Proposed Designs for Classroom Fenestration

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.


7/35

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?


performance.

c. When speaking of maintenance costs of this classroom

fenestration materials?


maintenance costs.

d.When speaking of economical aspects of this classroomfenestration materials?


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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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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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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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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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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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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(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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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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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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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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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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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

Proposed Designs for Classroom Fenestration

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Transcript of Proposed Designs for Classroom Fenestration