Energy Audit Report

Sustainable Buildings Greening the Campus Energy audit project

Final Report

ARE 455 Dr. Aliaa Elabd A. Almudhyan | 170019 M. Azim | 171063

2

Table of Contents Purpose

5

Introduction | Brief

6

Literature Review: Case studies

7

Research

11

Research analysis

13

Building operational management

16

Observations and photographs

19

Lighting analysis

42

Water and landscape

51

Surveys

52

Interviews

72

Recommendations

73

Conclusion

108

References

109

3

4

Purpose In a survey ranking users’ sixteen most pressing issues, climate change has ranked third [1]. This looming phenomenon is increasing exponentially by the day, scientists’ approximations of the beginning of humanity’s eventual wipeout due to climate change ranges from as long as 12 years[2] from today, to as short as 17 months. [3] With news like this, and daily natural disasters that are occurring all over the world, the question is raised: What future are we going to have? What future will the next generations have? Activists all over the world are protesting climate change, by staging strikes in Madrid [4], holding funerals for their future in Vancouver[5], Greta Thunberg and Helena Gualinga are traveling to international conferences from their remote homes to call for help with the severity of these global circumstances. As such, more and more people are picking up their individual and organizational responsibilities to act in more environmentally conscious ways, striving towards net zero and net positive results. From neighbors deciding to carpool, to governments placing emphasis on public transit, pedestrian, and biking cultures, to a rising trend in green businesses to respond to the growing eco-conscious market of consumers, to boards, student bodies, and different organizations retrofitting and ‘greening’ university campuses to conserve resources efficiently, while still providing comfortable and healthy environments to learn in.

5

Introduction| brief The concept of designing and implementing sustainable structures has gained tremendous importance worldwide. Educational buildings, which account for the largest share of the oldest buildings around the world, since around 75% were constructed before the year 1990, optimizing energy consumption of buildings during operation can significantly reduce their impact on the global environment. That is why universities around the world have adopted sustainability as one of their key cornerstones whether in research or in educational courses, Alfaisal university included.

This research project aims to explore the potential of retrofitting the campus to respond to sustainable green building standards in order to achieve high energy efficiency. An energy audit establishes where and how energy is being used in a space like a building or a facility. It involves gathering system information; like, measuring energy usage, developing conservation strategies, and choosing the most cost-effective plan. With the focus on creating a sustainable building that uses less energy, less water, creates less waste, and improves user health during working hours.

Our focus was on the south side of the university, conducting a study on the use of the spaces, implementing lighting calculations, and user’s satisfaction. The study was conducted by observation, studying the glare in spaces, heating and cooling comfort levels, sun orientation and such. Conducting a lighting calculation, by garnering the number of lights, their types, locations, and duration of operable hours. As for the user satisfaction, a survey was created, for the purpose of studying the user’s satisfaction level by gathering responses and analyzing them.

All for the purpose of finding solutions to enhance the use of spaces and help lower energy consumption.

6

Literature Review UiTM (University Technology MARA)[6] is one of these many universities worldwide, with an energy audit carried out on the campus. They conducted an energy mapping system which showed that zoned D on campus was listed as one of the top three locations with high electrical consumption:

Fig 1.1 Defining which systems are consuming more energy and taking initiatives to cut down the consumption of those systems by implementing strategies and campaigning awareness among staff and students.

The the annual energy consumption for the years 2011-2013:

Fig 1.2 Total electrical consumption for 2011 was 1,648,791 kwH – and it increased to 1,657,808 kwH by 0.5% (9017 kwH) in early 2012.

From Fig. 1.2, in March and September, there was a high usage, marking the start of the semesters, while low usage was found between July to August and January to February, because of semester breaks.

The problem areas identified as high energy consumption were the people and equipment servicing the area, like the brand and power of the air-conditioner, and the number of hours it is on – as well as the numbering of the staff and student body, circling the campus at all hours of

7

the day. A campaign was employed to fix this, with an attempt to raise awareness of this issue to the staff, and by employing strict policies to reduce the electrical consumption in zone D. For example, the temperature of air-conditioner is to be maintained at 24c, a fixed solution that no one in the staff has power in changing it.

Additionally, policies about the utilities that cannot be used by staffs at the University such as cup heater, rice cooker or mini fridge were also implemented. Meaning they were not allowed to bring in their own utilities in their individual offices. Other than such, students and staffs were not allowed to be in the campus area after a certain time of night, depending on the day, whether it was a weeknight or weekend, but mostly it was around 10pm-midnight. Implementing this campaign allowed the university to see results in zone D, after a certain time has passed, which showed that people have initiative to change, if you show them the way, (fig2) shows a sample of energy consumption of zone D:

Fig. 1.3

Electrical consumption for a period in late 2011 was averaging around 5000-6250 kwH – then it decreased to around 5000-5500 kwH by the end of 2012.

8

Another campus is Leioa University Campus, in Bilbao. The main university building has been retrofitted, including the surrounding buildings (sports center, etc.), covering an area of 9200 m 2.

Built in 1970, its HVAC systems were found to be inadequate for both present technology maintenance, as well as the problem of climate change. Therefore, it was retrofit to improve its ventilation, cooling and heating.[7] The entire envelope has been retrofitted, the previous concrete now integrating vacuum insulated panels, with an external envelope of VIP panels with PVC clips.

The internal envelope consists of VIP insulation, mineral wood, aluminum profiles and plasterboard. The lighting system was replaced by smart lighting fixtures, connected to solar collectors on the roof, encouraging minimum power consumption. Regarding fenestration, the regular glass windows have been replaced by high performance windows.

Fig. 1.4 Bilbao building energy savings table.[8]

In both cases, the positive impacts were not just for the future generation, or for the fight against climate change; the impacts were immediate for lowering energy consumption costs, creating healthier livable environments and better/adequate user satisfaction. This is what Alfaisal University (AU) is trying to accomplish with this project – creating a sustainable step towards the right direction, by attempting to undergo interventions to improve sustainability.

9

Finally, in Saudi Arabia, implementable energy saving solutions are found at Al Tarsheed Company, which has signed an agreement with the Imam Muhammad bin Saud Islamic University to rehabilitate its main buildings in Riyadh with a total of 255 buildings to be more efficient and better in energy consumption, while aiming at the first stage to reduce by 25% of the energy consumed.

According to the agreement concluded, Al Tarsheed aims to raise the energy efficiency of the refrigeration plant feeding the administrative, academic and residential complexes, as well as the supporting buildings of Imam Muhammad bin Saud Islamic University. The refrigeration plant consists of 6 refrigeration units, with a total capacity of 30,000 tons, that feed the university complex.

In terms of consumption rates and targeted savings, the annual consumption in Imam Muhammad bin Saud Islamic University is about 414 gigawatt hours, and the company aims in the first stage to offer 200 gigawatt hours of it for rehabilitation with the aim of providing at least 50 gigawatt hours or the equivalent of 25% of consumption.

This project is an extension of the previous projects of Al Tarshid, which is presented with more than 28 government agencies. The total number of buildings is 255 buildings, while the total consumption was 414 gigawatt hours. The first stage had a total consumption of 200 gigawatt hours, with the expected reduction amounting 50-gigawatt hours. A reduction rate of 25% has already been successfully experienced in early 2019.

10

Research Alfaisal University is a private institute of higher education located in Riyadh, Saudi Arabia. It first opened its doors and admitted its first 80 students in 2008. Alfaisal's total enrollment now exceeds 2500. The enrollment is 67% Saudi National with the remaining 33% being students from over 40 other nations. The total number of faculty is nearly 200 with international faculty from 31 countries.

The whole campus surrounds the previous manor of King Faisal, with a total area including the landscape of around 1,400,00m2, that is showing that is nothing but growing in time.

Fig. 2.1

The above figure shows the masterplan of the university, with size of areas. However, construction has not yet been completed in certain areas, like areas number 6,7,10, and 11.

11

Fig 2.2 The above figure shows the actual built construction. As such, the building has been divided into several sections/zones, each of which will be thoroughly analyzed by different groups of students:    

The atrium, a central vein across the college buildings.

Female student center zone Female zone of the library Southern end of the College of Science

While our group will be focusing on analyzing the south end of the constructed part of the university, which is around the area located opposite the mosque.

12

Research analysis This report will focus on the last section - south zone, encompassing the College of Science.

N Auditorium

COB Manor

COS

Mosque

Fig 2.3 The zone consists of the atrium running through the center of the college, with classroom clusters on east and west sides, as well as a curtain wall facing the south with a view to the mosque.

13

Image 2.2

Image 2.3

Image 2.1

Images 2.1-2.3 introduce the zone on the second floor, showing the clusters of classrooms down the corridors, the south-facing fenestration,and the opaque glass that protects the female student body from male visual access.

Image 2.4 shows all the floors and the curtain wall facing the south, from the ground floor.

Image 2.4 This area was chosen so as to continue from the Atrium section to the end of the university, allowing continuity and completeness of study on the university. Classrooms on the 1st floor S1.31 to S1.39 on along the east façade, and the mirrored classrooms across the west, were chosen to be within limits. The area on the 1 st floor is repeated throughout ground, second and third floors as our zone of study – along with the part of the atrium overlapping in this area, so as to be able to understand the range of factors and occurrences taking place in this zone, along with interrelation of factors and experiences.

