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Thermal Comfort of a classroom in Bangkok
(A particular case study)
(As a course requirement for DPL 642 Indoor Air Quality and Thermal
Comfort)
by bhargav kaushik & tanith vachiraprakanskul
School of Architecture & Design, KMUTT.
0
Introduction
The history and time have evidenced that when man acquired a part of knowledge,
he used it, he changed his actions, and found some more knowledge. This has been the loop
of evolution of human beings, at least to the extent of scientific discoveries and inventions
that generated the modern society at present. If the first man ignored fire and wheel and
its use, we would not have reached where we are at this moment. We must not let
ignorance prevail upon our conscience over certain issues that is not visible but affects us
implacably but quietly.
Today, our only hope for carrying our ancestors’ perseverant effort to become the
best, lies in the hands of education system. This gigantic system in turn is based on a very
fundamental building block, classrooms. As the rate of academic inflation is rising, more and
more studies are going on, in classrooms; with even more intensely than any of our last
centuries have observed in as much larger scale as our current and future population.
Merely, 0.01 score in one GPA can completely change the life and the career, for which
fanatically tonics and performance enhancing medications are commercialised with variety
of support system working to improve one learner.
With these, rushing and uptight surrounding, one tends to forget what is stored in
nature, and loses lot more than what is gained. A clear picture of this phenomenon can be
seen in mechanization of our living conditions, we call them technologies. Many a times, our
beloved technologies do not help as it seems to us; for instance, the lovely cool or warm
artificial weather inside an air tight container. Yes, that is the HVAC system and its miniature
model, the air conditioner. Air conditioners provide a preferred temperature with the
lowest humidity possible to us but fail to supply fresh air. Even if we have the new
generation HVAC system that introduces fresh air concept in their design for which they
charge quite significantly for a plus bonus of nominal reduction in energy bills that we take
home vey gracefully. Alas! These air conditioners also cannot help us having the heaven in
our homes that was gifted by nature. They also have pollutant in their duct system.
Pollution is a word that everyone in this world would be afraid of, exceptions are still
there though, because its magnitude is compared that of the human scale.
Coming back to the classrooms, in this report it is tried to examine the conditions of
a classroom in terms of Indoor Air Quality and Thermal Comfort, analyse the conditions to
find out the real causes and suggest the possible improvement in order to provide a better
air quality and thermal comfort. First the methodology described how the text were done,
experiments conducted and measurements were recorded. Next the results are brought
into light for detailed discussion which is followed by a synthetic discussion about all the
results before coming down to the conclusion.
1
Methodology:
The indoor air quality and thermal comfort of a classroom was observed in three
different states: 1) Air‐Conditioned, 2) Natural Ventilation and 3) Aided Natural Ventilation.
First, air‐conditioned state was conducted by using the air‐conditioner and one exhaust fan
next to it as the means of air change in the room. Second, natural ventilation was observed
by means of three windows of 2.25 m2 each and a door opened on opposite side. Third the
natural ventilation was aided by keeping plants outside the windows. The observation was
done in a classroom of School of Architecture and Design (KMUTT) with a population of
approximately 40 students. The users (students) were provided with a questionnaire to give
their feedback about the comfort level in the class room. There were three equipments
used in this experiment.
1. GASMET
The particles were measured by using the GASMET™ 4030 FT‐IR, a light‐weight FTIR gas
analyser that can detect VOC, TIC and anaesthetic gas. This Equipment was connected with
a laptop that recorded the measured values.
2. Testo445
The temperature and wind speed within the classroom was sampled by the Testo 445 in
5 different spots. The wind speed gun was kept at a height of 1.2 M from the floor level.
3. Thermo Gun
The Raytek Laser Temp Gun MX 2 found the mean radiant temperature of the surfaces in
the classroom interior.
2
Results:
The results are focused on a few gaseous particles; Vapour (H2O), Carbon Dioxide
(CO2); however there were other harmful particles measure but not to the dangerous level.
The graphs below shows the levels of carbon dioxide (H20) and water vapour (H20) during
the observation in the three states respectively,
The following day the room was measured with natural ventilation instead of air‐
conditioning, the CO2 level in the graph below show that it remains considerably well under
the danger mark of 2000 ppm. However, the air‐conditioner was turned on for psychological
satisfaction of some students and teacher for which the CO2 level went up slightly.
