glazing design for bilateral daylighting in public...

GLAZING DESIGN FOR BILATERAL DAYLIGHTING IN PUBLIC SCHOOL

CLASSROOMS IN NORTHERN PART OF ALGERIA

MESLOUB ABDELHAKIM

A thesis submitted in fulfilment of the

requirements for the award of the degree of

Master of Architecture

Faculty of Built Environment

Universiti Teknologi Malaysia

September 2015

iii

To my beloved parents, wife, sisters and friends

iv

ACKNOWLEDGMENTS

In the Name of Allah, the Beneficent, the Merciful. First of all, I must give

thanks to Allah who gave me the ability, patience and has helped me to complete this

study. Peace and blessing be upon our prophet Mohammed.

I would like to express special thanks and gratitude to my supervisor Assoc.

Prof. Dr. Mohd Zin bin Kandar for his guidance, patience, dedication, and

encouragement during my study at UTM. I have the highest respect and admiration for

his generous support and guidance during all stages in my Master’s degree.

I would like to give further thanks to those people who supported me in

carrying out this research. Especially my beloved parents for their support and constant

encouragement to me during my study. They have always asked Allah to help me in

their prayers. May Allah bless and protect them.

http://fab.utm.my/mzin/

http://fab.utm.my/mzin/

v

ABSTRACT

Daylight quality and quantity in Algerian schools display a serious condition

in ensuring the visual comfort of students and teachers. Some problems arise due to

poor window design and excessive amounts of daylight penetration into the classrooms

as well as non-uniform daylight distribution, which may cause glare and heat gain.

This study aimed at choosing an ideal window size and glazing pattern to maximise

daylight effectiveness and occupant comfort in Algerian schools. Field measurements

of selected classrooms were carried out in selected schools in Algeria during the

summer and winter seasons. The data were analysed and used to develop a model

design for simulation. Seven patterns of glazing window design was used for an

extensive simulation exercise. The results of the investigation from the site

measurements show that WWR was more than 40%; the WPI was found to be within

the range of 300lux to 500lux and the DF of 4%, which exceeded reference value,

except the southeast orientation which recorded 2.98%. Results from the simulation

using IES <VE> by comparing three different glazing types (tint, clear and reflective)

and using different glazing size from 25% to 75% in winter (under overcast sky

condition) and summer (under intermediate sky condition). The evidence from this

study suggests that tinted windows in both winter and summer is ideal as the

simulation’s result shows that significant usable area (31.22% - 41.74%) is achievable

in a bilateral window opening with a DF<2 by increasing the percentage of the tinted

glass from 25% to 75%. From the results this research suggests that a 30% WWR with

a tinted glass of 50% VT in a bilateral school design would be ideal for public schools

in Algeria as it yielded a WPI within the range of 300lux to 500lux. The use of different

glazing configurations during the experiment had a significant impact in the

improvement of the quantity and quality of daylighting.

vi

ABSTRAK

Kualiti dan kuantiti cahaya siang sekolah di Algeria menunjukkan keadaan mendesak dalam memastikan keselesaan visual bagi pelajar dan guru. Beberapa masalah timbul disebabkan oleh reka bentuk tingkap yang lemah dan penembusan cahaya siang ke dalam bilik darjah yang berlebihan dan tidak seragam, yang boleh menyebabkan silau dan pertambahan haba. Kajian ini bertujuan untuk memilih saiz tetingkap yang ideal dan kaca berpaten untuk memaksimumkan keberkesanan cahaya siang dan keselesaan penghuni di sekolah Algeria. Ukuran tapak bagi kelas yang dipilih telah dijalankan ke atas sekolah terpilih di Algeria semasa musim panas dan musim sejuk. Data tersebut telah dianalisis dan digunakan untuk membangunkan reka bentuk model simulasi. Tujuh corak reka bentuk tingkap kaca telah digunakan untuk latihan simulasi terperinci. Hasil siasatan dari ukuran tapak menunjukkan bahawa tetingkap kepada nisbah dinding (WWR) adalah lebih daripada 40%; pencahayaan ruang kerja (WPI ) didapati dalam julat 300lux ke 500lux dan DF sebanyak 4%, melebihi nilai rujukan kecuali orientasi tenggara iaitu sebanyak 2.98% pada waktu pagi dan 2.29% pada sebelah petang. Keputusan daripada simulasi menggunakan IES <VE> dengan membandingkan tiga jenis kaca yang berbeza (warna, kejelasan dan reflektif) dan menggunakan saiz kaca yang berbeza dari 25% sehingga 75% ketika musim sejuk (di bawah keadaan langit mendung) dan musim panas (di bawah keadaan langit perantara) . Bukti daripada kajian ini menunjukkan bahawa tingkap gelap di kedua-dua musim sejuk dan musim panas adalah paling sesuai, kerana hasil simulasi menunjukkan bahawa kawasan yang boleh digunakan adalah dari (31,22% - 41,74%) boleh dicapai dalam bukaan tingkap dwisisi dengan (DF <2), dengan meningkatkan peratusan kaca berwarna dari 25% kepada 75%. Dari keputusannya, penyelidikan ini mencadangkan bahawa tetingkap kepada nisbah dinding (WWR) 30% dengan kaca yang berwarna 50% VT dalam reka bentuk sekolah dua hala adalah ideal untuk sekolah-sekolah awam di Algeria kerana ia menghasilkan pencahayaan ruang kerja (WPI) dalam lingkungan 300lux ke 500lux. Penggunaan variasi konfigurasi kaca yang berbeza semasa eksperimen mempunyai kesan yang nyata dalam meningkatkan kualiti pencahayaan waktu siang.

