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8/22/2019 Proposed Designs for Classroom Fenestration
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A PROPOSED DESIGN FOR CLASSROOM FENESTRATIONS
A Research
Presented to
The Faculty of Architecture
University of Baguio
In Partial Fulfillment
Of the Requirements for the Subject
ARRESM1: Research Methods for Architecture
Hilbert Cabanlong Mangonon
February 2013
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Abstract
It is important that architects, builders and designers create
classroom fenestrations in accordance to the usage of
institutional edifices and compliance to the existing building
laws that are in full effect. Classroom fenestrations should be
designed taken into consideration architectural requirements,thermal performance, economic criteria and human comfort.
Fenestrations should adapt to the changing environment to
provide comfort and for it to be more functional. This research
then aims to assist and guide people related to building
industry when creating and designing these complex fenestration
systems in terms of the three viable approach; arrangement,
proportioning and design. This research aims to answer queries
concerning proper material selection, design and location of
these fenestration systems. Observations, data gathering and
other methods are used in coming up with answers related to the
complex fenestration systems.
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Acknowledgement
Several people played an important role in the
accomplishing of this thesis proposal. And the researcher would
like to acknowledge them here.
First, The Lord Almighty, the source of true wisdom, for
his divine guidance in my studies, and who has been my foremost
inspiration and reasons that are too numerous to mention.
To my parents, who believed that I could finish the race
no matter how difficult and long the road is. And shared
valuable insights and prompting the idea of doing the project.
Lastly, Arch. Ryan M. Benaoe, our adviser for his
assistance, wise suggestions and valuable time as well as his
profound help and expert advice even when this research work was
still premature, and has given the researcher intangible
supports.
H.C.M.
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Table of Contents
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . 3
Table of Contents . . . . . . . . . . . . . . . . . . . . . . 4
CHAPTER
1
THE PROBLEM
Background of the Study . . . . . . . . . . . . . . 6
Theoretical/Conceptual Framework . . . . . . . . . . 9
Statement of the Problem
and Hypotheses . . . . . . . . . . . . . . . . . . .15
2 DESIGN AND METHODOLOGYResearch Design . . . . . . . . . . . . . . . . . . 18
Population and Locale of the Study . . . . . . . . .19
Data Gathering Tool/s. . . . . . . . . . . . . . . .19
Data Gathering Procedure . . . . . . . . . . . . . 20
Treatment of the Data. . . . . . . . . . . . . . . 21
3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATAPresentation of the General Problem . . . . . . . . 23
4 CONCLUSIONS AND RECOMMENDATIONSConclusions . . . . . . . . . . . . . . . . . . . . 31
Recommendations. . . . . . . . . . . . . . . . . . .31
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REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . 32
CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . 33
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Abstract
It is important that architects, builders and designers create
classroom fenestrations in accordance to the usage of
institutional edifices and compliance to the existing building
laws that are in full effect. Classroom fenestrations should be
designed taken into consideration architectural requirements,
thermal performance, economic criteria and human comfort.
Fenestrations should adapt to the changing environment to
provide comfort and for it to be more functional. This research
then aims to assist and guide people related to building
industry when creating and designing these complex fenestration
systems in terms of the three viable approach; arrangement,
proportioning and design. This research aims to answer queries
concerning proper material selection, design and location of
these fenestration systems. Observations, data gathering and
other methods are used in coming up with answers related to the
complex fenestration systems.
8/22/2019 Proposed Designs for Classroom Fenestration
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Acknowledgement
Several people played an important role in the
accomplishing of this thesis proposal. And the researcher would
like to acknowledge them here.
First, The Lord Almighty, the source of true wisdom, for
his divine guidance in my studies, and who has been my foremost
inspiration and reasons that are too numerous to mention.
To my parents, who believed that I could finish the race
no matter how difficult and long the road is. And shared
valuable insights and prompting the idea of doing the project.
