Available online at www.sciencedirect.

com

ScienceDirect
Availableonline
Available onlineatatwww.sciencedirect.com
www.sciencedirect.com
Energy Procedia00 (2017) 000–000

ScienceDirect
ScienceDirect
www.elsevier.com/locate/procedia

Energy
EnergyProcedia
Procedia136 (2017) 000–000
00 (2017) 102–108
www.elsevier.com/locate/procedia

4th International Conference on Energy and Environment Research, ICEER 2017, 17-20 July
2017, Porto, Portugal

Improving visual
The 15th comfort
International and energy
Symposium efficiency
on District Heating and in existing
Cooling
classrooms using passive daylighting techniques
Assessing the feasibility of using the heat demand-outdoor
a
temperature function for a long-term
Baraa J. Al-Khatatbeh , Shouibdistrict heat a,demand
Nouh Ma’bdeh * forecast
a
Departmentof Architecture, Jordan University of Science and Technology, Irbid 22110, Jordan
I. Andrića,b,c*, A. Pinaa, P. Ferrãoa, J. Fournierb., B. Lacarrièrec, O. Le Correc
a
IN+ Center for Innovation, Technology and Policy Research - Instituto Superior Técnico, Av. Rovisco Pais 1, 1049-001 Lisbon, Portugal
Abstract b
Veolia Recherche & Innovation, 291 Avenue Dreyfous Daniel, 78520 Limay, France
c
Département Systèmes Énergétiques et Environnement - IMT Atlantique, 4 rue Alfred Kastler, 44300 Nantes, France
In classrooms, light levels are directly related to energy consumption; due to the use of artificial lighting. Hence, this study aims
to improve the visual comfort and energy efficiency in existing classrooms, by investigating various retrofit methods for passive
daylight techniques, in northerly oriented classrooms at Jordan University of Science and Technology (JUST). Data of this
Abstract
research are obtained using computer simulation and real measurements. The combination of the clerestory window and the
anidolic ceiling directed toward the south provided about 62% of the lighting level required in the classroom, and it decreased the
District heating networks are commonly addressed in the literature as one of the most effective solutions for decreasing the
energy consumption required for lighting, heating, and cooling by 16.3%.
greenhouse gas emissions from the building sector. These systems require high investments which are returned through the heat
sales. Due to the changed climate conditions and building renovation policies, heat demand in the future could decrease,
© 2017 The Authors. Published by Elsevier Ltd.
prolonging the investment return period.
Peer-review under responsibility of the scientific committee of the 4th International Conference on Energy and Environment
The main scope of this paper is to assess the feasibility of using the heat demand – outdoor temperature function for heat demand
Research.
forecast. The district of Alvalade, located in Lisbon (Portugal), was used as a case study. The district is consisted of 665
buildings that vary energy
Keywords:Classrooms; in bothefficeincy;
construction period
passive andtechniques;retrofit;
daylight typology. Threesimulation;
weather thermal
scenarios (low,visual
comfort; medium, high) and three district
comfort
renovation scenarios were developed (shallow, intermediate, deep). To estimate the error, obtained heat demand values were
compared with results from a dynamic heat demand model, previously developed and validated by the authors.
1.The results showed that when only weather change is considered, the margin of error could be acceptable for some applications
Introduction
(the error in annual demand was lower than 20% for all weather scenarios considered). However, after introducing renovation
scenarios, the error value increased up to 59.5% (depending on the weather and renovation scenarios combination considered).
TheKr'uger
value and Zannin
of slope [1] stated
coefficient that theonindoor
increased averageenvironmental
within the range quality of classrooms
of 3.8% up to 8% perhasdecade,
a greatthat
effect on the quality
corresponds to the
ofdecrease
teaching. Santoli
in the numberet of
al.heating
and Erhorn
hours ofet 22-139h
al. [2-3]during
indicated that the
the heating most(depending
season notable similarities betweenofmost
on the combination of the
weather and
exiting classrooms
renovation scenariosare the high-energy
considered). consumption,
On the other and intercept
hand, function the needincreased
for retrofitting in order
for 7.8-12.7% per to enhance
decade the comfort
(depending on the
level.
coupledAccording
scenarios). to
TheWinterbottom
values suggestedand Wilkins
could be used[4],visual
to modify the comfort
functionis parameters
an importantfor theaspect of considered,
scenarios good indoorand
environmental quality
improve the accuracy of in classrooms.
heat Abdelatiaet al. [5] indicated that it has a major contribution to the creation of
demand estimations.

