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MAXIMISING VISUAL COMFORT AND NATURAL LIGHTING IN LECTURE ROOMS FOR THE PROPOSED FACULTY OF ARCHITECTURE, AHMADU BELLO UNIVERSITY, ZARIA, KADUNA.
ABSTRACT
In the last decade, the world has begun making a shift to sustainable and environmentally friendly alternatives of power one of which is daylighting. The most common method of harnessing daylighting is through windows openings. Daylighting was observed in several studies to improve student performance and health in lecture rooms.With increasing cost of electricity and epileptic state of electricity in Nigeria, it has become a necessity to harness daylighting in lecture rooms but with the advantages of daylight follows the problems of inadequate placements of apertures, which brings about overheating, underlighting, overlighting and glare. This is due to varying intensity of daylighting from place to place, that is most evident at openings to the east and west side of a building suffer from drastic changes of light quality through the day, heat gains and require versatile solutions to harness which makes openings to the north and south as the best choices for harnessing daylighting.However, there are no researches under adequate methodologies that identify the optimum head height of openingsalong the north and south orientation, without shading devices for lecture rooms in the Tropical Wet and Dry Climate of Nigeria.The aim of this research is to determine the optimum head height of openingsalong the north and south orientation without shading devices, based on the quality and quantity of daylight in alecture room while minimizing the probability for glare and therefore develop models which can be employed in the design of lecture rooms in the Tropical Wet and Dry Climate of Nigeria. The methodology for this research climate based daylight modelling due to its prediction of various radiant or luminous quantities (e.g. irradiance, illuminance, radiance and luminance) using sun and sky conditions that are derived from standard meteorological datasets. Case studies were selected from the Faculty of environmental design, Ahmadu Bello University Zaria, which consists of; the Department of Architecture, Department of
Building, Department of Urban and Regional Planning, Department of Quantity Surveying and the Department of Geomatics. They were used for validation studies and evaluation of current daylighting design practices in University lecture rooms. Prototype lectures rooms were created and simulated using ecotect, radiance and Daysim. Results showed that the quantity and quality of daylighting for both north and south orientations were affected by a change in head height of openings. The study concludes that for maximized daylighting of lecture rooms in the wet and dry tropic region of Nigeria, window openings to the south should have a window head height of 2400mm and window openings to the north should have a window head height of 2700mm. For areas of further research, evaluation for the impact of window head height of thermal comfort can be performed. In addition, this research was conducted for lecture rooms in tropical wet and dry region of Nigeria only so further research can conducted on the other climate regions such as the tropical wet region and the semi-arid regions of Nigeria.
Table of Contents
Declaration ………………………………………………………………………………………………………….. iii
Certification ………………………………………………………………………………………………………… iv
Dedication …………………………………………………………………………………………………………….. v
Acknowledgement ………………………………………………………………………………………………… vi
Abstract ……………………………………………………………………………………………………………… vii
Table of Contents …………………………………………………………………………………………………. ix
List of tables ………………………………………………………………………………………………………. xiv
List of figures …………………………………………………………………………………………………….. xviList of Plates …………………………………………………………………………………………………….. xviii
1.0 INTRODUCTION ………………………………………………………………………………………. 1
1.1 Background of the Study ………………………………………………………………………….. 1
1.2 Problem Statement ………………………………………………………………………………….. 3
1.3 Aim and Objectives of Research ……………………………………………………………….. 4
1.4 Research Questions ………………………………………………………………………………….. 5
1.5 Scope and Delimitation of Research ………………………………………………………….. 5
1.6 JUSTIFICATION ……………………………………………………………………………………. 6
2.0 LITERATURE REVIEW ……………………………………………………………………………. 7
2.1 What Is Daylighting …………………………………………………………………………………. 7
2.1.1 Difference between Daylight and Sunlight ……………………………………………………. 8
2.2 Daylighting and Human Comfort …………………………………………………………… 10
2.2.1 Glare ………………………………………………………………………………………………………. 10
2.3 Daylighting in Lecture Rooms ………………………………………………………………… 11