The area on the 1st floor is mirrored on the 2nd aka the female floor, since both floors open to the same classrooms they share the same lighting systems. Whilst the ground and 3rd floors are composed of faculty offices and laboratories.

To be able to understand the range of factors and occurrences taking place in this zone, along with interrelation of factors and experiences ,This report will focus on gathering data to better understand how to intervene, from user surveys, facility interviews and statistics, as well as energy audit and relevant calculations. There will also be an attempt to understand how the campus consumes water from its underground source, and whether or not it would be possible to conserve more water. According to contemporary solutions and analysis of secondary research, interventions for the issues found will be provided.

14

There will also be an attempt to understand how the campus consumes water from its underground source, and whether it would be possible to create a water conservation system.

According to contemporary solutions and analysis of secondary research, interventions for the issues found will be provided.

15

BUILDING OPERATIONAL MANAGEMENT In order to handle the different issues and understand properly what we need to deal with, we must know and assess the way the building performs and operates. In order to do so, an interview was conducted with the facility department manager, Eng. Malek, and found the following:

HVAC & Atmospheric Comfort: The system that consumes the most energy on campus than anything else is the HVAC system.

This is because all rooms, in general, need HVAC operations, at least 10-15 hours every day.

Additionally, there are some zones that need 24/7 HVAC - certain labs in the College of Science and College of Engineering that need to be cooled constantly.

Upon inquiring why some lights are left turned on, whilst the HVAC system is running even if the spaces are unoccupied, we found that the Facility department receives a weekly operational schedule from Student Affairs, detailing which rooms will be used, during which time periods.

Therefore, Facility must begin operations in those rooms a preparatory interval before those time periods through the BMS, to ensure the room is comfortable for use by the time occupants start entering.

There is also the fact that students also book additional rooms for study/meetings/events, etc., beforehand, but in case of class cancellation, or meeting/event cancellation, Facility is rarely notified, so HVAC and lighting systems are still running at those areas even in times of vacancy.

Another problem that users come across is the inadequacy of the HVAC system – there are times when a temperature of 25 oC would be more appropriate, but instead users experience a temperature well below 20oC – and vice versa. Whenever users notify the Facility department, there is rarely a change detected. When faced with this question in the interview, Eng. Malek explained that the reason for temperature being this low in the first place, is because the first scheduled lectures usually are for College of Medicine, with many occupants.

Therefore, more occupants in a certain volume of space (classroom) will require more HVAC systems to be running in order to cool said space to a comfortable temperature. When lectures with fewer occupants follow up, the temperature will be perceived to be too cold, since fewer occupants require a higher temperature and less HVAC work to achieve a comfortable state.

Therefore, temperatures can be too cold based on the first-come first-serve number of occupants per classroom.

About the issue regarding Facility’s reaction to notifications: there are innate structural/systemic design issues, some zones share an AHU, whereas others are solely provided for by a single AHU. When there are multiple zones linked to an AHU, then the request of one room cannot be accommodated, without disturbing the other zones. Therefore, HVAC settings can only be changed upon notification by Facility, if the zone is either solely served by an individual AHU, or if all zones linked to a single AHU demand the same conditions. Since the latter does not occur oftentimes, the conditions must stay as they are, to accommodate the greatest number of people possible.

16

We also asked the Facility department about their implementations to save energy/cost, if any.

They answered that they have set seasonal temperatures - a specific regular temperature in winter, and another one for summer. However, they are subject to continuous alterations due to occupant requests for change.

There are also time-restrictions; they have coordinated with the library team, requested their official timings, and scheduled the HVAC and lighting systems to be running according to those timings, with the BMS. We have programmed those services in a way that subtly directs traffic and concentration of occupants throughout the week, daily, and on the weekends as well. As such, on weekdays, lighting in the library starts from 7AM, and turns off at 11PM. Thursday is an exception with an earlier ending time, since it is the last day of the work week.

On Fridays and Saturdays (the weekend), lights on the 3rd floor in the general library zone do not turn on, and HVAC is turned off. However, services are retained inside the library. Therefore, for students coming on the weekends and wishing to study, can redirect themselves from the area outside the library on the 3rd floor, into the library itself. This is more efficient, as HVAC and lighting services are activated to a smaller area, using less energy.

This strategy has been implemented for 2 months now, and it has proved to decrease energy use and bills by 21%. There have also been other proposals by professors and students that were unable to become concrete, but they were also considered for implementation: Among past proposals, there has been an occupancy sensory design that would be placed in doorways, able to sense occupants entering and leaving, and therefore able to inform the BMS when to stop/start HVAC and lighting services to a certain room, depending on occupancy/vacancy. Currently there is a proposal regarding a ‘model room’ for faculty offices, depending only on light and occupancy sensors, allowing the light to turn and the thermostat to start working once occupancy is detected.

The services will turn off once vacancy is detected. This proposal is still under review.

Water usage, disposal, and recycling: It was found that the campus has its own groundwater source: a well. Water is not reused or recycled. Although there have been requests from Facility that were put forward to senior management, to be able to reuse white water (water from handwashing, ablution), to be used in flushing and irrigation, the requests have been denied. Water is not allowed to be reused or recycled for sanitary and monetary purposes.

When asked about records for waste and classification, they answered that they do not have categorization of waste by material or weight, but they do have information on biohazard waste that they keep track of for College of Medicine and College of Science labs. What the BOM department concluded was that the overarching factor of a lot of decisions that could lead to either energy waste or efficiency is operational management.

The functional departments across the university and the senior management are not in full collaboration/do not have an aligned view towards sustainability and user comfort as much as they could be, leading to decisions that are not as geared towards energy and cost saving as could be.

17

Facility is ready to spearhead different programs for energy efficiency while retaining optimum user comfort, but other departments are not as willing to collaborate on this vision as they priorities other activities, events and programs over sustainability on campus.

18

Observations and photographs In this section, notes, observations and photographs of different issues found in the zone will be shown. The issues explored will be categorized both by general area, as well as by floor, as the zone encompasses the ground floor, the 1st floor, the 2nd floor, and the 3rd floor. The areas include:     

South Façade - exterior and interior (all floors) Fire stairwells (all floors) Classrooms and corridors - east and west (1st floor) Classrooms and corridors - east and west (2nd floor) Offices and corridors - east and west (3rd floor)

We will be analyzing the different images, taken a certain time period apart. To analyze the views depending on the different weather changes, users, and time of day taken.

Fig. 3.1 Showing the plans of the floors in order, from left to right: (Ground floor – 1st floor – 2nd floor – 3rd floor)

19

Faรงade facing the mosque (all floors):

Fig. 3.2

Fig. 3.2 shows the fenestration on the 1st floor that faces the south.

20

Image 3.1

Image 3.2

Notes: Image 3.1 shows that there is no double door air lock.

The glass seems to allow an extreme amount of daylight into the building, which then gets reflected further into the space due to the reflective floor. This in turn renders the doorway spotlights obsolete.

Image 3.3

21

Faรงade facing the mosque (all floors):

Fig. 3.3

Fig. 3.3 shows the fenestration on the 2nd floor that faces the south.

22

Image 3.4 First floor seating, populated on a cloudy day.

Image 3.6 First floor seating, deserted on a sunny day.

Image 3.5 People staying in the social bridge under the shade on a sunny day.

Image 3.7 People preferring to talk in the shade standing up as opposed to sitting on the couches.

Image 3.8 Extra benches near the glazing.

Notes: The first floor has the greatest number of seats and spaces. However, they are positioned against the windows, which allows glare to reflect off users’ and allow heat in. Image 3.4 was taken during a rainy day, which is why it is occupied by students, as opposed to Image 3.6 and Image 3.7 which suggest that it is mostly empty during sunny days. Students tend to flock to the social bridge, to be under the shade, on sunny days – as seen in Image 3.5. Also, the HVAC system cuts off 4 meters before wall – as on the ground floor, and all floors above.

23

Faรงade facing the mosque (all floors):

Fig. 3.4

Fig. 3.4 shows the fenestration on the 2nd floor that faces the south.

24

Image 3.9 2nd floor glazing, no users against the glazing, even though it is a cloudy day.

Image 3.11 2nd floor glazing, no users against the glazing, it is a sunny day.

Image 3.10 2nd floor seating accommodations

Notes: Image 3.10 shows multiple sofas, facing the glazing. This orientation of the furniture would enable users to view their working surfaces properly and not face too much glare. Unfortunately, they are all broken, and some are missing seats. The seating accommodation is not ergonomically healthy for users, and may partly be the reason this area sees such little traffic – heat and glare aside, even on cloudy days people don’t come here often. This could be because of the discomfort faced with the sofas.

25

Faรงade facing the mosque (all floors):

Fig. 3.5

Fig. 3.5 shows the fenestration on the 3rd floor that faces the south.

26

Image 3.11 3rd floor glazing, users requested not to be included.

Image 3.12 3rd floor seating as shown.

Notes: There are two narrow, hard benches, each with a capacity of 4 people. They grow increasingly uncomfortable to sit on as hours pass.

27

Fire stairwells (all floors):

Image 3.13 Emergency landing between flights of stairs. It can be seen that the electrical light is on in the area. That is recessed and away from any windows.

