Natural Light in Learning Environments

8/12/2019 Natural Light in Learning Environments

1/61

University of Nicosia

Department of Architecture

Thesis: ARCH-541

Natural light in learning environments

Stuent: !ichae"iou #aterina

Supervisors: $enopou"os So"on

%atsavos Nicho"aos

&anuary '(1'


2/61

Contents

Abstract ......................................................................................................................................... 1

Introduction......................................................................................................................................2

1. History of Daylight use in Learning environment....................................................................... 4

2. atural Light and health ....................................................................................................... !

2.1 Circadian rhythms ................................................................................................................. "

2.2 #easonal affective disorders and de$ression ....................................................................... 1%

2.& Daylight and stress ............................................................................................................... 11

2.4 atural light' learning $erformance and health .................................................................... 11

&. Health and the contribution of vie(s through (indo(s ....................................................... 1&

&.1 )uilding environments rich in nature vie(s ........................................................................ 14

.

4. *he +uantity of daylight and the users visual comfort ........................................................ 1!

4.1 Light and the tas, ................................................................................................................ 1-

4.2 inimum acce$table levels of illumination for schools .................................................... 1"

4.& /hen daylight is too much0 ................................................................................................ 1

4.4 lare ................................................................................................................................... 1

4.3 Central and $eri$heral vision ............................................................................................... 21

4.! )rightness ada$tation ........................................................................................................... 22

3. Light on materials and surfaces ........................................................................................... 24

3.1 Diffusing and s$ecular materials ......................................................................................... 2!


3/61

!. Daylight design in learning environments and the relation (ith the s$ace ................................ 2

!.1 atural light affecting and defining a s$ace ........................................................................ &1

!.2 atural light connecting interior s$aces .............................................................................. &&

-. A$$roaches and daylighting systems for o$timum +uality and +uantity of natural light in

learning environments ............................................................................................................... &!

-.1 Daylighting systems ............................................................................................................ &-

-.2 Case studies ......................................................................................................................... 43

Conclusion ................................................................................................................................ 34

)ibliogra$hy ............................................................................................................................. 33


4/61

Acknowledgement

*his thesis $ro5ect (ould not have been $ossible (ithout the su$$ort of many $eo$le. I am heartily

than,ful to my su$ervisors #olon 6eno$oulos and icholaos 7atsavos' and to my $rofessors 7etros

La$ithis' Anna 7a$ado$oulou and ichail eorgiou (hose encouragement' guidance and su$$ort 'enabled me to develo$ an understanding of the sub5ect. Lastly' I am grateful for the su$$ort I

received from my family.


5/61

Abstract

The aim of this research is to investigate and explore the importance of architectural elements in

relation with the learning environment, focusing on natural light. The research will try to determine

the positive effects of taking advantage of natural light in the architectural design of learning

environments. More specifically it will study the positive effects that are connected with students

performance, health, the aesthetic and efficient quality of space and the possibilities that arise from

the implementation of natural light in a learning environment. These positive effects are connected

with better quality of learning which is human-centered and sensitive towards the environment.

This approach can be seen as a necessity rather than a luxury, especially in the days that education

is considered essential. n effect will lead to conscientious individuals and stronger societies able toconfront today!s and tomorrow"s challenges.

#urther more the research will provide ways in which architectural design can use natural light as

well as other methods that are connected with the implementation of natural light, in order to create

high performance learning environments.

$


6/61

ntroduction

%earning environments and especially schools have always been of great interest for

architects mainly because through design those spaces can influence a child!s education and future.

A school is not &ust a building to accommodate students and teachers, and it must not be seen as

such. Architects and scientists named school environments as the ""'rdteacher"", and this is because

the learning environment can play an important and significant role in students learning and

academic performance.

Taking for instance the nucleus of a school which is the classroom it can be seen that in an

every day basis a student must do certain activities in the classroom, like reading, writing, drawing,

solve mathematical problems, that are directly connected with the environment in which they

perform. The learning environment if designed with consideration can be one of the most importantcomponents for successful learning and teaching. And although many would claim that a good

teacher can teach anywhere and pass successfully the knowledge to students, research, based on

how the built environment affects learning suggests that space, is equally significant.

(hen an architect is asked to design a school there are several aspects that have to be taken

into account. The academic program of the school and the activities that will take place in order to

&ustify the facilities and the usage of each room, the number of students in order to &ustify the si)e of

the school, the limit of permitted cost etc. n order to achieve the quality of learning environment

the architect must be able through the architectural design, to create the best possible space for the

users.

*omponents such as air quality, materials, thermal performance, school, class si)e"s, views,

circulation and lighting of spaces are very important in order to create an environment which will be

pleasant and helpful for students and teachers and it will not &ust be a building which only

accommodates them.

This research will concentrate on the importance of natural light in a learning environment.

(hile dealing with natural light in a learning environment the architect will come across many

other aspects like natural ventilation, views, the relationship of the classroom to the outdoor spaces,

the orientation of building and classrooms, the colors and materials in the space that will have to be

chosen in order to improve the quality of the natural light without causing discomfort or other

negative effects. Moreover the design has to deal with aspects such as heat gain and loss and

shading when necessary to control the amount of light in the space.

+


7/61

*hapter $ presents briefly the history of daylight use in learning environments. *hapter +

describes how natural light affects humans health and their learning performance and in chapter '

how views, that is a component when having windows in a learning space, affect the users health

and their academic performance.

*hapter is about the quantity of daylight in a learning environment and the users visual

comfort. t presents the connection of light in a space with the tasks that are performed, the

minimum acceptable conditions for desk-based work spaces such as schools, what is glare and

when daylight in a learning space is too much. Moreover, this chapter contains information about

the central and peripheral vision and the brightness adaptation of humans.

*hapter describes how natural light reacts on materials and surfaces and chapter presents

the interrelationship between light design and the spaces of a leaning environment. Moreover, itdescribes how natural light can be used to define a space and how it can be used to connect interior

spaces of a learning environment.

*hapter / describes several approaches to achieve optimum quality and quantity of natural

light in a learning environment. 0resents the two general categories of daylighting systems for

learning environment and case studies of schools that use several daylight strategies and systems to

achieve successful illumination of their facilities with natural light but also energy-efficiency.

'


8/61

$ . 1istory of 2aylight 3se in %earning 4nvironments

n $5/, 6obson suggested in the book, School architecture:practical remarks on the

planning, designing, building, and furnishing of schoolhouses that day-lighting of classrooms was

merely important. 1e further suggested use of day-lighting through sunny windows or sourced

from the north, and that south or south-west lighting should be avoided. This was widely

implemented in 3nited 7ingdom schools. 6obson further advised that the classroom is well lighted

when it has about +89 gla)ed area to floor areas. And is worth mentioning that glare at this early

period was already avoided. #rom the $:88s to $:'8s, there had been emphasis on the use of

daylight in schools. This was called the ""open air school"" and it was achieved with a complete

opening to one side of the classroom with a garden site. This approach also achieved good

ventilation of the classroom and also the facilitation of sunlight penetration into the classroom.

