The document summarizes the building services design considerations for a new primary school. It discusses the key factors to consider for heating, ventilation, renewable technologies, daylighting, lighting, and electrical distribution. Ventilation calculations were performed to determine optimal air duct diameters for each room. The design incorporates natural ventilation strategies like windows and skylights, as well as solar panels on the roof to harness renewable energy. Underfloor heating and controlled ventilation systems are proposed for heating classrooms.

1. An investigation into the
building services design
of a new primary school
By Daniel Taiwo

2. Introduction
Chosen design considerations
Heating
Ventilation
Renewable technologies
Daylighting
Lighting
Electrical distribution
Other considerations
The design has to conform to specific rules and regulations
Has to incorporate sustainability
Relatively low cost

3. Changes level 0
Use of extension
space for Mechanical
Risers for ventilation
improvement in the
schools in spaces 1
and 2.
Large windows and doors to
let in large amount of
sunlight in reception and
Year1 classrooms.
1
2
LRC should have large windows
for ventilation to stop dust.
The corridor could
have a glass roof of
skylight windows at
intervals.
Studio should have
studio/stage
lighting as well as
led lighting.
Daylight is also
needed.
Windows at the top of the
studio, that can open in
different ways to allow natural
ventilation. Also blackout
blinds to block daylight when
it is not needed. e.g. student
performances.
Large open space so will
need natural and machine
methods of ventilation and
heating.

4. Changes level 1
Glass celling/ roof
throughout the entire
corridor.
Solar panels placed on
the roof of the studio.
Can be used to power
studio light or could be
exported to the national
grid.
Solar panels placed on the
roof for the hall to harness
energy from the sun. The
school has the ability to put
a large amount of panels
due to the large surface area
of the roof.
Larger windows for
ventilation due to fumes
or dust from producing
work.
Year 2 classrooms will
have the same layout as
all the other classrooms
which will have large tall
windows and glass doors
to let in a large amount
of sunlight.

5. Ventilation

6. Ventilation
Factors to consider:
Natural flow of air into and out
of the building
Ventilation may come from air
vents, windows, opening
through walls (CROSS
VENTILATION).
Natural ventilation systems or
machines
Natural flow of air in and out, which can
be in different directions for different
opening in different rooms.

7. Natural Ventilation
Natural ventilation is the process of supplying air
to and removing air from an indoor space without
using mechanical systems. It refers to the flow of
external air to an indoor space as a result of
pressure differences arising from natural forces.

8. Natural ventilation This particular type of window opening provides
the best ventilation control however has a high
cost, which may be a problem for a school with a
low budget.
Also the upper
fanlight can be
motorised which
will allow for
easy access to
fresh air and
ventilation when
needed.

9. Ventilation calculations
Name Room Area (m2) Density of occupation number of occupants (p) ventilation rate l/s/p Overall ventilation (l/s) air quality (m3/sec) Duct diameter
Reception Teaching spaces 62 1.5 41 10 410 0.41 300mm
Year 1 Teaching spaces 62 1.5 41 10 410 0.41 300mm
Year 2 Teaching spaces 62 1.5 41 10 410 0.41 300mm
Year 3 Teaching spaces 55 1.5 36 10 360 0.36 300mm
Year 4 Teaching spaces 55 1.5 36 10 360 0.36 300mm
Year 5 Teaching spaces 55 1.5 36 10 360 0.36 300mm
Year 6 Teaching spaces 55 1.5 36 10 360 0.36 300mm
Hall Lecture theatre 180 1.2 150 10 1500 1.5 500mm
Studio Teaching spaces 55 1.5 36 10 360 0.36 300mm
art/dt Teaching spaces 45 1.5 30 10 300 0.3 280mm
LRC Teaching spaces 34 1.5 22 10 220 0.22 250mm
Head office Meeting/conference 16 3 5 10 50 0.05 140mm
Rec/off General office 10 12 1 10 10 n/a n/a
Interview General office 8 16 1 10 10 n/a n/a
Group General office 9 16 1 10 10 n/a n/a
SEN base General office 12 16 1 10 10 n/a n/a
MI General office 12 16 1 10 10 n/a n/a
Senior management General office 9 16 1 10 10 n/a n/a
Staff room Meeting/conference 24 3 8 10 80 0.08 170mm
w/c Toilets 6 12 2 10 20 0.02 100mm
w/c Toilets 9 18 2 10 20 0.02 100mm
Corridor Circulation spaces 40 10 4 10 40 0.04 130mm
Corridor Circulation spaces 92 10 9 10 90 0.09 180mm
Corridor Circulation spaces 36 10 3 10 30 0.03 120mm
Corridor Circulation spaces 36 10 3 10 30 0.03 120mm
Corridor Circulation spaces 93 10 9 10 90 0.09 180mm
Corridor Circulation spaces 37 10 3 10 30 0.03 120mm
Using ventilation
calculations I was
able to work out the
what diameter the air
duct in each room
needs to be.
The ventilation
calculations also
enabled me to work
out the what
diameter of the air
duct in the corridors
would be.