vii

TABLE OF CONTENTS

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION iii

ACKNOWLEDGMENTS iv

ABSTRACT v

ABSTRAK vi

LIST OF TABLES xii

LIST OF FIGURES xv

LIST OF ABBREVIATIONS xxi

LIST OF APPENDICES xxii

INTRODUCTION 1

1.1 Background 1

1.2 Problem Statement 2

1.3 Research Aims 4

1.4 Research Objectives 5

1.5 Research Questions 5

1.6 Scope and Limitation 5

1.7 Significance of the Research 6

1.8 Organisation of thesis 7

2 LITERATURE REVIEW 8

2.1 Introduction 8

2.2 Daylighting in Building Design 8

2.2.1 Definition of Daylighting 9

2.3 Source of Daylighting 9

2.3.1 The Sun 10

2.3.2 The Sky 10

2.3.3 The Sky Models 10

2.4 The Sun Path 13

viii

2.5 Effect of Daylight on Human Functions 14

2.6 Side Lighting Concept 15

2.6.1 Requirements of Daylight 16

2.6.2 Modes of Side Lighting 16

2.6.3 Parameters Influence on the Sidelight 19

2.7 Visual Comfort in Classroom 22

2.7.1 Visual Task in Classroom 22

2.7.2 Definition of Comfort 23

2.7.3 Definition of Visual Comfort 23

2.8 Parameters of Visual Comfort in Classrooms 24

2.8.1 Lighting Uniformity 24

2.8.2 Daylighting Levels on Classroom 25

2.8.3 Ambient Factors 27

2.8.4 Shadows 28

2.8.5 Glare 28

2.9 International Standard 30

2.9.1 France Standard 30

2.10 Analysis of Algeria Public Schools 32

2.10.1 Geographic and Demographic Characteristics of

Algeria 32

2.10.2 Climatic Zones in Algeria 35

2.10.3 The sun path in Algeria 39

2.10.4 Sky Condition in Algeria 41

2.10.5 Conceptual Models of Public Schools in Algeria 42

2.11 Technical Requirement (Guideline) of Public Schools

Buildings in Algeria 47

2.11.1 Location 47

2.11.2 Orientation 47

2.11.3 Daylighting 47

2.11.4 Windows Design 49

2.11.5 Windows and People 51

2.11.6 Advantages of Windows 51

2.11.7 Disadvantages of Windows 52

2.11.8 Glazing 52

ix

2.11.9 Glazing Types 55

2.12 Research on the Quantity and Quality of Daylighting in

Classrooms 55

3 Methodology 62

3.1 Introduction 62

3.2 Research framework 62

3.3 Experiment Conditions (taking measurements of a typical

classroom in Algeria) 64

3.3.1 Measurement Procedure 64

3.4 Experiment Simulation Conditions 71

3.4.1 Definition of Radiance Parameters 73

3.4.2 Input data of simulation 74

3.4.3 The Experiment Procedure 82

3.5 Analysis of Data 85

4 RESULTs, ANALYSIS AND DISCUSSION 88

4.1 Introduction 88

4.2 Presentation and Interpretation of Measurement Results 89

4.2.1 The result of experiment at Summer Season 89

4.2.2 The results of our winter experiment 101

4.3 Presentation and Interpretation of the Simulation’s Results

109

4.3.1 Daylighting Analysis of (North-South with

corridor) facing Classrooms: 109

4.3.2 Analysis of the Influence of Absolute WorkPlane

Illuminance with Glazing Patterns at Summer

Season and daylight factor at winter season for

Classrooms Facing (EAST- WEST with corridor) 120

5 CONCLUSION, RECOMMENDATIONS, AND

FURTHER STUDY 131

5.1 Introduction 131

5.2 Review of Research Objectives 131

5.3 Validity of Research 135

5.4 Conclusion 135

5.5 Practical Implication and Application of the Research 136

x

5.6 Recommendations 136

5.7 Research Limitations 137

5. 8 Imp lications for F urther S tudy 138

REFERENCES 139

APPENDICES 149

xi

LIST OF TABLES

TABLE NO. TITLE PAGE

2-1 International Standards for Classroom Lighting 26

2-2 Overview of Tasks in a Classroom together with the

Requirements for Illuminance 27

2-3 Daylight Factor Requirements (AFE, 1996) 31

2-4 Summary Tabular of Data Climatic Zones Warmest Month 37

2-5 Summary Tabular of Data Climatic Zones Coldest Month 37

2-6 Sunshine and Daylight Hours in Algiers (2014) 40

2-7 The Capacity of Student in Public School in Algeria among

the World 44

2-8 Characteristics of the Different Glazing Types 55

2-9 Summary of Previous Classroom Daylight Research 61

3-1 Dimension of Principal Fa9 ade. 79

3-2 Characteristic of Glazing Types 80

3-3 Configuration of Windows Patterns 81

3-4 Example for the measurement of daylight within classroom

at morning period oriented to the north 85

3-5 Summary of Performance Indicator Criteria for Daylight

Simulation Experiment (AFE, PROMOTELEC) 87

4-1 Measurement of Daylight intensity in a typical Algerian

classroom at 9.00am North-west windows in summer

season. 92


classroom at 14.00pm North-west windows facing

in summer season. 93


classroom at 9.00am South-East windows in summer. 93

4-4 Measurement of daylight intensity in a typical Algerian

classroom at 14.00pm South-East windows in summer. 94

xii


classroom at 9.00am West-south windows in summer. 95


classroom at 14.00pm West-south windows in summer. 95

4-7 Measurement of Illuminance in summer (21 July 2014),

Classrooms Oriented on South-West, North-west, and

South-East 97


classroom at 9.00am West south orientation in winter 102


classroom at 14.00pm West south orientation in winter. 102


classroom at morning 9.00am North west orientation in winter 103


classroom at 14.00pm North west orientation in winter 104


classroom at 9.00am South-East orientation in winter. 104


classroom at 14.00pm South-East orientation in winter 105

4-14 Measurement of Illuminance in December (21 Dec2014),

Classrooms Orientated on South-West, North-West and

South-East 106

4-15 Daylighting distribution of G 1: 100% (North-South)

windows facing 112

4-16 Daylighting distribution of G1+G3: 75%, daylight distribution,

(North-South) windows facing 113

4-17 Daylighting distribution of G1+G2: 75 (North-South)

windows facing 113

4-18 Daylighting distribution of G1+G3:50% (North-South)

windows facing 114

4-19 Daylighting distribution of G1+G2:50% (North-South)

windows facing 114

4-20 Daylighting distribution of G1+G3: 25% (North-South)

windows facing 115

xiii

4-21 Daylighting distribution of G1+G2: 25% (North-South)