Figure 2: Carbon Dioxide level with Natural Ventilation
On the third day, natural ventilation was observed with 6‐7 plants placed on the
balcony from where the wind comes in. At first the class was conducted with air‐
conditioning turned on and hence the level of CO2 was
initially higher, which later came down with natural
ventilation applied.
In this graph on the right it is very clear that
natural ventilation can work much better if it is aided
with plant materials and mechanical elements like fan.
Although the duration of the three observations varied
Figure 3: Carbon Dioxide level with Aided
Natural Ventilation we could have the same time frame to see the
3
comparison of the three states.
the Carbon Dioxide goes up to 2‐4 times while
1500
the Air‐conditioner is provided as the only
Day 1
1000 mean of ventilation, actually it does not
Day 2
500 ventilate just circulate the same air with the
Day 3
0 temperature and humidity reduction. It is
harmful for students to have a level of Carbon
11:17:37
11:22:37
11:27:37
11:32:37
11:37:37
Dioxide over than 2400 ppm (Joan M. Daisey)
in the air they breathe, because it causes
Time Intervals
concentration loss, which is a major reason
Figure 4: Comparision of Carbon Dioxide levels with the for them to fell asleep in the classroom while
same time frame on three days (states)
the lecture is still on.
The next particle to consider was the water vapour, contributing to the relative
humidity. Bangkok falls within the hot and humid climatic zone. The average relative
humidity remains within the range of 70% ‐ 78% in outdoor areas. According to
psychometric chart 35% ‐ 70% of relative humidity is bearable without any physical
discomfort; however the preference changes from person to person depending upon their
clothing, metabolism, and psychological adaptation. The data obtained from the equipment
shows the water vapour present in the classroom in percentage.
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The third day, with the aided natural
ventilation mode, beginning from 11:10 am the graph
starts going up and reaches a level of 2.7%.
as a simplified equation.
The percentage amount of water vapour present in the indoor room air in classroom
varies from 2.23% to 2.68% during natural ventilation and for air conditioned state it lies
between 0.99% and 1.74% leaving the transitional values due to the change of states.
According to Meteorologist Jeff Haby; (htt4) “water vapor varies by volume in the
atmosphere from a trace to about 4%. Therefore, on average, only about 2 to 3% of the
molecules in the air are water vapor molecules. The amount of water vapor in the air is
small in extremely arid areas and in location where the temperatures are very low (i.e. polar
regions, very cold weather). The volume of water vapor is about 4% in very warm and humid
tropical air.” Therefore, it can be considered that the water vapor level in the classroom was
within the limit of normalcy in the context of the hot and humid climate of Thailand.
However it is quite clear that air conditioning of the classroom kept the humidity
level almost two times low than it was during the natural ventilation. In psychometric chart,
the comfort level is given as below by a Thai forum member named ร.ต.อ.ปริญญา เจริญบัณฑิต,
in http://www.tfma.or.th/webboard. (www3)
5
There were in total twelve items with large surface areas in the classroom, the other
two items with noticeable surface areas are not taken to the consideration: 1) Furniture and
2) Window Blinds. The tables below show the mean radiant temperature values taken for
each surface.
The first day the air‐conditioner was operated at 23C for the whole period, however
it was turned off during the break time for 5 minutes or so. Therefore the mean radiant
temperature on that day was comparatively lower than the later two dates. Only one
particular material that has highest mean radiant temperature value on that day is the glass
used in the windows. The mean radiant temperature value of a material is directly
proportionate to the temperature of its surroundings, which means that if the materials
with higher MRT value is used then it might be influential in temperature rise in the room.
The above tables indicates that the difference between the air movement in five
different points in the classroom shown in the picture of the right. On day 1 (with air
conditioning) the wind speed value at points 1 and 3 is more than that of points 2 and 4
having point 5 at the top with maximum wind speed, however the difference is only 0.2 m/s
on a average. While with natural ventilation the wind speed increases up to 3.3 m/s towards
the window side points, but the point 3 has the least air movement with 0.81 m/s at the
maximum.
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Apart from the measurements of the classroom and its conditions, the human
satisfaction level was also brought under observation, since it is a ready reference to
discuss. There were questionnaires given out to the observed students asking five questions.