10. Air vent layout design
The vents are shown by
orange rectangles used to
represent a circular profiled
pipe for level 0.
The vents are shown by the
pink rectangles used to
represent a circular profiled
pipe for level 1
A riser is a shaft proving
vertical distribution of
services within a building or
to carry services between
floors.
Two risers are shown in orange
boxes in the extension area.

11. Air duct diameters Level 1 will feature an air
vent system that is different
from level 0 due to the
skylight strip that will run
through the corridor.
The vents will be in built into
the celling so will not show
and will not be accessible by
students. Also the vent will
travel through the all of the
corridor.
The diameter of the air duct
in the classrooms for
reception and years 1-6 are
all 300mm.
The air ducts are
different sizes
and the sizes I use
will depend on
the diameter of
the air duct i can
get from the
supplier.

12. Air vent design
The rectangular profile vent
dimension can be calculated using
a WAP-U-Lator. The dimensions
for the corridor would be
140x150mm.
The rectangular vent could feed
into a circular air duct when
branches off into a room.

13. Air vent A linear air diffuser could be
used in a room.

14. Renewable
Technologies

15. Renewable Technologies
Factors to consider:
Renewable energy strategies such as solar energy, harnessing energy from rainwater and
waste water using domestic hydroelectric technologies, wind power generated through wind
turbines that are on the highest part of the building.
How to implement the technology?
The cost of implementing the renewable systems?

16. Solar panel
A panel designed to absorb the sun's rays as a
source of energy for generating electricity or
heating. Solar panels are made up of
photovoltaic cells and these cells are used to
convert light energy into electrical energy.

17. Solar panels
Solar panel cost per m2
System: 1.8 kWp min:£7,170 max:£8,820
Size: 10 panels covering 13m2 or 139.88sqft
Cost: £551 to £678 per m2
System: 3.2 kWp min:£ 10,380 max:£15,760
Size: 18 panels covering 23.4m2 or 251.78sqft
Cost: £444 to £674 per m2
System: 4 kWp min:£ 12,960 max:£17,020
Size: 22 panels covering 28.6m2 or 307.73sqft
Cost: £453 to £595 per m2
1 panel = 1.3 m2
One section of the studio roof
 13.75/1.3=10 panels
The whole roof
 10*4=40
Min=£17,958
Max=£25,222
Using the assumption that the four
sections of the roof of the hall are
the same area and the four sections
of the studio are the same area.
Also using the assumption that the
area of the roof is the same area as
the layout.
One section of the hall roof
 45/1.3=34 panels
The whole roof
 34*4=136
Min=£61,608
Max=£80,920

18. Solar panels The application of solar panels in the design of the school will
allow the school to generate electricity for themselves which
could reduce the cost of energy bills for the school and allow
the school to increase their budget. The school could also
export some of the electricity generated to the national grid,
which will give the schools access to greater funds due to
export revenue. Between 10-30 the school may be able to
start profiting from the solar panels as the energy saving and
export revenue exceeds the initial setup costs.
The image shows a layout of the hall and
studio and it shows the area of the
floors, however it does not show the
area of the roof. The assumption that
the roof has gradient is made due to
cross illustrating a crossed roof.
A series of solar panels would fit on top of
the roof in each section of the roof so that
electricity is generated whatever position
the sun is in the sky.
This quick google
sketch up drawing
illustrates the position
of the solar panels on
the roof of the hall.
The panels would need to be
positioned in a particular way
that will maximise the space on
the roof

19. Daylighting

20. Daylighting
Factors to consider:
How best to implement daylight into a building?
The amount of daylight the strategy emits
What is a suitable amount of daylight for a school environment?
Why use daylight?