windows facing 115

4-22 Useful daylight area improvement for tinted glass by

changing glazing size (threshold) in classrooms facing north-south

orientation at winter. 117


changing glazing size (threshold) in classrooms facing

north-south orientation at summer. 117

4-24 Useful daylight area improvement for reflective glass

by changing glazing size (threshold) in classrooms facing

north-south orientation in winter. 118

4-25 Useful daylight area improvement for reflective glass

by changing glazing size (threshold) in classrooms facing

north-south orientation in summer. 118

4-26 Useful daylight area improvement for G1:100% Clear glass

(threshold) in classrooms facing north-south orientation

at summer. 119

4-27 Useful daylight area improvement for G1:100% Clear glass

(threshold) in classrooms facing north-south orientation

at winter. 119

4-28 Daylighting distribution of G1: 100% (East-West) windows

facing 123

4-29 Daylighting distribution of G1+G3: 75%, daylight distribution,

(East-West) windows facing 124

4-30 Daylighting distribution of G1+G2: 75 (East-West)

windows facing 124

4-31 Daylighting distribution of G1+G3:50% (East-West)

windows facing 125

4-32 Daylighting distribution of G1+G2:50% (East-West)

windows facing 125

4-33 Daylighting distribution of G1+G3: 25% (East-West)

windows facing 126

4-34 Daylighting distribution of G1+G2: 25% (East-West)

windows facing 126

xiv



East- West orientation in summer 128



East- West orientation in winter 128

5-1 Summary o f Findings in Relation to Objectives. 134

xv

LIST OF FIGURES

FIGURE NO. TITLE PAGE

1-1 Variation of Sunlit Areas and Percentage of Children

Exposed to Sunlight throughout the Academic Year in

Algerian Classrooms (orientation=230° from North)

