Environmental Architectural Project (EAP)

ENVIRONMENTAL PSYCHOLOGY PERSPECTIVES FOR ARCHITECTURAL DESIGN STUDIO
IN AHMEDNAGAR DISTRICT

INTRODUCTION : ARCHITECTURE DESIGN STUDIO
 Architecture studio classes include distinctive educational techniques, like
 The design studio in architectural education is the space where students gain
theoretical and practical knowledge and learn to transform this knowledge with their
creativity to the representation of a design project.
Design
Studio
Theoretical
Knowledge
Practical
Knowledge
Theory
lectures
Delivering project critics
at a student’s desk
Project ‘Juries,’ open discussion
 Generally, it is equipped with Drafting tables, Pin-up boards, Projection facilities,
Smartboard, etc.
 Stamps (1994) stated that students spent their one third to at least one half the
academic time of design within the design studio.
 A learning environment is a dynamic relationship framework that exists
between the physical structure (size and layout of a room), a instructor, and
a learner.
 Visual learners process information
from what they see and think in terms
of pictures.
 Auditory learners Process
information from what the hear; they
listen carefully and reason through
discussion.
 Kinaesthetic learners process
information by experiencing, doing,
and touching. They are more inclined
to try things out and manipulate
them.
 The physical aspect of a learning
environment can affect learning,
behaviour and productivity directly.
 Environmental factors such as colour,
noise, lighting, temperature, and odour
found in the physical world continue to
affect attitude, feelings, behaviour, and
learning skills
 Learning environment 's primary purpose is to support the acquisition of new
cognitive skills through three modes: visual, auditory, and kinaesthetic.
35
25
40
Preferred Mode of Learning
Visual Learner
Auditory Learner
Kinesthetic Learners
 Most people learn to some extent to
use all three modes, "but each
individual has a preferred mode that
they use more than the other two.
 35 percent = Visual learners
 25 percent =Auditory learners
 40 percent = Kinaesthetic Learners
 By understanding how people learn,
designers can customize
environments for optimizing the
learning process in question.
Source: Environmental Psychology for design, Dak Kopec
 Having designers acquainted with the information that guides design
practitioners directly or indirectly provides the ability for designers to prepare
everything they build to be more compatible with consumer needs and culture,
and thus environments designed by architects provide the appropriate
conditions for one or more human activities.
 Understanding environmental psychology theories can play an important
part in designing architectural design studios.
LEARNING ENVIRONMENT
Source: Environmental Psychology for design, Dak Kopec
“Buildings have a direct effect on our emotions. They can be
depressing or uplifting, soothing or surprising, welcoming or
forgiving.”- Eberhard
INTRODUCTION 01

A. Behaviour Setting Theories
 Conceived by Roger Barker
 Theory which he defined as public
places or occasions evoking a
particular pattern or behaviour.
The concept proposes the study of
behaviour in its natural context.
B. Stimulation Theories
 Each of our five senses may be over-
stimulated (hyper-stimulated) and
under-stimulated (hypo stimulated).
 This theory suggests that humans
have little capacity to process the
knowledge,
C. Attention Restoration Theory
 Developed by Rachel and Stephen Kaplan
 Direct attention can fail like overworked muscles, creating an awareness deficit
or an inability to focus.
ENVIRONMENTAL PSYCHOLOGY AND ARCHITECTURE
 An interdisciplinary field called 'environmental psychology' examines the
relationship between the human psyche and also the physical environment.
 Recognized as a field of ‘psychology’ since the late
1960s.
 Which aim to improve our relationship with the natural
environment and make buildings more humane.
 Environmental psychology includes :
o Theories,
o Research and
o Practices
Physical
Environment
Human Psyche
 Periodic episodes of effortless concentration, such as walking in the woods or
walking along the beach, serve as a efficient and successful restore of ability.
Source : Environmental Psychology for design, Dak Kopec Source: Psychology of Architecture, Tala Hadhrawi
ENVIRONMENTAL PSYCHOLOGY
 The built environment has direct and indirect psychological impacts.
 It influences our senses, mood, feelings, intentions, opinions, actions, wellbeing and
engagement in society and physical activity.
 Architectural education typically includes some exposure to human behaviour,
architecture is still largely concerned with form and planning.
Tight Space
Limit Thinking and cause
anxiety
Negative Psychological
effects
High Ceiling
High, Open spaces helps
us think freely
Positive Psychological
Effects
“It remains the responsibility of the architect to include input from
environmental psychologists into a compelling holistic structure.”
 Environmental psychology has also worked closely with the Design disciplines.
THEORIES OF ENVIRONMENTAL PSYCHOLOGY
 It is vital to have a decent built environment because it can give better
performance, less distraction and comfort and satisfaction for the occupants.
 Environmental Psychology fills the difference between the psychological and
architectural dimensions. As a result, it provides a more comprehensive
understanding of the ways in which the physical environment contributes to the
mental, physical and emotional well-being of the occupants (both positive and
negative).
ENVIRONMENTAL PSYCHOLOGY AND ARCHITECTURE 02

