Simulation study for natural ventilation retrofitting techniques in educational classrooms – A case study

Shouib Nouh Ma'Bdeh,Amani Al-Zghoul,Tamer Alradaideh,Asma Bataineh,Saba Ahmad

doi:10.1016/j.heliyon.2020.e05171

Shouib Nouh Ma'Bdeh, Amani Al-Zghoul + Show 3 more

Open Access

https://doi.org/10.1016/j.heliyon.2020.e05171

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Journal: Heliyon	Publication Date: Oct 1, 2020
Citations: 16	License type: cc-by

Affiliation: Jordan University of Science and Technology

Abstract

Building retrofitting plays a critical role in achieving sustainable development and is an efficient way to improve the indoor air quality (IAQ) of existing spaces. The IAQ in classrooms has a significant impact on the health and academic achievement of students. However, improving the IAQ of existing classrooms is challenging if minimum architectural modifications are allowed. Different natural ventilation retrofitting techniques were proposed to improve the IAQ in existing classrooms at Jordan University of Science and Technology, which is located in a hot arid region. Computer simulations were used to analyze the ventilation rate, indoor operative temperature, relative humidity, and CO2 concentration in the base Case classroom and after the implementation of the proposed retrofitting techniques. Simulation results were compared with those obtained in the base case to determine the most efficient natural ventilation retrofitting technique. The best results were obtained by using a solar chimney to assist a wind tower, which resulted in an increase in the comfort hours during the occupation time, an improvement in the average monthly ventilation rate range, a decrease in the CO2 concentration, and an improvement in the relative humidity ratio. An energy-saving of 39% would be achieved compared with the use of split unit air condition systems. Economic assessment of the proposed system using net present value indicates positive economic viability.

Highlights

Students spend approximately 30% of their student life inside schools, of which 70% of the time is inside classrooms (Wargocki, 2011; Bako-Biro et al, 2012)
During which Indoor air temperature (iT) were within the comfort zone range was case No.1, followed by Case No.3, Case No 2, and Case No
The case that resulted in the maximum number of hours during which the iTs were within the comfort zone range was case No.4, followed by Case No.3, Case No 1, and Case No

Summary

Introduction

Students spend approximately 30% of their student life inside schools, of which 70% of the time is inside classrooms (Wargocki, 2011; Bako-Biro et al, 2012). Educational spaces need to be within the comfortable indoor environment quality (IEQ) limits. Because educational buildings present a much higher occupancy than other buildings, (1.8–2.4 m2/person) compared with offices (10 m2/person) (Clements-Croome et al, 2008), and children spend almost 25–30% of their time inside classrooms, and worldwide the length of the education expectancy of children over the age of five has increased from 10.1 years in 1999 to 11.0 years in 2007 (SM, 2018), researchers and designers have paid more attention to issues related to the IEQ in educational spaces. Classrooms should have a good IEQ, providing: suitable quantities and quality of fresh air, adequate levels of lighting, and thermal comfort (Sarbu and Pacurar, 2015). Many studies have found that the main IEQ factors that affect an occupants’ performance are lighting quality, thermal comfort, and indoor air quality (IAQ) (Sarbu and Pacurar, 2015; Wu et al, 2019)

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