(Saffidine-Rouag, 2013). 4

2-1 Sunlight Spectrum (Green Rhino Energy, 2013) 10

2-2 Sky Models 11

2-3 Direction of Sky luminance (Izard, 2004) 11

2-4 Clear Sky Luminance (Izard, 2004) 12

2-5 Latitude and Longitude of the Earth (Mazria, 1981) 13

2-6 Seasonal Rotation of the Earth (Bernard, 1999) 15

2-7 Approximate Daylighting Penetration (Robertson, 2003) 17

2-8 Reflective Light Shelves (Robertson, 2003) 17

2-9 unilateral lighting building Design shape 18

2-10 Bilateral Light Design (Pasini, 2002) 18

2-11 Illuminance Variations (De-Herde and Et-Liebard, 2005) 20

2-12 Building Orientation (Saeed, 1987) 21

2-13 Window Positioning (De-Herde and Et-Liebard, 2005) 21

2-14 External Obstacles (Izard, 1994) 22

2-15 Visual Comfort Parameters (Roger, 2008) 24

2-16 For the same level of illumination of the work plan,

the first situation is much more agreeable than the third

(Herde, 2011). 25

2-17 Levels of Illumination of Tasks Performed (IESNA, 2000). 26

2-18 Shadow Cancellation (AFE, 1987) 28

2-19 Sources of Indirect Glare (Boyce, 2003) 29

2-20 F ormula for Calculating Daylight F actor

(de-Herde and Et-Liebard, 2005) 30

2-21 Location of Algeria against the world and Africa

(dark blue) 32

2-22 Location of Algeria 33

2-23 Maritime front of Bejaia (In the coast) 33

2-24 The Tassili n'Ajjer 34

2-25 The Djurdjura Range in Snow (highland) 34

2-26 El Taref Province, in eastern Algeria 34

2-27 The Tadrart Rouge Near Djanet 34

2-28 Ouarsenis, range of mountains in North-Western (1985m) 35

2-29 Climatic summer zones of Algeria (Belgaid, 2011) 36

2-30 Climatic summer zones of Algeria (Belgaid, 2011) 36

2-31 Climate Zone Map in Algeria (bouzina, 2011) 38

2-32 Sun path of the city of Algiers by IES-VE 39

2-34 3D Sun path during summer and winter in Algeria

(Abdelatia, 2013) 40

2-35 Result Zoning of Daylight Availability over Algeria

(Zemmouri, 2010) 42

2-36 Design of Classrooms at Colonial Period (unilateral mode) 43

2-37 Section AA on Colonial School Design Classroom 43

2-38 Existing models of public schools in Algeria 44

2-39 Arrangement of Classrooms in Algeria Public Schools 45

2-40 Plan of and Section AA of Traditional School classrooms 45

2-41 Example 3D view of Traditional School in Algeria in

Algeria 46

2-42 Plan and 3D view of classes show corridors with access

in both direction 46

2-43 Typical Classroom Dimensions (Techicums Nomenclature

des locaux et Normes fonctionnelles, 1986). 48

2-44 Interior view of cases WWAR 30, 60 and 100% with

and without shading devices respectively, seen from

back wall. March 21st at 15.00. 51

2-45 Clear glass (Catalogue of windows glazing types) 53

xvi

2-46 Reflective Glass (Catalogue of windows glazing types) 53

2-47 Tinted Glass 54

2-48 The Comparison of Illuminance Values of the Measurement

Points in Classroom KN” and” KS”. (Output from

Microsoft Excel) 57

2-49 Distribution of daylight within classrooms. 58

3-1 Research framework 63

3-2 Data logger, Position of sensor and Base-U-1 & Coupler 65

3-3 Annual temperature on Algeria by IES-VE 2014 65

3-4 Climate data of Algiers city by IES-VE 2014. 66

3-5 Pictures showing the interior and exterior design of school 67

3-6 3D view of school Design and classrooms Tested 68

3-7 Grids of measurements within classroom 69

3-8 Pictures showing the arrangement of tables and windows

state within

classroom 70

3-9 Comparaison between IES-VE external illuminance

and Algeria

external illuminance on 15 october 2014 72


and Algeria

external illuminance on 15 November 2014 72


and Algeria

external illuminance on 15 December 2014 72

3-12 Coordinates of the location 74

3-13 Monthly Distribution of Extreme Conditions of Sky Mode

(Dj-Rouag, 2001). 75

3-14 Geometric 3D Model of Typical Classroom 76

3-15 Window Design Parameters (Carmody & al.2004) 77

3-16 Common Window Shapes in Algeria Schools 78

3-17 Dimension of Principal Fa9 ade 79

3-18 Dimens ion of Inner Fa9 ade 79

xvii

xviii

3-19 Glazing size and position (Mardaljevic, Painter, &

Waskett, 2015) 81

3-20 Example of rendering image (isolux contour) of bilateral

classroom. 84

3-21 Example of the means of Illuminance against the distance

from windows at summer season in the morning 86

3-22 Example of measuring the Average Illuminance for Each

C within classroom 86

4-1 Floor plan of a typical classroom in Algeria and 3D view

of corridor

and position of windows for the experiment (Plan C) 91

4-2 Average Illuminance for Each Column in a typical

Algerian classroom at 9.00am North-west windows facing 92

4-3 Average Illuminance for Each Column of daylight in a typical

Algerian classroom at 14.00pm North-west windows facing 93


Algerian classroom at 9.00am South-East windows facing

in summer. 94


Algerian classroom at 14.00pm South-East windows

facing in summer. 94

4-6 Average Illuminance for Each Column of daylight

in a typical Algerian classroom at 14.00pm West-south windows


4-7 Average Illuminance for Each Column of daylight in

a Typical Algeria Classroom at 14.00pm West-south windows


4-8 Summary of Distribution of Average Illuminance for each

column on the Classrooms Tested 98

4-9 Uniformity obtained in Periods of Summer under Clear Skies

for South and North and West-facing Typologies 99

4-10 Summary of the Average Value of Sunlight Illuminance Ratio

on each Classroom tested both in the Morning and

Evening Period. 100

xix

4-11 Average Illuminance for Each Column of daylight

in a typical Algerian classroom at 9.00am West south orientation

in winter. 102

4-12 Average Illuminance for Each Column of daylight in a

typical Algerian classroom at 14.00pm West south orientation

in winter 103


a typical Algerian classroom in winter 103







4-17 Summary of Distribution of Average Illuminance for

each column on Classrooms Tested 107

4-18 Uniformity obtained in periods of winter under overcast

skies for South and north and west -facing Typologies. 107

4-19 Daylighting of bi-lateral window typology with corridor

and section A-A facing (North-South) orientation 109

4-20 Analysis of the influence of Absolute WorkPlane

illuminance with glazing patterns in summer for classrooms

facing North-South with an overhang. 110

4-21 Analysis of the influence of daylight factor with glazing

patterns at winter season for classrooms facing North-South

with overhang 111

4-22 Graph show the average daylighting distribution of

G1: 100% (North-South) windows facing 112


G1+G3: 75%, (North-South) windows facing 113


G1+G3: 75% (North-South) windows facing 113


G1+G3:50% (North-South) windows facing 114


G1+G2:50% (North-South) windows facing





4-29 Daylighting of bilateral window typology with corridor

and section A-A facing (East- west) orientation

4-30 Average daylighting level (WPI) within the classroom

by using seven glazing patterns facing the East- West

orientation


G1: 100% (East-West) windows facing


G1+G3: 75% (East-West) windows facing


G1+G2: 75% (East-West) windows facing

4-34 Graph show the average G1+G3:50% daylighting

distribution (East-West) windows facing







114

115

115

120

121

123

124

124

125

125

126

126

xx

xxi

LIST OF ABBREVIATIONS

WPI - WorkPlane IlluminanceDF Daylight FactorIES-VE - Integrated Environment Solution Virtual EnvironmentT - temperature (oC)AFE - The French Association of LightingMW - MegawattLux - unit of illuminanceUV - ultravioletIR - InfraredICE - International Commission on IlluminationCEN/TC - The European Committee for StandardizationFC - Foot-CandleEi - Exterior illuminanceii - interior illuminancem - meterSq. mi - Square millkm - Kilometreklx - kilolux°N NorthWWR - Windows Wall RatioWFR - Windows Floor RatioSBR - Sustainable Building ResearchVT - Visible TransmittanceVR - Visible ReflectanceSHGC - Solar Heat Gain Coefficient°E EastIEA - International Energy AgencyISIRI The national lighting committee of standard and industrial

organisation of Iran CIBSE Chartered Institution of Building Services EngineersG1 - Clear glassG2 - Tint glassG3 - Reflective glass

http://www.commodities-now.com/reports/power-and-energy/2136-what-is-a-megawatt.html

http://en.wikipedia.org/wiki/Foot-candle

http://www.cibse.org/

xxii

APPENDIX

A

B

C

D

E

F

G

H

I

LIST OF APPENDICES

TITLE

Daylight Simulation Experiment: Calculation Work

Plan Illuminance Results

Optional glazing window configuration toward West

orientation

Means of Illuminance against the distance from

windows at summer season in the morning and evening

period

Means of Illuminance against the distance from

windows at winter season in the morning and evening

period

Sun Path during Summer and Winter Period Facing

(North-South with Overhang) and (West-East with

overhang) of Typical Model of Classroom

Isolux contour gray pattern for summer daylighting

distribution for at different times of the day (North-

South) orientation, based on simulation of typical

model Algerian class room

Isolux contour gray pattern for winter and summer

daylighting distribution for at different times of the day

(West-East) orientation, based on simulation of typical

model Algerian class room.

Daylighting glazing window patterns Analysis of

(North-South with corridor) facing Classrooms

Daylighting glazing window patterns Analysis of

(West-East with corridor) facing Classrooms

PAGE

147

160

161

162

163

164

165

166

168

xxiii

J Annual Weather (Temperature, Average sunlight, 170

Sunshine hours) Averages of Algiers city

K Pictures show the problem of glare (direct sunlight) and 171

the use of coating on windows in addition to Curtains

within classrooms in Algeria public school

CHAPTER 1

INTRODUCTION

1.1 Background

Sun is the authentic source of light defined in Latin as luminary “ flambeau”. It

is an essential source of energy for every creature on Earth. The activities of scientists

such as astronomers and engineers, among others, have proved that the sun is a source

of energy. Currently, solar energy is an important global resource that scientists

continue to explore and make use of in many human endeavours including

architecture.

The past decade has proved to be a turning point in the quest for educational

attainment in Algeria, many of the 8 million estimated students spend quality time

schooling. The study of the architecture of comfort, building conditions, and

environmental needs of the society has become paramount. This provides the

opportunity for proper environmental monitoring of in-depth analysis of thermal,

acoustic and luminal science that influences societal wellbeing explain that in recent

years (Mohd-Zin, K.2005). There has been an increasing interest in sustainable issue

and that environmental consciousness and energy saving methods (green energy) have

become a popular subject, which has improved knowledge on the need to sustain

2

resources for present and future generations without impairing the environment. This

is known as sustainable architecture.

