JP2000147994A - Experiencing and learning method related to performance of houses - Google Patents

Abstract

PROBLEM TO BE SOLVED: To enable persons in charge of business of construction companies and general uses, etc., to easily make learning about thermal insulation, rust prevention, corrosion preventive remedy, soundproof remedy, etc., of houses. SOLUTION: Learners are allowed to successively turn around an air thermal corner C1 where the equipment for learning relating to ventilation, heat insulation, heat conduction, etc., of the houses is arranged, a durability corner C2 where the equipment for learning relating to the durability of various building materials is arranged and a sound corner C3 where the equipment for learning relating to the sounds of the houses is arranged. The learners, thereupon, experience and learn about the performance of the houses.

Description

DETAILED DESCRIPTION OF THE INVENTION

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to an experiential learning method relating to the performance of a house.

[0002]

2. Description of the Related Art When building a house, it is important to design the house so that it is cool in summer and warm in winter and comfortable all year round. For this purpose, not only the types and combinations of building materials but also windows and the like are required. It is necessary to appropriately select the type of glass to be used for the purpose of improving the heat insulating property, and to sufficiently consider the arrangement of openings such as windows to improve the air permeability.

[0003] Further, since the service life of a house extends for several tens of years, it is necessary to take care to prevent rust and corrosion of building materials and piping buried in the soil. Furthermore, when designing a house, it is important to take sufficient soundproofing measures between adjacent rooms and between indoors and outdoors.

[0004]

However, conventionally, the general user lacks knowledge of the above-described heat insulation, rust prevention, anticorrosion measures, and soundproof measures of a house. It was difficult to deal properly. On the other hand, in many cases, the sales staff etc. of the building company do not have sufficient knowledge on the above-mentioned heat insulation, rust prevention, corrosion prevention, soundproofing measures, etc., and in that case, it is not possible to give appropriate advice to the user. Was.

[0005]

According to the present invention, in order to solve the above-mentioned problems, a sales person or a general user of a construction company easily learns about heat insulation, rust prevention, anticorrosion measures, soundproof measures, etc. of a house. The purpose is to provide a hands-on learning method for the performance of houses that can do. for that reason,
The experiential learning method for the performance of a house according to claim 1 of the present invention is a method for learning about an air temperature and heat corner in which equipment for learning about ventilation, heat shielding, heat transfer, and the like of a house, and durability of various building materials. The feature is that the learner can freely go around the durable corner where the equipment to perform is arranged and the sound corner where the equipment to learn about the sound of the house are arranged, and learn about the performance of the house. It is. Here, "arbitrarily" means that the learner may go around all of the above-mentioned corners, or go around only some of the corners.

According to a second aspect of the present invention, there is provided an experiential learning method relating to the performance of a house, wherein in the method of the first aspect, the lighting fixture as an artificial sun arranged outside a window glass is provided at the air-heated corner. A solar radiation experiment apparatus including a shielding member disposed between the window glass and movable so as to shield or pass illumination light from the lighting apparatus, and a thermometer disposed inside the window glass is provided. It is characterized by having.

According to a third aspect of the present invention, there is provided an experiential learning method relating to the performance of a house. A reduced model of the house
A ventilation experiment device including a ventilation device arranged outside the opening of the reduced model is provided.

According to a fourth aspect of the present invention, there is provided an experiential learning method relating to the performance of a house. In the method of the first aspect, the sound corner includes a noise experience room surrounded by a plurality of walls having different structures. A sound field space including a plurality of corridors provided outside each wall, a noise experience room, and a noise generator and a noise level meter respectively disposed in each corridor is provided.

[0009]

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS Hereinafter, a first embodiment of the present invention will be described with reference to the drawings. As shown in FIG. 1, in the experiential learning method related to the performance of a house according to the present embodiment, the learner has an air-heated corner C1 and a durable corner C
The user learns the performance of the house empirically while arbitrarily turning around the sound corner 2 and the sound corner C3. Hereinafter, specific learning contents will be described together with the configuration of the equipment installed at each corner.

