Daylighting for Green Schools: A Resource for Indoor Quality and Energy Efficiency in Educational Environments

Pellegrino, Anna; Cammarano, Silvia; Savio, Valeria

doi:10.1016/j.egypro.2015.11.774

Cited by 33 publications

(26 citation statements)

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“…The work also proves that internal light shelves help get the highest sDA values ( Figure 4b); on the whole, however, the best compromise between illuminance uniformity (U), sufficiency (sDA) and acceptability (UDI) is provided by static reflective glazing. Similarly, Pellegrino et al assessed the daylight fruition in several classrooms of a school in Italy [46]. First, they determined the DF in six classrooms with different exposure and height from the ground, based on illuminance measurements under overcast sky conditions.…”

Section: Examplary Use Of Daylight Metrics For Classroom Designmentioning

confidence: 99%

“…Finally, it is evident that improperly operated manual shutters may produce a detrimental effect. Similarly, Pellegrino et al assessed the daylight fruition in several classrooms of a school in Italy [46]. First, they determined the DF in six classrooms with different exposure and height from the ground, based on illuminance measurements under overcast sky conditions.…”

Section: Examplary Use Of Daylight Metrics For Classroom Designmentioning

confidence: 99%

“…Internal blinds [36,38,46,51] Movable semi-transparent fabric panels or rolls reduce glare issues if coupled with external shading devices designed according to the room's orientation…”

Section: Control Systemsmentioning

confidence: 99%

“…Overhangs [34,47,49,50,57] Well suited for south-oriented rooms, often necessary to avoid overheating in the summer at low latitude climates Louvers [20,31,34,38,39,46,51] Well suited for east and west orientations, fixed devices often require additional internal blinds and work better under clear sky conditions Solar screens [55] Downward tilt angles and 1:1 louvers depth ratio are optimal solutions for achieving good spatial daylight availability without the risk of glare Movable blinds [42] External semi-transparent blinds, together with light shelves, improve illuminance uniformity…”

Section: External Shading Devicesmentioning

confidence: 99%

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A Review of Daylighting Strategies in Schools: State of the Art and Expected Future Trends

2017

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Abstract:The study of daylight conditions within educational buildings has been a topic of interest since the nineteenth century in western countries, and European ones in particular. Although it has been argued that providing a view outside-or even using daylight instead of more stable and manageable artificial light-could reduce students' performance without providing a pleasant and healthy environment, nowadays it seems that a large consensus upon the need to design well daylit spaces is being reached. This paper reviews how the research community has tackled the task of understanding and solving the complex relationships amongst local climate, users' needs and design constraints in school buildings by showing the different approaches used and technological solutions suggested. The reported case studies, based either on experimental measurements or on simulations, highlight the need of a comprehensive approach to the topic to fully understand the non-trivial requirements of a daylit educational environment.

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Section: Examplary Use Of Daylight Metrics For Classroom Designmentioning

confidence: 99%

Section: Examplary Use Of Daylight Metrics For Classroom Designmentioning

confidence: 99%

“…Internal blinds [36,38,46,51] Movable semi-transparent fabric panels or rolls reduce glare issues if coupled with external shading devices designed according to the room's orientation…”

Section: Control Systemsmentioning

confidence: 99%

Section: External Shading Devicesmentioning

confidence: 99%

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A Review of Daylighting Strategies in Schools: State of the Art and Expected Future Trends

2017

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“…On the other hand, daylight is unevenly distributed within the room (UR = 37%), with peak illuminance values being achieved close to the windows and rapidly declining if moving away from them. These issues are fairly typical for single-sided daylit spaces [28,29], and a range of design options can be implemented for reducing daylight levels close to the windows, while What emerges from these pictures is that intolerable glare is seldom predicted for the classroom, and this happens only for some hours during winter and transition seasons (January to April and September to December) from 10 a.m. to 11 a.m., when the sun's position is lower over the sky. On the other hand, intolerable glare is expected for the computer classroom for most of the occupancy time throughout the year, mainly because the selected observer is close to the window and it suffers from reflections of direct sunlight on the monitors.…”

Section: Standard Classroommentioning

confidence: 99%

Application of Climate Based Daylight Modelling to the Refurbishment of a School Building in Sicily

et al. 2018

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This paper aims at promoting the use of Climate Based Daylight Modelling (CBDM) and related state-of-the-art metrics by discussing a range of design options to improve daylight fruition in rooms with different orientation, shape, function, and furniture of an elementary school that is located in the Mediterranean climate of Agira (Italy). The local climatic conditions, with clear skies for most of the year, require the integration of different shading and re-directing systems with the existing envelope and rooms' layout. Results show that the dynamic modelling is a powerful and 'creative' tool in the designer's hands, which helps to inform about the choice of the most appropriate technological solutions and on their architectural integration. Comparison with mostly used static daylight metrics, such as the average Daylight Factor (aDF) and the Uniformity Ratio (UR), reveals a contrast with what would be suggested if considering these metrics alone, as prescribed by the Italian legislation. These outcomes rebate the need of performing more accurate and dynamic daylight simulations using recorded (i.e., varying) rather than fixed sky conditions to correctly inform the design process.(UDI) metrics [5] for the evaluation of design proposals that were submitted to the Priority Schools Building Programme [6].However, despite the indisputable advances achieved by considering real (i.e., recorded) time series of irradiance/illuminance values from largely available weather datasets, there are some concerns to bear in mind when adopting CBDM.First, the choice of the weather dataset should be based on the purposes of the modelling and the underlying characteristics of the dataset itself (e.g., location, measurement period, statistical techniques being employed for resembling typical or extreme weather conditions). In fact, as demonstrated by Bellia et al. [7], using the IWEC (International Weather for Energy Calculation), Meteonorm, Satel-Light, or TRY weather sources could lead to different results in terms of Annual Light Exposures (i.e., the amount of light falling onto a certain point throughout the year, measured in luxh), and of various dynamic metrics, such as the Daylight Availability (DA, [8]) and the UDI. This happens because usually the TRY datasets show lower values for the global horizontal irradiance than in other sources; however, these outcomes were only proven for a north-oriented room, while different exposures could lead to different results because of sunlight contribution [7].Secondly, there is a lack of consensus around the choice of the metrics and of their thresholds to judge if a space is 'well daylit' or not. The variety of CBDM approaches employed for educational buildings, ranging from traditional illuminance and luminance distribution under fixed sky conditions to novel circadian metrics, has been documented in a recent review paper by Costanzo et al. [9].As an example, in regards to the above-mentioned adoption of the UDI metrics for school buildings design in the UK, Littlefair noted that the...

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The comprehensive evaluation method of low-carbon campus based on analytic hierarchy process and weights of entropy

Zhao

2020

Environ Dev Sustain

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Daylighting for Green Schools: A Resource for Indoor Quality and Energy Efficiency in Educational Environments

Cited by 33 publications

References 1 publication

A Review of Daylighting Strategies in Schools: State of the Art and Expected Future Trends

A Review of Daylighting Strategies in Schools: State of the Art and Expected Future Trends

Application of Climate Based Daylight Modelling to the Refurbishment of a School Building in Sicily

The comprehensive evaluation method of low-carbon campus based on analytic hierarchy process and weights of entropy

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