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  3. Investigating the suitable conditions of educational and cultural spaces compatible with the climate

Investigating the suitable conditions of educational and cultural spaces compatible with the climate

Number of pages: 184 File Format: word File Code: 30136
Year: 2014 University Degree: Master's degree Category: Geography - Urban Planning
Tags/Keywords: architecture - climate - comfort - Gioni's method - Langrod city - Mahony's method - The first method
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  • Summary of Investigating the suitable conditions of educational and cultural spaces compatible with the climate

    Abstract

    The formation of educational and cultural settlements in terms of shape, how to settle, type of materials and many other parameters are related to climatic elements. Architecture compatible with climatic conditions, in addition to providing a comfortable atmosphere, prevents energy waste and brings favorable economic effects on a micro and macro scale. The area studied in this research is the city of Langrood in Langrood city of Gilan province. The data used in this research are the climatic elements of temperature, precipitation, humidity, temperature and wind, which were used from the stations inside and outside the study area in the statistical period of 20 years. The method of data analysis includes experimental methods, Gioni, Olgi, Mahai, based on which the relationship between the climate and the architecture of the region has been examined. The results of the research show that the city of Langrod has a mild and pleasant weather condition from the beginning of June to the end of September, and the type of bioclimatic stimulation is pleasant and comfortable, as well as Mehr, Aban, Farvardin, and May, it has a cool weather condition and the type of bioclimatic irritation is mild. And only the months of December to the end of March are cold with moderate irritation. It should also be noted that brick and concrete, stone, concrete and brick buildings are also seen in this city. Due to the changing climate and abundant rainfall, Gilan province has always had problems in terms of comfortable conditions, especially in the cold seasons of the year and with the arrival of the Siberian monsoon to the north of the country, and the heating of educational spaces and the numerous problems of these spaces in terms of heat transfer, light, etc., have been one of the basic problems of education in Gilan province. The city of Langrood in the east of Gilan province and in the city of Langrood is not exempt from this, and the educational and cultural spaces of this city are not built in terms of heating and cooling according to the climatic conditions of the region, and these spaces always face excessive energy consumption and have problems in terms of design. The results of this research show that the educational and cultural spaces of the city of Langrod were not compatible with the climate.

    Key words: climate - architecture - the city of Langrod - Olgi method - Giuni method - Mahoni method - comfort. On the one hand, weather elements are unfavorable for humans, and on the other hand, they play an important role in the erosion of building materials, so the building must be designed and built from materials that are available and applicable, and have sufficient durability, while adjusting the difficult climatic conditions as much as possible. Achieving the principles and regulations for the selection and use of materials, the design and implementation of building details, and the building maintenance method in such a way that human comfort is provided inside the building will be an effective step towards rational building construction that is compatible with the climate in the country. In fact, what creates a building is actually the needs, connections and different functions of a building, and what gives it reality and gives personality to the design of a building is the science and art of architecture, which is in the form of architectural design with logical principles and correct and calculated relationships for a beautiful visualization and It is created and presented artistically.

    If the man-made spaces are not formulated with the consideration of climatic principles, the goals of environment design that prosperity, well-being, comfort and safety are not developed. . . . It will not end. For example, the experimental manifestation of this phenomenon in schools that did not follow a certain style, in the form of frequent dampness on the walls, lack of sufficient light, inadequacy of the internal temperature of the building due to changes in temperature, inappropriate height, placement on the slopes without considering the geographical direction, will cause problems in the productivity of these spaces. In fact, educational buildings react significantly to climatic conditions and are affected by climatic conditions due to the difference in space occupation time compared to residential and commercial spaces. Suitable climatic conditions inside educational spaces increase the quality of comfort and health, as well as save fuel and energy consumption throughout the year. Considering the occupation time of the educational buildings, in addition to the safety and well-being of the space, maximum use of natural forces in the hot and cold season of the year can be used for building lighting, color, energy conservation, etc.The educational and cultural spaces of this city have not been built in terms of heating and cooling according to the climatic conditions of the region, and these spaces are always faced with excessive energy consumption and have problems in terms of design, so this thesis intends to investigate the suitable conditions of educational and cultural spaces compatible with the climate in Langerood city. This thesis is organized in six chapters, which are as follows: 1- Overview of the research 2- Review of sources, research literature and research background 3- Geographical features of the study area 4- Analysis of data and research findings 5- Conclusions and suggestions