SCOPE
To [Understand] the concept of stress, stressors, and
environmental stress.
To [analyse] the effect of environmental stressors on
students studying in an architectural design studio.
To [develop] design recommendations based on
environmental psychology perspectives for an
architectural design studio.
OBJECTIVES OF THE STUDY
 To assess the impression of current interior environmental
conditions of architectural design studio and the extent of
aspirations for the same.
 To analyse the overall degree of comfort and the effect of
environmental stressors such as temperature, humidity, air
movement, light, colour, and noise on the productivity of
students studying in an architectural design studio.
 This thesis aims at highlighting the importance of
‘Environmental Psychology’ in the design of architectural
design studio.
 The intent is not to look at Environmental psychology and
architectural design in isolation but instead as an element that
can complement each other while designing new architectural
structures.
AIM OF THE STUDY LIMITATIONS
 Human beings encounter a vast array of environmental stressors
in their daily lives. In this analysis, the study considers only six
environmental stressors such as temperature, humidity,
ventilation (air movement), light, colour, and noise.
 This research area of study is limited to P.R.C.A., Loni's
Architectural Design Studio2 and Studio4 within the
Ahmednagar district of Rahata tehsil
 To rank environmental stressor affecting the productivity of students studying in
an architectural design studio.
 To prepare the recommendations based on environmental psychology
perspectives for the design of healthy educational environment i.e. architectural
design studio
Do interior environmental conditions of the architectural design
studio affect the productivity of students?
“It is hypothesised that Interior environmental conditions (limited
to temperature, humidity, air movement, colour, light and
sound) of the architectural design studio affect the productivity
of students.”
This study may be useful to design architectural design studios in
Ahmednagar district region in near future.
“Interior environmental conditions (limited to temperature, humidity, air
movement, colour, light and sound) of the architectural design studio do
not affect the productivity of students.”
RESEARCH QUESTION AND HYPOTHESIS
RESEARCH QUESTION
HYPOTHESIS
NULL HYPOTHESIS
RESEARCH PROCESS 03
ABSTRACT
An Architectural design studio is the most utilised space in architectural
education, which functions learning as well as hands-on experience of architectural
education subjects. It not only has the enormous potential of creating a playful and lively
learning environment but also to energise the students. Its architectural design can be
explored from the environmental psychology perspective. This research is an attempt to
analyse and study the environmental psychology perspectives in architectural design of
architectural design studio in the Ahmednagar district region. The effects of
environmental stressors like temperature, humidity, ventilation, light, colour and noise on
students studying in an architectural design studio are analysed and ranked. The
methodology used in this paper is the quantitative survey research method.
A case study through the structured questionnaire surveys of an
architectural design studio in the Ahmednagar district region conducted to study the
differences between desired and actual interior environmental conditions of the design
studio. Data based on environmental psychology perspectives are analysed, and the
outcome of this study is expected to be used as recommendations for new architectural
studio design proposals in the Ahmednagar district region.

