35 2.80 0.60 0.40 0.40

0.00 140.00 105.72 0.00 0.00

W W W W W

245.72

W

10

422.40

W

10

981.75

W

0.00

W

1649.87

W

0 10 10 0 0

SUBTOTAL BUILDING ENVELOPE INFILTRATION (ac/h * volume * hours /day)

No. ac/h

Volume (m3)

0.8 No. Occupants

FRESH AIR REQUIRED FOR VENTILATION (no.occupants * m3/person hr * no.hrs)

m /person hr

34 No. ac/h

EXTRA VENT (COOLING in ac/h * volume * hours /day)

hrs/day

160

3

ΔT

24 hrs/day

ΔT

30 Volume (m3)

0

7 hrs/day

ΔT

160

5

TOTAL HEAT LOSSES Heat Gains OCCUPANTS APPLIANCES LIGHTS

No.

Watts

34 1 6 Glazing Area 5.00

hrs/day

80 180 30

24-hr Mean Watts

793.33 52.50 52.50

7.00 7.00 7.00

W W W

Incident Solar Radiation

2 m2 kWh/m per day

Transmitted

Absorbed

24-hr Mean Gain, Watts

29.17

W

TOTAL HEAT GAINS

927.50

W

DIFFERENCE BETWEEN HEAT GAINS AND HEAT LOSSES

‐722.37

W

SOLAR GAINS

1.00

0.70

0.20

Heat Gains - Heat Losses

Table 20.10 Heat Loss and Heat Gain Calculations Calculation For Simple Ventilation and Heating Requirements Building Elements ROOF WINDOWS EXTERNAL WALLS FLOOR CEILING

Surface Area m2

U-value

ΔT

AUΔT

W/m2 K

K

W

0.00 5.00 17.62 50.00 50.00

0.35 1.54 0.29 0.15 0.15

0.00 77.00 51.10 0.00 0.00

W W W W W

128.10

W

10

158.40

W

10

981.75

W

0.00

W

1268.25

W

0 10 10 0 0

SUBTOTAL BUILDING ENVELOPE INFILTRATION (ac/h * volume * hours /day)

No. ac/h

Volume (m3)

0.3 No. Occupants

FRESH AIR REQUIRED FOR VENTILATION (no.occupants * m3/person hr * no.hrs)

m /person hr

34 No. ac/h

EXTRA VENT (COOLING in ac/h * volume * hours /day)

hrs/day

160

3

ΔT

24 hrs/day

30 Volume (m3)

0

ΔT

7 hrs/day

160

ΔT

5

TOTAL HEAT LOSSES Heat Gains OCCUPANTS APPLIANCES LIGHTS

No.

34 1 6 Glazing Area 5.00

Watts

hrs/day

80 180 30

24-hr Mean Watts

793.33 52.50 52.50

7.00 7.00 7.00

W W W

Incident Solar Radiation

2 m2 kWh/m per day

Transmitted

Absorbed

24-hr Mean Gain, Watts

41.67

W

TOTAL HEAT GAINS

940.00

W

DIFFERENCE BETWEEN HEAT GAINS AND HEAT LOSSES

‐328.25

W

SOLAR GAINS

Heat Gains - Heat Losses

1.00

0.50

0.40

97

EMERGENT FOR FUTURE

INTRODUCTION | BACKGROUND | BUILDING PRECEDENTS | CONTEXT | CASE STUDY IN ISTANBUL : Maltepe State Secondary School

Table 20.11 Heat Loss and Heat Gain Calculations Calculation For Simple Ventilation and Heating Requirements Building Elements ROOF WINDOWS EXTERNAL WALLS FLOOR CEILING

Surface Area m2

U-value 2

W/m K

0.00 5.00 17.62 50.00 50.00

ΔT

AUΔT

K

W

0.35 1.54 0.29 0.15 0.15

0.00 77.00 51.10 0.00 0.00

W W W W W

128.10

W

5

79.20

W

5

490.88

W

0.00

W

698.17

W

0 10 10 0 0

SUBTOTAL BUILDING ENVELOPE INFILTRATION (ac/h * volume * hours /day)

No. ac/h

Volume (m3)

0.3 No. Occupants

FRESH AIR REQUIRED FOR VENTILATION (no.occupants * m3/person hr * no.hrs)

m /person hr

34 No. ac/h

EXTRA VENT (COOLING in ac/h * volume * hours /day)

hrs/day

160

3

ΔT

24 hrs/day

ΔT

30 Volume (m3)

0

7 hrs/day

ΔT

160

5

TOTAL HEAT LOSSES Heat Gains OCCUPANTS APPLIANCES LIGHTS

No.

Watts

34 1 6 Glazing Area 5.00

hrs/day

80 180 30

24-hr Mean Watts

793.33 52.50 52.50

7.00 7.00 7.00

W W W

Incident Solar Radiation 2

m2 kWh/m per day

Transmitted

Absorbed

24-hr Mean Gain, Watts

41.67

W

TOTAL HEAT GAINS

940.00

W

DIFFERENCE BETWEEN HEAT GAINS AND HEAT LOSSES

241.83

W

SOLAR GAINS

1.00

0.50

0.40

Heat Gains - Heat Losses

Table 20.12 Heat Loss and Heat Gain Calculations Calculation For Simple Ventilation and Heating Requirements Building Elements ROOF WINDOWS EXTERNAL WALLS FLOOR CEILING

Surface Area m2

U-value 2

W/m K

0.00 5.00 17.62 50.00 50.00

ΔT

AUΔT

K

W

0.35 1.54 0.29 0.15 0.15

0.00 77.00 51.10 0.00 0.00

W W W W W

128.10

W

5

79.20

W

5

490.88

W

0.00

W

698.17

W

0 10 10 0 0

SUBTOTAL BUILDING ENVELOPE INFILTRATION (ac/h * volume * hours /day)

No. ac/h

Volume (m3)

0.3 No. Occupants

FRESH AIR REQUIRED FOR VENTILATION (no.occupants * m3/person hr * no.hrs)

m /person hr

34 No. ac/h

EXTRA VENT (COOLING in ac/h * volume * hours /day)

hrs/day

160

3

ΔT

24 hrs/day

30 Volume (m3)

0

ΔT

7 hrs/day

160

ΔT

5

TOTAL HEAT LOSSES Heat Gains OCCUPANTS APPLIANCES LIGHTS

No.

34 34 6 Glazing Area 5.00

Watts

hrs/day

80 50 30

24-hr Mean Watts

793.33 495.83 52.50

7.00 7.00 7.00

W W W

Incident Solar Radiation

2 m2 kWh/m per day

Transmitted

Absorbed

24-hr Mean Gain, Watts

41.67

W

TOTAL HEAT GAINS

1383.33

W

DIFFERENCE BETWEEN HEAT GAINS AND HEAT LOSSES

685.16

W

SOLAR GAINS

Heat Gains - Heat Losses

98

1.00

0.50

0.40

Architectural Association School Of Architecture | Graduate School | 2014-15 Sustainable Environmental Design TOLGA UZUNHASANOĞLU | MSc Dissertation Project

ENVIRONMENTALLY RESPONSIVE & INHABITANT CENTERED STATE SECONDARY SCHOOLS IN ISTANBUL,TURKEY REFURBISHMENT STUDIES | DESIGN APPLICABILITY | GENERAL CONCLUSIONS | BIBLIOGRAPHY | APPENDICES

99