$

The open air school was so popular that persisted until after the ;econd (orld (ar. An

innovation that was adopted at that time was the maximum use of gla)ing area. 2aylight was

retained as the principal source of lighting.


9/61

6eferences?

- $? *lay #. Modern school buildings. %ondon?


10/61

+. Natural light and health

1umans are strongly connected with natural light, sometimes consciously and sometimes

not. The human body is connected with the diurnal cycle of light and dark and also is tuned to the

spectrum of the suns radiation. 4ven if people are not aware of in some cases they respond to

natural light and this can affect them with a variety of ways.

2aylight or natural light can affect people"s health, interaction with other people,

psychology, mood, and the ability to carry out visual tasks. Bbviously if natural light affects people

in that extend it certainly affects their learning abilities, performance, concentration, health and

psychology in all aspects of their lives and certainly affects students in academic performance.

The electromagnetic radiation from natural light, coming directly from the sun, can harm but

also benefit the human body. Therefore, exposure to direct sunlight must be controlled. Although

direct sunlight is valuable for health the over exposure can prove harmful, for that reason, there is a

necessity to keep a balance and avoid overexposure and underexposure to direct sunlight. The

natural light even if its not direct to the body can affect positively the maintenance of mental and

physical health. $


11/61

*hildren and students spend most of their time during the day period in schools and learning

environments. Therefore is merely important for their mental and psychological health and as a

continuation for their learning abilities and progress the school facilities to provide them with the

maximum optimum quality and quantity of natural light. This is a conclusion that arises from

several researches and experiments on the field of how and at what extend the educational facilities

affect students. This paper will show several researches and experiments in the next chapter on how

natural light affects mental and physical health and how it connects with students learning

outcomes.

/


12/61

2.1 Circadian rhythms

=The human body uses the natural circle of light and darkness during the + hour period of

day to regulate it"s daily sequence of changes of sleep, hanger, body temperature, alertness and most

hormone production>+

necessary for the organism to function. Those everyday necessary changes

for humans and mammals are controlled by the circadian rhythm. =2isturbing them gives the

symptoms of &et lag, shift-work and of sleep disorders .>' %ack of daily exposure to light is one of

the most important factors that can disturb that natural circle of the body. This is happening

because in the human body there are various circadian rhythms that are interlinked and together

have an inherent cycle time of approximately + hours. These cycles are modified and affected by

external stimuli like the exposure to light.

5


13/61

6esearch on that field has shown that the correct function of circadian rhythms release

amongst other hormones, hormones that are responsible for the improvement of the =immediate

memory between ten and twelve o!clock in the morning time> , therefore contributes as a positive

factor in the learning procedure of students during the school hours. #rom six in the evening to

midnight the hormones that are released are responsible for the =long term memory being at its best

so there is a better window of time for studying school work.>

The correct function of the circadian rhythms is more important to children since their

system seems to be more sensitive to this hormonal variation. 0roper daylight design for classrooms

and school facilities is crucial for the proper function and continuation of the bodies natural clock,

and equally important for the learning performance of students.

:


14/61

2.2 Seasonal affective disorders and depression

;easonal affective disorder is one of the side effects of lack of daylight. =t is considered as a

depressive illness that varies with the time of year.> / t more often occurs during winter periods

and less often during the summer periods. The symptoms of ;A2 are common to other types of

mental depression illnesses. =Bver sleeping, mood changes, lack of energy and over eating> 5, are

the symptoms of ;A2 in winter. =The opposite occurs for ;A2 during summer period, lack of

sleep, loss of appetite and weight loss.> : (hat is very important and directly connected with

children-students is that ;A2 occurs mainly in young adults and children and less in middle age and

old people. This disorder can cause depression, lack of concentration and fatigue among other of

it"s many symptoms. ;imilar symptoms such as restlessness, being prone to illness and irritability

were discovered in children spending the school days in windowless classrooms.*hildren in day-lit classrooms developed higher concentration skills and showed none of the

negative symptoms. A common hypothesis of many studies is that a brain hormone called

melatonin is inhibited by light. This hormone tells to the body when its time to wake up or when to

go to sleep. Melatonin is believed to be the main hormone affecting seasonal affective disorder. The

rate of release of this hormone is controlled by the illumination of the environment. 2aylight

illumination is of more significance to the health of children since the levels of this hormone seems

to fluctuate more than in adults. $8

$8


15/61

2.3 2aylight and stress

Another hormone associated with the presence of daylight is *ortisol. 1igh levels of

*ortisol during the day and low levels during the night follows the circadian rhythm. 1igh amounts

of this hormone can decline sociability, medium levels seem to promote concentration and increased

focus, according to a ;wedish investigation of :8 elementary school students. Too much or too little

of this hormone influences children ability to concentrate and affects their growth.

t is very clear that daylight has a measurable effect on health in adults and especially children.

Most of these effects are dependant and interrelated to each other, all controlled by daylight.

The growth and development of children is very important, the large amount of time spent in school

directly points to the need for these facilities to be designed for their health and well-being.

4specially in a country like *yprus which has many sunny days during the year in comparison withother countries. A facility properly designed will have fewer absences and more productive days

than one that is ill-fitted for education. $$

2.4 Natural light, learning performance and health

As mentioned above, health, mood and learning performance is strongly connected with

daylight. Many studies have confirmed the positive relationship between daylight and learning

enhancement. n various studies conducted, it was found that lighting consistently impacts on the

health, behavior and achievement of students in an indoor learning environment.

The 1eschong Mahone Croup examined the math and reading scores of students exposed to

different lighting conditions and found that a +$9 increase in performance from students exposed to

the most daylight when compared with those exposed to least daylight.


16/61

$:9 .$'

A $::+ study followed ;wedish school children in four different classrooms for a year. The

research showed that the kids in classrooms with the least daylight had disrupted levels of cortisol.

;tudies show that circadian rhythms keep the brain performing optimally by ad&usting the levels of

hormones and the metabolic state.$

0lenty of daylight in a classroom can boost alertness and help the body and mind to function

better. 0roper consideration when lighting a space can have a positive impact on peoples mood and

behavior depending always on the usage of space. (hen considering the design of a building for

learning activities for young children the quality of light should be a primary issue.

6eferences?

- $? Tregen)a 0, %oe 2. The design of lighting, @ew Dork ? 6outledge, $::5 .