Lastly, Arch. Ryan M. Benaoe, our adviser for his
assistance, wise suggestions and valuable time as well as his
profound help and expert advice even when this research work was
still premature, and has given the researcher intangible
supports.
H.C.M.
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The Problem 6
CHAPTER 1
THE PROBLEM
Background of the Study
Classroom fenestrations play an important role when
speaking of learning environment especially on educational
facilities and there are ways on how to ameliorate these
fenestrations. According to American Society of Heating,
Refrigerating, and Air-Conditioning Engineers (ASHRAE) Org. in
2008, fenestration is an architectural term that refers to the
arrangement, proportion and design of window, skylight and door
systems within a building. It is a connection either physically
or visually on the outside and is also a means of solar
radiation for daylighting or natural lighting, for heat gain to
a space, for natural ventilations and could also be an egress in
low-rise buildings. Optimal solutions could be done by the
designer with the help of the users, particularly the students,
teachers/instructors and even other people that will be using
the said facility.
Fenestrations do not only speak of doors and windows, there
are other forms such as door view panels, peepholes, louvers,
vents, wall panels, skylights, storefronts, curtain walls and
sloped glazed systems. These fenestrations can either be
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The Problem 7
permanent or operable. Proper dimensions, locations and usage
should also be taken into consideration as well as proper
materials not only for aesthetics but also for durability,
performance, maintenance costs, and other economical aspects.
Functions also differ and there are designs that could clarify
or easily define its function in just a simple glimpse.
Though daylight greatly helps in illuminating the interior
of rooms and has vast effect on human comfort there are
challenges and opportunities when integrating daylights to
learning environment. Dave (2002) points out that Daylight is
highly dynamic due to weather and other interruptions. From
moving clouds to leaves rustling in the wind, the variables that
interact with daylight between the sun and an interior space are
entirely unpredictable and unique in almost every instance. The
weather, the climate, and the obstructions between a window
faade and the sun present a substantial variety of potential
daylight conditions. Assumptions of clear skies and constant
solar radiation simply overestimate the role of daylight in a
built space. But statistical climate data can be used to address
aspects of uncertainty related to weather. (p. 16)
The sun does not stay in one position the whole day, as it
shifts from one point to another the interior shading of
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The Problem 8
classrooms also changes. It also creates glare which causes
irritation to end users and visual discomfort.
The researcher then would like to come up with designs,
particularly on classroom fenestrations where people usually
stay long and for some spends the day. Apply daylighting on
rooms which displaces the use of artificial lighting during
daytime, lessen the consumption of energy if properly used and
makes people more productive, comfortable and healthier. (Dave,
2012) Take into consideration architectural requirements,
thermal performance, economic criteria and human comfort in
designing these fenestrations. Introduce designs that will make
a difference on classroom experience and try to make it more
comfortable for the users.
This study will also be used as reference for other
professions not only for architects, designers, engineers and
builders but also for those people who wishes to design,
propose, or create their own fenestrations. Knowledge of the
study would also help you as individual to have an idea about
the chosen topic. This would also help future researchers to
have a reference on the said subject and improve it depending on
how they view the chosen topic.
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The Problem 9
Conceptual/Theoretical Framework
The learning environment particularly on school
rooms/classrooms greatly affect an individuals capacity to be
taught, trained, gain knowledge or become skilled. These
openings or building components helps a person excel by
providing daylight which makes people more productive and makes
people happier. Daylights could be very helpful when properly
controlled to penetrate thru rooms and could also be a source of
discomfort if not. The term daylighting refers to the use of
natural light from the sun inside buildings and has implications
in various aspects of the buildings performance (Dave, 2012:
p.14) Daylight affects energy performance of the building as
well as occupant visual comfort and then to health, well-being
and worker productivity. While occupant visual comfort is
inherently a subjective concept, it is possible to value the
benefits of comfort. Thru time the utilization of daylight was
altered due to technological advancement, resource availability
and social paradigm shifts. It is also the safest way in
illuminating the interior of the rooms wherein it does not cost
money, produce smoke or risk fires. (Dave, 2012)
Lighting associates in 2002 enumerated eight (8)
daylighting guidelines for specific sidelighting and toplighting
schemes in learning environment designs. (1) A view window- is
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The Problem 10
vertical glazing at eye level, which provides a view to the
exterior or interior adjacent spaces. (2) High sidelighting
clerestories - are vertical glazing in an exterior wall above
eye level (usually above 7 ft). Since the penetration of
daylight from vertical glazing is about two times the window
head height, moving the window higher in the wall increases
daylight penetration in the space. (3) A light shelf- is a
horizontal panel placed below high clerestory glazing (with a
view window generally below it) to bounce daylight deeper into
the space. Light distribution is improved as daylight reflects
off the top surface of the light shelf or louver onto the
ceiling. A series of smaller horizontal louvers (6 in. to 24 in.