 Ahmednagar district largest of Maharashtra state has a hot and dry type of
climate as per ECBC 2017.
 Pravara Rural College of Architecture, Loni, Tal; Rahata, District Ahmednagar started
on a small campus in 1996.
 Studio 2 & Studio 4 of college campus extension building at Pravara Rural College
of Architecture, Loni, were the setting for this study (fig.4).
 The reason behind the selection of Studio 2 and Studio 4 is the significant
design process taking place in it.
View from Studio 2 View from Studio 4
STUDY AREA
STUDY AREA 04
EXISTING FLOOR PLAN OF STUDIO-2 & STUDIO4

LITERATURE REVIEW
Stressors Physiological and psychological Effect
Temp. &
Ventilati
on
• Poor performance in a classroom due to high temperature
• Less attention span in hotter room
• Increased exposure to indoor air pollutants due to low ventilation rates
• Inadequate ventilation results in impaired performance of students.
Light • Daylight enhances people’s moods and wellbeing
• High arousal levels when exposed to daylight
• Daylight improves feeling of vitality in human being
• Better performance on cognitive tasks in warm white lighting
Colour • Warm colour = energizing
• Cool colours = calming
• Warm colours increases perceived temperature of space
• Cool colours decreases perceived temperature of space
• Brighter spaces perceived as larger and less crowded than darker spaces
• Brightness of colour influences performance.
• Light coloured rooms are considered as more open and spacious.
Noise • Intense, unpredictable, and uncontrollable noise can create negative
feelings like irritation and annoyance
• Noise also affects motivation
• Children in noisier classrooms have been reported to have lesser
achievement motivation
• Chronic noise negatively impacts people also at a psychological and
behavioural level. It affects performance, and it may alter the ability to
allocate attention, interfering in the detection of infrequent signals and
damaging memory
• Effects of noise in educational settings can range from impairment of
psychomotor performance, language acquisition and understanding,
reading skills, to a greater likelihood of having elevated blood
pressure
Stress
 Stress is an individual’s response to a disturbing
factor in the environment, and therefore the
consequence of such reaction.
Effects of Ambient Environmental Stressors
 Human beings face a vast number of environmental stressors in their everyday
lives. In this paper the study considers six commonly studied environmental
stressors such as temperature, humidity, ventilation (air movement), light,
colour, and noise.
Source: Literature Study (Research Papers)
Source: Literature Study
Title of Research Paper Learning
Hesam Modin Mosharraf and Seyedeh
Marzieh Tabaeian (2000) The
Importance of Environmental
Psychology in Design of Educational
Spaces
 To achieve optimum productivity in
the educational spaces, the
parameters of the physical
environment need to be given special
attention.
Parisa Akbari and Hassan
Sattarisarbangholi (2016) architectural
design based on environmental
psychology perspectives
 Architectural design based on
environmental psychology perspectives
provide necessary conditions to one or
more human activity.
Hamidreza Azemati, Zinat Aminifar2
and Somayeh Pourbagher (2000)
Effective Environmental Factors on
Designing Productive Learning
Environments
 Achieving productive environments
involves consideration of the
environmental factors while designing
the educational spaces.
Navid khaleghimoghaddam, havva
alkan bala (2018) The impact of
environmental and architectural design
on users’ affective experience
 There is a positive connection between
the design style and the experience of
environmental pleasure
REVIEW OF CURRENT EMPIRICAL RESEARCH
Environmental Stress Theory :
 According to Lazarus' (1966) theory of environmental stress, stress is a result
of an external stimulus and an appraisal by a person of their ability to cope
with this stimulus.
Stressor
 A stressor is a chemical or biological agent, environmental condition, external
stimulus, or an event seen as causing stress to an organism
Source: Literature Study
LITERATURE REVIEW 05