- +-? Tregen)a 0, (ilson M. 2aylighting architecture and lighting design, @ew Dork ? 6outledge , +8$$ .

- /-$$? 2udek M. ;chools and kindergartens,


17/61

3 . Health and the contribution of vies through indos

*reating a window in a space has two visual functions, the daylight and the view. 2aylight is

the illumination that is coming through the window and view is what is seen when looking outside

from the window. Accurately = it is the daylight that carries the view,>$

the perception of a view is

one way that human body responds to daylight. (hen a person is in a room and looks outwards

through a window the daylight has the ability to reach eyes from several angles. ;ome of the natural

light arrives direct from the sky or even the sun. 4ven the exterior surfaces like the ground or the

surrounding buildings outside the window or other elements like trees or flowers have the ability to

reflect natural light. This is actually what makes them visible. The field of light has the ability to

vary in intensity and color according its direction, =the miracle of vision is that we can use this

complexity to construct an image of the world before us.>

+

(hen designing a school there are some rooms that must be windowless, with small

openings or openings with the ability to the users to control the natural light or even to totally block

it. #or example amphitheaters when a screen presentation is in progress or laboratories with

materials sensitive to sunlight. n general every room and space of the school facilities may need

different treatment as it concerns the illumination.

There are two ways used to illuminate a room or a space with natural light. The side

windows and the skylight. , the view. n general any view is better

than none but an attractive or interesting view is more preferable especially for a classroom or a

learning environment. An attractive or interesting view can have a therapeutic effectfor the users.

(indows with views of nature and green spaces are proven to enhance work and well being, in

antithesis views of buildings or urban environments can have the opposite effect.

'

A negative side effect when having windows in your line of view is glare. The glare

discomfort caused by a bright sky or by sunlight reflected from light colored surfaces is lower when

there is a view of nature than a view of an urban scene of the same brightness. There are several

researches proving that classrooms with views towards nature and green areas can enhance learning

abilities and concentration of the students.

$'


18/61

3.1 !uilding environments rich in nature vies

The view that a person is able to have from a building can influence capability of the mind and

more specifically the occupant"s ability to concentrate and to reduce stress. Many people in the past

decades claimed that the exposure to nature can be indeed beneficial . This belief has been tested

empirically and in fact it is proven that exposure to nature is beneficial for human concentration,

behavior and physical state. Although looking out of a window can be distracting, it turns out that

views of natural settings, such as a garden, a field or forest, actually improve concentration.

n +888 a study published by @ancy (ells, an environmental psychologist, resulted that

viewing a natural environment can be helpful for people with attention and concentration problems.

(ells evaluates the effects on concentration and attention on children!s from seven to twelve yearsold, and what effect the views from their windows have on them. They discovered that kids that

have more views towards nature in their homes have increased attention span.

Another experiment resulted that college students with views of nature from their dorm rooms

have higher marks on measures of mental focus than students with views of entirely man made

structures. n +88$ at the 3niversity of llinois (illiam ;ullivan studied : children with attention

deficit disorder, known as A22. After the children started participating in activities like fishing,

soccer and playing video games in which they were exposed in greenery and nature views , the

parents reported that their children!s A22 symptoms were incredibly decreased.

n another study by 7enneth Tanner, head of the ;chool 2esign I 0lanning %aboratory at the

3niversity of Ceorgia discovered that students in classrooms with unrestricted views of at least $

meters outside their windows overlooking gardens, mountains or other natural elements, performed

better in tests of vocabulary, language arts and math. n contrast, no increase in results for students

in classrooms overlooking roads or parking lots. /

Another study involving randomly selected people has shown that the availability of a

green outdoor environment at their workplaces showed a positive impact on stress. *omfort,

pleasure and well being was witnessed between the participants. 4ven the view of a garden has

shown positive results.5

$


19/61

@umerous other studies as the above mentioned, have shown that when people look at

nature views real or even pro&ected on a screen can improve their ability to focus, concentrate and to

reduce the effects that stress has on their mental and behavioral state.

6eferences?

- $-'? Tregen)a 0, (ilson M. 2aylighting architecture and lighting design, @ew Dork ? 6outledge , +8$$ .

- ? http?FFwww.graphics.comFmodules.phpGnameH;ectionsIopHviewarticleIartidH5+ . Accessed 2ecember ++,+8$$.

- ,/? =;cientifuc American> http?FFwww.scientificamerican.comFarticle.cfmGidHbuilding-around-the

mindIscH(6J+88:8+5 . Accessed @ovember +8, +8$$.

- 5? =A Carden at your (orkplace May 6educe ;tress>http?FFwww.bordbia.ieFaboutgardeningFCardeningArticlesF;cientificArticlesFCardenJAtJDourJ(orkplaceJMayJ6educe

J;tress.pdf . Accessed @ovember +8, +8$$.

$


20/61

4. "he #uantity of daylight and the users visual comfort

2esigning a building and aiming to use natural light for the illumination of its spaces

presents a question about how much light is proper and enough for the users and their needs. The

quantity of natural light that is proper to be used for the illumination of a space depends on several

parameters. t depends on the users, their age, on the activities and tasks that have to be performed,

the usage of the building and even on peoples culture.$

=4xamples of how much daylight is acceptable and normal for buildings can be found in

several published guidelines and rules of thump.>+ The publications and regulations about daylight

quantity refers on what each author considered to be the minimum acceptable requirements for

satisfactory amount of daylight in a building, considering buildings of the time the author leaved

rather than the conditions found in existing buildings of the time.'

Most of the writers give as required window si)es, in terms of the ratio of window area to

the floor area or the ratio of window area to inside window wall area. Moreover some were more

specific and recommended accurate proportions of windows and maximum room depth in relation

to the height of the window. (hat is worth mentioning is that recommendations about the

window area for housing and schools stayed about the same. =The typical ranges of values for the

floor area ratio in relation to the window area are for housing 5-$'9 and for schools a minimum $/-

+9.>

The regulations that give the minimum percentage on the analogy of the windows to the

floor area or the wall area, are not enough to design a space =with natural light>. n a learning

environment every day the users are carrying out a variety of visual tasks like reading and writing

that place the correct and considered illumination of the space highly important. Kisual tasks are not

&ust writing and reading and are not &ust met only in learning environments.

n every day life, in work, home, school or anywhere, people carry out visual tasks all the

$


21/61

time, mainly subconsciously. 0eople are usually aware of the illumination of the space when there is

too much or less light than they need to carry out with comfort their tasks. This occurs because

=visual tasks are activities that require the brain to collect information from some specific part of

the visual surroundings.> (hen the environment is not correctly illuminated then the users cannot

carry out the visual tasks successfully or with comfort.