wide) can replace a single large light shelf with a slight
sacrifice in performance. The larger the louver, the deeper it
will deliver daylight into the space. Light shelves and louvers
can be located on the exterior, interior, or both. Exterior
shelves shade the lower window from solar heat gain and reflect
high angle summer sun into the room. Interior shelves reflect
lower angle winter sun while blocking the penetration of direct
sun and reducing glare from the upper glazing. (4) Wall wash
toplighting- provides daylight from above through a linear
skylight or monitor to wash an interior wall. The glazing is
obscured from direct view by the skylight or monitor well.
Daylight is diffused with diffusing glazing, baffles or
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The Problem 11
reflections off of matte reflective light well and interior
walls. (5) Central toplighting- uses a central monitor or
skylight (or cluster of skylights) to distribute daylight evenly
across the room. Daylight is diffused with diffusing glazing or
baffles that can be fixed or operable. Daylight levels are
highest directly under the aperture and gradually reduce toward
the perimeter of the space. (6) Patterned toplighting- provides
daylight through a two-dimensional grid of skylights or rows of
linear monitors (sawtooth or square). It provides even, glare-
free daylight across large areas. Spacing of the pattern is
largely a function of the ceiling height. (7) Linear toplighting
- is a downlighting scheme that provides a line of high
intensity daylight directly under it, which diminishes as an
individual moves perpendicularly away from it. It establishes a
strong longitudinal orientation in the space and is best coupled
with a corresponding circulation pattern or linear visual cue.
Used bilaterally (from two sides), it can frame a larger space.
(8) Tubular skylights - are small clear-domed skylights with
mirrored reflective ducts connecting them to the ceiling plane
of the space. They have an interior diffuser at the ceiling
plane to spread daylight in the space. They may have electric
lighting within the duct or diffuser that is switched or dimmed
in response to the available daylight. Since they depend on
multiple reflections to deliver daylight to the space, they
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The Problem 12
perform better under direct sun than overcast sky conditions.
These guidelines if applied should give the user the sense of
comfort as well as the proper illumination to view the task on
hand and have the proper shading on interiors of the classrooms.