    Statement of the problem

    The construction of the educational space due to the specific political, social and economic conditions has been done in two ways, one of the forms of construction based on thought It is thinking and planning, and the second method, which can be called the common method, is constructions carried out under compulsion or emergency without prior planning or in other words without considering various natural, economic, social and even spatial and physical provisions. Although the use of such a method was necessary in the beginning due to the expansion and excessive demand of people's education, but with rapid changes and developments, especially the orientation of educational needs to qualitative aspects, the inadequacy of such thinking has become concrete. In response to the question of what components and elements are the qualitative aspects made of, it is possible to mention various natural, economic, psychological, human, and other components and elements. . . . . Ranam Bard said that in this research, one of the dimensions of the problem is addressed in the form of climatic components. Climatic components play a decisive role in the design and environmental quality of biological complexes and their components and elements, climatic characteristics have quantitative and qualitative characteristics, which familiarity with the effects can greatly help in the optimization of spatial constructions. Among the effects of these factors in the design of educational spaces as one of the effective physical elements in the learning process, it needs to be considered because if the design of educational spaces is not compatible with climatic features such as temperature, precipitation, air pressure, humidity or relative humidity, wind, sunlight, evaporation and cloudiness. In addition to the wastage of financial expenses, it causes the loss of human energy, which includes the community of teachers and students, and on the other hand, in addition to the wastage of these spiritual, material and human resources, it will lead to the wastage of household expenses. If the human-made spaces are not designed with the climatic principles in mind, they will not be designed to meet the goals of environmental design, such as prosperity, well-being, comfort and safety. . . . It will not end. For example, the experimental manifestation of this phenomenon in schools that did not follow a certain style, in the form of frequent dampness on the walls, lack of sufficient light, inadequacy of the internal temperature of the building due to temperature changes, inappropriate height, location on the slopes without considering the geographical direction, may cause problems in the efficiency of these spaces. In fact, educational buildings react significantly to climatic conditions and are affected by climatic conditions due to the difference in space occupation time compared to residential and commercial spaces. Suitable climatic conditions inside educational spaces increase the quality of comfort and health, as well as save fuel and energy consumption throughout the year. Considering the occupation time of the educational buildings, in addition to the safety and well-being of the space, maximum use of natural forces in the hot and cold season of the year can be used for building lighting, color, energy conservation, etc. Because previous studies have shown that the lack of coordination between the climatic conditions and the comfort conditions of the educational spaces causes academic failure.

    Gilan province, due to the changing climate and heavy rainfall, has always had problems in terms of comfort conditions, especially in the cold seasons of the year, and with the arrival of the Siberian monsoon to the north of the country, and the heating of the educational spaces and the numerous problems of these spaces in terms of heat transfer, light, etc., have been one of the basic problems of education in Gilan province. The city of Langrood in the east of Gilan province and in the city of Langrood is not exempted from this, and the educational and cultural spaces of this city have not been built in terms of heating and cooling according to the climatic conditions of the region, and these spaces always face excessive energy consumption and have problems in terms of design, so this thesis intends to examine the suitable conditions of educational and cultural spaces compatible with the climate in the city of Langrood.

    1-2- Objective and The motive of the research

    1-2-1- The motive of the research

    The motive of creating such a research primarily goes back to the educational background.

  • Contents & References of Investigating the suitable conditions of educational and cultural spaces compatible with the climate

    List:

    Table of Contents

    Title

    Abstract 1

    Introduction 2

    Chapter One: Research Overview

    1-1 statement of the problem 3

    1-2 research purpose and motivation. 5

    1-2-1 Research motivation. 5

    1-2-2 research objectives. 5

    1-3 research hypotheses. 6

    1-4 research method. 7

    1-4-1 Information gathering tool. 7

    1-4-2 information analysis method. 8

    1-5 statistical population. 8

    1-6 proposed major climate indicators. 8

    1-7 Limitations 8

    1-8  Words and Concepts. 9

    Chapter Two: Review of sources, research literature and research background

    2-1 Planning of educational spaces. 11

    2-2 educational spaces. 13

    2-2-1 Desirability of school land 13

    2-3 School building 14

    2-4 Classroom characteristics. 14

    2-4-1 Examination of natural light. 14

    2-4-2 colors. 15

    2-4-3 position of the teacher. 15

    2-4-4 tables and benches. 15

    2-5 Name of the school 15

    2-6 Signs and inscriptions 16

    2-7 Entrance door. 16

    2-8 Rules for locating and building educational environments. 16

    2-8-1 Access. 16

    2-8-2 environmental comfort. 16

    2-8-2-1 light 17

    2-8-2-2 type of light required 19

    2-9 Location and conditions of land selection. 20

    2-9-1 Compatibility. 20

    2-9-1-1 Compatibility of location. 20

    2-9-1-2 Compatible uses - Incompatibility of location. 20

    2-9-2 utility. 21

    2-9-2-1 Environmental conditions. 21

    2-9-3 capacity. 22

    2-10 Safety of educational units. 22

    2-10-1 Safety against natural disasters. 22

    2-10-2 Safety against unnatural accidents. 23

    2-10-3 Safety related to internal school incidents 23

    2-11 per capita of campus spaces 24

    2-11-1 Addition and subtraction line. 24

    2-11-2 Playground and sports. 24

    2-11-3 green space 24

    2-11-4 vehicle parking space 24

    2-11-5 non-useful communication spaces 25

    2-11-6 communication spaces. 25

    2-12 The area of ??land required for one-story educational buildings 25

    2-13 The area of ??land required for educational buildings above one floor 25

    2-14 A look at the climatic characteristics of the study area and its relationship with the research topic. 25

    2-14-1 How climate factors affect the structure of educational spaces. 25

    2-14-2 How climatic factors affect the direction of the building. 26

    2-14-3 Native architectural features of humid temperate regions. 26

    2-14-4 Building form in relation to climate. 27

    2-14-4-1 sunlight heat. 28

    2-14-4-2 Identifying hot and cold times of a place 28

    2-14-4-3 Effect of radiation angle. 28

    2-14-4-4 The effect of shades 29

    2-14-4-5 Wind 30

    2-14-5 Ventilation required in a moderate and humid climate. 30

    2-14-6 Rainfall and humidity. 31

    2-14-6-1 Ways of moisture penetration into the building 31

    2-14-6-2 Rain water penetration 32

    2-14-6-3 Sweating 32

    2-14-7 Methods of efficiency of climatic elements in the quality of educational buildings. 33

    2-15 Principles and rules in the construction of educational buildings in temperate and humid climates. 34

    2-15-1 Thermal requirements. 34

    2-15-2 Direction of building. 34

    2-15-3 Physical form and plan organization. 34

    2-15-4 The size of windows and awnings. 35

    2-15-5 Building materials and color of external surfaces. 35

    2-15-6 Mechanical system. 35

    2-16 research records. 40

    Chapter three: Geographical features of the study area

    3-1 Introduction 45

    3-2 Geographical location of the city 45

    3-2-1 Geology. 46

    3-2-2 Topography. 47

    3-2-3 Climate. 47

    3-2-3-1- Investigating the network of meteorological stations. 47

    3-2-3-2 Review of precipitation data. 48

    3-2-4- Selection of common time base or statistical index period. 48

    3-2-5 standard deviation of rainfall. 48

    3-2-6 coefficient of variation. 49

    3-2-7 Monthly rainfall 49

    3-2-8 Seasonal distribution of rainfall and rainfall regime. 50

    3-2-9 Monthly variation coefficient of precipitation. 51

    3-2-10 thermal regime of Shahrlangrod51

    3-2-10 thermal regime of Shahrlangrod 52

    3-2-11 trend of monthly average temperature changes 53

    3-2-12 daily and seasonal temperature changes 54

    3-2-13 seasonal temperature regime 54

    3-2-14 number of freezing days. 55

    3-2-15 humidity. 55

    3-2-16 Evaporation 56

    3-2-16-1 Potential evaporation and transpiration by Torrent-White method (etiaW htnrohT) 56