4.1 $ight and the tas%

The most important visual tasks in a learning environment is reading and writing. / and can affect the users accuracy and speed of work.

#igure $. Kisual performance and task illuminance.

The amount of light falling on a task can have a noticeable effect but only up to a point.

(hen for a example someone is reading from a book with the illuminance of a candle, adding a

second and third one will make a significant difference. (hile reading the book in a bright

environment adding additional illuminance will not make a significant difference and may not even

be noticeable. (e come to the conclusion that =there is a point beyond which additional light

makes little improvement to the speed and accuracy of the task performance.> 5

$/


22/61

4.2 &inimum acceptable levels of illumination for schools

*lassrooms, learning environments and studying areas within a school are based on desk-

based activities. The users which are mainly the students and the teachers have to carry a variety of

visual task in two and three dimensions, focusing on reading and writing on computers, on paper

and black or whiteboard. To carry out visual tasks in a learning environment the user must ad&ust

his vision from the board to the desk and from the desk to the board. t is important when designing

a learning environment that the users may remain in the same position for long periods of time, an

hour even more, and they may not have the choice to change position in the classroom. :

The following table displays the minimum recommenced illuminance values for a variety of

tasks in a school environment, according to data from the American @ational ;tandard Cuide for

;chool %ighting.

Table $. Minimum recommenced illuminance values for school environments.

Moreover, there are four critical factors in desk-based work spaces, adequate task

illuminance, a balance between daylight and electric light that maintains daylit appearance, a view

to the outside environment and avoidance of direct or reflected glare.$8

$5


23/61

4.3 'hen daylight is too much(

2uring midday the sun hitting the ground can be more than $88klx. #or most people the

tolerable amount of sunlight while reading a book outside is around 8klx. A large variation from

when you compare the amount of light inside a building which is for a typical classroom around

88lx.$$

n some field studies desktop illuminances of around $88lx to +888lx have been found to

be too bright not because of the amount of illuminance but because of direct glare and glossy

reflexions. *are must be taken to avoid large variation of brightness between surfaces at the far end

of the room and those close to windows.$+

4.4 )lare

Clare can be defined as a very harsh, bright, da))ling light and separated in two categories,

the disability glare and the discomfort glare. =2isability glare is defined as the effect of stray light

in the eye whereby visibility and visual performance are reduced.>$' 2iscomfort glare is defined as

glare that produces discomfort and it does not necessarily influence visual performance or visibility.

A representative example of disability glare is the sensation that a person experiences on a

sunny day surrounded by snow. The overall luminance levels of the environment is too great and

bright for the eyes. An example of discomfort glare is what a person experiences when working on a

computer screen and direct sunlight is falling in his field of view making it difficult to read what is

on the screen because of the high luminance levels of the direct sunlight. $

;tudies on people reactions have shown that the discomfort from a small bright light depends on

four factors?

-the luminance of the light source

-the si)e of the source

-the luminance of the background

-the angle of the source from the sub&ect"s line of vision . $

The luminance and si)e of the light source have a direct connection with visual discomfort,

as the light source luminance increases so does the discomfort. The luminance of the background

and the angle of the source from the sub&ect"s line of vision reduce discomfort as they increase. This

$:


24/61

points to the fact that the discomfort glare is the result of excessive contrast within our visual field.

The four above factors are important and particularly in cases were glare is coming from

large sources, such as windows. (hen a large number of sub&ects are asked to describe the

discomfort they have in various situations, the results show a wide variation. Bther factors are the

age of the viewer and the glare source. A large uniformly lit screen is found to cause less discomfort

than a non uniform lit of the same brightness.

=t is not purely photometric characteristics that affect the sensation of discomfort? the viewer"s

interest in the glare source influences the degree of discomfort.>$

(hen the windows are facing views of natural scenes, like trees and water, are found to be lessglaring than views of buildings, roads and urban landscape. The sensation of discomfort varies

according to our interest in what we are looking at.

=A late-afternoon sky is beautiful and the beam from the setting sun that falls on the window gives

pleasure, even though the glare index would predict it to be intolerably uncomfortable> $/

+8


25/61

4.* Central and +eripheral vision

The fovea is a small area in the center of our eyes retina. (hen we look at something of

interest we move our eyes so that the focus falls on the fovea, seeing the detail clearly. 4verything

that is focused on the retina outside the fovea is called peripheral vision. 4ven thought for much of

the time people are not aware of it, peripheral vision is very sensitive to any movement and they

depend on it to warn us of any change in the space around us.

=1aving the central field of vision only is like using a bright narrow-beam torch in a large dark

unfamiliar room? you can see detail clearly but it is hard to gain a sense of the place as a whole> $5

A dim light may not be enough to allow us to complete our task but it allows us to see the si)e and

shape of the room and get a sense of orientation. 0eripheral vision is essential for our perceptual

process as is our central field of vision.(hen light designing a space considerations must be made so no distractions fall in our

peripheral vision, such as rapid movements or flickering lights. The illumination and color of our

surrounding environment affect our visibility of the task at hand. $:

+$


26/61

4. !rightness adaptation

The physiology of the human body is able to adapt rapidly to the environmental changes that

surround it. n hot weather the skin blood vessels dilate facilitating perspiration and in cold weather

the blood vessels constrict in order to minimi)e heat loss. Also there are some long term

physiological changes when a person leaves in hot or cold climates. Bne example of how the body

adapts physiologically is the human eye. The eye has the ability to adapt to motion, color and to

brightness. Bver the period of day the lighting conditions change, the brightness may fall to a

quarter of its original intensity, color may vary from blue to an orange white, the eye will act as a

filter and block these slow changes leaving us unaware.

The human eye has three mechanisms to adapt to brightness. #irst like a photographic

camera aperture it adapts to brightness by opening and closing the iris. ;econd the eye"s neuron"stransform the sensory data in the eye-brain system providing immediate adaptation. The third

mechanism in the photosensitive cells of the retina, is the bleaching and regeneration of pigment.

The regeneration happens fast from dark to light but may take up to an hour for light to dark. +8

#igure +.


27/61

6eferences?

- $-, 5-$+, $-+$? Tregen)a 0, (ilson M. 2aylighting architecture and lighting design, @ew Dork ? 6outledge , +8$$ .

- ,/? Tregen)a 0, %oe 2. The design of lighting, @ew Dork ? 6outledge, $::5 .

-$',$? =6esearc1 ourna%, 3nderstanding glare.>KB% 8'.8$

http?FFcms.perkinswill.bi)FsitesFdefaultFfilesF0(6JKol8'8$J8J3nderstanding9+8ClareJ8.pdf .Accessed anuary ',

+8$+

#igures?