PARTICIPANTS
Mean Age = 21.33 Years
Male
20
(32.3%)
Female
42
(67.7%)
32.3
67.7
Male Female
 Initially some participants ' personal information, such as name, age, and sex, was
gathered. The first segment of the survey had few multiple-choice questions about
their activity, and also about their clothes.
 The second part of the questionnaire consisted of a 7-point scale assessing the
impression of current conditions in the interior and the extent of aspirations
for the same
98.4
1.6
Full sleeve shirt and jeans
Short sleeve shirt and jeans
CLOTHING
29.03
45.16
9.68
8.06
6.45 1.61
Drafting while standing Drafting while sitting
Reading Writing
Thinking Moving around
ACTIVITY
16.13
27.42
53.23
3.23 0.00 0.00 0.000.00
10.00
20.00
30.00
40.00
50.00
60.00
TEMPERATURE (SENSATION)
0.00 0.00 0.00 3.23
54.84
41.94
0.000.00
10.00
20.00
30.00
40.00
50.00
60.00
TEMPERATURE (EXPECTATION)
3.23
17.74
51.61
17.74
4.84 4.84
0.000.00
10.00
20.00
30.00
40.00
50.00
60.00
HUMIDITY (SENSATION)
1.61 1.61
8.06
24.19
41.94
22.58
0.000.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
45.00
HUMIDITY (EXPECTATION)
4.84
33.87
50.00
8.06
3.23 0.00 0.000.00
10.00
20.00
30.00
40.00
50.00
60.00
0.00 1.61 3.23 3.23
69.35
22.58
0.000.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
AIR MOVEMENT (SENSATION) AIR MOVEMENT (EXPECTATION)
1.61
41.94
29.03
17.74
0.00
9.68
0.000.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
45.00
Very
Dim
Dim Slightly
Dim
Neither
Bright
nor
Dim
Slightly
Bright
Bright Very
Bright
0.00 0.00 0.00
17.74
51.61
30.65
0.000.00
10.00
20.00
30.00
40.00
50.00
60.00
NATURAL LIGHT (SENSATION) NATURAL LIGHT (EXPECTATION)
METHODOLOGY : STRUCTURED QUESTIONNAIRE SURVEY METHOD (APPENDIX-I)
METHODOLOGY 06

CONCLUSION
1.61
32.26
41.94
16.13
1.61
6.45
0.00
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
45.00
OVERALL COMFORT
4.84
40.32
32.26
19.35
3.23
0.00 0.00
-5.00
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
45.00
EFFECT OF ENVIRONMENTAL
CONDITIONS ON PRODUCTIVITY
20.97
79.03
Yes No
ACCEPTANCE OF THERMAL COMFORT
3.23
16.13
58.06
14.52
3.23 4.84 0.000.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
LEVEL OF SOUND (SENSATION)
0.00
6.45 11.29 14.52
58.06
6.45 3.230.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
LEVEL OF SOUND(EXPECTATION)
 The built environment has physical as well as psychological effect on occupants.
 Interior environmental conditions (limited to temperature, humidity, air movement,
colour, light and sound) of the architectural design studio affect the productivity of
students.
 Results suggest that the variations in existing and expected environmental
conditions results in lower rate of respondents' productivity.
 As per the ranking study temperature, air movement and sound had a significant
impact on respondent’s performance where light and colour also had a marginal
effect on respondent’s performance.
 It is vital to have a decent built environment because it can give better
performance, less distraction, comfort and satisfaction for the occupants.
RANKING OF ENVIRONMENTAL FACTORS
AWARENESS OF ENV. PSYCHOLOGY
Temperature, 283
Air Movement,
212
Light, 156
Colour, 81
Noise, 198
0
50
100
150
200
250
300
20.97
79.03
Yes No
1.61
11.29
16.13
64.52
6.45
0.00 0.00
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
46.77
35.48
17.74
Cool Colours (Shades and tints of Blue, Green, Violet)
Neutral Colours (White, Grey, Cream, Beige, etc.)
Warm Colours (Shades and tints of Red, Yellow,
Orange)
IMPACT OF COLOUR ON PRODUCTIVITY COLOUR PREFERENCE FOR STUDIO
METHODOLOGY 07