Since fenestration systems provide so many functions and
because environmental conditions and user needs vary widely, it
is difficult to make a completely optimal selection of a
fenestration system. Aesthetic and cost considerations are
perhaps the most important to residential users, with visual and
comfort performance also being of interest. Considering annual
energy costs, peak load consequences, and acoustic
characteristics, the choice is seldom optimal. (ASHRAE, 2008)
When speaking of materials durability, performance and
maintenance costs should as much as possible be the main
criteria. A residential user often demands for low maintenance
cost and low costs but at the same time has incomparable
quality. There are varieties of materials that could be used or
integrated when designing these fenestration types, some to
mention would be wood, aluminum, metals and polymers or if
possible would be composite materials which speaks of
combination. AHSRAE expounds on this fenestration materials
which were used for framings stating that (1) woodhas good
structural integrity and insulating value but low resistance to
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The Problem 13
weather, moisture, warpage, and organic degradation (from mold
and insects). (2) Metal is durable and has excellent structural
characteristics, but it has very poor thermal performance. The
metal of choice in windows is almost exclusively (3) aluminum,
due to ease of manufacture, low cost, and low mass, but aluminum
has a thermal conductivity roughly 1000 times that of wood or
polymers. The poor thermal performance of metal-frame windows
can be improved with a thermal break (a nonmetal component that
separates the metal frame exposed to the outside from the
surfaces exposed to the inside). (4) Polymerframes are made of
extruded vinyl or poltruded fiberglass (glass-reinforced
polyester). Their thermal and structural performance is similar
to that of wood, although vinyl frames for large windows must be
reinforced. (ASHRAE, 2008)
The National Fenestration Rating Council (NFRC) establishes
guidelines and protocols that can help in determining how well a
product will perform the functions of helping to cool your
building in the summer, warm your building in the winter, keep
out wind, and resist condensation. (NFRC, 2012)
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The Problem 14
Fig. 1 Paradigm of the Study
OUTPUTINPUT VARIABLES
User criteria Architectural
requirements
Design principles Fenestration
guidelines
Thermal performance Economic criteria
The arrangement ofclassroom
fenestrations
Theproportioningof classroom
fenestrations The design of
classroom
fenestrations
Component analysis Material
applications
Location theories Sketches
PROCESS
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The Problem 15
Statement of the Problem and Hypotheses
Classroom environment is very important when it comes to
learning. It affects both awareness and unconscious domain of an
individual especially when it comes to the openings. Classroom
fenestrations could then be properly designed by taking into
account the following:
1.1 What would be the purpose of these classroom fenestrations?
a. When speaking of sizes of this classroom fenestrations?
Hypothesis: There are no definite size(s) in designing
classroom fenestrations.
b. When speaking of locations of this classroom fenestrations?
Hypothesis: There are no exact locations when introducing
classroom fenestrations.
c. When speaking of appropriate usage of this classroom
fenestrations?
Hypothesis: There are appropriate uses of these
fenestrations.
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The Problem 16
1.2 What would be the materials when designing these classroom
fenestrations?
a. When speaking of durability of this classroom fenestration
materials?
Hypothesis: There are proper materials when it comes to
durability.
b. When speaking of performance of this classroom fenestration
materials?
Hypothesis: There are proper materials when it comes to
performance.
c. When speaking of maintenance costs of this classroom
fenestration materials?
Hypothesis: There are proper materials when it comes to
maintenance costs.
d.When speaking of economical aspects of this classroomfenestration materials?
Hypothesis: There are proper materials when it comes to
economical aspects.
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The Problem 17
1.3 What would be the appearance/form of these fenestrations?
a. When speaking of beauty/aesthetics of this classroom
fenestrations?
Hypothesis: There are factor/issues when it comes to
beauty/aesthetics of these fenestrations.
b. When speaking of appearance/form of this classroom
fenestrations?
Hypothesis: There is proper appearance/form when speaking
of fenestration function.
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Design and Methodology18
CHAPTER 2
DESIGN AND METHODOLOGY
In this research, three (3) relative performance metrics
are presented as a viable approach in designing these
fenestration types. The succeeding sections of this chapter will
discuss more on how the researcher will answer the questions
raised in the statement of the problem, discuss how related
information were gathered, difficulties encountered during the
collection of data, analyses and the methods that are used, how
the gathered data was treated, including the subject and the
location of the study.
Research Design
This study is a quantitative research since it will discuss
more on how these complex fenestration systems provide human
comfort in terms of three (3) viable reasons. It is also a
descriptive method given that the research emphasizes on the
designs, proper usage, proper materials, and locations of this
classroom fenestrations. Field and library research are also
used in conducting the study to be able to describe best the
topic. Information relevant to the study were gathered from
several reference materials, research sources such as books,
journals, periodicals, newspapers, and other online sources.
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Design and Methodology19
Population and Locale of the Study
The study limits only in the municipality of Baguios
institutional establishments, one that is known as the
University of Baguio, UB buildings having six (6) storeys up
qualifies as the proponent of the said proposal.