Fig. 3.6 (fig1 Fig. 3.6 shows the stairwells that are repeated across every floor.

Notes: It is an unnecessary waste of resources to have electrical lights on while there is direct daylight entering the whole space. It is, however, prudent, to keep lights on when there is no direct access to daylight, as in the first photograph.

Image 3.14 Emergency landing facing egress door. It can be seen that the electrical light is on despite sunlight being shining outside.

28

Classrooms and corridors (1st floor): Corridors:

(fig3)

Fig. 3.7

Fig. 3.7 shows the corridors on the 1st floor that we will be studying.

Notes: In Image 3.15, it is shown that there are no HVAC vents - neither intake nor outtake. This results in stale, and somewhat musty-smelling air that is noticeable by users.

Image 3.15 Ceiling of corridor facing the glazing of the mosque.

In Image 3.17, every single electrical light directly beside the classrooms is turned on. There is no Image 3.16 Corridor in rational need for this, however, given the fact that front classroom clusters. these classrooms are facing the atrium, and the time is 9am, therefore adequate sunlight is entering the corridor.

29

Image 3.17 Another view of the corridor facing the classroom clusters.

In both Image 3.17 and Image 3.18,, it is shown that there are HVAC vents - however, they are facing away from the classrooms (where most of the circulation/user activity is taking place), and instead facing more towards the atrium.

This ventilation is therefore not too effective at taking venting the air directly throughout the corridors.

Image 3.18.

30

Classrooms:

East side

West side Fig. 3.8 Fig 3.8 shows the orientation of each of the classrooms on the 1st floor.

31

West side classrooms

Image 3.19 An empty classroom in broad daylight, with the lights on.

Image 3.20 The same classroom at the same approximate time, with the lights off.

Image 3.21 The same classroom with the blinds down, with lights on.

Image 3.22 The same classroom with the blinds down, and the lights off.

NOTES: Comparing the first pair of photographs, it can be seen that there was wastage of resources in first photograph - an empty classroom, and yet the lights are on. Additionally, it can be noted that even if the classroom were not empty, lights would not be needed since the daylight is enough.

In the second set of photographs, the blinds were drawn down, in case the sun is oriented in such a way as to bring glare into the classroom. As such, the lights were in fact useful to an extent, but there was still adequate light throughout the classroom to work by if the lights were off.

32

East side classrooms

Image 3.25 The light able to interrupt the lesson if the blinds were lifted. As it is, the light is still distracting.

Image 3.26 Despite the drawn blinds, the light still manages to interfere with the digital interface of the podium.

Notes: Image 3.23 The light clearly interrupting the lesson.

Regarding the west side, Images 3.23-3.26 )show excessive glare in the afternoon classes, which affects professors’ studying tools like the smart boards, and provides visual discomfort.

It can be seen that even though the blinds are down, there is still a lack of total control over how much light enters the space, and how it enters it. There are edges between the fabric and the walls of the exterior, that are not accounted for. Light then enters at an angle through these slits, and fill up the space strongly – because the orientation of the façade is lined up with the sun’s movement.

These east-side classrooms face the sun as it rises through the sky – as the morning classes are held in these, and only these, classrooms.

The same problems are faced by the west-side classrooms, because west-side classrooms have been booked for afternoon classes. Therefore, as the sun sets, the light hits at angles through the west glazing, and hits smart boards strongly, providing visual discomfort and distraction.

Image 3.24 Light interrupting the space through the slit between the blinds and the wall.

33

South zone social bridges (1st floor):

Image 3.27 The social bridge between class times.

Image 3.28 Fig. 3.9 Plan of social bridge on the 1st floor.

Notes: The atrium skylights are not opened during the day in good weather. This is a waste of HVAC resources, as they could help in natural ventilation if opened.

The atrium and bridge connection adjacent to the classrooms causes conversational noise and other sounds of human and machine activity to the classrooms, without a barrier.

Image 3.29 The atrium windows as seen, shut.

34

Classrooms and corridors (2nd floor): Corridors:

Fig. 3.10

Fig. 3.10 shows the plan of part of the 2nd floor, with the corridors highlighted as shown.

Notes: Images 3.30 and 3.31 show the corridors with classroom clusters on either side.

Image 3.31 shows an unnecessary need for lights being turned on, as the reflective materials used in the glass and floor are able to light up the space well enough.

Image 3.30

Image 3.31

35

Classrooms:

East side

West side

Image 3.32 East side classroom.

Fig. 3.11 This figure shows the classroom distribution along each corridor on the 2nd floor, as well as their orientations.

Image 3.33 West side classroom.

Notes: Empty classroom with lights on as seen, and blinds drawn. Classrooms face visual noise on the 2nd floor projector at certain times. Lights are shared, thus do double duty – if there is a user in the second floor only, the entire room’s lights will be turned on, as if for a full class. The same goes for the event in which one individual enters the space through the 1 st floor classroom.

36

South zone social bridges (2nd floor):

Fig. 3.12 Plan of social bridge on the 1st floor.

Notes: No acoustic issues found, however the natural lighting is dimmer than expected, and there is a heavy reliance on electrical lighting in this area.

37

Offices and corridors (3rd floor):

Fig. 3.13 Plan of 3rd floor outlining where the offices are located..

38

Offices:

Image 3.34 Showing the reception area of the offices.

Image 3.35 Showing the skylight openings directly over the office area.

Image 3.36 Fabric blinds installed to shade from light and heat.

Notes: As can be seen in Images 3.35 and 3.36, the offices face glare at certain times of the day, from the light penetrating into the skylight above. The light and heat were so much initially, that fabric blinds were installed later to shade from them. Additionally, from Images 3.34 and 3.37, it can be seen from the half walls and partition walls, that lights are shared, and thus do double duty.

Image 3.37 Passage further into the office cluster.

39

Finally, from Image 3.38, it can be gathered that the shades are drawn all day for most days, since the morning sun penetrates the window completely, allowing excessive heat and light to come inside; this provides discomfort for users.

Image 3.38 Light entering the space is strong and arrives at a certain angle, capable of ruining prints/affecting art pieces that may be sensitive to light and having on the walls.

40

Corridors:

Image 3.39 Light between lab rooms, in the 3rd floor corridor.

Image 3.40 Another view of the lights. Not all of them are on right now, presumably because they have been burnt out by being on all the time, regardless of need.

Notes: Images 3.39 and 3.40 show that the corridors have lights that – thought they were meant to be open at night to show pathways – are open In the middle of the day. This consumes energy without necessity, not only is the south façade providing enough light that is then reflected further into the spaces, but there are skylights directly overhead flooding the area with natural light at all hours of the day.

41

Lighting analysis

Fig. 4.1

Fluorescent fixture, containing 2 round light sources.

26 W per source

Fig. 4.2

Fluorescent fixture, containing 2 round light sources.

26 W per source

Fig. 4.3

Given 1-unit costs SAR 0.257, and that the following fixtures are used on the ground, 1st, and 2nd floors:

Fluorescent fixture, containing 2

26 W per source

long light sources.

= 52 W per fixture

= 52 W per fixture

= 52 W per fixture

Fig. 4.4

The 3rd floor has the following additional fixture:

Fluorescent fixture, containing 1

52 W per source

round light source.

= 52 W per fixture

The method for lighting analysis of the current fixtures in the south zone will be as follows: Assuming lights work from 7AM to 10PM every day, this means lights turn on 14 hours daily.

Method W/hr of a fixture x 14 hours / 1000 = kW/day kW/day x 365 days = kW/year kW/year x similar fixtures on the floor = kW/year/all similar fixtures on the floor.

42

Ground floor

Fig 4.5 Plan of ground floor with lights.

52 W: 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 63 fixtures = 16,740.36 kW/year/all

fixtures in the ground floor

52 W: 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 3 fixtures = 797.16 kW/year/all fixtures on the ground floor

52 W: 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 86 fixtures = 22,851.92 kW/year/all fixtures on the ground floor

43

Totaling all consumed electricity per year, results in 40,389.44kW, equaling 40,389.44 units. Each unit is SAR 0.257, meaning each year, for the south zone’s ground floor, the costs of lighting run up to SAR 10,380.09.

44

First floor

Fig. 4.6 Plan of 1st floor with lights in corridors.

Corridor: 52 W: 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 67 fixtures = 17,803.24 kW/year/all

fixtures in the 1 st floor corridor

52 W: 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 3 fixtures = 797.16 kW/year/all fixtures on the floor

52 W: 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 3 fixtures = 797.16 kW/year/all fixtures on the floor

45

Classrooms:

Fig. 4.8

Fig. 4.7

52 W 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 27 fixtures = 7,174.44 kW/year/all

fixtures in the 1 st floor classrooms

Totaling all consumed electricity per year, results in 26,572kW, equaling 26,572 units. Each unit is SAR 0.257, meaning each year, for the south zone’s 1st floor classrooms and corridors, the cost for lighting runs up to SAR 6,829.