© 2017 The Authors. Published by Elsevier Ltd.

Peer-review under
* Corresponding responsibility
author. of the Scientific Committee of The 15th International Symposium on District Heating and
Tel.: +962797793379
Cooling.
E-mail address:snmabdeh@just.edu.jo

Keywords: Heat demand; Forecast; Climate change

1876-6102© 2017 The Authors. Published by Elsevier Ltd.
Peer-review under responsibility of the scientific committee of the 4th International Conference on Energy and Environment
Research.
1876-6102 © 2017 The Authors. Published by Elsevier Ltd.
Peer-review under responsibility of the Scientific Committee of The 15th International Symposium on District Heating and Cooling.
1876-6102 © 2017 The Authors. Published by Elsevier Ltd.
Peer-review under responsibility of the scientific committee of the 4th International Conference on Energy and Environment
Research.
10.1016/j.egypro.2017.10.294
 Baraa J. Al-Khatatbeh et al. / Energy Procedia 136 (2017) 102–108 103
Shouib Nouh Ma’bdehet al./ EnergyProcedia 00 (2017) 000–000

adequate educational environment. Visual comfort can be achieved either by artificial lighting or by daylighting.
Recent results from Winterbottom and Wilkins [4] have found that students and teachers have different tendencies
toward the preferred type and level of lighting, while most of researchers emphasized on the importance of
daylighting.
Energy for buildings is the most important sector of energy demand, providing cooling, heating, water heating,
lighting as major uses. In educational facilities and classrooms, it is important to provide comfortable indoor
environment in parallel to adequate energy use. Dascalakia and Sermpetzoglou [6] state that the high occupancy of
classrooms calls for high standards of ventilation, lighting and thermal conditions.
This paper investigates different retrofits for passive daylight techniques, to enhance daylight provision and
reduce energy consumption in selected educational spaces. It compares various passive daylighting techniques and
combinations in order to optimize lighting comfort level, without affecting thermal comfort or increasing energy
consumption of the space under investigation. These techniques will be fixed with minimal damage to the building
envelop of the selected spaces under investigation.

1.1. Lighting codes for classrooms

According to Yener [7], the illuminance in classrooms should be suitable for activities like writing and reading on
chalkboard and desks. Kruger and Dorigo [8] found that every country has its own codes of lighting for classrooms,
but it all ranges from 300-500 lux. Most of the codes originate to the ones released by the Illuminating Engineering
Society of North America (IESNA) and the European Standards (CEN). Both of them recommend a target
illuminance of 300 lux for classrooms as stated by Yo and Su[9]. The EN 12464-1, the European standard for indoor
lighting, has detailed the recommended values of illuminance and uniformity in classrooms as follows [10]:
 Illuminance level on task plane 300 lux, and on the board 500 lux,
 The minimum daylight factor in classrooms is 2% by Lechner[11],
 The Daylight Glare Index (DGI) is recommended to be 20 according to Baker and Steemers[12].

1.2. Sample of the space under investigation

A sample classroom represents about 60% of typical classrooms of JUST was chosen. The dimensions of the
classroom are 7.1m long and 8.2m wide. All the classrooms of JUST are accessed through single loaded corridors of
2.7 m width (Fig.1). The height of the classroom is 3.5m, ending with a false ceiling as shown in section A-A
(Fig. 2). The classroom is sidelit with narrow and vertical openings directed toward north. The window to wall ratio
(WWR) is about 19%. The typical capacity of each classroom is 48 students.
Since the most important attribute of the material for lighting design is the material reflectance; reflectance of
various materials used to build up the classroom were measured using a Lightmeter, as shown in Table 1.

Fig. 2.Section of a typical classroom at JUST.

Table1. Materials' reflectance of a typical classroom at JUST.