The importance of daylighting in our educational buildings has dominated

research in recent years. There has been a positive correlation between the positive

effects, considerable capacity to the performance by the students, and the promotion

of better health by proper lighting of schools (Wu & Ng, 2003). It has been proved that

daylighting affords the best quality of light available to mankind, classroom, and

corridors. It has also been proved that daylighting eliminates noise pollution and

flickering from electric light sources (Edwards & Torcellini, 2002).

Student comfort while learning is imperative and therefore requires a building

that will provide such comfort highly influence their learning ability. The school

building must therefore meet such criteria. One of the fascinating developmental needs

of students is lighting. Students at various stages of their development require a

motivational component of education which is lighting, which shapes the ability of the

student to identify and differentiate colours, the scale of their surroundings, and ability

to navigate their school premises unaided.

The manner in which a student reacts to daylighting can be either positive or

negative. In the case of adverse conditions, daylighting can cause negative reactions

to schooling. Excessive lighting to the classroom can also have an adverse effect on

student learning. The level of concentration of daylighting and penetration of large

amounts of light into a classroom can cause visual discomfort. Difficulty seeing or

glare is one of the most common problems suffered by students in schools.

1.2 Problem Statement

The current state of schools in Algeria is such that there is an urgent need for

building new schools to meet the needs of increasing school standards in accordance

3

with the times. Few of these schools meet the minimum norms on the basis of the

design criteria for effective learning. In schools built and reconstructed after 50 years

of independence, there is little significant improvement in terms of quality of

construction. There is a need for urgent improvements to remedy the many problems

constantly suffered by school children. These problems are caused by poor

environmental learning conditions (irrational sunlight) through a large amount of

daylight penetration inside the classroom known as glare and non-uniform daylight

(Saffidine-Rouag)

Regarding educational institutions in Algeria, the guide published by the

Ministry of Education concerning the regulations for school building construction only

considers the geometric characteristics and classroom orientation. No indication is

given on the requirements of daylighting, window design, and glazing systems such as

glass type and size for each zone (Ibrahim, 2002; Ibrahim, 2009; Ibrahim, Hayman &

Hyde, 2008). The application of daylight through the window requires more

comprehensive recommendations and guidelines to be used during early stages of

design. All these emanate as a result of a lack of standard guidelines which serve as a

vital pillar and provision of a standard structure that will stand the test of time. The

proposed typologies and window would be beneficial to the designers in Algeria and

the health of students.

4

Time (GMT+1)

Figure 0-1: Variation of Sunlit Areas and Percentage of Children Exposed to

Sunlight throughout the Academic Year in Algerian Classrooms (orientation=230°

from North) (Saffidine-Rouag, 2013).

1.3 Research Aims

This research investigates the current daylighting consideration in existing

school buildings in Algeria and determines the best glazing pattern to maximise

daylight, effectiveness on window glazing patterns, and occupant comfort in order to

recommend appropriate daylighting strategies for Algerian school design.

5

1.4 Research Objectives

1. To investigate daylighting performance of typical classrooms in Northern

Algerian public schools.

2. To investigate good daylight quantity and quality for pupils’ visual comfort

through classroom windows glazing configurations.

3. To determine and recommend an appropriate design of window glazing

pattern that responds to the bilateral daylighting requirements.

1.5 Research Questions

After reviewing the past literature, and in line with the above mentioned

objectives, this study will seek answers to the following research questions:

1. Does the daylighting in Algerian public schools (typical classroom) comply

with the international standards?

2. Is the quality of illuminance within classrooms ideal for students’ visual

comfort?

3. Is there a special design for the windows in public schools in Algeria

proposed by the concerned authorities?

4. Does modifying the configuration of window glazing types affect the

improvement of the quantity and quality of daylighting within the

classroom?

5. What are the appropriate window glazing types for different fa9 ade

orientations for Algerian schools?

1.6 Scope and Limitation

School structures contain many spaces such as classrooms, laboratories,

meeting rooms, and teacher rooms. An individual classroom was chosen for this study

6

because it is considered the most important element in schools. Algeria is a large

country with four different climatic zones. This study limits its daylighting analysis to

northern Algeria where the majority of schools are concentrated (the region are located

between latitude 34°-36° with a Mediterranean climate with an overcast sky).

There are many techniques used to illuminate spaces in classrooms which

include: side lighting, skylight, and roof monitors. The current designs of Algerian

public schools usually have side windows (side lighting) which can be surveyed by

quantitative or qualitative approaches. This thesis focuses on daylight factor (DF) and

WPI for quantitative analyses and distribution of daylight by using different glazing

configurations, types, and sizes not provided in Algerian school guidelines for

qualitative analyses. It ignores the reflectance value of the surrounding environmental

in the simulation. The IES-VE (Integration Environment Solution Virtual

Environment) simulation software was chosen among several simulation software

including Ecotec, Velux, and Revit. The reason behind the choice of IES-VE lies in

the availability of many properties and accurate rendered images and WPI and DF

data. (IES, 1993; IES <VE>. 2006; Reinhart & Breton, 2009).

1.7 Significance of the Research

There is no specific design of windows in Algerian school buildings in relation

to its orientation, sunlight permissible in classroom, and comfort of student learning

through regulations to achieve the maximum environmental needs of the students. The

government of Algeria has not put in place a proper design procedure for public

building daylighting. Therefore, this research aims to generate significant information

to serve as a platform for daylighting requirements for classroom building design.

Subsequently, the requirements would form a basis for future daylighting

recommendations for Algerian public school design.

7

1.8 Organisation of thesis

Chapter One introduces the research by stating the research problem, the

objectives, scope, and limitations of this study. The chapter concludes with the

significance of the study.

Chapter Two reviews the definition of daylighting and its performances in

school buildings. This is followed by an explication on the concept of side lighting,

modes (unilateral, bilateral, and multilateral), and presentation of the technical

requirements of the guidelines and the types of glazing provided in Algerian markets.

It also provides an explanation of the French international standards (A.F.E).

Furthermore, this chapter presents the parameters for visual comfort within the

classroom and analyses school buildings in Algeria. It concludes with an examination

of the relevant research on this topic.