2.3.1 Benefits of Adequate Daylighting on Students Performance ………………………….. 11
2.4 HARNESSING DAYLIGHTING ………………………………………………………………………….. 13
2.4.1 Daylighting strategies ……………………………………………………………………………….. 13
2.4.2 Types of Daylighting Aperture…………………………………………………………………… 14
2.4.3 Light pipes ………………………………………………………………………………………………. 23
2.4.4 Fenestration materials……………………………………………………………………………….. 25
2.5 CONCEPTUAL FRAMEWORK FOR DAY LIGHTING CALCULATION …………………………….. 25
2.5.1 The daylight factor concept ……………………………………………………………………….. 26
2.5.2 ‗Design sky‘ concept ………………………………………………………………………………… 27
2.5.3 ‗Total Flux‘ Concept or Lumen Concept …………………………………………………….. 27
2.5.4 ‗Split-flux‘ concept…………………………………………………………………………………… 28
2.5.5 PSALI (Permanent Supplementary Artificial Lighting of the Interior Concept) .. 29
2.5.6 Static Point Illuminance and Luminance Measurement Concept ……………………. 30
2.6 Climate-Based-Daylight-Modelling (CBDM) …………………………………………… 30
2.7 CLIMATE AND DAYLIGHTING ………………………………………………………………………… 35
2.7.1 Climatic zones …………………………………………………………………………………………. 36
2.7.2 Climatic Zones in Nigeria …………………………………………………………………………. 38
2.7.3 Technology for Climate-Based-Daylight-Modelling …………………………………….. 41
2.8 Findings from Literature Review ……………………………………………………………. 43
3.0 research METHODOLOGY ……………………………………………………………………… 44
3.1 Design Strategy ……………………………………………………………………………………… 44
3.2 Research Design …………………………………………………………………………………….. 46
3.2.1 Research method ……………………………………………………………………………………… 46
3.3 DEPENDENT AND INDEPENDENT VARIABLES ……………………………………………………. 48
3.3.1 Dependent variables …………………………………………………………………………………. 48
3.3.2 Independent variables ……………………………………………………………………………….. 49
3.3.3 Case study……………………………………………………………………………………………….. 49
3.3.4 Case study population ………………………………………………………………………………. 49
3.3.5 Instruments for Data Collection …………………………………………………………………. 51
3.4 Chapter Summary …………………………………………………………………………………. 51
4.0 DATA ANALYSIS, DISCUSSIONS AND FINDINGS ………………………………… 53
4.1 Validation studies …………………………………………………………………………………… 53
4.2 ASSESSMENT OF CURRENT PRACTICE AND CASE STUDIES……………………………………… 53
4.2.1 Assessment of Daylighting in Existing lecture rooms …………………………………… 58
4.2.2 Assessment of Daylighting in case study lecture rooms ………………………………… 58
4.2.3 Visual analysis …………………………………………………………………………………………. 63
4.2.4 Average illuminances calculations ……………………………………………………………… 65
4.3 EVALUATION STUDIES …………………………………………………………………………………. 66
4.3.1 Assessment of simulated Classrooms with South openings ……………………………. 68
4.3.2 Assessment of simulated Classrooms with north openings…………………………….. 70
4.4 Visual Analysis of simulated lecture rooms ……………………………………………… 73
4.5 Summary ……………………………………………………………………………………………….. 79
5.0 Design report …………………………………………………………………………………………….. 81
5.1 DESIGN CASE STUDY ………………………………………………………………………………….. 81
5.1.1 Case-study one – Department of Architecture Ahmadu Bello University Zaria … 81
5.1.2 Case-study two -Melbourne school of design, Faculty of Architecture, building
and planning Australia. ………………………………………………………………………………………….. 86
5.1.3Case-study three – Faculty of Architecture and Urbanism, University of Sao Paulo Brazil 91
5.1.4 Design case study summary ………………………………………………………………………. 94
5.2 SITE LOCATION …………………………………………………………………………………………… 94
5.2.1 Proposed site……………………………………………………………………………………………. 95
5.2.2 Site features …………………………………………………………………………………………….. 95
5.2.3 Site analysis …………………………………………………………………………………………….. 96
5.2.4 Vegetation ………………………………………………………………………………………………. 96
5.2.5 Rainfall …………………………………………………………………………………………………… 96
5.2.6 Wind ………………………………………………………………………………………………………. 97
5.2.7 Humidity …………………………………………………………………………………………………. 98
5.3 Brief Development …………………………………………………………………………………. 99
5.4 DESIGN CONSIDERATIONS ……………………………………………………………………………. 99
5.4.1 Resource requirement for teaching and learning in the programme ………………… 99
5.4.2 Academic physical spaces ……………………………………………………………………….. 101
5.4.3 Equipment …………………………………………………………………………………………….. 101
5.4.4 Fire escapes …………………………………………………………………………………………… 103
5.4.5 Circulation (within and out) …………………………………………………………………….. 103
5.4.6 Design Consideration Based On Findings from Research ……………………………. 104
5.5 SERVICES ……………………………………………………………………………………………….. 104
5.5.1 Water supply………………………………………………………………………………………….. 104
5.5.2 Power supply …………………………………………………………………………………………. 105
5.5.3 Ventilation and Air Conditioning ……………………………………………………………… 105
6.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS …………………… 106
6.1 Summary ……………………………………………………………………………………………… 106
