gle glazing clear window . Two various double glazing windows were selected for the simulation analysis . The first double glazing type was a window with 3 mm and 6 mm panes and the air as a window gas material between two panes . The next double glazing window had 6 mm and 13 mm panes with air as a gas between them . The last glazing type was triple glazing windows with 3 mm and 13 mm panes with air as a gas material .
Temperature ° C |
25.5 25 24.5 24 23.5 23 22.5 22 21.5 21
S
02 / 02 / 11 12:02:13 AM 02 / 02 / 11 09:02:13 AM 02 / 02 / 11 06:02:13 PM 02 / 03 / 11 03:02:13 AM 02 / 03 / 11 12:02:13 PM 02 / 03 / 11 09:02:13 PM 02 / 04 / 11 06:02:13 AM 02 / 04 / 11 03:02:13 PM 02 / 05 / 11 12:02:13 AM 02 / 05 / 11 09:02:13 AM 02 / 05 / 11 06:02:13 PM 02 / 06 / 11 03:02:13 AM 02 / 06 / 11 12:02:13 PM 02 / 06 / 11 09:02:13 PM 02 / 07 / 11 06:02:13 AM 02 / 07 / 11 03:02:13 PM 02 / 08 / 11 12:02:13 AM 02 / 08 / 11 09:02:13 AM 02 / 08 / 11 06:02:13 PM 02 / 09 / 11 03:02:13 AM 02 / 09 / 11 12:02:13 PM 02 / 09 / 11 09:02:13 PM
Time |
6 mm single ( base Case ) |
Double 3,6 mm |
Double 6,13 mm |
Triple 3,13 mm |
|
Temperature ° C |
25 24.8 24.6 24.4 24.2 24 23.8 23.6 23.4 23.2 23
N
02 / 02 / 11 12:02:13 AM 02 / 02 / 11 10:02:13 AM 02 / 02 / 11 08:02:13 PM 02 / 03 / 11 06:02:13 AM 02 / 03 / 11 04:02:13 PM 02 / 04 / 11 02:02:13 AM 02 / 04 / 11 12:02:13 PM 02 / 04 / 11 10:02:13 PM 02 / 05 / 11 08:02:13 AM 02 / 05 / 11 06:02:13 PM 02 / 06 / 11 04:02:13 AM 02 / 06 / 11 02:02:13 PM 02 / 07 / 11 12:02:13 AM 02 / 07 / 11 10:02:13 AM 02 / 07 / 11 08:02:13 PM 02 / 08 / 11 06:17:13 AM 02 / 08 / 11 04:02:13 PM 02 / 09 / 11 02:02:13 AM 02 / 09 / 11 12:02:13 PM 02 / 09 / 11 10:02:13 PM 02 / 10 / 11 08:02:13 AM
Time |
6 mm single ( base Case ) |
Double 3,6 mm |
Double 6,13 mm |
Triple 3,13 mm |
|
Figure 5 : Indoor temperature profile for various glazing types in classrooms 208 and 301 in Jan / Feb 2011
Figure 5 illustrate that during the winter season study , the indoor air temperature in both classrooms increased when double and triple glazing was installed but this increase is much more significant in Classroom S . As the difference between windows to external wall ratios in Classroom S and N were very minor , at around 0.06 and 0.05 respectively , a possible explanation for more temperature increase in Classroom S can be the poor construction of this classroom . In general , it is suggested to use double glazing windows instead of triple glazing windows as the effect of both on indoor air temperature are nearly similar but the double glazing one is cheaper .
Thermal Insulation Thermal insulation materials have an impact on the indoor air temperatures of the buildings . A well-insulated building results in lower conductivity through the building envelope fabrics , which decrease the heat flow rate and as a result , provide a comfortable indoor environment by minimum energy use ( Autodesk Ecotect Analysis 2013 ; Light House Sustainable Building Centre and Guido 2009 ). The amount of heat loss from building components is measured by U-values or thermal transmittance . A lower U-value means lower heat loss thorough the building fabrics and better insulation of the buildings . In this study , different insulation types , with various thicknesses , were employed to the simulation model for the external walls and the roof , to examine their effects on the indoor air temperature . The chosen thermal insulation materials were based on Iranian national building regulation recommendations which are the most typical insulation materials in Iran ( Ministry of Housing and Urban Development 2009 ; IFCO 2012 ; Irima 2012 ).
Thermal Insulation in External Walls The original school building does not include any thermal insulation materials on the external walls . Three various type of insulation materials have been employed to the external walls including glass wool , extruded polystyrene ( XPS ) and expanded polystyrene ( EPS ). They were applied to the outer and inner sides of the external walls separately with thicknesses
Passive design strategies on indoor comfort of school buildings in hot-dry climates 755