Chapter Three explains the research methodology which is a combination of

two methods. First is site visitation and experimental measurements in selected

Algerian schools, followed by computer daylight simulation experiment by IES

Integrated Environment Solution VE.

Chapter Four presents the results of the field measurement in selected public

schools in Algeria during two critical time periods, and compares these results with

the international standard (A.F.E). This chapter also presents the results from a

simulated model of a typical classroom in order to determine the daylight factor (DF)

in winter, absolute WorkPlane Illuminance (WPI) in summer, in addition to the

uniformity of daylight.

Chapter Five reviews the research objectives highlighted in Chapter One and

examines the impact of the findings revealed through the outlined objectives. The

practical implication and recommendations are highlighted, and the limitations of the

study are discussed, with suggestions offered for further research.

139

REFERENCES

Abela, A., Hoxley, M., McGrath, P., & Goodhew, S. (2013). Actual and calculated

energy performance of residential propert in Malta. 13th Conference of

International Building Performance Simulation Association.

Abdelatia, B. (2013). Contribution a l’etude du confort visuel en lumiere naturelle dans

les etablissements scolaires en Libye: evaluation qualitative et preconisations.

Bordeaux 1.

Abercrombie, T. J. (2014). Algeria Facts. Eighth Edition. Retrieved 29 September,

2014, from http://travel.nationalgeographic.com

AFE Association fran9 aise de, l. e. (1998). Relatives recommendations o f daylighting

in schools. Paris (52 Bd Malesherbes, 75008): Society d'ed. Lux.

Alain Liebard, A. D. H. (2005). Treaty of bioclimatic architecture and urban planning,

design, build and develop the sustainable development (O. d. E. R. Observ’er

Ed.).

Algiers Climate & Temperature. (2014). Retrieved 14/10/2014, from Algeria weather

station http ://www.algiers. climatemps. com/

Andersen, P. A., & Velux. (2010). Daylight, Energy and Indoor Climate Basic Book

(2 ed.): Velux.

Ariba, J. A. G. A. C., R. Castle. (1953). School design and construction (Vol. 373 p.

illus). London: London, Architectural Press.

http://travel.nationalgeographic.com/

http://www.algiers.climatemps.com/

140

Balachandran, V. (2007). Research Methodology in Commerce, Nature and

Formulation of Hypothesis (S. M. a. R. Elangovan Ed.). India: New Delhi:

Deep and Deep.

Belakehal, A., & Tabet Aoul, K. (2013). Daylighting within building. Refer to arid hot

and dry climate, South Algeria.

Belgaid, B. (2011). Building thermal performance in Saharan climate. International

Journal of Energy and Environment, 2(2), 261-266.

Bernard, C. V. (1999). Daylighting: safety practice record -National Research and

Safety Institute for the Prevention of Accidents of Work and Professional

Diseases- http://www.inrs.fr

Biner, P. M., Butler, D. L., Lovegrove, T. E. and Burns, R. L. (1993). Windowless in

the Workplace: A Re-examination of the Compensation Hypothesis.

Environment and Behavior, 25(2): 205-227.

Bontant-Duchemin, S., Luquet, D., Quicray-Renard, F., & Rumin, J.-P. (2013).

Guidline of daylighting and electric lighting. norms and recommandations of

Classroom. frnace.

bouzina. (2011). Climatic data of Algeria. Retrieved 29 September, 2014, from

http://www.scribd.com/doc/48480380/Donnees-climatiques-de-l-Algerie

Boyce, P., Hunter, C., & Howlett, O. (2003). The benefits of daylight through

windows. Troy, New York: Rensselaer Polytechnic Institute.

Bulow-Hube, H. (2008). Daylight in glazed office buildings A comparative study of

daylight availability, luminance and illumince distribution for an office room

with three different glass areas Division of Energy and Building Design

Department of Architecture and Built Environment Lund University Faculty of

Baker, N., & Steemers, K. (2014). Daylight design of buildings: A handbook for

architects and engineers: Routledge.

http://www.inrs.fr/

http://www.scribd.com/doc/48480380/Donnees-climatiques-de-l-Algerie

141

Engineering LTH, 2008 Report EBD-R--08/17 Printed by KFS AB, Lund

2008. ISBN 978-91-85147-25-0 www.ebd.lth.se

Butler, D. L. and Biner, P. M. (1989). Effects Of Setting on Window Preference S and

Factors Associated With Those Preferences. Environment and Behavior, 21:

17-31

Carmody, J., Selkowitz, S., Lee, E., Arasteh, D. and Willmert, T. (2004). Window

Systems for High-performance Building. W. W. Norton and Company LTD

ISBN 0-393-73121-9.

Cambridge Dictionnary, O. Definition of comfort in English.

Chauvel, P. (1968). The natural and artificial lighting in the building (8 Ed.). Paris:

Eyrolles.

Corporation, O. C. (2009). HOBO Pendant,Temperature/Light Data Logger:

Specifications and Light measurement Retrieved 01-03-2015

www.onsetcomp.com

Country comparison Algeria. (2013 23 juin 2014). Retrieved 29 September, 2014,

from https://www.cia.gov/library

Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating

Quantitative and Qualitative Research (4th, International ed.). Boston: Pearson

Dahl, T. (2009). Climate and Architecture (T. Dahl Ed. illustrated ed. Vol. 164 pages).

the University of California: Routledge.

De Giuli, V., Da Pos, O., & De Carli, M. (2012). Indoor environmental quality and

pupil perception in Italian primary schools. Building and Environment, 56,

335-345.

http://www.ebd.lth.se/

http://www.onsetcomp.com/

https://www.cia.gov/library

142

Edwards, L., & Torcellini, P. A. (2002). A literature review of the effects of natural

light on building occupants: National Renewable Energy Laboratory Golden,

CO.

Energy, G. R. (2013). Solar Spectrum Intensity and Energy. Retrieved 10-04-2015,

2015, from http://www.greenrhinoenergy.com/solar/radiation

IESNA. (2000). The IESNA Lighting Handbook. Illuminating Engineering Society of

North America.

Farzam, R. (2011). Measurements and analysis of Day Lighting Condition of Schools

in Iran.

Francis, T. (2005). The outdoor daylighting guide.

F rancis , B., Gilles, C., & Bernard, P. (2008). daylighting. technic o f Engineering and

insulation o f light in building, base documentaire : TIB553DUO(ref. article :

c3315).