Member Material reflectance
Ceiling 0.70
Floor 0.44
Walls 0.56

Fig. 1.Plan of a typical classroom at JUST. Glass (transmission) 0.90

 Shouib Nouh Ma’bdehet al./ EnergyProcedia 00 (2017) 000–000
104 Baraa J. Al-Khatatbeh et al. / Energy Procedia 136 (2017) 102–108

2. Methodology

Computer simulation is used to evaluate the performance of the suggested passive daylighting techniques. Ecotect
Analysis from Autodesk is used to build up the model, for simulations of illuminance, glare, thermal comfort, and
energy consumption.
Tasks in classrooms are carried out in both horizontal and vertical surfaces; desks plane and the board,
respectively. Thus, the first stage is using Desktop Radiance version 2.00 BETA, a plug-in to Ecotect, to simulate the
illuminance level and distribution for both horizontal and vertical planes in specific moments of time. The results are
given as a grid that shows the daylighting readings with contour lines, as well as a rendered scene of the interior;
which is used (in stage three) by Evalglare to check on glare formation probability.Daysim3.1b (BETA) is another
plug-in used in the second stage to calculate the annual interior illumination based on the weather climatic file of the
area of study. The results of this stage are shown as grids with contour lines of the Continuous Daylight Autonomy
(DAcon). In the third stage, the glare formation is checked by Evalglare, which is a standalone engine that uses DOS
commands. The results are shown as perspective views of how the interior with daylighting will look like, as well as
Daylight Glare Index (DGI). Single point-in-time simulations were conducted with sunny sky condition three times a
day; 9am, 12am and 3pm, on spring equinox, autumnal equinox, summer solstice, and winter solstice. The following
cases of passive daylight techniques were suggested to improve the visual comfort in the classrooms:

Fig. 3. Section of a typical classroom showing the added clerestory

position and dimensions

Fig. 4.Lightshelves location within the plan, elevation, and

section of the classroom.

 Case No.1:The reflectance of the ceiling and the wall facing the windows had been increased.
 Case No.2: A clerestory window had been constructed along the wall as seen in Fig.3.
 Case No.3: The glass of the north windows had been replaced with low-e glass, which has a higher transmittance
value of 0.61 than the base case.
 Case No.4: Six lightshelves had been installed within the frame of the north windows, at a distance of 2/3 of the
windows height (Fig.4). The upper surface has a reflectance factor of 0.95, while the lower surface is matte.
 Case No.5:Threeanidolic ducts had been installed between the false ceiling and the concrete slab, in the empty
areas between the windows (Fig.5 and Fig.6). The anidolic ceiling is made of Stainless Steel, with a reflectance
value of 0.95.
 Case No.6: Three anidolic ducts, directed toward north, had been installed between the false ceiling and the
concrete slab. The anidolic ceiling is madeof Stainless Steel, with a reflectance value of 0.95. Fig.7 and Fig.8
illustrates the dimensions and location of the ducts.
 Case No.7: A combination of clerestory and lightshelves is used on the south elevation of the classroom (Fig.9
and Fig.10). The clerestory has the same dimensions and position mentioned in case two, while light shelves
(0.95 reflectance) are hung in the area between the wall and the glass elevation of the corridor.
 Baraa J. Al-Khatatbeh et al. / Energy Procedia 136 (2017) 102–108 105
Shouib Nouh Ma’bdehet al./ EnergyProcedia 00 (2017) 000–000

 Case No.8: This combination put the clerestory together with the anidolic ceiling directed toward north. The
characteristics of both of them are the same as case two and case five.
 Case No.9: This combination put the clerestory together with the anidolic ceiling directed toward south. The
characteristics of both of them are the same as case two and case six.

Fig. 8.Section in a typical classroom showing the suggested south

anidolic ceiling.

Fig. 5.Ceiling plan of a typical classroom showing the suggested

anidolic ducts.

Fig. 9.Ceiling plan of a typical classroom and the corridor showing

Fig. 6.Section in a typical classroom showing the suggested north the suggested lightshelves and their dimensions.
anidolic ceiling.

Fig. 10.Section in the typical corridor showing the suggested

lightshelves location.

Fig. 7.Ceiling plan of a typical classroom showing the suggested

south anidolic ceiling.
106 Baraa J. Al-Khatatbeh et al. / Energy Procedia 136 (2017) 102–108
Shouib Nouh Ma’bdehet al./ EnergyProcedia 00 (2017) 000–000

3. Results and discussion

3.1. Illuminance level and distribution

Fig. 11 shows the illuminance levels comparison of all suggested cases with the base case on the horizontal plane,
while Fig. 12shows the illuminance levels on the board. These figures show that none of the suggested cases
improved the illuminance levels to the required levels in the classroom, according to the European Committee for
Standardization [10]. By comparing the results to the simulated base case, case No.2, case No.5, case No.6, case
No.8, and case No.9 achieved better illuminance levels on the horizontal plane. Case No.2, case No.8, and case No.9
achieved better illuminance on the vertical plane too. The best illuminance results on both planes were achieved by
case No.8, and case No.9 respectively. The former can provide about 66% of the lighting level recommended for
classrooms on the desks plane, while the latter can provide about 62%. Both cases can provide about 25% of the
lighting level required on the board.

