Bir ilkokul binasının pasif okul kriterlerine göre performansının değerlendirilmesi ve iyileştirilmesi
Evaluation and improvement of performance of a primary school building according to passive school criteria
Yazar: SİNEM ÇANLI
Danışman: PROF. DR. GÜL KOÇLAR ORAL
İstanbul Teknik Üniversitesi / Fen Bilimleri Enstitüsü / Mimarlık Ana Bilim Dalı / Çevre Kontrolü ve Yapı Teknoloji Bilim Dalı
Derece: Yüksek Lisans, 2019
Konu: Enerji = Energy ; Mimarlık = Architecture

Özet:
Günümüzde ilerleyen teknoloji, artan nüfus ve sanayileşme büyüyen bir sorun haline gelmektedir. Ülkeler arası anlaşmazlıkların temelini oluşturan enerji kaynaklarının bilinçsizce kullanılması birçok çevre problemini de beraberinde getirmiştir. Yaşanan iklim değişikliklerinin ve küresel ısınmanın en büyük sebebi enerji için fosil yakıtların kullanılmasıdır. Çevresel sorunları azaltmak, var olan kaynakları verimli kullanmak, yenilenebilir enerji kaynakların kullanımını artırmak ve insanların hayatlarını sürdürebilmesi için gereken konfor koşullarını sağlamak için birçok ülkede çeşitli enerji politikaları yürütülmektedir. 
Enerji verimli bina anlayışından biri olan Pasif Bina kavramı, ilk olarak 1980'li yıllarda Almanya'da ortaya çıkmıştır. Bu kavramın temelinde, pasif sistemlerden yararlanarak aktif sistemlere ihtiyaç duymadan, iyi yalıtım ve hava sızdırmazlık sağlayarak enerji tüketimini düşürmektir. İlk olarak konutlar için tasarlanan bir kavram olsa da günümüzde okul, ofis, hizmet binası gibi birçok bina tipolojisine uygulanabilmektedir. Bunlardan biri olan Pasif Okul kavramı, yeni yapılacak okullarda uygulanabilecek enerji verimli pasif çözümleri ve kriterleri açıklamaktadır. Temelde, yüksek performanslı pencereler, yüksek verimli havalandırma, iyi bir yalıtım, ısı köprüsü önlenmiş tasarım ve hava sızdırmaz bina kabuğu gibi beş ana prensibe dayanmaktadır. Bununla birlikte, bu kavram mevcut binalarda yapılacak iyileştirme çalışmalarında kullanılma olanağı sunmaktadır. 
Türkiye'de henüz yeni duyulan bir kavram olduğundan uygulama alanında çok yaygın değildir. Ülkemizde en fazla enerji tüketimine sahip bina sektörünün büyük bir kısmını kullanıcı sayısı fazla olan okullar oluşturmaktadır. Bu yüzden, Pasif Okul kriterlerine göre mevcut yapı stokunun iyileştirilmesi ve enerji verimli hale getirilmesi önem kazanmaktadır. Bu yüzden, tezde mevcut bir okul binasının enerji tüketiminin hesaplanması ve Pasif Okul kriterlerine göre iyileştirme çalışmalarının yapılması amaçlanmıştır. Çalışma beş bölümden oluşmaktadır.
Birinci bölümde, enerji tüketiminin dünyada ve ülkemizdeki durumu açıklanarak enerji verimli tasarım anlayışının önemi belirtilmiştir. Bununla birlikte, tez konusunun önemi, tezin amacı ve yöntemi açıklanmıştır.
İkinci bölümde, dış iklimsel koşulların pasif yollarla kontrol altına alınarak istenen iç iklimsel koşulların sağlanmasında etkili olan pasif sistem parametreleri olarak; binanın konumu, formu, yönelimi, hacim organizasyonu ve bina kabuğunun optik ve termofiziksel özellikleri açıklanmış, Pasif Okul kavramı tanıtılmış ve bu kavrama ait kriterler irdelenmiştir. 
Üçüncü bölümde, yüksek enerji verimli pasif okullara dünyadan örnekler verilerek, bu örneklerin pasif tasarım çözümleri ve enerji tüketimleri incelenmiştir.
Dördüncü bölümde, mevcut bir ilkokul binasının Pasif Okul kriterlerine göre performansının değerlendirilmesi ve iyileştirilmesi hakkında yapılan çalışma ortaya konmuştur. Bu bölümde aşağıdaki adımlar izlenmiştir.
•	Mevcut okul binasının tanıtılması
•	Mevcut okul binasının enerji tüketim hesaplamalarının yapılması
•	Mevcut okul binasının Pasif Okul kriterlerine göre alternatifler oluşturularak iyileştirilmesi
•	Oluşturulan alternatiflerle yeni bina modelinin oluşturulması ve enerji performanslarının mevcut haliyle karşılaştırılması
Beşinci bölümde, Design Builder simülasyon programı aracılığıyla hem mevcut bina hem de iyileştirilmiş model için hesaplanan yıllık ısıtma ve birincil enerji tüketimleri grafiklerle anlatılmıştır.  Elde edilen bütün bulgularla Türkiye'de bir ilkokul binasındaki iyileştirmelerin uygulanabilirliği incelenmiş ve daha sonra bu alanda yapılabilecek çalışmalar için farklı önerilerde bulunulmuştur.
Sonuçlar değerlendirildiğinde, Pasif Okul kriterleri baz alınarak yapılan iyileştirme uygulamalarında büyük oranda enerji tasarrufunun sağlanabildiği görülmüştür. Ancak, söz konusu kriterler soğuk iklim bölgeleri esas alınarak geliştirildiği için Türkiye'nin konumu ve iklim verileri düşünülerek uygulanabilir, optimum değerlere sahip pasif okul kriterleri geliştirilmelidir.

