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Reflected daylighting in schools : an investigation into design principles of reflected daylighting in primary schools in the warm-dry climate of Iran.

Ai, Farshad (2010) Reflected daylighting in schools : an investigation into design principles of reflected daylighting in primary schools in the warm-dry climate of Iran. PhD thesis, University of Sheffield.

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Abstract

This research investigates the different ways of using daylight in schools in the warm-dry climate of Iran for natural illumination while avoiding overheating and glare. It also reviews different approaches to day lighting design and recommends an integrative approach which takes the typological approach as a basis for designers and the phenomenological approach as an evaluative method to assess and promote the experiential aspects of daylighting. This research identifies two main ways by which daylight is admitted in warm-dry climates. The first approach, diffusion, is basically admitting the harsh sunlight by filtering it through to the interior. There is either an exterior element such as foliage which acts as a filter for harsh sun rays or the specific design of the building envelope and window screens perform a similar function and filter the light. The second approach, reflection or using indirect daylight, is an appropriate day lighting strategy in this climate. The experimental and observational studies in this research address two issues. The first part is concerned with different general and specific factors influencing reflected lighting in schools. The second part addresses how this research can inform architects to design better daylit schools in such a climate. Building orientation and configuration in the larger scale, as well as specific factors such as shading devices, daylighting systems, surface features, etc. can considerably affect reflected daylighting. This research suggests that room shape and its geometrical features, especially its height, has a significant effect on the reflected day lighting of a room. On the basis of findings from various case studies, it also recommends the use of lightshelves, clerestories, porticoes and courtyard configuration in order to improve the reflected daylighting performance in school design. Finally, a set of guidelines for daylighting design in schools in the warm-dry climate of Iran is proposed as the outcome of the research.

Item Type: Thesis (PhD)
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Architecture (Sheffield)
Identification Number/EthosID: uk.bl.ethos.511929
Depositing User: EThOS Import Sheffield
Date Deposited: 13 Dec 2016 16:12
Last Modified: 13 Dec 2016 16:12
URI: http://etheses.whiterose.ac.uk/id/eprint/14957

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