The following is the format of that questionnaire.
Questionnaire (Please tick 3mark the option(s) as your response, you can choose more than one)
1. How do you physically feel while being in this classroom?
Alert,
Healthy,
Sleepy,
Allergic,
Hungry, Other: _______________
2. How do you mentally feel while being in this classroom?
3.
Fresh,
Active,
Normal,
Bored,
How do you rate the temperature of the room for you?
Anxious, Other: ________________
Too Cold,
Cold,
Normal,
Warm,
Hot,
Very Hot
4. Where would you like to sit in this classroom? (Towards….)
Door Side Wall,
Window Side Wall,
Back Side Wall,
Front Side Wall,
Center
5. Please you tell us about the illness/sickness or diseases that you suffer often.
_____________________________________________________________________________________
Thank you for your participation
However the
students were not
exactly equal in
numbers because
there were some
absents and some
students did not
return the
questionnaires. The
following graphs are
the students’
response to the
questionnaire.
7
As plotted in the radial graphs on right side above, student’s sitting preferences
change in these three different states which can be drawn as shown in the diagrams below.
There was a list derived from the last question that might be helpful to understand
what sickness the students have. That list includes: Breathing Problem, Headache, General
Cold, Sinus, Migraine, Boredom or depression, Allergy, Stomachache etc.
8
Discussion:
The first finding mentioned as a part of the results is the CO2 level in the classroom,
during air conditioning state the level of CO2 goes up high to 4121ppm, well above the
ASHRAE standards level of 1000ppm in air conditioned space (www4). The CO2 level is
harmful, at least to the classroom environment where student need to concentrate;
because at 2000ppm CO2 presence hinders their ability to concentrate. This link we can see
between the CO2 graphs and responses to the questionnaire. The natural ventilation
however kept the CO2 level much lower at a level below 500ppm. There were similar
experiments done at five different schools in Hong‐Kong by S. C. Lee et. al suggested an
increase of CO2 level in classrooms for the use of air conditioners and concluded the either
to have natural ventilation or reduce the occupants to ASHRAE standards being 1 person in
2 M2 (S.C. Lee, 41 (2000)). For the case discussed above, there are two options left in order
to provide adequate air quality as per ASHRAE standards; either to incorporate natural
ventilation or to limit the number students to 30 for one class session as the classroom area
is 72 M2.
The second word of the climate category of Thailand bothers users quite
substantially that drives them to have air conditioning with an added advantage of lowering
down the temperature, as mean to get rid of what has been assigned to them by nature.
However looking at the past life style of the local people a more sustainable way of
combating the climatic discomfort can be conceive. The use of fan has been eliminated by
air conditioning and old style cotton‐fiber based dressing has been looked down upon in
everywhere in this region except residences. These two elements helped to reduce the
discomfort from a hot & humid climate. On other hand, humidity or water vapor or H2O is
not as bigger an enemy as CO2, hence ASHRAE has the humidity standards between 30% ‐
60% relative humidity. Fischer mentions that in hot and humid climate schools often
inefficient in providing adequate air quality using HVAC system and categorically they
mentioned that there should be natural ventilation at a level of 15cfm/student (Fischer John
C.). Moreover from the previous discussion in results it is clear that the water vapor level in
the room remains within a limit of normalcy as mentioned by Jeff Haby.
The next factor looked into was the mean radiant temperature of the surfaces in the
room. The MRT of the all the surface is at a considerably low level in the air conditioned
state, with an exception of the glass panels on windows. It certainly indicates that windows
are the main source of heat gain in the class room. Actually windows are not required if a
space is regulated by HVAC and artificial lighting, which contradicts the position of the
windows in the classroom as they are to provide natural ventilation and natural lighting into
the classroom space. The real problem is that there is much glare from the surrounding that
disables visibility on the projector screen or whiteboard and the wind in location
(Bangkhunthian) is strong at an average of 5m/s.