Grangaard, E. (1993). The effect o f colour and light on selected elementary school

students. Ph. D. dissertation, Univ. of Nevada.

Groot, T. d. B.-H. E. d. (2002). Lighting in schools Climate Design/Building Physics.

Netherlands: Faculty of Architecture, TU Delft, The Netherlands, 2TNO Built

Environment and Geosciences, Business Unit Building and Systems.

Guideline, A. l. ( 2010). Daylighting Sources. 2014(10-02-2014).

http://algonline.org/index.php?daylighting-sources

Heerwagen, J. H. and Orians, G. H. (1986). Adaptations to Windowlessness: A Study

of the Use of Visual Decor in Windowed and Windowless Offices.

Environment and Behaviour. 18(5): 623-639.

Definition of school. Retrieved 20 May, 2014, from http://www.hygiene-

publique.gov.pf/spip.php?article50

http://www.hygiene-publique.gov.pf/spip.php?article50

http://www.hygiene-publique.gov.pf/spip.php?article50

http://www.greenrhinoenergy.com/solar/radiation

http://algonline.org/index.php?daylighting-sources

143

Hellinga, H. (2013). Daylight and view: the influence ofwindows on the visual quality

o f indoor spaces. TU Delft, Delft University of Technology.

Herde, D. (2011). Assess the consistency of illumination -The recommended

uniformity-. from Catholic University of Louvain La Neuve

http://www.energieplus-lesite.be

Hernandez Calleja, A., Ramos Perez, Fernando. (2011). Conditions Required for

Visual Comfort.

Heschong, L., & Commission, C. E. (2003). Windows and Classrooms: a Study o f

Student Performance and Indoor Environment: Technical Report: California

Energy Commission.

Heschong, L., Mahone, D., Kuttaiah, K., Stone, N., Chappell, C., & McHugh, J.

(1999). Daylighting in schools: An investigation into the relationship between

daylighting and human performance. Summary fo r the Pacific Gas and Electric

Company on behalf o f the California Board fo r Energy Efficiency Third Party

Program.

Heschong, L., Wright, R. L., & Okura, S. (2002). Daylighting impacts on human

performance in school. Journal o f the Illuminating Engineering Society, 31 (2),

101-114.

Ho, M.-C., Chiang, C.-M., Chou, P.-C., Chang, K.-F., & Lee, C.-Y. (2008). Optimal

sun-shading design for enhanced daylight illumination of subtropical

classrooms. Energy and buildings, 40(10), 1844-1855.

Ibrahim, N. (2002), ‘Daylight Design Rules of Thumb’, MPhil Thesis, University of

Sydney.

Ibrahim, N. (2009), ‘Daylighting Rule of Thumb and Typology’, PhD Thesis,

University of Sydney.

http://www.energieplus-lesite.be/

144

Ibrahim Norhati., & Zain-Ahmed, A. (2007). Daylight availability in an office interior

due to various fenestration options. Paper presented at the 2nd PALENC

Conference and 28th AIVC Conference on Building Low Energy Cooling and

Advanced Ventilation Technologies in the 21st Century, Crete island, Greece.

Ibrahim, N. Hayman, S. and Hyde, R. (2008), ‘Daylighting Rule of Thumb for

Rooms with External Obstructions’ , Proceedings o f the 42nd Conference of

the Australian and New Zealand Architectural Science Association

(ANZAScA42), University of Newcastle.

IES (1993). Lighting Handbook: Reference and Application. (8th ed.) Illuminating

Engineering Society of North America (IESNA)

IES <VE>. (2006). “Virtual Environment.” From simcosm -india.com/pdf/ radiance

IES.PDF.Leslie, R. P. and Center, R. P. I. L. R. (2010). Patterns to Daylight

Schools fo r People and Sustainability, Lighting Research Center, Rensselaer

Polytechnic Institute.

Kittler, R., Kocifaj, M., & Darula, S. (2011). Daylight science and daylighting

technology: Springer Science & Business Media.

Kruger, E. L., & Dorigo, A. Lucio. (2008). Daylighting analysis in a public school in

Curitiba, Brazil. Renewable Energy, 33(7), 1695-1702.

LA TOISON. (1982). Introduction of daylighting. Paris : Eyrolles, p 101.

Leslie, R. P., & Center, R. P. I. L. R. (2010). Patterns to Daylight Schools for People

and Sustainability: Lighting Research Center, Rensselaer Polytechnic Institute.

Ibrahim, N., Lukman, N., & Kosman, K. A. (2007). Daylighting Rule of Thumb and

Design Research & Practice, 3(1), 25-34.

Lewis., A. M. a. J. O. (1994). Daylight as a resource.

145

Liebard, A., & De Herde, A. (2005). Treaty of bioclimatic architecture and urban

planning : concevoir, building and arrangement of sustainable development:

Observ'ER, paris, 250-251.

Li, & Tsang, E. K. (2008). An analysis of daylighting performance for office buildings

in Hong Kong. Building and Environment, 43(9), 1446-1458.

Lim, Y.-W., & Ahmad, M. H. (2014). The effects of direct sunlight on light shelf

performance under tropical sky. Indoor and Built Environment,

1420326X14536066.

Lim, Y.-W., Ahmad, M. H., & Ossen, D. R. (2010). Empirical validation of daylight

simulation tool with physical model measurement. American Journal of

Applied Sciences, 7(10), 1426.

Lim, Y.-W., Ahmad, M. H., & Ossen, D. R. (2013). Internal shading for efficient

tropical daylighting in Malaysian contemporary high-rise open plan office.

Indoor and Built Environment, 22(6), 932-951.

Lim, Y.-W., Kandar, M. Z., Ahmad, M. H., Ossen, D. R., & Abdullah, A. M. (2012).

Building fa9 ade design for daylighting quality in typical government office

building. Building and Environment, 57, 194-204.

Mazria, E. (1981). The guide of passive solar energy (Parentheses Ed. 4 ed.):

Parentheses.

Mohd-Zin, K. (2005). Energy Efficient Building Design Towards Sustainable

Development. Symposium International Urbanization, Architecture and

Development in Nusantara. 18 Jun. Selectra Building, Universitas Sumatera

Medan Indonesia.

