| [摘要] |
|
進風口位置對室內氣流形態的影響比出風口位置的影響大，但當前的瞭解都以定性的為多 |
|
，所以有必要做定量的檢討。本研究應用計算流體力學電腦模擬解析，探討建築物開口部 |
|
因子對室內流場之影響，以國小普通教室為研究對象。模擬前先探討電腦模型設定參數的 |
|
合理設定，再依選定變因進行分組解析比較，變因包括—開窗面積、開窗方式、開窗位置 |
|
、開窗形式、遮陽板位置、遮陽板深度、遮陽板與壁面開縫深度、學生課桌及人體因素等 |
|
室內氣流環境。本研究在探討外部風速很低時之室內氣流場，所有模擬的外風速設定為0. |
| 5m/s。 |
|
在開窗面積與開窗方式的影響，當出風面積控制在4.32m2（橫拉窗上下都開）時，進風面 |
|
開窗面積越小，其進風風速越大，而只開氣窗時雖不會對學童產生風擊現象，但會產生大 |
|
範圍的渦流，而將開窗高度提高20公分，也會有類似效果；在開窗形式方面，上下拉窗的 |
|
平均風速最大，折疊推開窗的平均風速最小，另外活動百葉的設置會減弱風速進入室內； |
|
在遮陽板因素方面，設置上部遮陽與導光板形式的遮陽板會降低室內平均風速約15%，若增 |
|
加遮陽板與建築外殼之間的開縫深度至60公分時，則室內平均風速會再回復接近不設遮陽 |
|
板時的數值；加入課桌及人體因素之後，室內平均風速大為降低（降低63%），且室內氣流 |
| 場也較為均佈，前幾項因素的影響，相對之下顯得較小。 |
|
本研究提供了對建築開口部與國小普通教室氣流場的進一步認識，後續研究可加入足尺實 |
| 驗，以驗證本文中所提出的階段性結論之可信度。 |
|
| [摘要] |
| Although it has been found that
the influence of the inlet position on airflow |
| patterns form was greater than
the outlet position, most of previously studies |
| were a made in qualitative
manners. Quantitative information is required for |
| design implementation. The
current study investigated the main factors that |
| affect indoor airflow by using
computer simulation. The classroom in |
| elementary school was used as
the simulation subject. First, The experiment |
| was aimed at determining a
feasible parameter setup. Second, The research was |
| choose variables and divide into
groups. The variables for controlling |
| airflow indoors included opening
area, opening pattern, position, window type, |
| shading devices (position, depth
and attachment), the student’s desks and |
| human body etc. The study was
probed into the airflow indoors which the |
| external wind velocity is very
low. The simulation wind velocity set 0.5 m/s. |
| When the controlled inlet area
of was smaller than the outlet area (fixed at 4. |
| 32m2), overall airflow is the
faster. However, this caused air-draft unless |
| only the vent was opened where a
large region of eddy current was. If the |
| opening was raised by 20 cm the
effect was smaller. As for the effects of |
| window type, vertical sliding
window average yielded the strongest airflow |
| while the vertical casement
window yielded the weakest one. Besides, |
| horizontal window shutter could
significantly reduced flow speed. Attached |
| shading devices could reduce
average flow-speed by 15%. When the shading |
| devices were detached as far as
60 cm, the average flow-speed indoors might |
| restore and approach the
original data with attached shading devices. Adding |
| desks and human bodies not only
resolved the drafting problems by reducing the |
| flow-speed near the inlet (by
63%) but also improve the distribution. |
| The study provided further
understanding for the opening of building and the |
| airflow in classroom of
elementary school. In the future full-scale |
| experiments can be used to
verify the results of the current study. |