Since data gathered crystallized the importance of these
classroom fenestrations, this is to classify fenestrations since
openings on the ground level require varied treatment as
compared to those on the upper floors.
Data Gathering Tool/s
To make this research possible, some different tools are
used such as (1) Web site research a practice of using
international networking for research. Considering that the
internet has a wide range of data that can be gathered. Using
this tool, the researchers are able to gather some data easier
that has different sources to compare with. (2) Books - a set of
information written, printed, illustrated, or blank sheets, made
of ink, paper, parchment, or other materials. The researcher
used books for some guidelines and principles that can be
applied to the study of the paper. The researcher used the
information in books as concrete basis for data. (3) Camera - a
tool which captures images or records a video. The researcher
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Design and Methodology20
uses this tool to have more understanding about the chosen
topic. These materials made the study credible by providing
sufficient information concerning the fenestration designs for
classrooms/school rooms.
Data Gathering Procedure
From the initiative of the instructor and instructions
given to the researcher the chosen topic should be (1) specific,
it should either be international, global or local. The
objectives of the topic specifically state the main focus of the
study. The topic should be (2) measurable, it should be counted,
enumerated, calculated, computed either by numbers, letters or
anything that would represent the value of it. (3) Achievable,
the objectives of the chosen topic should be achieved or taken
into reality and assessed given circumstances. The topic should
also be (4) realistic, before setting a deadline for the
objectives the researcher should have reviewed its sources and
other related literatures concerning the research proposed.
Lastly the topic should be (5) time scaled or time bounded
wherein the objectives should be achieved given an agreed
timeframe/schedule.
An array of guidelines, theories and principles helped the
researcher in coming up with designs appropriate in designing
these type of fenestrations. The researcher then started by
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Design and Methodology21
defining the problem first and listing down the problems
encountered by the existing fenestration designs for classrooms
or the learning environment which later on followed by data
gathering or data mining, the use of reputable publications and
integrating them into the research paper.
The researcher also conducted observations which involve
personal effort and taking of pictures to support the problems
raised in the previous chapters of this paper.
Data analysis was also taken into consideration by modeling
the data and highlighting useful information. Sorting every
concept, principles and other related theories to the proposed
classroom fenestrations were also used by the researcher.
The duration of the study are only limited within the
timeframe of the 2nd semester for school year 2012-2013 and
milestones were checked by the instructor to improve the
research.
Treatment of the Data
The researcher categorized the data being gathered and then
analyzed them to come up with better solutions when designing
these classroom fenestrations. Summing up the necessary
information and arranging them from least up to the main
priority. Schematics are also involved giving the researcher
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Design and Methodology22
ideas and concepts about the designs of classroom fenestrations.
Designs that comply with the existing building laws, those are
in full effect that might affect the development of the said
proposal.
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Presentation, Analysis and Interpretation of Data 23
CHAPTER 3
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The ability to choose, recommend, prefer or select
fenestration systems basing it on the need of the end-users are
the key components presented on this chapter. Since there is a
broad category of these fenestration systems, sections of this
chapter will at least provide ideas or concepts when integrating
them particularly into the learning environment.
The purpose, materials to be used and the forms or
appearance of these fenestrations are also considered on this
part of the research, since fenestrations assisted greatly in
the overall comfort of the inner space it is then proper to
apply this theories, concepts and principles for the benefit of
those using the said environment.
3.1 Purpose of Classroom Fenestrations
Classroom fenestrations mainly have different types and
purpose as compared also to other facilities that needs or
requires daylighting. Purpose also speaks of privacy, publicity
or introduces both. The size, location and usage speak the
purpose of these fenestration types.
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Presentation, Analysis and Interpretation of Data 24
a.Size(s)According to the National Building Code of the Philippines
the size of the openings should be ten percent (10%) of the
floor area of the room but this would be the minimum size a room
or a space should provide. Logically speaking size will then
depend on the activity inside the room, how much light quantity
is required and how often these activities are done in a day.