6.2 Conclusions ………………………………………………………………………………………….. 107
6.3 Recommendations ………………………………………………………………………………… 108
6.4 Areas of Further Research ……………………………………………………………………. 108
6.5 Contributions to Knowledge …………………………………………………………………. 109
REFERENCES …………………………………………………………………………………………………. 110
APPENDICES …………………………………………………………………………………………………… 117
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Experts agree with the importance of lighting in lecture rooms and its influence on students‘ performance. They argued that lighting quality has direct influence on students learning performance (Samani & Sanaz, 2012). Recent studies show that day lighting in schools may significantly increase students‘ test scores and promote better health and physical development and can be attained without an increase in school construction or maintenance costs. (Plympton, Susan, & Kyra, 2000), Daylight in lecture rooms has an essential effect on the learning environment. The careful introduction of daylight into educational buildings reduces operating costs, improves students‘ vision and perception, and contributes to improved students‘ health, comfort, and productivity (Dahlan & Mahmoud, 2015).
Lighting has a very powerful and essential role on students learning performance in places of learning. Lighting control to avoid discomfort and glare in all different types of lighting is very important. Also students feel and act well in a place with a good lighting quality (Erwine & Heschong, 2002). The best school environments give an impression of liveliness, attractive spaces and a general feeling of satisfaction which it is difficult to define. There can be no doubt that in these cases the surroundings contribute to the happiness and well-being of teachers and pupils, and that lighting plays a significant if not the leading role (Architects & Building Branch, 1999).
Aperture placement, area and orientation are important aspects of daylighting because strategic use of windows and skylights can help you achieve thermal and visual comfort passively, saving both energy and money. Bigger apertures are not necessarily better. They can cause too much heat loss or heat gain, or too much brightness and glare. Choosing just the right sizes for apertures (“right-sizing”) is the key (Autodesk Sustainabilty Workshop, 2015).
In Nigeria even with its efforts to increase its quantity of power generated through the privatization of the Power Holding Company of Nigeria (PHCN) the country still experiences epileptic power supply with about 75 percent of the Nigerian population still live without access to regular electricity supply. (Femi, 2015), Economists, NAEE, despite statistics indicating that 45 percent of the country‘s population is currently connected to the national grid, regular supply is still restricted to just about 25 percent of the population (Femi, 2015).
An architect‘s duty in the design of an educational facility is to understand clearly and sensibly the requirements and parameters for the proper day to day functioning and completion of activities within the facility. To do so all necessary factors or aspects of design must be considered to ensure a healthy and mentally stimulating environment for learning is designed and created, among these factors is lighting. Studies have shown a coalition between adequate lighting and the physical as well as mental health of the users of facilities, ―A school with insufficient light can reduce a student‘s ability to learn due to the effect lighting has on physiology. Poor spectral light can create eyestrain, leading to decreased information processing and learning ability and causing higher stress level‖(Liberman, 1991).
However, with the numerous benefits of daylighting in buildings also follows the problems caused by improper placements of openings, whereas large openings can cause increased temperatures due to thermal radiation through glass members or surfaces a well-balanced amount of openings has to be stressed. Unlike north and south windows, which have roughly the same properties all day long, windows to the east and west side of a building suffer from drastic changes of light quality through the day, heat gains and require versatile solutions to harness (Gabe Cross, 2010).
This research considers the relationship between head height of openings along the north and south axis to the quality and quantity of daylight within a classroomthrough the use of energy efficient natural lighting and fenestration in multi-storey lecture roomsto make best useof this inexpensive natural resource for visual comfort and as a mentally and physically healthy replacement to artificial lighting.