Use cool roofs to increase indoor thermal comfort and to reduce roof operating
temperatures.
 Oriented building 0° to 30° with
respect to the prevailing wind
direction
 For good natural ventilation, place
openings in opposite pressure
zone.
 Total area of openings should be a
minimum of 30% of floor area.
Window-Wall-Ratio (WWR) should
not be more than 60%.
Recommendation for Fenestration
Reduce
Glazing area
Reduce Solar Heat Gain
Coefficient (SHGC)
Reduce the U-Value of glazing
Recommendation for Cool Roofs
Recommendation for Natural Ventilation
 Place Windows in staggered manner
rather than aligned
 Keep the inlet and the outlet of
nearly same sizes at nearly same
levels.
 Use casement windows to catch and
deflect wind from varying angles
b) Reduce thermal load
c) Use low energy passive measures
Use appropriate
lighting fixtures
Good daylighting and lighting controls
will minimize the lighting and the loads
of equipment.
Use of efficient
equipment
Recommendation
controls the heat gain through openings.
Orient Longer
facades along the
north.
Orient buildings to take
advantage of prevailing
wind.
To minimize heat, gain the
surface to volume ratio should
be as small as possible.
Recommendation for Building Orientation
Recommendation for Shading
Vertical Horizontal Vertical + Horizontal
A. THERMAL COMFORT (TEMPERATURE, HUMIDITY, AIR MOVEMENT)
a) Local Climate Analysis:
The climate can dictate what passive design strategies are most suitable and
effective for the building site.
Recommendation:
So it is recommended that architects, and engineers should do the analysis of local
climate conditions when designing a building.
Ambient Temp. Solar Radiation Humidity Sky Condition Precipitation Wind
DESIGN RECOMMENDATIONS 08

• Use of local species for vegetation
• Reduce the area of hard paved surfaces
• Use deciduous vegetation which are considered as flexible shading devices.
During winter, the vegetation will shed leaves to allow penetration of sunlight to
the same occupied space which it would shade in summer.
c) Use highly efficient active systems for heating/cooling:
The comfort of the occupants is non-negotiable. The active systems compensate
for what the building design and envelope is not able to cover.
e) Personal Factors:
Given that there are wide differences in physiological and psychological
satisfaction from person to person, it is difficult to find an ideal temperature in a
given space for all.
Recommendation for Active Systems
Select appropriate
system and efficient
technologies which
reduces the energy
demand.
Provide low-energy personal
environmental controls (e.g.
operable windows, fans); air
movement directed near the
head area is the most effective
use of local control
Consider including independent ventilation system control for each space that are
simple to operate
Recommended air
change value per
hour for Studio’s
= 5 to 7
(as per NBC 2016)
Wear light Clothing
(*Hot Conditions)
Provide cool
drinking water to
students
Perform light
activity
Providing cool rest
areas for students
Pools, ponds and water features immediately outside windows or in courtyards
can pre-cool air entering the house.
Recommendation For Evaporative Cooling
Recommendation for Vegetation
B. VISUAL COMFORT (LIGHT, COLOUR, SCENIC BEAUTY)
A. Light:
Human need and desire for natural sunlight and view of adjacent spaces (for
orientation) needs a balance between natural and artificial lighting sources.
Provide simple operated windows
with fixed or adjustable shading
devices like retractable awnings, and
flexible blinds.
Minimize glare that bounces off
the reflective surfaces (e.g.
marker boards or computer
monitors) caused by an
imbalance of light sources.
Use non-reflective surface materials Locate light sources properly
inside the studio.
• The 2016 National Building Code also specifies the minimum standard of
illuminance (lux) applicable to the various activities and spaces.
• Range of Service illuminance studios with drafting boards (as per NBC) = 1000
lux
(higher value from the range 500-750-1000 is taken as per clause no. 4.1.4.2.1.
Recommendation for Light