[0010] As shown in FIG.
A window 1 is provided at the entrance of the device. A single-pane glass 3 is mounted on one window frame 2 of the window 1, and a heat-shielding and heat-insulating double glazing 5 is mounted on the other window frame 4.
The single-pane glass 3 is ordinary glass, while the
As described in detail later, the heat-insulating double-glazed glass 5 is a glass having a significantly higher solar radiation cut rate than the single-pane glass 3.
Around the window 1, a solar shading test device 6 for testing the solar shading effect in summer is configured.

That is, a lighting fixture 7 having a role as an artificial sun for a solar radiation experiment is disposed obliquely above the outside of the window 1. An outer canopy 8 having a square cross section is provided above the outside of the window 1, and an inner canopy 9 is disposed inside the outer canopy 8 so as to be able to advance and retract in the direction of arrow P by the driving force of a motor (not shown). Have been.

Below the outside of the window 1, a plant 11 which is a plant in a flower pot is arranged, and a moving device 12 for moving the plant 11 in the direction of arrow Q along the width direction of the window 1 is provided. Is provided. Also, above the outside of the window 1,
By rolling down along the window 1, a roll screen 13 capable of shielding the window 1 is wound up in the direction of the arrow R and arranged so as to be able to roll down. Furthermore, on the inner surfaces of the single-pane glass 3 and the heat-shielding / insulating double-glazing 5 of the window 1,
Thermometers 14 and 15 are attached respectively.

In the above configuration, the learner puts the inner eaves 9 in and out of the outer eaves 8 to block or pass the illumination light from the lighting fixture 7 with the inner eaves 9, or as shown by the phantom line in FIG. The thermometer 1 is moved while moving the plant 11 to block or pass the illumination light by the plant 11, or by rolling down the roll screen 13 to block the illumination light.
By measuring the temperature at 4 and 15, the inner eaves 9 and the planting 1
It is possible to compare and examine the effect of shielding the illumination light (pseudo sunlight) of the lighting fixture 7 by the roll screen 1 and the roll screen 13.

A thermometer 1 placed on a single glass plate 3
Normally, the temperature indicated by 4 is slightly higher than the temperature indicated by the thermometer 15 on the heat insulating / insulating double glazing 5 (for example, about 0.1 ° C.). It can be understood that the heat insulating effect of the heat insulating double glazing 5 is superior to that of the single glass 3.

A ventilation test device 16 is disposed adjacent to the solar shading test device 6 in the air temperature / heat corner C1.
As shown in FIG.
Inside, a reduced model 18 of a pair of left and right houses is accommodated. Each reduced model 18 has a partition wall 21 arranged at the center of a rectangular wall 20 to form two left and right rooms 22 and 23. In each of the rooms 22, 23, a plurality of columns 25 having flags 24 (wind direction indicating members) are arranged.

The wall body 20 and the partition wall 21 are provided with a plurality of openings 26 corresponding to actual doors and windows of a house, and a closing plate 27 for opening and closing each opening 26 (shown by hatching for convenience). Is arranged. Blowers 28 are provided on the right side of the right scale model 18 and on the front side of the left scale model 18, respectively. As is clear from FIG. 3, no roof is provided on each of the reduced models 18, and the flag 24 is visible from outside.

In the above configuration, for example, as shown in FIG. 4, when the learner drives the blower 28 by pressing the power-on button 30 with the desired closing plate 27 removed, the blower 28 Wind in the direction of the arrow
As shown by arrows T and U, it can be seen that the gas flows into the reduced model 18 through the opening 26 where the closing plate 27 is removed, and flows out through the other opening 26.

In this case, for example, when the closing plates 27 facing each other are removed as in the case of the reduced model 18 on the right side of FIG. In addition, when the closing plates 27 at positions not opposed to each other are removed, it can be understood through trial and error that the air flow is not good.

In the air temperature and heat corner C1, furthermore, FIG.
The solar radiation shielding effect comparison device 31 as shown in FIG. The solar radiation shielding effect comparison device 31 mounts different types of glasses 33a to 33d in four rectangular holes 32a provided on the surface of a case 32, and the same lamp inside each of the glasses 33a to 33d. 34
Is arranged.