- #igure $, +? Tregen)a 0, (ilson M. 2aylighting architecture and lighting design, @ew Dork ? 6outledge , +8$$ .

Tables?

- Table $? 2udek M. ;chools and kindergartens,


28/61

*. $ight on materials and surfaces

(hen illuminating a learning environment or a space with natural light the consideration of

light in relation with the materials, surfaces and colors within the space is very important, in order

to be able to choose which materials to use for certain circumstances. This chapter will explain the

reflection and transmission of light on materials.

(hile illuminating a space light falls on the surface of the materials. Absorption, reflection

and transmission are three possible processes that will happen when light falls onto the surface or

layer of materials in the space.$

#igure $. The three possible processes when light strikes on a surface or layer of material.

6eflection is when the light that strikes onto a surface is giving back an amount of the light received

on it. a

Transmission is when the light that falls onto a surface is passing totally or partly through the

material and derives to the other side of the material.b

n both of the above cases light or energy Elight is translated into energyL can be absorbed by the

material of the surface that it falls on. c

a. light can be reflected? the ratio of the reflected energy to the incident energy is called reflectance 6.

b. %ight can be transmitted? the ratio of transmitted energy is called transmittance T.

c. n both cases energy may be absorbed? the ratio of absorbed energy to the incident energy is called the absorptance,a.+

+


29/61

(hen considering reflectance, a surface with perfect black, that will reflect no light back at

all will be 8 and a surface perfectly clear will be $. All the real surfaces are above 8 and bellow $.

#or a material that is opaque the transmittance is 8 and that is why the absorptance and reflectance

possibility of materials are related as follows? 6HE$-aL'

The reflected energy equals the incident energy minus the absorbed energy. The incident energy is

the light that strikes on the surface at a particular time.

%ight on a transparent material is also reflected, transmitted and absorbed and so is related as

follow? 6HE$-a-TL E+L

n order to understand the difference between the materials it is worth mentioning that for anopaque material the absorption will take place on the surface of the material and for a transparent

material the absorption will take place in the body of the material. This is the reason at the

absorption depends on the thickness of the material.

The values of the materials can be a very useful tool when designing a learning

environment. *ertain materials can be used to improve the illumination and thermal performance of

a space, to avoid glare or undesirable reflections. #or example the thermal comfort of a space can be

improved by the use of the correct materials. ;pecific glass can be used to reflect the sun"s harmful

radiation, to reduce heat transmission and control glare. Materials can be used to control and

distribute light in a space.

+


30/61

*.1 -iffusing and specular materials

n order to understand how specular and diffusing materials or layers affect a space,is important to

understand how they interact with direct or indirect natural light. The properties of opaque or

transparent vary as a function of the direction of incident light. t is easier to define this properties

in relation to unidirectional or direct incident beam, such as the one by the sun or a distant point

source.

1aving an opaque surface that is described as specular this means that the material reflects the beam

of light like a mirror. ;o when a direct beam of light is falling onto an opaque surface it gets

reflected as a direct beam.

The law of reflexion? angle of incidence i equals angle of reflection r, EiHrL

/

(hen a material that is transparent is described as specular then this means that this material

has the ability to transmit a direct beam of light that fall on it without dispersing or diffusing it.

Another ability of this material is the clear focused view when looking through it. 5This kind of

material is preferable to be used in spaces were clear connection with the outside is desirable.

The above two properties of materials opaque specular materials or layers and transparent

specular materials or layers can have another ability, diffusion. (hen an opaque material has the

ability of diffusion is referred as diffused reflector. A diffused reflector material is a mat surface

that has the ability to reflect the light falling on the surface equally and in all directions Efigure 'L in

contrast with a material with specular reflection that reflects the light in only one direction Efigure

+L.

#igure +. ;pecular reflectance. #igure '. 2iffuse reflectance.

+


31/61

(hen a material has the ability of diffused transmittance the light that falls on the surface of the

material is transmitted thru the material as it happens on a material that is specular transmittable

Efigure L. n the first case though Ewhen the material has the ability of diffused transmittanceL the

light passing thru the material is distributed in the space equally and in all directions Efigure L.

#igure . ;pecular transmittance. #igure . 2iffuse transmittance.

The above four conditions Efigure?+,',,L represent cases that a direct beam of light is falling on a

material or surface. (hen illuminating a space with natural light and for several reasons direct light

in the space is not desirable , or when there is no direct light from the source, the sun, because the

day is cloudy, then the natural light is a diffused light arriving from the sky and the sun but not

directly in the space we want to illuminate. n those cases the natural light is considered that is

arriving from a hemispherical source as it is shown in figure . :

#igure . %ight reflectance and transmittance patters for a hemispherical incident light source.

+/


32/61

6eferences?

- $, ', , ,:?


33/61

. -aylight design in learning environments and the relation ith the space

2esigning a school building, each space must be considered separately for the light design

but also together as a whole as a continuation one to another. The internal planning and the room

layout of a learning environment is affected by the interrelationship between light design and

spaces. #or example when a user is walking through the hallway of the school going into a

classroom or from a classroom going into the hallway, the light in the two spaces will play an

important role. The transition from one space to the other will have an impact on the visual

perception of the space entered. 4ntering from a bright illuminated space to a space of lower

brightness will be perceived as entering a space with insufficient light even though the brightness of

the space is satisfactory. As a consequence the user will have the need to illuminate the space with

the use of artificial lighting.

n the opposite case, where the user is entering from a less bright room into a bright space

with a significant difference in illumination levels the user will get the impression that the space

brightness is too great. t is possible that the sudden brightness difference between the two spaces in

his visual field will cause discomfort. As a consequence the user will have the need to lower the

brightness by closing the shading devices available and create a space with insufficient brightness

levels to perform with comfort the visual tasks required. $

This happens because human vision needs time to adapt to the significant variation of the

light intensity between the spaces, as it was mentioned more analytically in chapter . A successful

lighting design must consider human vision and make the transition from one space to the other as

smooth as possible or by providing equal or not hugely different illumination variation. *orrect

light design can reduce the use of artificial lighting with positive impact on energy consumption.

+:


34/61

"he case of anoise College

A representative example is that of the Kanoise *ollege. The classrooms of the college are

well illuminated with natural light and therefor to be avoided the discomforted between the

transition from the classrooms to the circulation space, the circulation space has plenty of daylight

too. At the ceiling of the circulation apace and the atrium space there is a skylight providing them

with plenty of dynamic natural light, and moreover the daylight from the atrium is entered into the

classrooms through high-level gla)ing, giving a balance between the two spaces and illuminating

the classroom area with natural light free from glare. Also, the classrooms are illuminated with

natural light from the opposite side with windows, something that is very important in order to

achieve a balanced and an even distribution of daylight. +

#igure $. Kiew of the circulation space. #igure +. ;ection showing the back of the classrooms being lit

by secondary daylight from the atrium circulation space. The

numbers are the light fluxes in lumens, for a total of $888

lumens of incoming flux to each classroom.