46

Second floor

Fig. 4.9

Corridor: 52 W: 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 67 fixtures = 17,803.24 kW/year/all

fixtures in the 1 st floor corridor

52 W: 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 3 fixtures = 797.16 kW/year/all fixtures on the floor

52 W: 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 3 fixtures = 797.16 kW/year/all fixtures on the floor

47

Classrooms:

Fig. 4.10

Fig. 4.11

52 W: 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 38 fixtures = 10,097.36 kW/year/all

fixtures in the 2nd floor classrooms

52 W: 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 90 fixtures = 23,914.8 kW/year/all

fixtures in the 2 nd floor classrooms

Totaling all consumed electricity per year, results in 53,409.72kW, equaling 53,409.72 units. Each unit is SAR 0.257, meaning each year, for the south zone’s 2 nd floor classrooms and corridors, the lighting bill runs up to SAR 13,726.30.

48

Third floor

Fig. 4.12

52 W: 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 90 fixtures = 23,914.8 kW/year/all

fixtures in the 3rd floor.

52 W: 52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 93 fixtures = 24,711.96 kW/year/all

fixtures in the 3rd floor.

49

52 W:

52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 3 fixtures = 797.16 kW/year/all

fixtures in the 3 rd floor.

52 W:

52 W x 14 hours / 1000 = 0.728 kW/day 0.728 kW/day x 365 = 265.72 kW/year 265.72 kW/year x 20 fixtures = 5,314.4 kW/year/all

fixtures in the 3rd floor.

Totaling all consumed electricity per year, results in 54,738.32 kW, equaling 54,738.32 units. Each unit is SAR 0.257, meaning each year, for the south zone’s 3rd floor, SAR 14,067.75 is spent.

Conclusion of lighting analysis Total spent on lighting every year, assuming each light runs 14 hours a day, for the South Zone (CoS) is the sum of the cost of lighting on ground, 1 st, 2nd, and 3rd floors are: 10,380.09 + 6,829 + 13,726.30 + 14,067.75 = SAR 45,003.144/yr.

50

Water and landscaping

Image 5.1 Female picnic area.

Image 5.2 Male garden.

51

Image 5.3

Image 5.4

Note: Image 5.1 shoes the female picnic area, while Image 5.2 shows the male side.

The trees in both gardens seem to have been planted more out of a need for privacy and to line the perimeter, than to make the grass itself walkable and comfortably shaded. The trees provide no shade to pedestrians who may walk across the garden.

Additionally, the grass itself is not the species that takes without a hefty amount of maintenance and resource-use in the Riyadh climate. The same applies to the trees. Not pictured, is the lengthy driveway through the male side of AU, which is lined with palm trees. Palm trees are known to be one of the trees that require most water and maintenance.

Finally, Images 5.3 and 5.4 suggest that the university may not have a water runoff system, and that the stormwater either remains stagnant on the ground and dries out, or is swept away with sewage.

52

User satisfaction In this section, we will try to understand the issues the university is facing in the eyes of the users, through multiple ways, one of which is through surveys, and another of which is interviews.

Surveys Surveys were conducted, targeting any and all users of the university, the questions asked were mostly general, with the criteria of different comfort aspects of the general user experience based on a previous, standard user survey taken in a study of indoor air quality in Iran. [9] The total number of responses were 146.

The different scopes of user experience that were addressed were acoustic comfort (addressing privacy, HVAC noise, and echoes), visual comfort (addressing different types of lighting and individual user control over lighting in spaces), and atmospheric comfort (symptoms of sick building syndrome were covered, as well as the quality of indoor air). The questions and analysis will be found on the following page.

53

Acoustic comfort

Fig 6.1 83.5% of respondents experienced excessive echoing of voices and other sounds from sometimes (30.1%), to often (26.7%), to always (26.7%). 16.5% of respondents did not experience this issue, ranging from rarely (10.3%) to never (6.2%).

Fig 6.2 43.8% of respondents believed this excessive echoing and carrying of voices and sounds could invade privacy, ranging from agreeing (26%) to strongly agreeing (17.8%). On the other hand 31.5% of respondents ranged from disagreement (24.7%) to strong disagreement (6.8%). 24.7% of respondents were neutral on the matter.

54

Fig 6.3 86.3% of respondents felt disturbed by the carrying of sound, voices and activities going on outside while they were in class, ranging from mildly disturbed (51.4%) to very disturbed (34.9%). However, 13.7% of respondents were not affected by the phenomenon.

Fig 6.4 58.9% of respondents felt disturbed, to different extents, by HVAC and other machinery noises ongoing while in class, ranging from mildly disturbed (23.3%), to disturbed (24%), to extremely disturbed (11.6%). 41.1% of respondents were not as disturbed.

55

Fig. 6.5

21.9% of respondents responded they were not particularly satisfied with the acoustics of the university, ranging from 4 dissatisfied (17.8%) to 5 extremely dissatisfied (4.1%). 49.3% of respondents were neutral on the issue. 28.8% of respondents were satisfied with the acoustics experience of the university, ranging from 2 satisfied (24.7%) to 1 extremely satisfied (4.1%).

56

Visual comfort

Fig 6.6 81.5% of respondents assessed that the light they experienced most in the university was neutral, well-lit naturally, and that they could use their digital devices and work on paper without need for extra light and without interference from glare.

34.2% of respondents stated that they experienced more glare than other types of light at university – the quantity and quality of light hurt the eyes and they were unable to use their digital devices without interference from glare.

18.5% of respondents said that the kind of light they experienced most in university was dim light, where the sunlight was not enough to work by without artificial lighting to aid them.

57

Fig. 6.7 42.5% of respondents were satisfied with their level of control over natural light and blinds, ranging from very satisfied (17.8%), to satisfied (24.7%). Neutral respondents counted for up to 23.3% – while 34.3% of respondents were not satisfied. 5.5% of respondents were very dissatisfied, and 28.8% of respondents were dissatisfied.

Fig. 6.8 32.9% of respondents were satisfied with their level of control over natural light and blinds, ranging from very satisfied (11%), to satisfied (21.9%). Neutral respondents counted for up to 21.2% – while 45.9% of respondents were not satisfied. 14.4% of respondents were very dissatisfied, and 31.5% of respondents were dissatisfied.

58

Fig. 6.9 37.7% of respondents were satisfied with the quantity and quality of light in spaces at university where they chose to work, ranging from very satisfied (17.8%) to satisfied (19.9%). 26% of respondents were neutral. 36.3% of respondents were dissatisfied, ranging from dissatisfied (34.2%) to very dissatisfied (2.1%).

59

Atmospheric comfort

Fig. 6.10 63.7% of respondents assessed that they experienced more clean air in the university. 11.6% stated that air smelled fresh. 39.7% of respondents complained that air was stuffy and stale.

26.7% of respondents added that air could smell off in certain areas of the university.

Fig. 6.11 46.6% of respondents suffer from headaches on campus, while 37% of respondents complained of lethargy and tiredness on campus. 34.2% of respondents experience a runny nose/allergic reactions when inside university, and 24.7% experience dry/itchy eyes. 22.6% of respondents experience watery eyes, 18.5% experience nausea, and 17.1% of respondents experience a dry throat on campus. 16.4% of respondents say they have dry/irritated skin that worsens when they are on campus.

60

Fig. 6.12 87.6% of users ranged from neutral (31.5%) to dissatisfied (39.7%) to extremely dissatisfied (16.4%) with the temperature in university spaces. Conversely, 12.3% of users were satisfied, ranging from satisfied (8.2%) to very satisfied (4.1%).

61

Conclusion of general survey Atmospheric comfort; is rated worst amongst the three aspects of visual, acoustic and atmospheric comfort for users. The temperatures are not suited to their needs, and many users show symptoms of Sick Building Syndrome, showing that there is a strong need for the indoor air quality to be improved – leading to the conclusion that HVAC systems must be rethought, and AHU models replaced, reconfigured or at least have external modifiers attached to the vents.

Acoustic comfort; results show that HVAC and other mechanized sounds are found to be a concern for most, to an extent that it interrupts students from their learning processes. Another issue is that private conversations cannot be held easily, as sound is perceived to carry over far, most of the time.

Visual comfort; has been found to be adequate, regarding amount of light entering most spaces.

However, a sizable number of respondents felt that glare was a common enough concern to be raised. Additionally, while the majority of respondents did believe they received enough light in spaces, the majority did not believe they had enough control over the amount of light that would enter the space, from either natural or electrical sources.

62

South zone user survey In addition to the general user survey, it is imperative to carry out a survey to users within the zone, to further understand, study and answer issues faced locally – as well as conduct interviews of different users in the zone. The different scopes of user experience that were addressed were acoustic comfort (addressing privacy, HVAC noise, and echoes), visual comfort (addressing different types of lighting and individual user control over lighting in spaces), and atmospheric comfort (symptoms of sick building syndrome were covered, as well as the quality of indoor air).

Following are the user survey responses.

63

Acoustic comfort

Fig. 7.1 85.8% of respondents experienced disturbance from interruptive sounds of voices coming into classrooms during lectures, from very disturbed (42.9%), to mildly disturbed (42.9%), while 14.3% did not experience an effect.

Fig 7.2 57.1% of respondents felt disturbed, to different extents, by HVAC and other machinery noises ongoing while in class, ranging from mildly disturbed (14.3%), to disturbed (33.3%), to extremely disturbed (23.8%). 28.5% of respondents were not as disturbed.

64

Fig. 7.3 71.4% of respondents responded they were not particularly satisfied with the acoustics of the university, ranging from 2 dissatisfied (52.4%) to 1 extremely dissatisfied (19%). 19% of respondents were neutral on the issue. 9.5% of respondents were satisfied with the acoustics experience of the university, ranging from 4 satisfied (9.5%) to 5 extremely satisfied (0%).