As shown in FIG. 6, the glass 33a has heat insulation and
A heat-insulating multi-layer glass, in which a heat insulating air layer E is provided between two glass sheets G1 and G2 on the outdoor side and the indoor side, and a special metal made of silver and metal oxide is provided on the heat insulating air layer E side of the glass G1 on the outdoor side. It is configured such that five layers of the film M are coated so that solar radiation in summer can be reflected.

Further, as shown in FIG. 7, the glass 33b is a highly heat-insulating double-layer glass, and a heat-insulating air layer E is provided between the two glass sheets G1 and G2 on the outdoor side and the indoor side in the same manner as described above. The same special metal film M as described above is coated in three layers on the insulated air layer E side of the glass G2 on the indoor side to reflect the warm air in the room in winter and prevent heat from escaping outside. Further, as shown in FIG.
c is a conventional double glazing in which only the heat insulating air layer E is provided between the two glasses G1 and G2, and the cross-sectional structure is not shown, but the glass 33d is a single glazing made of only one glass. .

Table 1 shows each of the glasses 33a to 33d.
The results of measuring the solar radiation cut rate, the heat transmission rate, etc. for each of the above are shown. In the solar radiation shielding effect comparison device 31, FIG.
When the power-on button 35 is pressed, the lamps 34 inside the glasses 33a to 33d are turned on at the same time, and the learners have different solar radiation cut rates and visible light transmittances of the individual learners 33a to 33d. Because the lamp 34
It is possible to experience that the temperature of the surface of the learners 33a to 33d is slightly different due to the difference in glare and the difference in the heat transmission coefficient even if are the same.

[0023]

[Table 1]

As shown in FIG. 9, the air temperature and heat corner C1
Is provided with a heat conduction comparison device 36 for various building materials. In the heat conduction comparison device 36, four plate members 38a to 38d made of wood, concrete, iron, and heat insulating material are respectively mounted in four holes 37a provided in a case 37, and a rod-shaped heat source 40 Is arranged.

When the power on button 41 is pressed, the heat source 4
Plate materials 38a to 38 made of four types of building materials according to 0
d is heated, and the learner can use these plates 38a to 38d.
By touching on, you can experience the difference in thermal conductivity between various materials. In addition, various plate materials 38a to 38a to 3
The surface temperature of 8d is indicated by the corresponding thermometers 42a to 42d.

The air temperature / heat corner C1 is provided with a temperature distribution analysis facility 43 capable of learning a difference in indoor temperature distribution due to a difference in insulation specifications of floors and windows. As shown in FIG. 10, the temperature distribution display facility 43 has a pair of left and right rooms, the left room 44 has a normal heat insulation specification, and the right room 45 has a high heat insulation specification.

Specifically, the room 44 of the normal insulation specification is
For example, the heat insulating material 44a disposed on the floor portion has a thickness of 16 mm.
And the glass attached to the window 44b is a single-pane glass, whereas the room 4 with high heat insulation specifications
Reference numeral 5 denotes, for example, a heat insulating material 45a disposed on the floor portion is extruded polystyrene having a thickness of 57 mm, and a glass mounted on the window 45b is a high heat insulating double glass. Each of the rooms 44 and 45 has a plate-shaped doll 4 imitating a female figure.
6, 47 are arranged.

As shown in FIG. 11, two display devices 48 and 49 (television) are arranged outside the rooms 44 and 45, and the display device 48 is provided with an infrared camera (not shown). The temperature distribution is displayed in different colors, and the display device 49 displays the temperature distribution of the room 45 in different colors.
That is, the high-temperature regions in the rooms 44 and 45 are indicated by warm colors, and the low-temperature regions are indicated by cool colors (in the cool colors, blue, green, and purple become lower in this order).

In FIG. 11, for convenience, the color of each area (the boundary line is omitted) is indicated by characters. As is clear from FIG. 11, the room 4 of the normal heat insulation specification displayed on the display device 48.
The color-coded distribution of No. 4 is more cold-colored than the color-coded distribution of the room 45 of the high heat insulation specification displayed on the display device 49, and the temperature of the room 44 of the normal heat insulation specification is lower than that of the room 45 of the high heat insulation specification. You can see that.