'8


35/61

.1 Natural light affecting and defining a space

@atural light in a space besides illumination, the connection with the outdoor environment

and the benefits to the users health and performance abilities can affect and define a space.

%ight can?

- give the opportunity to an architect to connect or differentiate spaces

-be used to define different spaces within a large area

-separate and define the activities within an area, according to the task and the users needs.'

"he case of /ovaniemi library

An interesting example of how light can define different places in a large area is the6ovaniemi library in #inland by Alvar Aalto. n the library there are several different spaces within

a large area. The areas are defined with the help of light design, natural and artificial, to separate

rooms but at the same time is permitting visually and physically accessibility with each other. As a

visitor is walking in the large space of the library he can see a display wall with exhibits that are

illuminate with fluorescent fixtures hanging from the wall. Then the circulation corridor is defined

by the two parallel lines of fixtures. Bne lane of round saturn rings and one of fluorescent disk

fixtures. Then the visitors attention is drawn to the stairs leading to the lower floor and then to the

circulation desk with a large rectangular skylight. At the same time a concentrated placement of

disk fixtures points out the circulation desk. n the perimeter of the main hall there are bookshelves,

illuminated with daylight from clerestory windows. %ooking in the center of the main hall

bookshelves =lining a reading area are highlighted from fixtures mounted at the top of the shelves,

the yellow glow standing out against the crisp white light in the main hall beyond.>

#igure '. ;ection of the 6ovaniemi library. $? ;unken reading area, +? Main library hall, '? *irculation desk, ? *orridor

'$


36/61

#igure . Main hall with bookshelves at the #igure , ? *irculation area and main library hall.

perimeter. The area is illuminated with natural

indirect light.

(hat the architect achieved by using light as a design tool and element is to differentiate

those spaces without using any physical boundaries like walls and partitions. The spaces of the

library are smoothly flowing one into the other and at the same time the user can reali)e the

uniqueness of each space with the help of light. This kind of approach can be used in several

buildings. At a library, at a working area separating offices in a company building or within a

school.

n order to apply that light design approach in a school building all parameters should be

considered. The users and their needs, the academic program of the school and the facilities

required for the school to function and which of them can coexist in the same area without any

physical boundaries.

;eparating from each other facilities and activities that take place in a school with light

design can provide the space and the users with several advantages. The users, students, teachers

and visitors will be able to coexist and carry on several activities in the same space giving them the

chance to interact with each other, cooperate and socially mingle.

'+


37/61

.2 Natural light connecting interior spaces

%ight design can give the possibility to connect rooms and spaces within a building even

when there is the need to be =separated from each other physically, thermally and acoustically.>

This is possible to be achieved with the use of natural light and the use of materials and partitions

that have the ability to let the light through them partly or totally. Class partitions or 0K* partitions

can connect rooms and spaces with each other providing also either clear visual connection between

the spaces or semi visual connection and also illuminate the space by borrowing light from the other

spaces. 2epending on the usage of the room and the users need the materials and the transparency

of the partitions can be changed.

The light can be be borrowed through transparent or semi transparent partitions of therooms. (hen for example there is a space with direct access to daylight light can be delivered to an

interior room next to it that has no or limited daylight access. 3sing this method an interior space

with no windows can have a visual access to the space with direct natural light and possibly to the

outdoor environment and therefor to the views. Moreover this method gives the sense to the users of

both spaces that the available space is expanded even when the partitions are semi transparent.

Another very important advantage when illuminating by borrowing light from another space

that is illuminated with natural light is to eliminate the use of electric lighting and save energy.

0lacing the glass or 0K* partitions above the users eye level or using materials such as frosted

glass, semi transparent materials provide visual privacy for a space when required.

''


38/61

"he case of the 0pollo &ontessori school in 0msterdam

An example of light connecting interior spaces is the Apollo Montessory school in

Amsterdam, designed by 1erman 1ert)berger.


39/61

6eferences?

- $,+?


40/61

. 0pproaches and daylighting systems for optimum #uality and #uantity of Natural light in

learning environments

(hen designing a learning environment the approach made from the architect in order to

achieve the optimum quality and quantity of natural light in a learning space is different from other

buildings. The orientation of the building is very important to maximi)e the use of natural light in a

learning environment. 4longating the building along an east-west axis is a good approach. 0lacing

windows at the north side of the building where the diffuse daylight is available and at the south

side where summer and winter sunlight is relatively easy to be controlled. (indows that are placed

high in the wall, for example clearstoreys or tall side windows can maximi)e daylight distribution

and bring light deeper into the space. #urther more the light should be delivered into the space

Eespecially the classroomL from two sides in order to reduce luminance contrast and shadows on theworking area, but never opposite or behind the board because in such case it will be difficult for the

students to see because of glare and light contrast. ndirect daylight into a classroom is a good way

to control sunlight and the negative effects such as heat gain, glare and discomfort.

The materials of the windows are another very important factor, in some cases the glass that

is going to be used may need to be translucent, in order to avoid direct sunlight or to diffuse the

light into the space. The materials, textures and colors in the space should be chosen carefully and

according to how the light will react on them. #or example the use of high reflectance interior

surfaces, especially on the ceilings so the light will be reflected into the space and avoid reflectance

surfaces or bold colors on the walls and on desks. The following figure$ illustrates the permitted

reflectance values for a classroom.$

#igure $? 6ecommended surface reflectance values for classrooms.

#inally, it is of great importance that the architect will provide the users control of the

amount of light entering the space when necessary, according to the various activities that will take

place. This control can be achieved with manual or electrical louvers, curtains or blinds. t is

'


41/61

equally important to consider the material and the color of those devices.


42/61

;ide windows

The levels of light in a room with side windows are higher near the window and lower away

from the window. The height of the window in a space can effect the depth of illumination with

daylight. #or example in a case of a classroom with a low ceiling and grade depth =could

experience a gloomy feeling due to the disparity in light levels between the back of the room and

the peripheral area near the window.>'n such case an effective strategy for the illumination of a

classroom can be achieved by making the depth as much as + times the height of the window

above the working area. =#or example, a classroom with a ceiling height of '. meters, which is the

usual for a classroom, and desk height 8./ meter, if the top of the window is + meters above desk

height, the area that is adequately daylit is approximately up to E+ x +. metersL meters deep fromthe wall.>

#igure +? A narrow window allows narrow daylight

distribution in the space,the effected area depends on

the height of the window.

