ZEMCH 2015 - International Conference Proceedings | Page 721
Daylight factor DF ³ 1.5% is recommended for school classrooms for adequate daylighting (CSN
730580-1 2007 and Z1 2011). This is shown in Figure 4 where after the renovation the classroom
daylight levels were reduced. This was because of the additional thermal insulation layer in the
window jambs and again because of the reduced light transmittance through insulated window
framing and special glazing.
Conclusions
Indoor comfort is a key parameter for school buildings. In the paper, the results from computer
simulations have shown that additional thermal insulation on the building facade (external envelope) and through window retrofitting could most certainly influence indoor daylighting levels.
Daylighting has high importance for occupants’ wellbeing and education, i.e. study concentration
of school children. For this reason, the school building renovation should be optimized with respect of energy efficiency and for daylighting levels for thermal and visual comfort indoors.
Acknowledgements
This paper has been put together under the project No. LO1408 “AdMaS UP - Advanced Materials,
Structures and Technologies”, supported by Ministry of Education, Youth and Sports (Czech Republic) under the “National Sustainability Programme I” and under the project TE02000077, Smart
Regions—Buildings and Settlements Information Modelling, Technology and Infrastructure for
Sustainable Development.
References
PÉREZ-LOMBARD, L., ORTIZ J., and POUT, C., 2008, A review on buildings energy consumption information. Energy and
Buildings, 40(3), pp. 394-398.
BUTALA, V., and NOVAK, P., 1999, Energy consumption and potential energy savings in old school buildings. Energy
and Buildings, 29(3), pp. 241-246.
IEA, 1996, Energy Conservation in Building and Community Systems, Annex XV Energy Efficiency in Schools, Torino Final Report 1996, [online] Available at: http://www.ieaebc.org/fileadmin/user_upload/docs/EBC_Working_Group_
Energy_Efficiency_in_Educational_Buildings_Final_Report.pdf.
ZIMMERMANN, M., 2011, School building renovation for sustainable second life, in IEA ECBCS Annex 50 Prefabricated
Systems for Low Energy Renovation of Residential Buildings. Building Renovation Case Studies, Empa, Switzerland.
ERHORN-KLUTTIG, H., AND MØRCK, O., 2005, Energy-Efficient Renovation of Educational Buildings. PEB Exchange
Programme on Educational Buildings, 2005/09, OECD Publishing, CELE Exchange, Centre for Effective Learning
Environments. pp. 1609-7548, [online] Available at: http://www.oecd-ilibrary.org/education/energy-efficient-renovation-of-educational-buildings_562284354371?crawler=true.
US ENERGY PROTECTION AGENCY (EPA), 2011, Energy Efficiency Programs in K-12 Schools. A Guide to Developing and
Implementing Greenhouse Gas Reduction Programs, [online] Available at: http://www.epa.gov/statelocalclimate/
documents/pdf/k-12_guide.pdf, http://www.energystar.gov/ia/business/EPA_BUM_CH10_Schools.pdf.
TOUCHSTONE ENERGY COOPERATIVES (TEC), 2015, Schools A+ Energy Efficiency Program, [online] Available at: http://
www.schoolenergysaving.com/schoolProgram.php.
CASH, 2009, Planning for Energy Efficiency, [online] Available at: https://www.cashnet.org/EnergyBrochure09.pdf.
ENSIGHT, 2009, Schools Manual for the Solar and Energy Efficiency in Queensland State Schools Program, [online]
Available at: http://education.qld.gov.au/facilities/solar/pdfs/school-manual.pdf.
ECO-SCHOOLS, 2015, England, [online] Available at: http://www.eco-schools.org.uk/.
GREEN-SCHOOLS, 2015, Ireland, [online] Available at: http://www.greenschoolsireland.org/.
SCHOOL OF THE FUTURE (SF), 2013, Towards Zero Emission with High Performance Indoor Environment [online]
Analysis of thermal and visual comfort in renovated school classrooms
719