9
Speaking of wind at the location (Bangkhunthian), the air movement inside the class
room also showed differences. During the air‐conditioning state, the maximum wind speed
was between 0.26 m/s and 0.86 m/s, as the blower hits center (point 5) the most, next the
door side wall (points 1, 3) and the least to the window side wall (points 2,4). While in the
natural ventilation the maximum wind speed was between 0.63 m/s and 3.69 m/s,
indicating the increase in air change. ASHRAE determined the standard minimum air change
for office buildings in occupancy to be 5cfm which converts to wind speed of 0.29 m/s with
natural ventilation (Interpretations for Standard 62.1‐2004, 2004). The overall air movement
is satisfactory during the natural ventilation state with the exception at point 3. This low air
movement occurred because there was not exit for air intake from windows like in point 1
with the door as the only air exit for the whole class room. This phenomenon can be seen in
the following pictures from left to right representing day1 (HVAC), day 2 (NV) and day 3
(ANV) respectively.
Therefore, proper natural ventilation is not achieved equally in the classroom.
According to the principles of fluid dynamics, there should be at least one more exit in order
to have complete change of the indoor air. Since the door is often closed for the required
quietness in the room the only way out for the air in gets interrupted resulting no air change
or nominal. Therefore it is very important to have an alternative air exit for the air change to
occur. With the consideration that CO2 is a heavier gas than air; an alternative air exit
should be placed to sweep out the lower portion of the air volume in the class room.
The human satisfaction was covered by the questionnaire and could be sensed by
the response to it. Most of the students observed felt sleepy in classroom, presumably
because they had not had enough sleep the night before, but with the results it cannot be
ruled out that presence of CO2 had an effect on their concentration resulting dizziness or
sleepiness. With the response to the questions 2 & 3 students have expressed their consent
to the natural ventilation, however there were little discomfort towards air conditioning
state. Actually when a person stays in a colder state than the normal body temperature that
he or she tends to lose energy out by convection and radiation as the body heat remains
constant at 36.0C to 37.6C.
Deprivation of natural ventilation can be exaggerated to be a concentration camp;
however the main goal of this paper is to project the real importance of natural ventilation.
The lack of natural ventilation might result into physical symptoms like: headache, migraine,
sinus and cold as symptoms in our respiratory system, and boredom as its by product; while
increase in hunger and indigestion as an effect on our digestive system. In a research on the
relations between health symptoms and ventilation by Daisey et al. confirmed that poor
ventilation can result in long‐term respiratory problems (Joan M. Daisey).
10
Summarizing all the previous text, it is found that the air conditioning state in the
classroom of The School of Architecture and Design, KMUTT is not completely up to the
standards followed by ASHRAE in terms of indoor air quality and thermal comfort. However,
a satisfactory level of air quality can be achieved if the natural ventilation is incorporated. It
will not only provide a better air to breath during the intensive study time of class period
but also reduce the energy expenses down dramatically. In order have the satisfactory
consent of the user group of such spaces, the natural ventilation much be aided with green
vegetation or plants and some energy efficient mechanical devices. A similar research had
been done in California, USA that shows how indoor air quality can be improved with
simultaneous energy savings (MG Apte & SM Liff, 2003). Therefore it is highly recommended
to install or device a new or renovative design to provide natural ventilation the users of
such space. The most encouraging fact about the site location is that it has an average wind
speed of 5 m/s and no industrial settings in at least a kilometer radius. The only difficulty
might come on humidity as it is surrounded by fisheries, never the less H2O is essential for
life but CO2 is detrimental.
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Bibliography
(n.d.). Retrieved from http://www.theweatherprediction.com/habyhints/40/
(n.d.). Retrieved from www.tfma.or.th/webboard/index.php?topic=13.0
(n.d.). Retrieved from www.ashrae.org
Fischer John C., B. C. (n.d.). Humidity Control in School Facilities.
Interpretations for Standard 62.1‐2004. (2004, January ). Retrieved from ASHRAE:
http://www.ashrae.org/technology/page/127
Joan M. Daisey, W. J. (n.d.). Indoor Air Quality, Ventilation and Health Symptoms in Schools: an
Analysis of Existinging Information. Indoor Air , 3 & 9.
MG Apte, D. D., & SM Liff, L. R. (2003). Simultaneous Energy Savings and IEQ Improvements in
Relocatable Classrooms. ASHRAE IAQ Applications .
S.C. Lee, M. C. (41 (2000)). Indoor and outdoor air quality investigation at schools in Hong Kong.
Chemosphere , 109±113.
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