1.2 PROBLEM STATEMENT
The head height of window openings in lecture rooms are determined most of the time by the head height of a door or in other cases based on the height the architect feels is required which brings about varying daylighting performance. This is because there are no existing studies conducted under modernmethodology, which stipulates the relationship between head height of openings to the quality and quantity of daylight based on the depth of a classroom located in the Tropical Wet and Dry Climate of Nigeria.Design of classroom openings over a period have been standardized to proportioned openings as well as ―use of particular window typologies in an effort to reduce cost and protect against vandalism‖ (Salisu, 2015). This in turn leads to conditions such as underlighting, overlighting, inadequate distribution of light and possibility of glare, this causes discomfort of the users, results in reduced academic and physical performance but also results in increased dependence and use of artificial lighting source. This is difficult due to the ever increasing cost of energy and the epileptic state of power generation and supply in the country with about 75 percent of the Nigerian population still living without access to regular electricity supply, bringing about the high reliance of fossil fuel and other environmentally unfriendly sources of power generation which should not be allowed in a world moving towards energy efficient and ecofriendly sources of power. This makes the need for improved classroom designs urgent.
The provision of adequate daylighting in buildings depends greatly on its climate (Mardaljevic, 2006).The daylighting of a locale varies from minute to minute especially in the tropics and varies from one climate zone to another even in the samecountry. These variations are a result of different climate conditions (Salisu, 2015). Previous researches into daylighting in the tropic wet and dry climate of Nigeria have been using methodologies that are based on static metrics such as daylight factor, which does not consider direct sunlight or single point inline, as well as the dynamic nature of the tropic climate(Salisu, 2015).
This brings about a need for a methodology that takes into consideration the factors of a dynamic climate, daylight quality as well as quantity, fenestration types and sizes. For this purpose, climate based daylighting performance indicators are assessed to provide models using strategies to maximize daylighting and ensure comfort in lecture rooms located in tropical climate of Nigeria.
1.3 AIM AND OBJECTIVES OF RESEARCH
The aim of this research is to determine the optimum head height of openingsalong the north and south orientation without shading devices, based on the quality and quantity of daylight in alecture room while minimizing the probability for glare. Therefore, develop models which can be employed in the design of lecture rooms in the Tropical Wet and Dry Climate of Nigeria.
The objectives of the study are;
Evaluate current daylighting design practices in Universitylecture rooms in
Tropical Wet and Dry Climate of Nigeria.
Determine the influence of head height of openings on the provision of daylighting in Universitylecture rooms in the Tropical Wet and Dry Climate of Nigeria. Identifythe optimum head height of openings for adequate lighting of lecture rooms along the north and south axis ina Tropical Wet and Dry Climate.
Execute findings from the study in the design.
1.4 RESEARCH QUESTIONS
What are thecurrent daylighting design practices in University lecture rooms in
Tropical Wet and Dry Climate of Nigeria.?
What is the influence of head height of openings on the provision of daylighting in University lecture rooms in the Tropical Wet and Dry Climate of Nigeria
What is the optimum head height of openings for adequate lighting of lecture rooms along the north and south axis in a Tropical Wet and Dry Climate of Nigeria?
1.5 SCOPE AND DELIMITATION OF RESEARCH
This research encompasses the use of energy efficient natural lighting strategies in multistory lecture rooms in Nigeria. Application of day lighting involves the use of design methods, concept in form composition, spatial organization, and use of materials (light), with the aim of applying them to achieve a suitable design, which meets a stable solution
The scope of the research involves a study of basic requirements for appreciation and smooth functioning of a Faculty of Architecture. Emphasis was focused on applying day lighting, whichwill be limited to:
An overview of day lighting in lecture rooms in tropic wet and dry climate of
Nigeria.
The contribution of day lighting to interior luminance through clear casement windows.
Daylighting along the north and south axis
The advantages of climate based daylight modeling. V. Application in the design.
1.6 JUSTIFICATION
The study provides specialist knowledge in developing day lighting design guides for government, architects and school administrators for the development of Universitylecture rooms in the tropic wet and dry climate of Nigeria. This will encompass the following
Identification and documentation on the existing situation
Provision of models to optimize the existing situation
Provision of models for new class designs
The incorporation of optimized fenestration decisions with reference to day lighting early in the design stage based on specific site and climatic conditions, which bring about more efficient lecture rooms design with reduced demands for energy.
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