A. ACOUSTICAL COMFORT (SOUND)
B. Sound:
Recommendations
Hallways, doors and stairwells should be painted in variety of colours to enhance
stimulation while students pass through.
Use contrast between drafting desk and overall environment to create appropriate
focal points.
Add pads to the feet of chairs and
tables
Use sound absorbent cladding at
low ceiling & Walls
Use flooring of soft materials (e.g.
cork, linoleum, or carpeting) to
reduce the noise created by foot
traffic, dropped items, and chair
and tables movement.
Include carpet strips in their design
schemes. At reverberation,
carpeting on floors and acoustic
ceiling can also be minimized.
B. Colour:
Recommendations Use Cool colours
scheme for interior of
the studio.
Use mild colours for
the walls and floor to
minimise glare and the
brightness
Use contrast between
drafting desk and
overall environment to
create appropriate focal
points.
 This will improve architecture design school buildings and lead to healthier
outcomes for students. It covers normal occupation and does not cover
emergency situations for example ventilation for smoke clearance.
 It advises on good thermal, visual and acoustical comfort conditions that
help to create effective teaching and learning spaces (limited to
architecture design studio’s).
Who is these recommendations for ?
Architects Landscape
Architects
Interior
Designers
Engineers
MEP
Consultants
Project
Managers
Policy Makers Architecture
Students
B. Sensory Comfort
Recommendations
Add Periodic Episodes for
stress reduction &
attention restoration
Avoid over stimulation
(Less distracted
displays/spaces)
Study behavioural
patterns before
designing

NORTH VERTICAL SURFACE
CLIMATE ANALYSIS OF AHMEDNAGAR 11
a) Local Climate Analysis:
 Temperature:
High temperature (mean DB Temperature 28.3-32.75 c) in Summer months (i.e. March,
April, May, June) and low temperature (mean DB Temperature 21.85- 24.9 c) in winter
months (November, December and February)
 Humidity:
Low humidity (31.5% to 39%) in summer months (I.e. March, April, May), Moderate
humidity (43%-59.5%) in Winter Months (November, December, January February)
and High humidity (65%-76.5%) in Monsoon Months (June July August September,
October)
 Rainfall:
High Rainfall (monthly total of 94.6 mm-184.1mm) in monsoon months (June, July,
August, September),605.9mm Annual Rainfall
 Wind:
Hot winds in summer, Cold winds in winter and Strong winds (5.6kmph -8.9 kmph)
monsoon winds in monsoon, Prevailing wind direction: NORTH WEST, Secondary wind
directions: SOUTH WEST
 Cloud cover:
Low cloud cover (0.9-1.65 Oktas) in summer months and High cloud cover (5.6-8.9
Oktas) in monsoon months
 Solar Radiation :
High direct solar radiation in summer and winter months, High diffused solar radiation
in monsoon months due to high cloud cover.
THERMAL COMFORT (TEMPERATURE, HUMIDITY, AIR MOVEMENT)
Low solar radiation in the month of January, February, March, October, November and December
due to position of sun and Moderate solar radiation in the month of April May June And July
HORIZONTAL SURFACE
EAST/ WEST VERTICAL SURFACE
SOUTH VERTICAL SURFACE
Intense solar radiation in the month of February, March April & May
Low Solar Radiation in the month of June, July, and August Due to Cloud Cover
Intense solar radiation in January, February, March, April, September October November and
December and Low Solar Radiation in the month of June July August Due to Cloud Cover
Intense solar radiation in winter months of i.e. January, February, November and December
Low Solar Radiation in the month of June, July and August due to cloud cover

12
BIOCLIMATIC CHART OF AHMEDNAGAR, MAHARASHTRA
MONTHWISE APPLICABLE PASSIVE SOLAR DESIGN STRATEGIES
SUN PATH DIAGRAM OF AHMEDNAGAR
PRIMARY WIND DIRECTION : NORTH WEST
SECONDARY WIND DIRECT : SOUTH WEST
April
Time Altitude Angle Azimuth Angle
4:00 P.M. 32 Degree 270 Degree
CLIMATE ANALYSIS OF AHMEDNAGAR

