SavedAdd your journal

Journals / Uludağ Üniversitesi Mühendislik Fakültesi Dergisi / 2017 / Cilt: 22 - Sayı: 2

Analysis of Thermal Comfort Conditions in an Educational Building: A Case Study in Izmir

BİR EĞİTİM BİNASINDA ISIL KONFOR KOŞULLARININ ANALİZİ: İZMİR'DE BİR ALAN ÇALIŞMASI

GÜLBEN ÇALIŞ
Merve KURU
Berna ALT
Pages
93–106
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results show that perceived thermal comfort is greater than the calculated thermal comfort for the cooling and heating seasons in the classrooms.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims at investigating the gap between perceived and calculated thermal comfort conditions in an educational building for cooling and heating seasons.
📊
Key Findings & Data:Indoor environmental conditions were obtained by field measurements and were used to calculate the predicted mean vote (PMV) and the predicted percentage of dissatisfied (PPD) indices.
💡
Conclusion & Impact:The results show that perceived thermal comfort is greater than the calculated thermal comfort for the cooling and heating seasons in the classrooms.
🔬Design:Survey & Empirical Study
📍Scope:2013 Verileri
⚙️Variables:Domain Parameters

Abstract

This study aims at investigating the gap between perceived and calculated thermal comfort conditions in an educational building for cooling and heating seasons. Within this context, thermal comfort conditions and occupants' satisfaction were investigated in four classrooms via field measurements and questionnaires. Indoor environmental conditions were obtained by field measurements and were used to calculate the predicted mean vote (PMV) and the predicted percentage of dissatisfied (PPD) indices. Results of simultaneously conducted surveys were used to calculate the actual mean vote (AMV) as well as to assess occupants' preferences and acceptability. ASHRAE Standard 55-2013 and ISO 7730 were taken into account for evaluation. The results show that perceived thermal comfort is greater than the calculated thermal comfort for the cooling and heating seasons in the classrooms.

Özet

Bu çalışma, bir eğitim binasında algılanan ve hesaplanan ısıl konfor koşulları arasındaki farkı soğutma ve ısıtma dönemleri için incelemeyi amaçlamaktadır. Bu kapsamda, ısıl konfor koşulları ve kullanıcı memnuniyeti, dört derslikte gerçekleştirilen deneysel ölçümler ve anket çalışması ile belirlenmiştir. İç ortam koşulları yerinde yapılan ölçümler sonucu elde edilmiş ve ortalama tahmini oy (PMV) ve memnuniyetsizlerin tahmini yüzdesi (PPD) değerlerinin hesaplanması için kullanılmıştır. Eş zamanlı gerçekleştirilen anket sonuçları, gerçek ortalama oy (AMV) değerlerinin hesaplanması yanında kullanıcı tercih ve kabul edilebilirlik düzeylerini değerlendirmek için kullanılmıştır. Değerlendirmelerde ASHRAE Standart 55-2013 ve ISO 7730 dikkate alınmıştır. Sonuç olarak, soğutma ve ısıtma dönemlerinde algılanan ısıl konforun hesaplanan ısıl konfordan fazla olduğu ortaya çıkmaktadır.

🔖

Cite This Article

ÇALIŞ, G., KURU, M., ALT, B. (2017). Analysis of Thermal Comfort Conditions in an Educational Building: A Case Study in Izmir. Uludağ Üniversitesi Mühendislik Fakültesi Dergisi, Cilt: 22 - Sayı: 2, 93–106. https://ajindex.com/articles/329982

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (2)

  1. Alfano, F.R.d'A., Ianniello, E., Palella, B.I. (2013) PMV-PPD and acceptability in naturally ventilated schools, Building and Environment, 67, 129-137. doi:10.1016/j.buildenv.2013.05.013 2. ANSI/ASHRAE Standard 55-2013 (2013) Thermal environmental conditions for human occupancy, ASHRAE, Atlanta, GA, USA. 3. Appah, D.J. ve Koranteng, C. (2012) A thermal comfort evaluation of a junior high school building in Accra, Ghana, Journal of Construction Project Management and Innovation, 2(2), 403-423. 4. Fanger, P.O. (1970)
  2. Thermal comfort, Danish Technical Press, Copenhagen. 5. Havenith, G., Holmer, I. and Parsons, K. (2002) Personal factors in thermal comfort assessment: clothing properties and metabolic heat production, Energy and Buildings, 34, 581-591. doi:10.1016/S0378-7788(02)00008-7 6. Holz, R., Hourigan, A., Sloop, R., Monkman, P. and Krarti, M. (1997) Effects of Standard Energy Conserving Measures on Thermal Comfort, Building and Environment, 32(1), 31- 43. doi10.1016/S0360-1323(96)00025-X 7. Hwang, R., Lin, T. ve Kuo, N. (2006) Field experiments on thermal comfort in campus classrooms in Taiwan, Energy and Buildings, 38, 53-62. doi:10.1016/j.enbuild.2005.05.001 8.https://en.wikipedia.org/wiki/K%C3%B6ppen_climate_classification Erişim Tarihi: 10.03.2016, Konu: Köppen iklim sınıflandırması. 9. http://comfort.cbe.berkeley.edu/ Erişim Tarihi: 02.01.2016, Konu: Isıl konfor hesaplama aracı. 10. ISO 7730:2005(E) (2005) Ergonomics of the thermal environment-Assessment of the influence of the thermal environment using subjective judgment scales, Switzerland. 11. McQuiston, F.C. ve Parker, J.D. (1994) Heating, ventilating, and air conditioning analysis and design, John Wiley & Sons, New York, 742. 12. Nagano, K. ve Mochıda, T. (2004) Experiments on thermal design of ceiling radiant cooling for supine human subjects, Building and Environment, 39, 267-275. doi:10.1016/j.buildenv.2003.08.011 13. Pereira, L.D., Raimondo, D., Corgnati, S.P., ve da Silva, M.G. (2014) Assessment of indoor air quality and thermal comfort in Portuguese secondary classrooms: methodology and results, Building and Environment, 81, 69-80. doi:10.1016/j.buildenv.2014.06.008 14. Wong. N.H. ve Khoo, S.S. (2003), Thermal comfort in classrooms in the tropics, Energy and Buildings, 35, 337-351. doi:10.1016/S0378- 7788(02)00109-3 15. Yao, R., Liu, j. ve Li, B. (2010) Occupants' adaptive responses and perception of thermal environment in naturally conditioned university classrooms, Applied Energy,