65

Visual comfort

Fig 7.4 57.1% of respondents assessed that the light they experienced most in the university was neutral, well-lit naturally, and that they could use their digital devices and work on paper without need for extra light and without interference from glare.

76.2% of respondents stated that they experienced more glare than other types of light at university – the quantity and quality of light hurt the eyes and they were unable to use their digital devices without interference from glare.

14.3% of respondents said that the kind of light they experienced most in university was dim light, where the sunlight was not enough to work by without artificial lighting to aid them.

66

Fig. 7.5

42.9% of respondents were satisfied with their level of control over natural light and blinds, ranging from very satisfied (0%), to satisfied (42.9%). Neutral respondents counted for up to 14.3% – while 42.8% of respondents were not satisfied. 9.5% of respondents were very dissatisfied, and 33.3% of respondents were dissatisfied.

Fig 7.6 23.8% of respondents were satisfied with their level of control over natural light and blinds, ranging from very satisfied (0%), to satisfied (23.8%). Neutral respondents counted for up to 19% – while 57.1% of respondents were not satisfied. 9.5% of respondents were very dissatisfied, and 47.6% of respondents were dissatisfied.

67

Fig. 7.7 37.7% of respondents were satisfied with the quantity and quality of light in spaces at university where they chose to work, ranging from very satisfied (17.8%) to satisfied (19.9%). 26% of respondents were neutral. 36.3% of respondents were dissatisfied, ranging from dissatisfied (34.2%) to very dissatisfied (2.1%).

68

Atmospheric comfort

Fig. 7.8 63.7% of respondents assessed that they experienced more clean air in the university. 11.6% stated that air smelled fresh. 39.7% of respondents complained that air was stuffy and stale.

26.7% of respondents added that air could smell off in certain areas of the university.

Fig. 7.9 61.9% of respondents suffer from headaches on campus, while 42.9% of respondents complained of lethargy and tiredness on campus. 19% of respondents experience a runny nose/allergic reaction when inside university, and 38.1% experience dry/itchy eyes. 14.3% of respondents experience watery eyes, 38.1% experience nausea, and 38.1% of respondents experience a dry throat on campus. 14.3% of respondents say they have dry/irritated skin that worsens when they are on campus.

69

Fig. 7.10 95.2% of users ranged from neutral (19%) to dissatisfied (42.9%) to extremely dissatisfied (33.3%) with the temperature in university spaces. Conversely, 4.8% of users were satisfied, ranging from satisfied (0%) to very satisfied (4.8%).

70

Conclusion of south zone user survey Atmospheric comfort rated worst amongst the three aspects of visual, acoustic and atmospheric comfort for users. The temperatures are not suited to their needs, and many users show symptoms of Sick Building Syndrome, showing that there is a strong need for the indoor air quality to be improved – leading to the conclusion that HVAC systems must be rethought, and AHU models replaced, reconfigured or at least have external modifiers attached to the vents.

Acoustic comfort. Results show that HVAC and other mechanized sounds are found to be a concern for most, to an extent that it interrupts students from their learning processes. Another issue is that private conversations cannot be held easily, as sound is perceived to carry over far, most of the time.

Visual comfort has been found to be adequate, regarding amount of light entering most spaces.

However, a sizable number of respondents felt that glare was a common enough concern to be raised. Additionally, while the majority of respondents did believe they received enough light in spaces, the majority did not believe they had enough control over the amount of light that would enter the space, from either natural or electrical sources.

71

Interviews Interviews were also taken from a varied pool of professors, facility officers, and students. This was to be able to cover the different experiences of the office accommodations on the ground and 3rd floors, as well as the student experiences of classrooms and the hallways in the south zone on the 1st and 2nd floors.

One of the professors, Dr. Hussein Jayed, from College of Medicine, located in his east-facing office on the third floor, found that the sun was too direct in the morning. As a result, he keeps his blinds a third of the way down to be able to get neutral lighting that doesn’t interfere with this computer screen or damage his prints and photos on the walls, since excessive sun light can cause them to lose color.

Students on the 1 st and 3rd floors, at the glazing facing the mosque, mentioned that the orientation of the furniture – backs facing the glazing – created visual noise for them when they tried to concentrate on their phones/laptops/digital screens. This was because the glare from the sun right behind them created bright reflections and interrupted their work experience.

Temperature up against the glazing was perceived by students to be comfortable because these interviews were taken during the winter season – when questioned about their usual experience in the summer, students confessed that they didn’t usually stay too near the glazing then unless they were particularly in the mood for a very warm spot to stay in.

On the other hand, students in classrooms on the 1st and 2nd floors complained about daylight hitting the screens and blinds not being able to completely interrupt the light for comfortable attention during lectures.

They also mentioned that the temperature was usually cold because of HVAC working overtime against the temperature outside, and more than necessary for the number of students within the classroom at that moment.

Another interview was conducted with the staff, more precisely the ones working in cubical offices; they found discomfort in the noise travel, and zero to none privacy. They also mentioned that they had no control over AC systems.

72

Recommendations The recommendations and interventions suggested are divided into separate categories: 







Operational recommendations, consisting of different procedures that act as benchmarks, that can work towards a certain, strategic goal. Rather than deal with than with technicalities or obtaining physical objects, operational recommendations in general – and the ones suggested here have more to do with modifying behavior, building connections and participating in activities.

Exterior recommendations, which will be putting forward different physicality to modify – either visually or otherwise effectively – the exterior of the building. In this report, such a category may include the application of material, intervention design, or other objects attached to the exterior.

Interior recommendations, that are a different set of physicality, ones set to modify the interior of spaces, by the same means of applying different materials to the internal structures of the areas covered in the report, intervention design, or other objects that may help improve the experience.

Technical recommendations, meaning the employment of systems, technical/specific objects that rely on electricity or link up with the internal HVAC/MEP/etc. workings of the structure, that would help improve how the building runs technically – in terms of cost effectiveness, resource effectiveness, and energy conservation.

73

Operational recommendations: Recalling what Eng. Malek stated, in the earlier segment of the of this report, Building Operation Management, the department would actually be able to accomplish more successfully if other departments of the university adopted a more forward attitude and cooperated together for a collective goal.

This means the departments’ modified behavior may help the campus at large approach better sustainability goals. We believe this applies not only to department faculty, but also to students.

Therefore, we propose events for raising awareness to the general student body. Events for students automatically include faculty in case any professors, instructors or other staff who wish to stop by and learn about what’s going on, and maybe participate in short-term community activities related to the events.

This way, department faculty members and students alike may change their minds, with enough campaigning and events, to understand their individual and communal responsibility, and be more open to helping with change on campus that the BOM may want to bring about.

Posters, competitions, games, etc. could also be promoted that would help bring awareness.

Posters could be put up around campus that would help passers by understand better their responsibilities and the positive effects they could make on the earth.

Additionally, there could be a new, well-publicized policy that enforces group study in particular rooms, and allots different, smaller spaces to solo study; this way, a huge room does not waste enough light and HVAC for 40 occupants in a classroom, on a single student – as that is a highly inefficient use of resources which actually occurs in multiple classrooms throughout the university, daily.

74

On the topic of policies – the Student Affairs department could relocate classrooms so that morning classes do not have to stand the morning sun moving towards them as they sit in eastoriented classrooms. Instead, morning classes could be taken on the West side, for better quality of daylight – and the vice versa would also be true: to arrange for classes in the afternoon to be placed at the east façade, would greatly improve user experience just by temperature alone.

Another observation made multiple times in the ascribed zone, is the fact that more lights are functional in corridors on the 1 st and 3rd floors, than needed. Not every single light has to be functional in corridors on these floors; the 1st floor has regular height railings, which allow it to be open to:  

ground floor light received from the glazing reflected off the ground and up to the 1 st floor, as well as to the light from the atrium.

In addition, the 1st floor’s own fenestrated wall provides plenty of light in the corridors. The 3 rd floor also has direct visual access to the atrium, as well as its entire wall of south glazing, so it is not necessary to have every lighting fixture turned on in the corridors. Instead, not only is every fixture turned on, but the 3rd floor has extra sidelights that do not add quality lighting to the areas, as the ceiling lights are already enough.

The operational recommendation for this is to have 1 light fixture turned on for every 2 or 3 that are off, for sufficient lighting, for the safe user experience.

(It is understandable to have more lights turned on in the 2 nd floor corridors, because we have high glass partitions up that are frosted, and not directly next to the atrium. This is actually where light dependent sensors are useful – the use and introduction of which will be discussed in a later sub-section – because lights would then turn on as needed, if the conditions are too dim.)

Finally, for waste, there is a lack of consciousness about where waste goes after it’s taken by the governmental waste retrieval system picks up all campus waste weekly.

Only one company is affiliated with AU, and treats the biohazard waste generated – and AU is unaware as to how exactly this waste is treated. As an operational recommendation, it is suggested that AU instead link up with different recycling companies for proper, responsible biohazard disposal – as well as that of batteries/old computer/machine parts in labs, etc. in a conscious and more self-aware attitude, following up with each of these companies and understanding how AU may contribute negatively or positively to the environment with its waste generation and the treatment of it. This would also help build connections.