#igure '? A large window allows a wider daylight

distribution in the space,again the effected area

depends on the height of the window.

'5


43/61

%ight shelves

2esigning a classroom with side windows, an architect should give attention in order not to create

areas near the windows that are going to be ""very brightly lit"" and areas at the back of the room that

are going to be dark. %ight shelves could proved a good solution at this problem. They are designed

in such way that the clerestory portion above the light shelf catches sunlight or diffuses daylight and

reflects it toward the back of the room away from the window. The protruding portion of the light

shelf, in the case of a combined or exterior light shelf, acts also as a shading device and prevents

sunlight from falling directly on the work. Moreover it prevents glare and minimi)es the brightness

near the window. As a result the light levels in the room are more uniform. The clerestory portion

of the window is preferable to be made of clear glass for maximum daylight harvesting. The lower

portion below the shelf if exist, is referred to as the view window. The glass in it is preferable to betinted to reduce glare.n the case that the view is provided from other windows, for example north-

facing windows the lower portion could be of a semitransparent class or material in order to

distribute diffuse light in the space and avoid glare.

#igure ? 2aylight distribution in the space with light shelf and without light shelf.

':


44/61

;kylights

;kylights are used for single-storey schools and is a top-lighting strategy. They distribute

natural light from the top of the building. #igure / presents the recommended spacing between

skylights as function of the mounting height of the skylight, or the distance between the bottom of

the skylight and the work-plane. The depth and the si)e of the opening of the skylight effects the

efficiency of the system. f the skylight well is too deep or too dark a large amount of the luminous

energy incident on the outside of the skylight is possible to be lost. The si)e of the opening also

effects the daylight distribution in the space. More over is better to be used more than one skylights

within a large area in order to balance the daylight levels inside the space.

#igure ? Top-lighting strategy with a single skylight. #igure ? Top-lighting strategy using two skylights,the

light distribution in the space is balanced in contradiction

with the strategy with the one skylight.

#igure /? 6ecommended distance between skylight

features for uniform daylight distribution in the space.

#igure 5? A single skylight feature in a large area

it is possible to create large differences between the

light levels in the space.

8


45/61

*learstory windows

*lerestory windows have the ability to distribute natural light deep in to the room and if

exist another side window they provide a more balanced light distribution in to the space.

The relationship between illumination from side window and clearstory depends on their si)e,

height and position. =(ith a typical narrow window arrangements for clearstories, the

recommended depth from the plane of the clearstory to the opposite wall is about equal to the

distance from the mounting height of the clearstory above the workplane level. #or wider

clearstories the depth could be one and a half the mounting height. To obtain adequate and more

uniform daylight distribution, the height of the clearstorey window should be about one half the side

wall window height. Moreover not only the height of the clearstorey windows affects the depth of

the daylight distribution in the space but also the width of the clearstory window.>

/

#igure :? *learstories allow the daylight to reach

wall opposite the clearstory wall.

#igure $8? %arge clearstories allow deep penetration

and large amounts of daylight. Adding a

clearstory to a side window provides a

balanced daylight distribution in the space.

#igure $$?*ombining a side window and a clearstory results in deep and uniform daylight destribution in the space

$


46/61

;awtooth systems

;awtooth systems are a good daylight system for a large classroom when uniform light

distribution is desired. 4specially, if the openings of the system are facing south, and the day is

sunny then directionality of light distribution can be achieved in the space under these systems. Bn

an overcast day, though, sawtooth systems can provide a little more uniformity than on clear days.

=n general daylight levels are higher towards the end of the room that faces the opening. The

spacing between sawteeth is recommended to be + 1, with E1L being the height of the ceiling

clearance.>5

#igure $+? 2aylight distribution from a sawtooth system. *ase $? clear sky,aperture facing sun. *ase +? overcast sky.

*ase '? clear sky, aperture opposite sun.

#igure $'? 6ecommended distance between the openings.

+


47/61

6oof monitors

Another good daylight strategy for a large classroom when uniform light distribution is

desired, is the roof monitor.= 6oof monitors bring in light from above from two opposite

directions. 1enceforth directionality of light is minimi)ed and uniformity is maximi)ed. 6oof

monitors can be designed to allow sunlight in winter if desired and block it in the summer when not

desired.>:

#igure $? 6oof monitors allowing winter sunlight and blocking summer sun.

'


48/61

Anidolic systems

Anidolic systems are designed in such way to be able to collect the incident sunlight that falls on an

entry aperture and concentrate it on a smaller exit aperture where the receiver is placed. =The

receiver is a light emitting source or a highly efficient luminaire capable of controlling beam output

through well-defined beam spread. The protruding portion of the system acts as a solar collector and

concentrator. t collects large amounts of sunlight through the entry aperture and concentrates it

onto a smaller area where the diffuser or distributor is located near the exit aperture. The distributor

spreads daylight over a larger area further away from the side wall window.>$8

#igure $? Anidolic system collecting sunlight and distributing it towards the back of the classroom with concentrating

mirrors and distributors.


49/61

.2 Case studies

The following case studies of schools present the daylighting strategies that are followed in

order to achieve well day lit design but also energy-efficient design.

$ . The 2alles Middle ;chool at Bregon

The 2alles ;chool 2istrict incorporated lots of natural light to reduce the need for electric

lighting and the associated increase in the air conditioning load. More importantly, studies show that

students perform better when skylights and windows bring natural, non-glare light inside the

classroom.

The 2alles Middle ;chool has incorporated daylight into each classroom and other facilities using

the following methods?

- The school is oriented so classrooms face north and south.

- The large windows have a special gla)ing to minimi)e glare and heat, but bring lots of natural

light inside the room.

- %ight =shelves> are built on the outside and the inside of the windows. These three-foot reflective

pro&ections are located about a third of the way down the window. They reflect the sunlight to the

white ceiling which =bounces> the light deeper into the room. The shelves also shade the lower

window and reduce heat gains into the room caused by the sun.

- Bne or two light tubes are located on the inside wall of the room to bring in additional natural

light. The light tubes are much smaller diameter than a skylight and made of reflective material to

bring direct sunlight and ambient light through the ceiling and into the room. A diffuser spreads the

light evenly. @ear the light tubes, three high windows within the classroom allow some of the light

into the interior hallway.


50/61

-(indows that face west have vertical sunscreens that provide shade in late afternoon without

blocking the view.

- n the gym, several interior skylights are lined with a spun fiberglass. This diffuses the light so

there is no direct sunlight on the gym floor. $$

#igure $? %ight tube provides light in interior wall area. 1igh windows on the interior walls allow light into the

hallway.

#igure $/? @atural light comes into the interior hallways of the school from high windows on the interior walls of

classrooms.


