Analysis of Thermal Emissions from Radiators in Classrooms in Mediterranean Climates

Campano, Miguel Ángel; Sendra, Juan J.; Domínguez, Samuel Franco

doi:10.1016/j.proeng.2011.11.1993

Cited by 9 publications

(9 citation statements)

References 5 publications

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“…The sensors have an accuracy of 0.3 • C for temperature; 2% for relative humidity; and ± 50 ppm for CO 2 concentration. The measuring points respond to a matrix of 3 × 2 locations at 2 different heights (0.60 and 1.70 m) ( Figure 2) [25,26].…”

Section: On-site Measurementsmentioning

confidence: 99%

CO2 Concentration and Occupants’ Symptoms in Naturally Ventilated Schools in Mediterranean Climate

et al. 2019

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A large part of the school building stock in Andalusia lacks ventilation facilities, so that the air renewal of the classrooms is achieved through the building envelope (air infiltration) or the opening of windows. This research analyses the airtightness of the classrooms in Andalusia and the evolution of CO 2 concentration during school hours through in situ monitoring. Pressurization and depressurization tests were performed in 42 classrooms and CO 2 concentration was measured in two different periods, winter and midseason, to study the impact of the different levels of aperture of windows. About 917 students (11-17 years of age) were surveyed on symptoms and effects on their health. The mean n 50 values are about 7 h −1 , whereas the average CO 2 concentration values are about 1878 ppm, with 42% of the case studies displaying concentrations above 2000 ppm with windows closed.

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Section: On-site Measurementsmentioning

confidence: 99%

CO2 Concentration and Occupants’ Symptoms in Naturally Ventilated Schools in Mediterranean Climate

et al. 2019

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“…The composition of two of the most common walls of the classrooms under study is shown in Table 2, using the examples of a center built following CTE standards and another predating this regulation (2006). Alongside the classroom's characterization and operation, the physical parameters relating to thermal comfort [32] were measured in multiple locations, both outdoor and indoor [33] (Figure 2 and Table 2). Alongside the classroom's characterization and operation, the physical parameters relating to thermal comfort [32] were measured in multiple locations, both outdoor and indoor [33] (Figure 2 and Table 2).…”

Section: Characterization and Measurementsmentioning

confidence: 99%

Thermal Perception in Mild Climate: Adaptive Thermal Models for Schools

et al. 2019

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A comprehensive assessment of indoor environmental conditions is performed on a representative sample of classrooms in schools across southern Spain (Mediterranean climate) to evaluate the thermal comfort level, thermal perception and preference, and the relationship with HVAC systems, with a comparison of seasons and personal clothing. Almost fifty classrooms were studied and around one thousand pool-surveys distributed among their occupants, aged 12 to 17. These measurements were performed during spring, autumn, and winter, considered the most representative periods of use for schools. A new proposed protocol has been developed for the collection and subsequent analysis of data, applying thermal comfort indicators and using the most frequent predictive models, rational (RTC) and adaptive (ATC), for comparison. Cooling is not provided in any of the rooms and natural ventilation is found in most of the spaces during midseasons. Despite the existence of a general heating service in almost all classrooms in the cold period, the use of mechanical ventilation is limited. Heating did not usually provide standard set-point temperatures. However, this did not lead to widespread complaints, as occupants perceive the thermal environment as neutral—varying greatly between users—and show a preference for slightly colder environments. Comparison of these thermal comfort votes and the thermal comfort indicators used showed a better fit of thermal preference over thermal sensation and more reliable results when using regional ATC indicators than the ASHRAE adaptive model. This highlights the significance of inhabitants’ actual thermal perception. These findings provide useful insight for a more accurate design of this type of building, as well as a suitable tool for the improvement of existing spaces, improving the conditions for both comfort and wellbeing in these spaces, as well as providing a better fit of energy use for actual comfort conditions.

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“…A measurement of the physical parameters relating to thermal comfort is carried out in multiple locations, both outdoor and indoor, as can be seen in Fig. 3 [27], [28]:…”

Section: B Measurement Of the Objective Parametersmentioning

confidence: 99%

Analysis of the Perceived Thermal Comfort in a Portuguese Secondary School: Methodology and Results

Campano¹,

Pinto²,

Acosta³

et al. 2017

IJET

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This paper presents a methodology to assess the thermal environment in non-university classrooms, using the example of the results obtained from a multipurpose classroom of a Portuguese secondary school during a week of November. According to the defined protocol, both hygrothermal parameter values and thermal assessments were obtained and used for the calculation of both static and adaptive thermal comfort indicators, including Matias' Portuguese adaptive comfort indicator. Occupants perceived a neutral thermal environment (Thermal Sensation Vote, TSV, of-0.03), while their thermal preference was a warmer environment (Thermal Preference Vote, TPV, of +0.64). Female occupants tended to demand a warmer environment during this study, despite their thermal perception was similar to male occupants. Predicted Mean Vote (PMV) was lower than TSV in 0.35 points, so it underestimates occupants' real thermal perception. When occupants' acceptance vote are compared with Adaptive indicators, Matias' obtains similar acceptance values (80 %) than the occupants' assessments (85 %), while ASHRAE indicator shows lower values (27 %). In conclusion, the exposed methodology allows to characterise the thermal comfort level of Iberian non-university classrooms, so further investigation is required.

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Analysis of Thermal Emissions from Radiators in Classrooms in Mediterranean Climates

Cited by 9 publications

References 5 publications

CO2 Concentration and Occupants’ Symptoms in Naturally Ventilated Schools in Mediterranean Climate

CO2 Concentration and Occupants’ Symptoms in Naturally Ventilated Schools in Mediterranean Climate

Thermal Perception in Mild Climate: Adaptive Thermal Models for Schools

Analysis of the Perceived Thermal Comfort in a Portuguese Secondary School: Methodology and Results

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