Fig. 11. Comparison of illuminance levels on the desks plane. Fig. 12.Comparison of illuminance levels on the chalkboard.

3.2. Glare analysis

Daylight Glare Index (DGI) was used to indicate the formation of glare; where the maximum allowed value in
classrooms according to this index is 20. Fig. 13 shows that most of the registered glare values fall in the area of
“Noticeable” to “Just acceptable”. In comparison with the base case, all cases show higher values of glare; except for
case No.1.

3.3. Thermal comfort assessment

The air temperature of the classroom was employed to indicate the thermal changes caused by applying the
suggested cases. According to Al-obaidi et al. [13], air temperature is the main affected variable among thermal
comfort variables by the direct and indirect solar heat gains. Fig. 14 compare the air temperature resulting from
applying the cases on 21st of June. All the configurations (except for case No.1) had registered lower air
temperatures during the occupancy hours (8:00am-4:00pm). This is due to the modifications made on the classroom
elements (back wall, ceiling, and the glazing), which reduced the overall U value.

Reducing the air temperature is an advantage during the hot season, while it can increase the heating loads during
the cold season. The cases that recorded acceptable air temperature differences through both hot and cold seasons are
case No.8, case No.9, and case No.2, respectively. Case No.8 recorded less than 1°C difference, while case No.9,
and case No.2 recorded 1-1.5 °C difference. Other cases recorded a difference of 1.5-2.5 °C.
 Shouib Nouh
Baraa Ma’bdehet al./
J. Al-Khatatbeh et EnergyProcedia 00 (2017)
al. / Energy Procedia 000–000
136 (2017) 102–108 107

Fig. 13. DGI glare index comparison for all cases.Fig. 14.Air temperature comparison on June 21st.

3.4. Energy consumption

The energy consumption assessment includes the resultant lighting savings from applying the suggested passive
daylighting techniques, as well as their effect on energy consumption associated to heating and cooling loads. The
lighting savings calculations build on the contribution of daylight in achieving the required lighting conditions in
classrooms. Simulation via Daysim generatesthe continuous daylight autonomy (DAcon), and the total occupancy
hours when daylight eliminate the need for artificial lighting.
A. Lighting savings assessment
The classroom was divided into four zones A, B, C, and D (from window to back wall)
to estimate the lighting savings. The daylight that reaches these areas was simulated and compared to the base case.
Fig. 15 illustrates DAcon of all cases compared to the base case. According to Fig. 15, five cases had recorded better
DAcon than the base case: case No.2, case No.5, case No.6, case No.8, and case No.9.
Case No.8 and case No.9 registered the highest DAcon, and show nearly stable DAcon all over the classroom. Case
No.4 and case No.3 decreased the DAcon, while case No.7 decreased the DAcon in front of windows, and increased it
at the rear of classroom (zone D).
B. Energy consumption of heating and cooling loads
Autodesk Ecotect analysis software was used to calculate the annual heating and cooling loads. The effect of the
suggested cases implementation on the direct and indirect solar gains, gains through the fabric and infiltration, the
internal gains, and the gains between the internal zones had been examined annually.

Table 2.Lighting savings and heating and cooling loads comparison.

Case Lighting Heating and Resultant
energy (Wh) cooling loads energy
(Wh) savings (Wh)
Material’s reflectance 0 -299 299
Clerestory window -10265 +3766 6499
Low-e glass +6653 -8184 1531
Lightshelves +1330 -10261 8931
Anidolic ceiling to -12736 +10352 2384
north
Anidolic ceiling to -21859 +5905 15954
south
Clerestory and 0 -4412 4412
lightshelves
Clerestory and anidolic -30983 +18684 12299
ceiling to north
Fig. 15.Continuous daylight autonomy over the classroom. Clerestory and anidolic -28322 +1708 26614
ceiling to south
108 Baraa J. Al-Khatatbeh et al. / Energy Procedia 136 (2017) 102–108
Shouib Nouh Ma’bdehet al./ EnergyProcedia 00 (2017) 000–000

