Wargocki P, Da Silva N A F
International Centre for Indoor Environment and Energy (ICIEE), DTU Civil Engineering, Technical University of Denmark (DTU), Lyngby, Denmark.
Indoor Air. 2015 Feb;25(1):105-14. doi: 10.1111/ina.12119. Epub 2014 May 14.
Carbon dioxide (CO2 ) sensors that provide a visual indication were installed in classrooms during normal school operation. During 2-week periods, teachers and students were instructed to open the windows in response to the visual CO2 feedback in 1 week and open them, as they would normally do, without visual feedback, in the other week. In the heating season, two pairs of classrooms were monitored, one pair naturally and the other pair mechanically ventilated. In the cooling season, two pairs of naturally ventilated classrooms were monitored, one pair with split cooling in operation and the other pair with no cooling. Classrooms were matched by grade. Providing visual CO2 feedback reduced CO2 levels, as more windows were opened in this condition. This increased energy use for heating and reduced the cooling requirement in summertime. Split cooling reduced the frequency of window opening only when no visual CO2 feedback was present.
在学校正常运营期间，在教室里安装了能提供视觉指示的二氧化碳（CO₂）传感器。在为期两周的时间段内，指示教师和学生在其中一周根据视觉上的CO₂反馈打开窗户，而在另一周则像往常一样在没有视觉反馈的情况下打开窗户。在供暖季节，监测了两对教室，一对采用自然通风，另一对采用机械通风。在制冷季节，监测了两对自然通风的教室，一对开启分体式空调制冷，另一对不制冷。教室按年级进行了匹配。提供视觉CO₂反馈降低了CO₂水平，因为在这种情况下更多窗户被打开了。这增加了供暖的能源消耗，并降低了夏季的制冷需求。只有在没有视觉CO₂反馈的情况下，分体式空调制冷才会减少开窗频率。