51/61

#igure $5? Cym skylights are lined with spun fiberglass to

diffuse natural light.

#igure $:?the vertical louvers reflect the direct sun and

allow the the natural light during summer.

#igure +8? 4xterior view of the school with light shelves.

/


52/61

+. 2urant 6oad Middle ;chool, @orth *arolina

The 2urant road middle school at @orth *arolina is another case that applied daylighting

design strategies at the design of the school building. The daylighting strategies used are serving

the purpose of maximi)ing the quality and quantity of natural light in the school facilities but also

sustainable purposes. =The energy saving features used at have reduced the energy use for lighting,

ventilation, and heating by 89.89.>$+

More over the daylighted classrooms have increased the well being of the students and the teachers

and it is partly responsible for the record high attendance rates. =(e are running about '9 ahead of

the rest of the county in attendance, "" as Tom $'

The 2urant road middle school has incorporated daylighting into each classroom and other facilities

using the following methods?

- Brientation of the building is lengthwise on an eastFwest axis to optimi)e placement of the north

and south facing daylighting monitors and to reduce heat gain.

- ;outh-facing and north-facing roof monitors provide daylighting to classrooms, cafeteria,

gymnasiums, and hallways with a corresponding '89 overall increase in gla)ing for daylighting

and an absence of gla)ing on the east and west sides.

- The roof is equipped with a radiant barrier that reflects more than :89 of the radiant heat. There is

low-e gla)ing throughout, including the roof monitors.

- 1igh-efficiency lighting equipment and controls are used, including motion sensors and light-

level sensors to automatically ad&ust energy-efficient fluorescent lighting as needed.

- An energy management system controls the amount of outside air circulation to correspond with

the occupancy level of the school, rather than constant operation, which is typical of school

buildings.

5


53/61

- The school!s natural daylighting is supplemented by electric lights controlled by automatic

dimming controls that activate or dim lights as daylight levels fluctuate. n $::/, the American

nstitute of Architects voted the design of 2urant Middle ;chool as one of the top ten most

environmentally friendly buildings in the 3nited ;tates.$

#igure +$? nterior view of a classroom with a skylight.

:


54/61

'. 1omewood Middle ;chool at Alabama

At the 1omewood middle school daylighting is one of the primary strategies to achieve adequate

lighting in the building but also to achieve energy-efficiency of the building by using the following

features?

- The ninety-five percent of the school is day-lit, and all classrooms in the school have exterior

windows ,this is used also to enhance views towards nature as it can be seen from the images.

- ;hading devices, such as overhangs, are used on the south side of the school to reduce solar heat

gain and glare in the school.

- %ight shelves at the south are used to distribute light deeper into the school building and the

classrooms.

- The windows on the north side of the school are large to increase the amount of daylight in the

school and the classrooms.

-The electrical lighting is controlled by photo sensors and occupancy sensors to make use of

available daylighting and reduce electricity usage.$

#igure ++? 4xterior view of the 1omewood middle school.

8


55/61

#igure +'?


56/61

#igure +? Typical classroom with nature view.

#igure +? Cym entrance

+


57/61

6eferences?

- $,+? 3nited ;tates 2epartment of 4nergy. @ational


58/61

Conclusion

mplementing natural light in a learning environment is of a great importance. %earning

performance and health of students can be affected positively if the daylight design of a learning

environment is correct and negatively impacted with it"s absence. #urthermore the correct

implementation of natural light prove beneficial for the building"s energy efficiency.

0roviding natural light in a learning environment through side windows and skylights can

have another positive impact, can give information about the weather and the outdoor environment.

;ide windows can also provide the users with views of natural scenes such as trees and gardens that

are more preferable than views of urban scenes, since it is proven to enhance users health and

learning performance. Moreover are found to be less glaring in comparison with views of

buildings, roads and urban landscapes.

The consideration about the quantity of natural light and the users visual comfort is a very

important aspect when designing a learning environment with natural light and it depends on

several parameters such as the usage of every space within a school and also on the activities and

the tasks that have to be performed in every space.

2espite considering each space separately, for the light design, the school building must be

considered as a whole in order to create spaces that the user will not experience any discomfort

when moving from one space to another because of the difference between the illumination levels.

@atural light can illuminate a space, connect it with the outdoor environment and improve

the users health and academic performance. 4ven more, the use of natural light in a space can affect

and define a space, giving the opportunity to the architect to connect or differentiate spaces within a

large area with out using physical boundaries. ;uccessful implementation of natural light in a

learning environment can be achieved with the correct use of daylight systems and principles.


59/61


60/61

- http?FFwww.holisticonline.comFstressFA+88FstressJstress-and-

concentration.htm. Accessed @ovember +8, +8$$

-=;cientifuc American> http?FFwww.scientificamerican.comFarticle.cfmGidHbuilding-around-the-

mindIscH(6J+88:8+5. Accessed @ovember +8, +8$$

-=1ow rooms and architecture affect mood and creativity.>

http?FFblog.ounodesign.comF+88:F8F8+Fhow-rooms-and-architecture-affect-mood-and-creativity.

Accessed @ovember +8, +8$$

- =6esearc1 ourna%, 3nderstanding glare.>KB% 8'.8$

http?FFcms.perkinswill.bi)FsitesFdefaultFfilesF0(6JKol8'8$J8J3nderstanding9+8ClareJ8.pdf .

Accessed anuary ', +8$+

- =A Carden at your (orkplace May 6educe ;tress>

http?FFwww.bordbia.ieFaboutgardeningFCardeningArticlesF;cientificArticlesFCardenJAtJDourJ(ork

placeJMayJ6educeJ;tress.pdf


- http?FFwww.graphics.comFmodules.phpGnameH;ectionsIopHviewarticleIartidH5+


-http?FFwww.ceee.uni.eduF0ortalsF8F2ocumentsF4nergyF;chool4nergy4ffFA42C'J7$+.pdf


-http?FFwattwatchers.utep.eduFdaylight.html,Accessed anuary , +8$+

-http?FFwww.eere.energy.govF


-www.inovativedesign.netFschools



61/61

-http?FFwww.oregon.govF4@46CDF*B@;FschoolFdocsFthedalles.pdf


-http?FFwww.nrel.govFdocsFfy88ostiF+58:.pdf


-http?FFhpb.buildinggreen.comFcgi-binFpro&ectscale.cgiGmaxH'8IsrcHFpro&ectJF2aylighting.&pg

Accessed anuary $8, +8$+

- http?FFapps$.eere.energy.govFbuildingsFpublicationsFpdfsFenergysmartschoolsFessJhomewood-

middleJcs.pdf

Accessed anuary $+, +8$+

Documents

Natural Light in Learning Environments