As shown in FIG. 1, a display device 5 for presentation of a thermal environment is provided at the air thermal corner C1.
0 is provided. Here, it is possible to display on the display device 50 (television) a result obtained by computer simulation as to whether the indoor thermal environment changes as follows by the combination of the heating supply and the heat insulation performance of the building.

Next, at the durability corner C2, as shown in FIG. 1, explanations on the durability of the building, such as rust, anticorrosion, algae, termites, etc., are displayed on a plurality of display panels 52. Although not shown, a sample of a termite, a sample of a building material (wood) damaged by the termite, and the like are displayed near the display panel 52 for the termite. The learner can learn what points to consider in order to increase the durability of the building while looking at the display panel 52 and the like.

For example, the display panel 52 relating to corrosion explains the cause of corrosion of an iron pipe buried underground.
That is, as shown in FIG. 12, for example, when a part of the soil in which the iron tube 53 is buried is sandy soil and the other part is clay, the sandy soil has a higher potential, and It is explained that a reaction occurs and the iron tube 53 in the sandy soil is corroded. It is also described that it is effective to cover the periphery of the iron tube 53 with plastic or the like in order to prevent such corrosion.

Next, the sound corner C3 is provided with a listening device 54 (see FIG. 1) for hearing and experiencing the sounds of life. The listening device 54 has, for example, six headphones (not shown) arranged around a column 54a having a hexagonal cross section, and the sound of a kitchen drain trap, the sound of life, the sound under the floor, the The sound of drainage, the sound of rain gutter, the sound behind the ceiling, etc. are generated, so that the learner can listen to the desired sound.

The sound corner C3 is provided with floor specification comparison equipment 55, for example, exhibiting floor cross-section structural models of three types of specifications. That is, as shown in FIG. 13, the first cross-sectional structural model 56 is provided with a wooden joist 58 on a wooden beam 57, and a plywood 60 is sequentially placed on the joist 58.
(Thickness: 15 mm) and flooring 61 (thickness: 12 mm). As shown in FIG. 14, the second cross-sectional structural model 62 has an iron joist 64 provided on a beam 63 made of H-shaped steel, and a plywood 65 (20 mm thick) and a flooring 61 ( (Thickness: 12 mm).

Further, the third sectional structure model 66 is shown in FIG.
As shown in FIG. 5, the beam 100 having a thickness of 100
mm ALC plate 67 is provided, and on this ALC plate 67,
A particle board 68 (thickness 15 mm) and a flooring 61 (thickness 12 mm) are arranged. These sectional structural models 5 are displayed on a display panel or the like (not shown).
Using the floors indicated at 7, 62, 66 as the floors on the second floor,
It is explained that when the same level of noise is generated on the second floor, the noise level on the first floor becomes lower in the order of the sectional structure models 57, 62, and 66.

The sound corner C3 is provided with a sound insulation performance presentation room 70. In the sound insulation performance presentation room 70, for example, noise on an expressway, a residential area, or the like is generated from a speaker (not shown) and can be listened to based on the designation of the learner. Also,
For example, when an outdoor environment (for example, the presence of a road outside) and a soundproofing structure (wall structure) of the room are specified, the degree of noise of the road in the room is simulated. In this case, it is possible to simulate how the noise level on the indoor side changes when the soundproofing structure is changed.

Further, a noise experience room 71 is provided at the sound corner C3.
, And four corridors 72 to 75 are provided around the noise experience room 71. The noise experience room 71 and the corridors 72 to 75 constitute a sound field space. Wall 7 between noise experience room 71 and corridors 72 to 75
2a to 75a have different structures.

That is, as shown in FIG. 16, a wall 72a between the noise experience room 71 and the first corridor 72 has a gypsum board 76 (thickness 12 mm) and a rock wool 77 (thickness 29 mm) on the indoor side. The outer wall panel 79 (34 m thick) is placed on the outside (corridor 72 side) across the frame 78 (60 mm thick).
m) is located.