Mohd-Zin, K. (2010). Towards Green Buildings Appreciations: A Paper Presented in

Universiti Teknologi Malaysia, B07 Faculty of Built Environment April

2010, Universiti Teknologi Malaysia Johor- Malaysia

146

Metz, H. C. ( 1993). A Country Study: Algeria. Retrieved 29 September, 2014

Nabil, A., & Mardaljevic, J. (2006). Useful daylight illuminances: A replacement for

daylight factors. Energy and buildings, 38(7), 905-913.

Nikpour, M., Kandar, M. Z., & Mosavi, E. (2013). Investigating Daylight Quality

Using Self-Shading Strategy in Energy Commission Building in Malaysia.

Indoor and Built Environment, 22(5), 822-835.

Nikpour, M., Kandar, M. Z., & Roshan, M. (2013). Empirical Validation of IES< VE>

Simulation in Term of Daylight in Self-Shading Office Room in Malaysia.

Ossen, D. R. (2005). Optimum overhang geometryfor high rise office building energy

saving in tropical climates. Universiti Teknologi Malaysia.

Pasini, I. (2002). Daylighting Guide for Canadian Commercial Buildings. 86.

Patrick, J.-L. I. (2004). CONTROL SETTINGS: CHECKING THE SUNSHINE IN

ARCHITECTURE

Phillips, D. (2004). Daylighting: Natural Light in Architecture: Carl Gardner.

Promotelec. (2001). Label Promotelec lighting in Classroom: visual comfort guarantor

and controlled costs Uniformity. 33, avenue du General Leclerc, BP 23, 92262

Fontenay-aux-Roses Cedex.

Reinhart & Breton, P.-F. (2009). Experimental validation of 3ds Max® Design 2009

and Daysim 3.0. Draft manuscript submitted to Building Simulation .

Reinhart, C. & Fitz, A. (2006). Findings from a survey on the current use of daylight

simulations in building design. Energy and buildings, 38(7), 824-835.

Reinhart, C. F. & Herkel, S. (2000). The simulation of annual daylight illuminance

distributions— a state-of-the-art comparison of six Radiance-based methods.

Energy and buildings, 32(2), 167-187.

147

Robbins, C. L. (1986). DAYLIGHTING Design and Analysis. New York: Van nostrand

Reinhold company.

Robertson, K. (2003). guide on daylighting of buildings. Ontario: SCHLCMHC.

Rosen, L. N., Targum, S. D., Terman, M., Bryant, M. J., Hoffman, H., Kasper, S. F., .

. . Rosenthal, N. E. (1990). Prevalence of seasonal affective disorder at four

latitudes. Psychiatry research, 31(2), 131-144.

Rouag, D. S. (2001). Sunlight problems within new primary school classrooms in

Constantine (Algeria). (PHD), University of Mentouri, Constantine -Algeria-

Roulet, CA (2009). Well being, comfort felt by occupants and building energy

performance are they compatible.

Sa'id, E.-n. A., Dodo, Y. A., Khandar, M. Z., & Ahmad, M. H. (2014). Correlating

Visual Comfort with Green Building Index in an Open Plan Office Space. Life

Science Journal, 11(10).

Saeed, S. A. (1987). Indoor climate as a function of building orientation. International

journal of ambient energy, 8(1), 41-47.

Saffidine-Rouag, D. The Merits of Observational Methods to Assess Poor

Environmental Learning Conditions.

Schiler, M. E., & Japee, S. A. (1997). Interior illuminance, daylight controls and

occupant response. University of Southern California.

Services, E.-G., & AFE Association francaise de, l. e. c. (1996). interior lighting of

building: town hall, school. La Defense: EDF GDF Services.

Research, S. B. ( 2011). The Efficient Windows Collaborative Tools for Schools (pp.

19). Minneapolis - United States: Regents of the University of Minnesota,

Twin Cities Campus.

148

Techicums Nomenclature des locaux et Normes fonctionnelles. (1986). Algeria.

Vandenplas, A. (1965). Belgian National Committee lighting - Committee on Natural

lighting. Natural lighting and its applications. Earth and sky, Vol. 81.

Veitch, J. A., & Newsham, G. R. (1996). Determinants of lighting quality II: Research

and recommendations: ERIC Clearinghouse.

Wang, N. (2009). In Broad Daylight: An investigation of the multiple environmental

factors influencing mood, preference, and performance in a sunlit workplace:

ProQuest.

Window Technologies: Glass (2014) Windows for high performance commercial

building Retrieved on 20, August, 2015 from

http://www.commercialwindows.org/tints.php

Window Technologies: Properties Primer (2014) Windows for high performance

commercial building retrieved on 20, August, 2015 from

http://www.commercialwindows.org/reflectance.php

Wu, & Ng,. (2003). A review of the development o f daylighting in schools. Lighting

Research and Technology, 35(2), 111-124.

Zemmouri. (2010). Achieving Environmental Security: Ecosystem Services and

Human Welfare (W. G. K. P. H. Liotta Ed.). Department of architecture,

University of Biskra, Algeria.

http://www.commercialwindows.org/tints.php

http://www.commercialwindows.org/reflectance.php

APPENDICES

A Daylight Simulation Experiment: Calculation WorkPlane

Illuminance Results

B Optional glazing window configuration toward West orientation

C Means of Illuminance against the distance from windows at

summer season in the morning and evening period

D Means of Illuminance against the distance from windows at winter

season in the morning and evening period

E Sun Path during Summer and Winter Period Facing (North-South

with Overhang) and (West-East with overhang) of Typical Model

of Classroom

F Isolux contour gray pattern for summer daylighting distribution for

at different times of the day (North-South) orientation, based on

simulation of typical model Algerian class room

G Isolux contour gray pattern for winter and summer daylighting

distribution for at different times of the day (West-East)

orientation, based on simulation of typical model Algerian class

room.

H Daylighting glazing window patterns Analysis of (North-South

with corridor) facing Classrooms

150

I Daylighting glazing window patterns Analysis of (EAST-WEST)

with corridor facing Classrooms

J Annual Weather (Temperature, Average sunlight, Sunshine hours)

Averages of Algiers city

K Pictures show the problem of glare (direct sunlight) and the use of

coating on windows in addition to Curtains within classrooms in

Algeria public schools

glazing design for bilateral daylighting in public...

Documents