In general, the cases that reduced the illuminance levels in the classroom caused a reduction in the energy
consumption associated to heating and cooling loads. On the other hand, cases that introduced better illuminance
levels than the base case led to higher energy consumption associated with heating and cooling loads. Table 2
presents the lighting energy savings in comparison with the energy consumption associated with the heating and
cooling loads.
According to Table 2, case No.1 and case No.7 did not introduce lighting savings, but they decreased the heating
and cooling loads. Case No.3 and case No.4 decreased the daylight that enters the classroom, thus they decreased the
heating and cooling loads; due to the reduced direct and indirect solar gains in the space. Case No.2, case No.5, case
No.6, case No.8, and case No.9 resulted in great energy savings. Those cases had increased the energy consumption
associated to the heating and cooling loads. Case No.9 resulted in the highest energy savings, with 26614 Wh
annually.

4. Conclusions

This research had investigated various retrofit passive daylighting techniques to improve the indoor
environmental quality in classrooms, with special emphasis on visual comfort. Taking place at Jordan University of
Science and Technology (JUST), the objective of this research was to maximize the amount of daylight levels
reaching the classroom, and reduce the energy required for lighting, with minimum impact on the thermal comfort.
Case No.9 (clerestory and anidolic ceiling to south) resulted in the best compromise between the evaluated
aspects. Even though case No.8 introduced better illuminance than case No.9, it resulted in high-energy consumption
associated to heating and cooling loads. On the other hand, case No.9 had a great improvement on illuminance level,
with the largest energy savings among the suggested cases. According to Daylight Glare Index (DGI), the glare
values of case No.9 are within the acceptable range. In terms of thermal comfort, case No.9 had a little impact on the
air temperature of the classroom.

Acknowledgements

The authors would like to thank Jordan University of Science and Technology (JUST), which provided the tools
required for conducting this research, and for its financial support.

References

[1] E. L. Kr'uger and P. H. T Zannin.(2004) “Acoustic, thermal and luminous comfort in classrooms.” Building and Environment 39.9
(2004):1055-1063.
[2] L. D. Santoli, F. Fraticelli, F. Fornari, and C. Calice. (2014) “Energy performance assessment and a retrofit strategies in public school
buildings in Rome.” Energy and Buildings 68.part A (2014): 196-202.
[3] H. Erhorn, T. Mroz, O. Morck, F. Schmidt, L. Schoff, and K. E. Thomsen. (2008) ”The Energy Concept Adviser—A tool to improve
energy efficiency in educational buildings.” Energy and Buildings 40.4 (2008): 419-428.
[4] M. Winterbottom and A. Wilkins. (2009) “Lighting and discomfort in the classroom.” Journal of Environmental Psychology 29.1 (2009):
63-75.
[5] B. Abdelatia, C. Sernidor, and C. Marenne. (2010) “Daylighting Strategy for Sustainable Schools: Case Study of Prototype Classrooms in
Libya.” Journal of Sustainable Development 3.3 (2010): 60-67.
[6] Elena G. Dascalakia and Vasileios G. Sermpetzoglou. (2011) “Energy performance and indoor environmental quality in Hellenic schools.”
Energy and Buildings43.2-3 (2011): 718-727.
[7] AlpinKöknelYener. (2011) “Daylight analysis in classrooms with solar control. “Architectural Science Review 45.4 (2011): 311-316.
[8] Eduardo L. Kruger and Adriano Lucio Dorigo. (2008) “Daylighting analysis in a public school in Curitiba, Brazil. “Renewable Energy33.7
(2008): 1695–1702.
[9] X. Yo and Y. Su. (2015) “Daylight availability assessment and its potential energy saving estimation –A literature review.” Renewable and
Sustainable Energy Reviews 52 (2015): 494-503.
[10] European Committee for Standardization. “Light and lighting - Lighting of work places - Part 1: Indoor work places.“CEN, Brussels. 2002.
[11] Lechner, Norbert“Heating, Cooling, Lighting: Sustainable Design Methods for Architects,“ John Wiley & Sons. 2012.
[12] Nick Baker and Koen Steemer“Daylight Design of Buildings,“Earthscan/James & James. 2002.
[13] K. M. Al-obaidi, M. Ismail, and A. Abdulrahman. (2014) “A study of the impact of environmental loads that penetrate a passive skylight
roofing system in Malaysian buildings.” Frontiers of Architectural Research 3.2 (2014): 178-191.