For some, sizes may also differ or vary when taking into account
the exterior view of these fenestration types. Others would
mainly focus on the need of the users, which is the other way
around.
The Lighting Associates (2002) has mentioned or identified
eight (8) types of these fenestrations that are used in
classrooms or learning environment namely (a) View Windows;(b)
High Sidelighting-Clerestory;(c) High SidelightingClerestory
with Light Shelf or Louvers;(d)Classroom DaylightingWall WashToplighting;(e)Central Toplighting;(f)Patterned Toplighting;(g)Linear Toplighting;(h)Tubular Skylights which might help indefining the sizes of these fenestration systems. Take into
consideration their function and the type of operation or
activity it will support for the benefits of those using the
said facility.
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Presentation, Analysis and Interpretation of Data 25
(a) (b) (c) (d)
(e) (f) (g) (h)
Fig.2 Fenestration Types from Lighting Associates
In some instances, proportion of these fenestrations
affects greatly the comfort of the users making them
uncomfortable due to heat, glare and improper illumination thus
making them move from time to time and from one place to
another. View door panels are also inadequate or lacking.
Fig.3 Existing UB classroom fenestration designs
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Presentation, Analysis and Interpretation of Data 26
The existing fenestrations in the university affect the
comfort of the users since during late mornings or early
afternoon the amount of the daylight entering the classrooms
creates glare or too much daylight which in turn makes the users
uncomfortable. On the other hand, during lecture hours or
lecture proper, because of the absence of door view panels some
students or instructors tend to enter an occupied room which
causes distraction to the people inside.
b.Location(s)There are no exact locations on where these fenestrations
should be used or introduced. The main concern is the activity
present in a certain area. Locations vary but to suffice the
need of the end users and to provide comfort. Protection from
the changing climate without sacrificing daylighting is a factor
that complex fenestration systems should provide.
c.Appropriate Use/UsageUsage speaks of applicability of this fenestration systems.
For instance, view windows are essential in all school spaces
except spaces requiring visual privacy to provide relaxing views
and information about exterior natural conditions, and also to
allow people outside of a space to view and connect with
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Presentation, Analysis and Interpretation of Data 27
activities inside. They are applicable to all climate regions
and should be planned in the schematic design phase.
High clerestory windows can be used in all school spaces to
provide deep penetration of daylight. They are applicable to all
climate regions and should be planned in the schematic design
phase.
A toplighting scheme applies to single-story buildings or
the top floor only of a multistory building. Appropriate spaces
for wall wash toplighting may include classrooms, libraries,
multipurpose spaces, gyms, corridors, and administration
offices. It is applicable to all climate regions, and must be
planned for in schematic design.
Daylighting pattern is useful for any large area that needs
even daylight levels. It is especially good for gymnasium,
library, multipurpose, or cafeteria spaces. For gymnasium ball
courts, add baffles or high light well cutoff angles to minimize
direct views of bright glazing surfaces during ball games.
Patterned toplighting is appropriate for all climate
regions, and should be considered during the programmatic,
schematic, and design development phases.
Linear toplighting also is useful for enclosed hallways and
linear walkways within a larger space, or for use bilaterally to
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Presentation, Analysis and Interpretation of Data 28
frame centrally focused areas like gymnasiums, libraries, and
multipurpose areas. Linear toplighting may also be used in
covered exterior walkways to minimize their shadow, especially
in covered walkways adjacent to rooms with sidelighting.
(Lighting Associates, 2002)
Practically, complex fenestration systems should portray
its purpose.
3.2 Materials for Classroom Fenestrations
Materials used play a major role in creating this
fenestration types, mainly for weatherproofing. Durability,
performance and maintenance costs are also included in this part
of the research.
a.DurabilityToughness of materials used should be a concern. The
exposure to the outside requires a treatment which differs
largely on the inside. These materials should be capable of
withstanding wear and tear or decay and are able to compete over
a period of time without significant deterioration.