Next, as shown in FIG.
The wall 73a between the first and second corridors 73 has a soundproof panel 81 (thickness 15 mm) and a gypsum board 76 (thickness 12
mm), rock wool 77 (thickness 29 mm), gypsum board 7
6 (12mm thick) and Rockwool 77 (29mm thick)
Are sequentially arranged, and an outer wall panel 79 (thickness 34 mm) is arranged outside the room (on the corridor 73 side) with the frame 78 (thickness 60 mm) interposed therebetween. Furthermore, the noise experience room 71 and the third corridor 7
4 has the same configuration as the wall 73a. However, while the wall 73a is provided with a window,
No window is provided on the wall 74a.

Further, as shown in FIG.
The wall 75a between the first and fourth corridors 75 has a rock wool sound-absorbing board 82 (26 mm thick) and a soundproof panel 8 on the indoor side.
1 (thickness 15 mm), gypsum board 76 (thickness 12 mm), rock wool 83 (thickness 50 mm), air layer 84 (thickness 10 mm)
mm), gypsum board 76 (thickness 12 mm) and rock wool 77 (thickness 29 mm) are sequentially arranged,
0 mm) and the outer wall panel 79 on the outside (corridor 73 side).
(Thickness: 34 mm). As is clear from the above configuration, the soundproof performance increases in the order of the walls 72a, 73a, 74a, and 75a.

In the noise experience room 71, a piano 85, a noise generator 86 for artificially generating various noises, and a noise level for displaying the noise levels in the noise experience room 71 and the corridors 72 to 75, respectively. A display device 87 is provided. On the other hand, in each of the corridors 72 to 75, a noise generating and measuring device 88 for artificially generating various noises and measuring a noise level is disposed.

In the above-described configuration, for example, the learner plays the piano 85 in the noise experience room 71 or generates various kinds of noises with the noise generator 86, and the noise experience room 71 and each corridor are provided. The noise level display device 87 can confirm the noise level within 72 to 75. In that case, the noise experience room 71 and each corridor 72
It can be confirmed how much the noise level in the corridors 72 to 75 differs due to the difference in the structure of the walls 72a to 75a between the corridors 72 to 75.

The noise generating and measuring device 88 in each of the corridors 72 to 75 generates a desired level of noise, and in the noise experience room 71, the user actually listens to what level the noise level is. It can be confirmed on the display device 87.

[0044]

As described above, according to the first aspect of the present invention,
The experiential learning method for the performance of houses pertaining to the above is based on the arrangement of air temperature and heat corners where facilities for learning about ventilation, heat shielding, heat transfer, etc. of the houses, and facilities for learning the durability of various building materials are arranged. The learner turns around the endurance corner and the sound corner where the equipment for learning about the sound of the house is arranged, and learns about the performance of the house. By designing a house based on the contents, it becomes possible to design and build a house having excellent ventilation, heat insulation, durability, soundproofing, and the like.

According to a second aspect of the present invention, there is provided an experiential learning method relating to the performance of a house, wherein in the method of the first aspect, the lighting fixture as an artificial sun disposed outside a window glass is provided on the air-heated corner. A solar radiation experiment apparatus including a shielding member disposed between the window glass and movable so as to shield or pass illumination light from the lighting apparatus, and a thermometer disposed inside the window glass is provided. Therefore, using such a solar radiation test device, measure the temperature difference inside the window glass with the thermometer when the illumination light from the lighting fixture is shielded by the shielding member and when it is not shielded. By conducting such experiments, it is possible to understand the importance of appropriately shielding solar radiation.

According to a third aspect of the present invention, there is provided an experiential learning method relating to the performance of a house. A reduced model of the house
Since the ventilation experiment device including the ventilation device arranged outside the opening of the reduced model is provided, the ventilation device is appropriately closed or opened with the closing plate of each opening of the ventilation experiment device. By observing the wind direction indicated by the wind direction instructing member, there is an advantage that it is possible to learn in which combination of positions the openings provide better air permeability.