Abstract:
The energy demand is becoming a growing problem due to the advancing technology, increasing population and industrialization. Unconscious use of energy resources, which constitute the basis of disputes between countries, has brought many environmental problems. The major cause of climate change and global warming is the use of fossil fuels for energy. Various energy policies are implemented in many countries to reduce environmental problems, use existing resources efficiently, increase the use of renewable energy sources and provide comfort conditions for people.
The concept of Passive Building, which is one of the energy-efficient building concepts, first appeared in Germany in the 1980s. The basis of this concept is to reduce energy consumption by providing good insulation and airtightness without the need for active systems by using passive systems. Although it was originally designed for residences, it can be applied to many building typologies such as schools, offices and service buildings. The concept of Passive School, which is one of them, explains energy-efficient passive solutions and criteria that can be applied in new schools. Basically, it is based on five main principles: high-performance windows, high-efficiency ventilation, good insulation, thermal-bridge-avoided design and airtight building envelope. However, this concept allows the use of existing buildings in the improvement works. To meet the Passive School criteria in an existing school building, annual heating energy consumption should provide 25 kWh/m2 and annual primary energy consumption should be 120 kWh/m2.
In Turkey, Passive School is not very common because of the fact that it is a new concept in application areas. In our country, a large part of the building sector which has the highest energy consumption is composed of schools with many users. Thus, it is important to improve the existing building stock and make it energy efficient according to the Passive School criteria. Therefore, in this thesis, it is aimed to calculate the energy consumption of an existing school building and to develop energy retrofitting alternatives based on the Passive School criteria. The study consists of five chapters.
In the first part, the importance of energy-efficient design is expressed by explaining the situation of energy consumption in the world and our country. The concept of Passive Building, which processes due to the energy crises between countries, and its development are explained and the importance of this principle is emphasized. In addition to this, the importance of the thesis subject, the purpose, and method of the thesis are explained.
In the second part, passive systems parameters such as location, form, orientation, volume organization and optical and thermophysical properties of the building envelope, that are effective in achieving the desired internal climatic conditions by controlling the external climatic conditions with passive ways, are explained. The main purpose of passive systems, which date back to a long time and continues to exist today, is to provide human comfort. Passive systems are examined under two headings as climatic parameters and building design parameters. Building design parameters are considered for five climatic types as hot-dry, hot-humid, temperate-dry, temperate-humid and cold climate. Furtermore, the concept of Passive School, which is based on five main principles as airtightness, thermal bridge free design, high insulation, efficient ventilation, well-insulated windows, is explained together with its history. Passive School criteria that must be met for existing schools are listed.
In the third part, five different passive schools from the world whose construction is completed and put into use are discussed. Firstly, the schools were introduced in general and then the solutions developed to meet Passive School criteria were explained. The annual heating energy and primary energy consumption of the five passive schools, which provide Passive School criteria, are indicated.
In the fourth part, the study on the evaluation and improvement of the performance of an existing primary school building according to the Passive School criteria is presented. The following steps are followed in this section.
•	The first step is the general introduction of the school. An overview of the existing school which is in the provinces of Istanbul – Turkey has been discussed in three sections as the user parameters, design parameters, climate ,and lighting system parameters. The area, location, and spaces of the school were demonstrated by the site plan, floor plan and elevation drawings taken from Beşiktaş Municipality. The user parameters include number of users, user density, school usage times, and national holidays. The climate and lighting parameters include information about the school's heating, ventilation and lighting system and the times of use. The climate and lighting parameters include information about the school's heating, ventilation and lighting system and its schedules. The design parameters include the location, position, form, orientation, optical and thermophysical properties of the building envelope. 
•	The second step is the calculation of energy consumptions. Modeling the current school building and calculating the energy consumption were done with the Design Builder simulation program. The annual and monthly energy consumption was calculated by processing all data of the school into the simulation program. The school's annual primary energy consumption was calculated by multiplying the energy conversion coefficients, which are determined for Turkey, with an annual energy consumption of the school. All energy consumptions were demonstrated in the graphs.
•	The third step is the improvement of existing primary school building according to Passive School criteria. In each section, alternatives were developed to improve the existing school and the annual energy consumption of these alternatives was calculated. In addition to the alternatives, a double skin facade proposal has been created. The energy consumption of the alternatives is compared with the current situation and the alternative that provides optimum values is indicated. Since an existing primary school building has been improved, alternatives to changing the building form and orientation have not been proposed. All the findings of the alternatives in Design Builder simulation program are graphically expressed and discussed. The only purpose of creating all alternatives is to reduce annual heating energy and primary energy consumption.
•	The last step is creating a new building model with alternatives that provide passive school criteria and comparing it with an existing building.  A new combination was created with alternatives that meet the Passive School criteria, which were created in the window, ventilation, insulation, airtightness and energy consumption headings and this new combination was compared with the existing building in terms of annual heating energy consumption and primary energy consumption. In the model, which was formed by the combination of all alternatives that meet the Passive School criteria, it was observed that annual heating energy consumption decreased by 80,66% and annual primary energy consumption decreased by 56,72% according to the existing building. When the Passive Sschool criteria are applied to an existing school, it is clear that the energy consumption of the building may vary depending on the location, function, and climatic characteristics of the building.
In the fifth part, the annual heating and primary energy consumption calculated for both the existing building and the improved model is graphically explained by the Design Builder simulation program. With resulting improvements in all findings examined the feasibility of building a primary school in Turkey and then made different proposals for work in this area could be investigated.
When the results are considered, it is seen that energy saving can be achieved in improvement applications based on Passive School criteria. However, passive school criteria with optimum values should be developed for Turkey by considering Turkey's location and climate data because the criteria are designed for cold climate regions.