75

Here are a few waste-treatment/recycling companies that AU may find beneficial to build relations with:   

Saudi Paper Recycling WASCO Holoul Electric Recycling

76

Interior recommendations: Referring to an image earlier on the report, and the orientation of some seating (not pictured) on the 3rd floor, against the glazing, it was seen that the problems that come with such an orientation: First floor plan

glare, visual disturbance – and heat (that is unwanted in the summer) – up against the glass with the back to the daylight.

Additionally, the furniture itself was not particularly ergonomic – on the 1st floor too cushiony, and on the 2nd floor even in states of disrepair, some even broken.

Therefore, the recommendations to right these faults are to fix the orientation of the furniture, an appropriate distance away from the glazing. The plans are on the following page.

The furniture itself should ideally be of a certain type of material that is VOC-free (thereby partially reducing SBS). As such, furniture recommendations are as follows:

Image 9.1 Agati, single POD module

Image 9.2 Agati, single POD module arranged communally, with specifications.

Image 9.3 Medley, Ason Sofa. Medley is a company known for its 0-VOC glue, organic-only materials, and eco-friendly policy and resulting products.

77

Fig. 9.1 Plan of 1st floor with recommended seating arrangements.

This configuration would allow users to retain a sense of privacy and individualism as they work or rest in their PODs, in groups of two and three.

Almost all chairs are facing the glazing sideways, making use of the light as it falls slant across working surfaces or only provides an ambience (the POD sides are high and can break the sunlight, depending on user position in the POD. Any chairs with backs to the glazing are sufficiently joined together with other PODs, and are individually high enough to break the sunlight, anyway.)

78

This configuration allows for the sofas currently in AU on the 2 nd floor, facing the glazing, to be replaced by better ones that are ecofriendly and reduce SBS in people, as well as comfortable and attractive.

Fig. 9.2 Plan of 2nd floor with recommended seating arrangements.

79

Fig. 9.3 Plan of 3rd floor with recommended seating arrangements.

This configuration allows for both close, communal seating (comfortable, 0-VOC sofas), as well as ergonomic, individualistic seating – all oriented so as to stay away from the issue of glare and reflectivity on users’ work surfaces.

Another product that may contribute majorly to SBS, is carpeting. A recommendation would be to remove carpeting from all classrooms – the finish underneath the carpet could work in with the aesthetic of the classroom.

Image 9.4 AU carpet sample

If a carpet is deemed necessary for acoustic purposes, then a carpet can be followed that has less VOC capacity. One such example is EarthWeave Bio-FloorTM Carpet. What is shown on the right is one of the products that match closest to the current AU carpet.

80

Image 9.5 Sample of Buckskin, Pyreneese carpet with specifications.

Another recommendation, regarding light quality and levels in spaces in classrooms – less light fixtures may be needed to operate, if certain walls or surfaces in classrooms were finished with reflective material. One such eco-paint that is low in VOC is ECO-THERM® 2500, 2600 ELASTOMERIC for Walls.

Optimized highest solar-reflectivity per color with our ECOTHERM TechnologyTM IR tint system, CRRC listed White and Light Grey. Custom "cool" colors can be made or matched including darker IR tints, high-build, high-tensile, dirt resistant (surface cross-linking), 3rd generation elastomeric coating system. ll substrate types including asphalt, urethane foam (SPF), built-up, capsheet, concrete, metal, PVC membrane).

Excellent renewal system for prior coated walls. Cleanable Low sheen finish. A full waterproofing roof system when our specification is utilized. Low odor, Low VOC. Generally this coating does not require primer. Ethylene glycol free.   

Available in 2 stock Cool Roof Rated solar-reflectance optimized colors as well as Custom solar-reflectance optimized colors of your choice (minimums apply).

Minimum Orders: Color white: 10 gallons Custom colors minimum order: 150 gallons (suitable for covering 6,000 sq ft with 12-year minimum durability. (Commercial warranty)

81

Another recommendation is to increase vegetation inside the building – a degree of biophilia that is easy to maintain, and does not take up too much water.

Vegetation is known to elevate the user experience, clear and purify the air, lower the temperature – and, if done right, a communal garden can bring people together beneficially.

This intervention would answer the complaints of users in the surveys – that of stale air, and heat in front of the glazing in the summer. Still, it must be kept in mind that whichever plants are chosen, they should be able to sustain themselves with little to no maintenance.

Since the original landscaping/vegetation aesthetic of AU seems to nod more towards something lusher, greener than what is naturally found/xeriscaped in the region, plants have been chosen by suitability, not by locale. Therefore, all shrubs, trees and grass chosen in this report are not particularly ones found native to the country, but instead ones that can adapt successfully and thrive in the Riyadh climate with little to no maintenance.

Apart from a selection of plants that would be suitable, that will be shown below, there is also a product that could be customizable/adapt to different needs and functions that take place on the ground floor of AU in case of different events – a moveable green wall.

Image 9.7

Image 9.8 Agave americana

Image 9.9

Image 9.10

Capparis spinosa

Pisonia alba

82

Image 9.11 Movable green wall, designed by Otto Stefan.

A variation on the green wall is a wall of potted plants that could double as a screen for privacy and take the place of the frosted glass panes that visually segregate the female areas from the public area in the university. This could purify the air despite the lack of vents in certain areas of the corridors in the 2nd floor.

Image 9.12

Image 9.13

Image 9.14

Image 9.12 The image above, left, shows the original frosted segregator glass on the perimeters of the 2 nd floor. A wall of potted plants is shown next, and finally it is shown that this variant of segregation with a plant wall, breathable openings and adequate privacy is possible in the last image.

Another iteration of vegetation indoors, is a trellis. It can be made to grow around the staircase on the ground floor that leads to the 1st floor.

83

Fig. 9.4

This arrangement purifies the space as much as it provides a meandering circulation that slows down cross-corridor routes with the placement of movable green wall modules along this curve; shrubs punctuate and elevate the space in light shades of green, yellow and blossoming pink.

Image 9.15 Original staircase

Image 9.16 Original staircase

The staircase would be improved with a trellis – attracting more people to the south side to stop and talk and study, since it would be visually appealing. It would double as an air purifier and help the people gathering there to breathe cleaner air. This is especially important, as the vents from the HVAC system itself don’t cover this area of the 1st floor. Finally, another design intervention 84

would be to create something more dynamic and interesting that incorporates the concept of biophilia, which can be seen as below:

Image 9.17 A trellis can be grown on the fixtures that hang from the atrium’s ceiling as well, while extending the length of the wires that suspend the fixture itself.

This would not only allow light to penetrate at a more direct angle into the 2 nd floor where there’s more privacy and screening, but it would also help to purify the atrium air.

85

Exterior recommendations: Louvers may be used, either horizontally or vertically, depending on the orientation of the faรงade the louvers are located on. Louvers have been used since the Middle Ages [10], to regulate the way daylight enters a space, and as such are an extremely reliable way of modifying the user experience to suit user requirements in classrooms. Below is a diagram showcasing exactly what angle and type of louver should be used for which orientation. The orientations are on a South to West axis, and the angles will be mirrored along the South to East axis.

Fig. 9.4 Diagram showing shading/daylight intervention options for differently oriented faรงades.

This way, the College of Science louvers can be arranged, so as to allow a comfortable viewing experience for students and professors alike, when studying from or teaching from the projected lessons on the screens.

Below are some examples of successful louver implementation on precedents.

Image 9.18 DZNE German Center for Neurodegenerative Disease, Bonn, Germany.

Image 9.19 Protestant Primary School, Karlsruhe, Germany.

86

Another intervention that can be implemented is that the windows be made narrower, by installing slats at the side of the window nearest to the screen. That way, the slat – an added ‘sill’, or frame, so to speak – doesn’t allow light to fall directly in parallel rays upon the screen. This can be seen in the diagram below:

The distance between the light entering and the surface the screens are on, is enough for the light to not interfere with the screen.

Fig. 9.5 Diagram showing the light and how the added slat can affect the trajectory of light

Another aspect of this intervention to consider is the material which the louvers should be installed in. Below is an example showing the importance of material on user experience with horizontal louvers – it can be seen that each material gives off a different ambience, which would be suitable for different audiences.

87

As such, the aluminum louvers seem to give the most appropriate experience for an educational space. Aluminum is also a more ecologically responsible choice for material than steel, so aluminum is the recommended material for louvers.

Mashrabiyya can also be used along specified façades of the building.

Mashrabiyya are part of the vernacular architecture of the Middle East, and as such a good choice for intervention design for AU as a Saudi university. It works similarly to louvers – essentially acting as patterned louvers, and with a wide range of shading reach, depending on the design of the mashrabiyya itself. Below are some examples of successful mashrabiyya installations on façades.

Fig. 9.6 Heim and Kieszkowki[11].

Image 9.20 AlBahr Towers, UAE.

Image 9.21 Arab World Institute, Paris, France.

88

Light shelves are also an extremely viable option, there is already one present at university, on the ground floor of the south zone, facing the mosque. The issue is that the overhang is not deep enough, so the reflective material of the floor reflects the light from the sun right into users’ eyes, causing discomfort and glare.

Fig. 9.7 Different kinds of light shelves that can be implemented in spaces.