According to a fourth aspect of the present invention, there is provided an experiential learning method relating to the performance of a house. In the method of the first aspect, the sound corner includes a noise experience room surrounded by a plurality of walls each having a different structure. A plurality of corridors provided outside each wall, and a sound field space including a noise experience room and a noise generator and a noise level meter disposed in each corridor are provided. By generating noise in the experience room or each corridor, and by measuring and comparing the noise levels in the noise experience room and each corridor, it is possible to gain knowledge on what kind of structural wall has excellent sound insulation performance, etc. By incorporating such knowledge into the design of a house, it becomes possible to build a house with excellent soundproofing.

[Brief description of the drawings]

FIG. 1 is a schematic plan view showing a learning facility for implementing an experience learning method related to the performance of a house according to an embodiment of the present invention.

FIG. 2 is a schematic perspective view showing a solar shading test apparatus in the learning facility.

FIG. 3 is a schematic perspective view showing a ventilation test device in the learning facility.

FIG. 4 is a schematic perspective view showing how an experiment is performed by the ventilation experiment apparatus.

FIG. 5 is a schematic perspective view showing a solar radiation shielding effect comparison device in the learning facility.

FIG. 6 is a graph showing a heat shielding / compression used in the solar radiation shielding effect comparison device
Explanatory drawing which shows the cross-section of a heat insulating double glazing.

FIG. 7 is an explanatory view showing a cross-sectional structure of a high heat insulating double glass used in the solar radiation shielding effect comparison device.

FIG. 8 is an explanatory view showing a cross-sectional structure of a conventional double glazing used in the solar shading effect comparison device.

FIG. 9 is a schematic perspective view showing a heat conduction comparison device in the learning facility.

FIG. 10 is an explanatory perspective view showing a temperature distribution display facility in the learning facility.

FIG. 11 is a schematic perspective view showing display contents of a display device of the temperature distribution display facility.

FIG. 12 is an explanatory diagram showing a display example of a display panel installed at a durability corner of the learning facility.

FIG. 13 is a perspective view showing a sectional structure model of the first floor of the floor specification comparison facility in the learning facility.

FIG. 14 is a perspective view showing a sectional structure model of a second floor of the floor specification comparison facility in the learning facility.

FIG. 15 is a perspective view showing a sectional structure model of a third floor of the floor specification comparison facility in the learning facility.

FIG. 16 is an explanatory diagram showing a cross-sectional structure of a wall between a noise experience room and a first corridor in the learning facility.

FIG. 17 is an explanatory view showing a cross-sectional structure of a wall between a noise experience room and a second corridor in the learning facility.

FIG. 18 is an explanatory diagram showing a cross-sectional structure of a wall between a noise experience room and a fourth corridor in the learning facility.

[Explanation of symbols]

 C1 Air temperature heat corner C2 Durability corner C3 Sound corner 6 Solar shading experiment device 7 Lighting equipment 9 Inner eave (shielding member) 11 Planting (shielding member) 13 Roll screen (shielding member) 16 Ventilation experiment device 18 Scale model 24 Flag ( Wind direction indicating member) 28 Blower 71 Noise experience room 72 to 75 Corridor

Claims (4)

[Claims] An air-heated corner in which facilities for learning about ventilation, heat shielding, heat transfer, etc. of a house are arranged, and a durability corner in which facilities for learning the durability of various building materials are arranged. An experiential learning method related to house performance, characterized in that the learner freely turns around a sound corner in which facilities for learning the sound of the house are arranged and learns about the performance of the house. 2. The lighting fixture as an artificial sun disposed outside the window glass, and shielding or passing illumination light from the lighting fixture disposed between the lighting fixture and the window glass. 2. The experience learning method according to claim 1, further comprising a solar radiation experiment device including a shielding member movable so as to be moved and a thermometer disposed inside the window glass. . 3. A reduced model of a house in which an opening is openably and closably covered by a closing plate and a wind direction indicating member is disposed inside the air-heated corner, and is disposed outside the opening of the reduced model. The experiential learning method related to the performance of a house according to claim 1, wherein a ventilation test device including a blower is provided. 4. A noise experience room surrounded by a plurality of walls each having a different structure, a plurality of corridors provided outside each wall of the noise experience room, a noise experience room, and The experience learning method according to claim 1, wherein a sound field space including a noise generator and a noise level meter arranged in the corridor is provided.