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Presentation, Analysis and Interpretation of Data 29
b.PerformancePerformance speaks on how it suffices the need of the
users. Adequate lighting but less glare, not too much heat.
Weather proofing is also under this category, protection from
the shifting climate.
c.MaintenanceThe fenestration designs should limit the requirement of a
man to sustain them. Surely the owners of the classrooms as well
as the maintenance department wanted cheaper costs but
incomparable quality when it comes to economical aspects.
3.3 Appearance/Form of Classroom Fenestrations
Classroom environment make or take away the right attitude
to learn. Introduction of design and innovations to suit the
mood might be a response in a problem such as this.
a.Beauty/AestheticsThe image of these fenestrations should be encouraging the
persons inside to learn, not to be discouraged because of
inadequate daylights in such a way that they will be leaving off
class and looking for spaces that is comfortable for them.
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Presentation, Analysis and Interpretation of Data 30
b. Function
Aesthetic and Function should come together. In every
design, innovations and introduction of improvements or
alterations there should always be a reason behind or a basis
why something was integrated and used.
Fig.4 Weatherproofing design for UB classroom fenestrations
Based from the researchers ocular observations, the
existing fenestrations do not provide weatherproofing during
change of seasons, such as summer and rainy seasons. Classrooms
during typhoon are frequently wet due to water leakage and too
much heat during summer.
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Conclusions and Recommendations 31
CHAPTER 4
CONCLUSIONS AND RECOMMMENDATIONS
Facades that use natural lights are observed today as a
trending way to design buildings that shelter the human
activity. Three (3) relative performance metrics are discussed
as viable way in dealing with complex fenestration systems.
Conclusions
Subsequent to the cautious investigation on the problems
identified. UB buildings having six (6) storeys up should invest
newer materials and technologies. Wherein the long run, users
will benefit and save the maintenance costs it will give to the
administrators.
Recommendations
Based from the previous chapters, the researcher came up
with recommendations such as
4.1 When it comes to purpose of these fenestrations according to
size, there should not be a fixed height and width or module
since they do not function as a single component. Furthermore,
complex fenestration systems vary at a different place and time
so there are no exact locations.
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Conclusions and Recommendations 32
4.2 When it comes do materials in designing these complex
fenestration systems stainless aluminums are much more
applicable since they are lightweight and easy to install. In
addition, there are materials today that could be used as a
glass pane such as thermotropic windows wherein it lessens the
heat without sacrificing the daylight.
4.3 When coming up with designs for fenestrations it should be
appropriate to the environment it will cater to.
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References 32
REFERENCES
Ashraetcs. (2008). HOF fenestration minus shading.pdf. Retrieved
December 16, 2012, from
http://tc45.ashraetcs.org/subcommittees_files/HOF_Fenestratio
n_MinusShading.pdf
Comfortable Low Energy Architecture (CLEAR) is a site that
presents the full text of many essential works in the
literature of fenestrations and its components
(http://www.new-learn.info/packages/clear/index.html)
Dave, S. (2012). Comprehensive Performance Metrics for Complex
Fenestration Systems Using a Relative Approach. MIT :
Massachusetts
Lighting associates. (2002). Daylighting and fenestrationdesign.pdf. Retrieved December 16, 2012, from
http://www.lightingassociates.org/i/u/2127806/f/tech_sheets/D
aylighting_and_Fenestration_design.pdf
http://www.lightingassociates.org/i/u/2127806/f/tech_sheets/Daylighting_and_Fenestration_design.pdfhttp://www.lightingassociates.org/i/u/2127806/f/tech_sheets/Daylighting_and_Fenestration_design.pdfhttp://www.lightingassociates.org/i/u/2127806/f/tech_sheets/Daylighting_and_Fenestration_design.pdfhttp://www.lightingassociates.org/i/u/2127806/f/tech_sheets/Daylighting_and_Fenestration_design.pdf