RETROFITTING DESIGN PROPOSAL 13

RETROFITTING PROPOSAL – STRATEGIES/ RECOMMENTATIONS 14
b) Reduction in thermal Load:
Use of Non-heating, Energy efficient equipment’s such as Energy efficient LCD
projector (Make Phillips), Energy Efficient Ceiling Fans (Make Superfan), Energy
Efficient LED Tubelights (Make Crompton Super Lumen) are proposed. Daylight and
lighting controls revised.
 Tubelights = Crompton Super lumen 20 Watt LED Tubelights (Cool Day light),
Wide light distribution, Robust & sturdy metal fixture, Shock proof with long
life
c) Low energy passive measures for cooling
i. Building Orientation: As it is a retrofitting proposal, Orientation is kept the
same (i.e. not changed)
ii. Shading:
 Shady trees are proposed on North West, West and south direction of the
structure for the purpose of shading (i.e. to Cut the direct incident solar
radiation on the outer surface of the wall)
 Shading Device are designed as per climatic analysis (i.e. analysis of the altitude
and azimuth angles of the sun)
ii. Cool Roofs: Cool roof installed (High SRI
roof floor tiles):
High SRI cool roof tiles are proposed for
the roof/ terrace slab to reduce heat
conduction through the building
envelope (i.e. through roof slab)
Description of recommended cool roof
tiles = Jonson Endura cool roof SRI Tiles,
Colour, White, Size 300 x 300, Thickness
10MM, Reflectance 75%, Emittance=
90%, Source: Market Survey
Recommended
Shady Trees
• Tamarindus Indica
• Azadirachta
Indiaca
• Magnifera Indica
• Ficus Religiosa
• Magnifera Indica
• Syzygium Cumini
• Adrela Toona

15
iv. Natural Ventilation:
 Window to wall ratio (WWR) is revised as per the climatic analysis for better
thermal comfort.
v. Evaporative Cooling: Reflective pond which is shaded with evergreen native
shady trees (Agro-climatic zones and native species for each zone in India by
Griha, India) is provided at windward direction (North West) for the evaporative
cooling.
vi. Vegetation: Native Evergreen shady trees (Agro-climatic zones and native
species for each zone in India by Griha, India) are proposed at North West &
West direction to cut High and low altitude direct solar radiation on the external
face of the building (i.e. on building envelope, fenestration, etc.)
iii. Fenestration: Window to wall ratio (WWR) of the building is revised, glass with
low SHGC and less ‘U’ value (as per ECBC compliance is recommended to
reduce heat gain through the fenestration.
Recommended Glass:
Sain Gobain Sun ban for windows, 5
Star, Stone Grey, VLT 51%, SHGC
0.55, Shading Co-efficient = 0.64, U
(Air) 5.60 W/m2K
% Of glazed Area (wrt wall area) north west wall
Before After
12.88 % 12.56 %
 Window sized are resized to create positive pressure resulting in better draft of
air through the inlet (windward direction i.e. north west)
Wider opening Narrow Opening
Fig. Glazing at WestIN , Pune
WIND
WIND
Reflective Pond
 Inlet at Body Level- Outlet at Beam Bottom Level (Ventilator with Exhaust Fan) &
Body Level (Regular Windows (Bigger than Inlet)
RETROFITTING PROPOSAL – STRATEGIES/ RECOMMENTATIONS

16
B. VISUAL COMFORT (LIGHT, COLOUR, SCENIC BEAUTY)
a) Light:
 Head of door and window are revised (2400 from 2100mm) for better
penetration of natural light (as per daylight extend factors)
 No. of tube lights revised as per Lumen calculations and location of the same
are updated according to the furniture layout. (previously Slab Bottom to
Beam Bottom)
 Reflective surfaces such as white boards, Reflective glossy laminates are
replaced with the non-reflective (matt) finish surface materials to reduce the
glare from the interior furniture.
d) Use highly efficient active systems for heating/cooling:
 Number of ceiling fans are revised to create air movement across the Studio wit
revised location as per the furniture layout.
 Recommended air change value per hour for Studio’s = 5 to 7 (as per NBC
2016) therefore 2 No’s of 380mm Exhaust Fans are provided at ventilator level
(beam bottom)
Recommended Ceiling Fan:
Super Fan, Super Q601/Q60R/Q60F, Air Delivery 315m/Min, Sweep Size
1500mm Sweep
d) Personal Factors:
 Cool resting places (shaded with
evergreen shady trees) are provided
for the physiological as well as
psychological comfort of the
students. Light clothing type (light
weight full sleeve white shirt with
light weight light grey trouser) is
recommended for all the students
ii. Provision of cool drinking water is recommended.
Average Illuminance Levels at Work plane (In Lux)
Before After
393 Lux 593 Lux
Average Illuminance Levels at Work plane (In Lux)
Before After
222 Lux 437 Lux
Illuminance at Studio 4 (Before) Illuminance at Studio 4 (After)
Illuminance at Studio 2 (Before) Illuminance at Studio 2 (After)
Recommended
efficient ceiling
fan
Illuminance
levels before
and after
(source :
Dialux Evo
Simulation
Results)