    3-2-17 Climate type in Langrod city 57

    3-2-17-1 Modified Demarten method 58

    3-2-17-2 Amberje classification system 59

    3-2-18 water resources. 59

    3-2-19 Gender and age structure of the population. 66

    3-2-19-1 Gender composition of Langrod city population 66

    3-2-19-2 Age structure of Langrod city population 67

    3-2-20 Average household size in Langrod city 68

    3-2-21 Migration. 69

    3-2-21-1 Origin of migration. 69

    3-3 Economic features. 71

    3-3-1 Manpower and employment. 71

    3-3-2 The trend of the employees of different economic sectors in the city of Langrod 72

    3-3-3 Review of the situation of different economic sectors. 73

    3-3-3-1 Agriculture. 73

    3-3-3-2 industry. 74

    3-3-3-3 Services. 74

    Chapter Four: Data Analysis and Research Findings

    4-1 Data Analysis 77

    4-2 Geographical Location of the City 77

    4-2-1 Geology. 78

    4-2-2 Topography. 79

    4-2-3 Climate. 79

    4-2-3-1 Checking the network of meteorological stations. 79

    4-2-3-2 Review of precipitation data. 80

    4-2-4 Choosing the common time base or statistical index period. 80

    4-2-5 standard deviation of rainfall. 80

    4-2-6 coefficient of variation. 81

    4-2-7 Monthly rainfall 81

    4-2-8 Seasonal distribution of rainfall and rainfall regime. 82

    4-2-9 Monthly variation coefficient of precipitation. 83

    4-10 Shahrlangrod thermal regime 84

    4-4-11 trend of monthly average temperature changes 85

    4-12 daily and seasonal temperature changes 86

    4-4-13 seasonal temperature regime 86

    4-4-14 number of freezing days. 87

    4-4-15 humidity. 87

    4-4-16 Evaporation 88

    4-4-16-1 Potential evaporation and transpiration by Torrent White method (etiaW htnrohT) 88

    4-4-17 Climate type in Langrod city 89

    4-4-17-1 Modified Demarten method 90

    4-4-17-2 Amberje classification system 91

    4-4-18 water sources. 91

    4-4-19 Gender and age structure of the population. 98

    4-19-4-1 Gender composition of Langrod city population 98

    4-4-19-2 Age structure of Langrod city population 99

    4-4-20 Average household size in Langrod city 99

    4-4-21 Migration. 100

    4-4-21-1 Origin of migration. 101

    4-5 economic characteristics. 103

    4-5-1 Manpower and employment. 103

    4-5-2 The trend of the employees of different economic sectors in the city of Langrod 104

    4-5-3 Investigating the situation of different economic sectors. 105

    4-5-3-1 Agriculture. 105

    4-5-3-2 Industry. 106

    4-6 research findings. 107

    4-7 Climate of Langrod city 108

    4-7-1 Humid and moderate climate. 108

    4-8 Definition of William Morris architecture 108

    4-8-1 Architecture. 109

    4-8-2 Vitruvius, the famous Roman architect. 109

    4-9 The relationship between climate and architecture. 109

    4-10 Analysis of the buildings of Langrod city according to the climate of this region 109

    4-10-1 The path of the sun 110

    4-10-2 (Unfavorable wind) 110

    4-10-3 Favorable wind. 111

    4-10-4 (Protection of buildings against sunlight) 111

    4-11 Effective temperature index method 112

    4-12 Evans method 114

    4-13 Baker method 116

    4-14 Investigating the building bioclimatic condition of the region based on Olgi method in Langrod city 117

    4-14-1 Investigating the building bioclimatic condition of the region based on the first method. 117

    4-14-2 Review of the building bio-climatic condition of the region based on the Giuni method of the city of Langrod 118

    4-14-3 Mahani proposals of the city of Langrod 119

    4-14-4 Review of the architectural condition and style of the houses of the city of Langrod 121

    4-15 Review of the conditions of educational spaces compatible with the climate. 122

    4-15-1 The total number of students in educational spaces. 122

    4-15-2 Land size. 123

    4-15-3 The number of floors of our school building 124

    4-15-4 Materials and materials of the school building 125

    4-15-5 The quality of the building of the school building 126

    4-15-6 Geographical directions of the school building.

Investigating the suitable conditions of educational and cultural spaces compatible with the climate
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