21. Daylighting
Daylighting is the controlled admission of natural
light; direct sunlight and diffuse skylight—into a
building to reduce electric lighting and saving
energy.

22. Daylighting
The red rectangles represent windows
and where they will be situated in the
school to provide daylight.
The corridor will also have
windows that will use
daylighting from the
classrooms and other
rooms.
The first level corridor
will feature a skylight
that will run along the
length of the corridor
on one side.
The first floor class room will
also feature windows that
are similarly placed to the
level below. However they
will be no windows parallel
to the extension space due
to risers being placed there.
To take advantage of
daylighting I need to
make affective use of
windows

23. Daylighting in classrooms

24. Daylighting in the hall and studio

25. Daylighting level 0
This is an example of the
daylighting that would be
used on a level 0 corridor.
The corridor would feature window
situated at the top of the wall on both
sides of the corridor allowing daylight
from classrooms into the corridor.
The window would be a long strip
that is extended along every
corridor and would also feature
sections where it opens to allow for
some ventilations.
The use of
daylighting would
reduce the need for
artificial lighting,
thus allowing savings
for the school.

26. Daylighting level 1

27. Lighting

28. Lighting
Factors to consider:
 Natural lighting vs artificial lighting
 The amount of lighting that is used
 The cost of lighting

29. Why LED? (ACCORDINGTOECOSCHOOLSWEBSITE)
Loss of motivation, in addition to drowsiness and
lethargy, is a side effect of working in an
environment that is poorly lit. The high quality,
exceptionally bright LED lights can reduce or
completely eliminate these problems and get
students back on task.

30. LED benefits
Upgrading school lighting from incandescent,
fluorescent and other traditional lighting to LED
can save schools up to 80% of the operating costs
associated with lighting.

31. Lighting layout design

32. Cables for lighting

33. Cables for lighting
The cable for lighting will run
underneath the air vent as the
light will be situated under the
air vent in the celling.

34. Heating

35. Heating
Factors to consider:
The strategy used for heating
Health and safety regarding the use of radiator in primary schools
How the heating is controlled?
Under floor heating
Insulations
Geothermal heating (location and cost dependent)

36. Heating
Under floor
heating will
be used in
the hall and
the studio,
as they are
large and tall
spaces. Also
in primary
school when
children
have
assemblies
they often sit
on the floor.
For
classrooms
the
heating
will be
controlled
using the
ventilation
system to
exhaust
hot and
cold air.

37. Heating design
This part shows the
plastic tube pipe
that the hot water
will run through.

38. Heating design

39. Electrical distribution

40. Electrical distribution
Factors to consider:
The amount of small power the school
The overall effect it has on the school
The involvement of renewable technologies
Cable management systems
Health and safety measures

41. Electrical distribution
Electrical distribution is the final stage in the
delivery of electric power; it carries electricity from
the transmission system to individual consumers in
different sections of a building.

42. Electrical distribution
The electrical distribution will
consist of using a miniature circuit
breaker. The use of this in lighting
is to stop short-circuiting due to
an overload of current. The MCB
acts to stop the circuit.
For health and safety and
general protection of
children the electrical
fixtures will be fitted with
residual current devices.
Studies show that average
classrooms have 5 double
sockets. Also classrooms with
computers have more, that
are normally attached onto a
dado trunking.

43. Electrical distribution
The cable management system
will consist of using trunking.
This will manage the wires for
parallel circuits for the lighting
and will manage cables for
small power.

44. My final design

45. My Final Design-Level 0

46. My Final Design-Level 1