Light shelves are essentially horizontal surfaces, colored lightly so as to be reflective to an extent, and are placed near the top of openings. Placed internally, they can bounce light toward the ceiling, inside, and reflect light further into the zone. Placed externally, they can act as shading devices, as they shield the opening and stop light from entering inside the space. The light shelf design recommended in this situation, is one with lower blinds – these will further shield the light from entering the space, something sorely needed because of the highly reflective floors. This can be seen in the image one the left, (fig5) shows that the light shelf is not deep enough, and it can be seen – even from this vantagepoint – that the light is entering the space inside.

89

Fig. 9.8 Ideal light shelf design to be implemented: (Light shelf, accompanied by lower blinds.)

Image 9.21 The current light shelf at AU that has been implemented.

Moving onto another system completely – HVAC – it is known that the heavier the load (the hotter the surroundings of the building) on the cooling system, the harder HVAC has to work. This then which then leads to a vicious cycle, since the harder HVAC works, the more heat is put out into the atmosphere. Therefore, a recommendation for this aspect of HVAC issues, would be to paint the roof/concrete of the exterior, with reflective eco-paint that is low in VOCs. One such product that could satisfy that is THERMO-SEAL® 1000.

90

Heat-reflective, cross-linking, dirt shedding, 100% acrylic thermoplastic. Designed as a purpose-built, high performance paint system for concrete tile and clay tile roofs to cool them down. Highly solar reflective with a rating of .41 to .91 depending upon color. (41 to over 90% of the sun’s heat ("albedo") is bounced back toward the source from the coating surface. Can be made in dark colors. Fully waterproofs and exceeds original manufacturer's specifications when used to renew degraded surface concrete tiles. Low odor, Low VOC. Ethylene glycol free. Available in solar- reflectance optimized, stock or custom colors of your choice.

Stock Colors minimum order is 10 gallons. Stock White minimum order is 5 gallons. Custom Colors Minimum Order: 35 gals. suitable for covering 30003500 sq ft with 10 year No-Peel Guarantee durability (when applied by Approved Applicators), 12 years No-Peel Guarantee available.

Image 9.22 Paint roof with reflective eco paint in light colors, so less heat can be gained from surroundings

91

Technical interventions: The technical interventions covered in this section range from systems, to recommendations of fixtures, to modifications of existing systems.    

Evaporative cooling & cooling radiation LED fixtures AHU units Water recycling system

Evaporative cooling is a system that saves energy by using pre-existing heat instead of creating more from electricity. Evaporative cooling moves thermal energy from place to place, using heat pumps and conducting liquids and gases that evaporate and condense respectively.

The energy stored/released from the fluid then treats the designated space by absorbing or releasing heat into it. The heat pump takes thermal energy from the ground (geothermal energy) to cause the state change of the fluid.

Considering the fact that the campus covers a total area of 128,869m2, this area is large enough to allow shallow trenches that reach across into the source of heat horizontally. However, in order to save cost on horizontally-reaching trenches, wells instead can be drilled, focused on the walls and columns instead of slabs.

Fig. 9.9 [12]

LED fixtures can be implemented in a lighting system that is already set, because to rewire/modify the lighting system entirely would cost too much and also be impractical unless carried out in phases that would cause disturbances despite best efforts to prevent disturbances in the learning experience (see user satisfaction re: HVAC/machinery noise disturbance).

Therefore, instead of changing the lighting system completely, the fixtures themselves can be replaced – keeping the connections. Therefore, different fluorescent and halogen fixtures can be replaced by LED Saving fixtures instead. Savings on these products will be calculated further on in the report.

92

Replacements are as follows:

Fig. 9.10 Original vs. LED replacement 26W Compact fluorescent lamp vs.

16W Round LED Downlight 3000K in Matt White 200mm Cutout Nondimmable 1440lm Integral LED Slimline

93

Fig. 9.11 Original vs. LED replacement 26W Compact fluorescent recessed down light […] vs.

Gx24 4-Pin Base LED Bulb, Lustaled 12W G24q PL-C Horizontal Recessed Light

Fig. 9.12 Original vs. LED replacement 26W linear fluorescent surface mounted bare […] vs.

17W College LED

94

Fig. 9.13 Original vs. LED replacement 52W Wall recessed luminaire vs.

12W LED Interior Wall Lights

Additionally, light-dependent sensors and occupancy sensors can be connected to lights, in corridors, classrooms, stairwells, etc. so the lights turn on when needed as opposed to all the time, regardless of use or need.

Light dependent sensor

Occupancy sensor

Fig. 9.14 Sensors that can be installed

HVAC. The issue with the HVAC system was that specific AHU models catered to multiple zones at once, therefore rendering certain rooms with no power to have their individual requests fulfilled.

As a recommendation to fix this, it’s possible that the AHU models may be updated/replaced with ones that serve individual rooms. Current AHU models are not known, however, so recommendations based on current actual AHU units are not possible at the time of writing this report. However, occupancy sensors can be connected to the HVAC system, so if a room has occupants, then the AHU turns on – and the strength of the AHU fan/heater varies with the extent of occupancy that the sensor detects.

95

Water recycling system. As mentioned in the BOM section of the report, it is seen that there is no water recycling system – even though there are levels of cleanliness/recyclability of the water.

Used ablution water from the ablution taps and used water from sinks can be reused. The recommended need for this reuse is landscaping.

ABLUTION WATER

PIPES

CONTAINER

Fig. 9.15 Water recycling diagram

96

Recommended lighting analysis Given 1 unit costs SAR 0.257, and that the following fixtures are used on the ground, 1 st, and 2nd floors.

Fig. 10.1 Fig. 10.2

LED fixture, containing 2 round light sources.

12 W per source

Fig. 10.3

16 W per source

LED fixture, containing 1 round light sources.

LED fixture, containing 1

17 W per source

long light sources.

= 17 W per fixture

= 16 W per fixture

= 24 W per fixture

Fig. 10.4

The 3rd floor has the following additional fixture:

Fluorescent fixture, containing 1

12 W per source

long light sources.

= 12 W per fixture

Lighting calculations for each floor begin as follows: Assuming lights work from 7AM to 10PM every day, this means lights turn on 14 hours daily.

Method W x 14 hours / 1000 = kW/day kW/day x 365 = kW/year kW/year x similar fixtures on the floor = kW/year/all similar fixtures on the floor

97

Ground floor:

Fig. 10.5 16 W: 16 W x 14 hours / 1000 = 0.224 kW/day 0.224 kW/day x 365 = 81.76 kW/year 81.76 kW/year x 63 fixtures = 5,150.88 kW/year/all

fixtures in the ground floor

24 W: 24 W x 14 hours / 1000 = 0.336 kW/day 0.336 kW/day x 365 = 122.64 kW/year 122.64 kW/year x 3 fixtures = 367.92 kW/year/all fixtures on the ground floor

17 W: 17 W x 14 hours / 1000 = 0.238 kW/day 0.238 kW/day x 365 = 86.87 kW/year 86.87 kW/year x 86 fixtures = 7,470.82 kW/year/all fixtures on the ground floor

Totaling all consumed electricity per year, results in 12,989.62 kW, equaling 12,989.62 units. Each unit is SAR 0.257, meaning each year, for the south zone’s ground floor, the costs of lighting run up to SAR 3,338.33.

98

First floor:

Fig. 10.6 16 W: 16 W x 14 hours / 1000 = 0.224 kW/day 0.224 kW/day x 365 = 81.76 kW/year 81.76 kW/year x 67 fixtures = 5,477.92 kW/year/all

fixtures in the 1st floor corridors

24 W: 24 W x 14 hours / 1000 = 0.336 kW/day 0.336 kW/day x 365 = 122.64 kW/year 122.64 kW/year x 3 fixtures = 367.92 kW/year/all fixtures on the 1st floor corridors

17 W: 17 W x 14 hours / 1000 = 0.238 kW/day 0.238 kW/day x 365 = 86.87 kW/year 86.87 kW/year x 3 fixtures = 260.01 kW/year/all fixtures on the 1st floor corridors

99

Fig. 10.8

Fig. 10.7

16 W: 16 W x 14 hours / 1000 = 0.224 kW/day 0.224 kW/day x 365 = 81.76 kW/year 81.76 kW/year x 27 fixtures = 2,207.52 kW/year/all

fixtures in the 1st floor classrooms

Totaling all consumed electricity per year, results in 8,313.37 kW, equaling 8,313.37 units. Each unit is SAR 0.257, meaning each year, for the south zone’s 1 st floor classrooms and corridors, the cost for lighting runs up to SAR 2,136.54.