Figure:
To create appropriate
focal point, contrast is
created in furniture
and flooring.
17
b) Colour:
 Light Cool colour scheme is proposed for the interior as well as exterior walls of
the design studio as per the research outcome
 Paintings with wide variety of colours are proposed for corridor and passages to
increase stimulation while entering in the class
 To create appropriate focal point, contrast is created in furniture and flooring.
b) Sensory Comfort:
 Number of displays having different locations creating distraction are replaced
by single sided longer display area to reduce sensory overload
 Behavioural pattern study was carried out before proposing the retrofitting
design solution for the Studio-2 and Studio-4
 For the reduction of stress and also to restore attention of the student’s
provision of shaded outdoor sitting area connected to natural surrounding is
made for periodic episodes.
Figure:
Light Cool colour
scheme is proposed
for the interior (Wall
and ceiling)
of the studio2 &
Studio 4 as per the
research outcome
Figure:
Gradient Cool colour
scheme for the grid
slab. Cool coloured
soft board fabric
installed at sliding
acoustical partition
between two studios
To reduce sensory overload, Number of displays having different locations creating
distraction are replaced by single display area at partition (i.e. soft pin-up board
As per Stress Reduction theory and Attention Restoration Theory, shaded outdoor
sitting area is provided for the reduction of stress and for the restoration of attention
of students
Shaded outdoor sitting area connected to natural surrounding is made for periodic
episodes.

18
B. Acoustical Comfort (Sound):
 For the better propagation of sound, raised platform with lecture podium is proposed for the faculty member.
 Linoleum flooring as a replacement for the glazed vitrified tiles is proposed to reduce the noise created by furniture (stool, tables, etc.)
 Acoustic ceiling is provided to absorb the noise.
 Also, the sliding partition between two studios with pin-up soft boards is proposed for the reduction of the noise.
 Rubber pads for the feet of tables and stools are proposed in the solution.
Raised
Platform
For Teacher
Linoleum
Flooring
Acoustic
Ceiling
(Armstrong Soundscape)
Acoustic
Sliding
Partition
Raised
Platform
For Teacher
Acoustic
Ceiling
No raised
Platform
for teacher
Noise
Plastered
Grid Slab
No Partition
in Between
Plastered
Grid Slab
Noise

19
(A) INTERIOR VIEW OF STUDIO 2 FROM REAR RIGHT CORNER
(B) INTERIOR VIEW OF STUDIO 2 FROM REAR
(C) INTERIOR VIEW OF STUDIO 2 FROM REAR LEFT
CORNER
A
B
C
RETROFITTING PROPOSAL – PERSPECTIVE VIEWS (INTERIOR)

20
EXTERIOR VIEW OF FROM LEFT CORNER AFTER
(12PM)
EXTERIOR VIEW OF FROM LEFT CORNER AFTER
(04 PM)
EXTERIOR VIEW OF FROM REAR (12PM)
EXTERIOR VIEW OF FROM REAR (04 PM)
EXTERIOR VIEW OF FROM REAR RIGHT (12PM)
EXTERIOR VIEW OF FROM REAR RIGHT (04 PM)
RETROFITTING PROPOSAL – PERSPECTIVE VIEWS (EXTERIOR)
EXTERIOR VIEW OF FROM LEFT CORNER (BEFORE) SECTIONAL DETAILS AT STUDIO-2 (AFTER)

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