100

Second

floor: Fig. 10.9

16 W: 16 W x 14 hours / 1000 = 0.224 kW/day 0.224 kW/day x 365 = 81.76 kW/year 81.76 kW/year x 67 fixtures = 5,477.92 kW/year/all

fixtures in the 2 nd floor corridors

24 W: 24 W x 14 hours / 1000 = 0.336 kW/day 0.336 kW/day x 365 = 122.64 kW/year 122.64 kW/year x 3 fixtures = 367.92 kW/year/all fixtures on the 2 nd floor corridors

17 W: 17 W x 14 hours / 1000 = 0.238 kW/day 0.238 kW/day x 365 = 86.87 kW/year 86.87 kW/year x 3 fixtures = 260.61 kW/year/all fixtures on the 2nd floor corridors

101

Fig. 10.10 Fig. 10.11

16 W: 16 W x 14 hours / 1000 = 0.224 kW/day 0.224 kW/day x 365 = 81.76 kW/year 81.76 kW/year x 38 fixtures = 3,106.88 kW/year/all

fixtures in the 2 nd floor classrooms

17 W: 17 W x 14 hours / 1000 = 0.238 kW/day 0.238 kW/day x 365 = 86.87 kW/year 86.87 kW/year x 90 fixtures = 7,818.3 kW/year/all

fixtures in the 2nd floor classrooms

Totaling all consumed electricity per year, results in 17,033.63 kW, equaling 17,033.63 units. Each unit is SAR 0.257, meaning each year, for the south zone’s 2 nd floor classrooms and corridors, the lighting bill runs up to SAR 4,377.64.

102

Third floor:

Fig. 10.12 16 W: 16 W x 14 hours / 1000 = 0.224 kW/day 0.224 kW/day x 365 = 81.76 kW/year 81.76 kW/year x 90 fixtures = 7,358.4 kW/year/all

fixtures in the 3rd floor.

17 W: 17 W x 14 hours / 1000 = 0.238 kW/day 0.238 kW/day x 365 = 86.87 kW/year 86.87 kW/year x 93 fixtures = 8,078.91 kW/year/all

fixtures in the 3rd floor.

24 W: 24 W x 14 hours / 1000 = 0.336 kW/day 0.336 kW/day x 365 = 122.64 kW/year 122.64 kW/year x 3 fixtures = 367.92 kW/year/all

fixtures in the 3rd floor.

103

12 W: 12 W x 14 hours / 1000 = 0.168 kW/day 0.168 kW/day x 365 = 61.32 kW/year 61.32 kW/year x 20 fixtures = 1,226.4 kW/year/all

fixtures in the 3rd floor.

Totaling all consumed electricity per year, results in 17,031.63 kW, equaling 17,031.63 units. Each unit is SAR 0.257, meaning each year, for the south zone’s 3rd floor, SAR 4,377.13 is spent.

Conclusion of recommended lighting analysis: Total spent on lighting every year, assuming each light runs 14 hours a day, for the South Zone (CoS) is the sum of the cost of lighting on ground, 1st, 2nd, and 3rd floors: 3,338.3 + 2,136.54 + 4,377.64 + 4,377.13 = SAR 14,229.60/yr.

Comparing with the lighting analysis of the current setup in the south zone of AU, (SAR 45,003.14/yr), it can be seen that the savings between regular fluorescent fixtures and LED fixtures are: 45,003.14 – 14,229.60 = SAR 30,773.54 savings/year.

Further, this means there are, . .

× 100 = 68.38% savings/year.

104

Water and landscaping Whether or not the water recycling system is implemented for landscape use, the following trees and groundcover (as well as the shrubs previously mentioned in the interior recommendations part of the report) have been found to lend not only more leanings towards the aesthetic value that AU seems to have originally aimed for – but also an aspect of sustainability, where these plants do not need maintenance in Riyadh climate to live and thrive in. In fact, these plants can withstand high levels of salinity[13] and impurity in water – so if there is a shortage of treated water, the plants can still survive on certain amounts of untreated water.

Trees

Ground cover

Image 9.22 Acacia karroo Image 9.25 Catharanthus roseus

Image 9.23 Pithecellobium dulce

Image 9.26 Juncus rigidus

Image 9.24 Tamarix gallica

105

Summary of Recommendations

INTERVENTION

INTERIOR/ EXTERIOR/ OPERATIONAL/ TECHNICAL

Raising awareness

Operational

Posters, low-cost events, booths, etc.

LED lights

Interior, Technical

Install suitable lights that do not require new fixtures

Sensors

Interior, Technical

Light sensors and occupancy sensors

Changing AHU

Interior, Technical

Using the same HVAC system, but with more efficient AHU models

Exterior, Technical, Operational

Both xeriscaping and landscaping, that does not require treated water and can withstand high levels of salinity and chemicals.

Water recycling system

Interior, Technical

If linked with landscaping, can reuse the water that is cleaned with the plants, for washing, etc.

Rearranging furniture

Interior

Away from glazing: allow users to work better.

Replacing furniture

Interior

Ergonomic furniture to encourage and improve usage of the spaces and increase satisfaction

Recycling program

Operational

Linking up with companies for responsible biohazard disposal + batteries/old computer/machine parts in labs, etc.

Improving landscaping

NO COST

LOW COST

MEDIUM COST

HIGH COST

COMMENTS/ ADVANTAGES/ FORESEEABLE RISKS

106

INTERVENTION

INTERIOR/ EXTERIOR/ OPERATIONAL/ TECHNICAL

Light savings

Interior, Operational

Green walls

Interior, Technical

Introducing vegetation

Interior, Technical

Louvers

Exterior, Technical

Mashrabiyya

Exterior, Technical

NO COST

LOW COST

MEDIUM COST

HIGH COST

COMMENTS/ ADVANTAGES/ FORESEEABLE RISKS

Turning 2/3rds of lights off during the day, only turning on what is needed (via sensors) for evening hours

Trellis, plants in the atrium, etc.

107

Conclusion Although the building definitely faces issues in user satisfaction if looked at from the SBS point of view, it otherwise does a good job of elevating user experience in terms of light (both electrical and daylight), and acoustically. Temperature-wise, however, it does not fare as well, and for these issues and others, solutions have been presented, and set in ranges of no cost, low cost, medium and high costs.

The most pressing issues seem to be those related to SBS, lighting, and water recycling – students are not finding the environment/building inducive to learning, instead finding that it gives them minor health issues that could later turn into something serious if not checked properly; instead of being able to be able to see and learn and work clearly, glare light and dim light create obstacles more often than not – and also unnecessarily drain the university’s financial resources; water recycling is currently not implemented at all, which is a serious issue, considering Saudi Arabia is mostly a desert country in the Middle East, where water is scarce.

Therefore, the recommendations we believe should be followed immediately, or at least with some sense of urgency, are that of increasing vegetation inside the building, so as to be able to purify the air to an extent where HVAC cannot – this would be an affordable intervention, considering it is low to medium cost; to replace the current light fixtures with LED fixtures – this would be medium cost; operational management to introduce policies and control user behavior – this would be free of cost, or low cost; a water recycling system similar to the one outlined in the report, with this level of simplicity, should be of medium cost, and save a lot of water, while keeping the landscaping up to standard with reduced cost.

It can be seen that these pressing issues do not require unmanageable amounts of effort or financial funding – and yet their solutions could turn around the budget of the university, the communal learning atmosphere, and the general user experience of AU.

108

References and resources 1. People want to live more sustainably; Luxiders. https://luxiders.com/sustainable-lifestyleoekotex/ 2. The world has just over a decade to get climate change under control, U.N. scientists say; Washington Post. https://www.washingtonpost.com/energy-environment/2018/10/08/worldhas-only-years-get-climate-change-under-control-un-scientists-say/ 3. Climate change: 12 years to save the planet? Make that 18 months; BBC. https://www.bbc.com/news/science-environment-48964736 4. Teen Activists Couldn't Ignore the 'Morbid Symbols' All Over the UN's Climate Conference; Vice. https://www.vice.com/en_us/article/k7eeym/teen-activists-couldnt-ignore-the-morbidsymbols-all-over-the-uns-climate-conference 5. Vancouver teens stage ‘funeral for our future’ calling for climate change action; Global News. https://globalnews.ca/news/6297886/vancouver-youth-climate-funeral/ 6. The energy audit process for universities accommodation in Malaysia: a preliminary study; H. Muhammad. https://www.researchgate.net/publication/317297931_The_energy_audit_process_for_universi ties_accommodation_in_Malaysia_a_preliminary_study 7. Energy Efficient Retrofitting - University Campus in Bilbao-Spain (Oceanic Climatic Area); Build UP. https://www.buildup.eu/en/practices/cases/energy-efficient-retrofitting-university-campusbilbao-spain-oceanic-climatic-area 8. Bilbao-Spain University Campus: Final report on monitoring results and evaluation. http://www.a2pbeer.eu/wp-content/uploads/2015/04/A2PBEER_D7-8_Final-report-onmonitoring-result-and-evaluation.pdf 9. User survey based on: https://www.semanticscholar.org/paper/Occupant-IndoorEnvironmental-Quality-(IEQ)%3A-of-a-NasrollahiKnight/885828f59b3b30e769177298409929b2be7d5577 10. Fast and Feast: Food in Medieval Society, Bridget Ann Henisch.

11. Shading Devices Designed to Achieve the Desired Quality of Internal Daylight Environment; Dariusz Heim and Kamil Kieszkowski. https://web.archive.org/web/20110607033118/http://www.unige.ch/cuepe/html/plea2006/Vo l2/PLEA2006_PAPER786.pdf 12. Geothermal Heating and Cooling Techniques; EPA. https://www.epa.gov/rhc/geothermalheating-and-cooling-technologies 13. Salt-tolerant Plants of the Middle East. https://www.biosaline.org/sites/default/files/publicationsfile/salttolerantsplantsoftheuae_engli sh.pdf 14. https://makkahnewspaper.com/article/1098845

109