Какой фирмы выбрать теплый пол: 10 лучших производителей электрических теплых полов

что лучше, электрические или водяные полы, какая фирма?

Теплые полы – это простая и эффективная система отопления, лишенная большинства недостатков «классических» нагревательных приборов – радиаторов, печей и конвекторов. Причем современные производители отопительных систем предлагают несколько вариантов конструкции таких «нагревателей», рассчитанных на эксплуатацию в определенных условиях.

В итоге, у потребителя возникает вполне резонный вопрос: какой теплый пол выбрать? Ведь типовые конструкционные схемы проявляют себя в конкретных условиях совершенно по-разному. Поскольку каждая разновидность такого «обогревателя» обладает как достоинствами, так и недостатками.

Теплый пол

Поэтому в данной статье мы рассмотрим самые распространенные конструкции «теплых» полов, а равно и технологию сборки таких систем обогрева, пытаясь понять, какие теплые полы лучше выбрать в конкретно ваших условиях эксплуатации.

Самый лучший теплый пол: критерии выбора

Идеальный теплый пол должен соответствовать следующим требованиям:

• Во-первых, такая система должна «питаться» от имеющегося в наличии источника энергии. Ведь лишний источник – это лишние траты на подключение и ввод в эксплуатацию.
• Во-вторых, такой «обогреватель» должен монтироваться быстро и просто. Ведь простой теплый пол можно смонтировать своими руками, сэкономив до 30-40 процентов от стоимости обустройства этой системы отопления.
• В-третьих, такая система обогрева должна быть безопасной. Ведь «опасный» источник обогрева нам попросту не нужен.

Именно по этим критериям мы и будем оценивать типовые конструкционные решения и схемы обустройства, пытаясь понять какие самые лучшие теплые полы готовы предложить нам современные производитель отопительных систем.

Типовые разновидности теплых полов: обзор конструкций

Существует всего два варианта бытовых систем отопления, выстроенных по схеме «теплый пол», а именно:

• Схема, работающая на теплоносителе, отбираемом от основной системы отопления.
• Схема, работающая на электрической энергии.

И далее мы рассмотрим конструкцию и того, и другого варианта, попутно оценивая достоинства и недостатки типовых схем.

Теплый пол на основном теплоносителей

Конструкция такой системы обогрева состоит из следующих элементов:

Теплый пол на основном теплоносителей

• Нагревательного контура – трубчатой спирали, заложенной в толще чистового напольного покрытия.
• Соединительных элементов – фитингов (тройников, муфт или крестовин), с помощью которых нагревательный контур врезают в основную систему отопления.
• Простейшего запорно-регулирующего элемента – заслонки, вентиля или крана, с помощью которого регулируют пропускную способность  трубчатого нагревательного элемента.

Вышеописанные компоненты взаимодействуют между собой следующим образом:

• Теплоноситель разогревается котлом и подается в разводку классической системы отопления.
• Врезка в основную систему отводит из основного потока часть теплоносителя,  направляя его в нагревательный контур теплого пола.
• Нагревательный контур отдает тепло напольному покрытию, превращая пол в габаритный радиатор.
• Запорно-регулирующий элемент дозирует объемы теплоносителя, поступающего в нагревательный контур.

Достоинства и недостатки работы на теплоносителе

В итоге, описанная выше конструкционная схема обладает следующими достоинствами:

Теплоноситель разогревается котлом и подается в разводку

• Такой теплый пол абсолютно безопасен: ведь традиционный теплоноситель – это обычная вода, которая не вредит ни экологии, ни здоровью жильцов отапливаемого дома.
• Такой теплый пол «питается» от уже существующей системы отопления, используя основной теплоноситель, разогреваемый дровяным или газовым котлом.
• Такой теплый пол очень дешев. Причем совершенно не важно: какой фирмы выбрать теплый пол  в формате «под ключ», или какой производитель делал «отдельные» трубы, вентили или фитинги – все компоненты стоят сравнительно дешево.

К недостаткам этой системы относятся следующие факты:

• Затрудненный монтаж нагревательного элемента – контур нужно уложить без монтажных стыков, изогнув цельную трубу определенным образом.
• Трудоемкий процесс формирования плиты теплого пола – ее заливают поверх контура.
• Низкая эффективность системы. Энергия от нагревательного элемента переходит в плиту, а затем – в отапливаемое пространство. Поэтому потери просто неизбежны.

Проще говоря: врезанный в основную систему теплый пол дешев в закупке, но дорог в обустройстве. Да и с эффективностью у такой системы все не так уж и просто.

А вот безопасность конструкции, в данном случае – просто эталонная.  Причем совершенно неважно, какой фирмы выбрать теплый пол, «работающий» от основной системы отопления, подобные плюсы и минусы заложены в саму конструкцию такого «отопительного прибора».

Теплый пол на электроэнергии

Конструкционная схема «электрического» теплого пола состоит из следующих элементов:

Теплый пол на электроэнергии

• Нагревательного контура или панели, питаемой от бытовой электросети.
• Блока управления, регулирующего температурный режим системы отопления.

Причем большая часть конструкционных различий кроется именно в типе нагревательного элемента.

Поэтому, решая какой электрический теплый пол выбрать, нужно определяться именно с типом нагревательного элемента.

Причем в открытой продаже потребителю предлагают всего три типа «нагревателей»:

• Кабельный тип, который выглядит как шнур, прокладываемый спиралью по всей площади отапливаемого помещения. Причем структура такого шнура основана на обычном двужильном кабеле, между жилами которого интегрирована саморегулирующая токопроводящая матрица.
• Панельный тип – это, по сути, тот же шнур, уложенный на армирующую сетку. Причем нагревательными панелями можно «обогреть» и всю площадь комнаты, и лишь некоторую часть.
• Пленочный тип, который выглядит как очень тонкая панель. Однако у пленочного обогревателя совершенно иная схема работы. В его структуру интегрированы гибкие источники инфракрасного излучения.

При этом  кабельные, панельные и пленочные «теплые» полы функционируют по общей схеме, а именно:

• Нагревательный элемент укладывается в толще чистовой стяжки (так монтируют панельные или кабельные варианты) или подкладывается под напольное покрытие (так монтируют пленочные, инфракрасные полы).
• Ток разогревает полупроводящую матрицу или активирует источник инфракрасного излучения.
• Матрица или генератор тепловых волн «греют» чистовую стяжку или напольное покрытие.

Положительные и отрицательные стороны работы на электроэнергии

В итоге, «электрические» полы демонстрируют следующие достоинства:

Преимущества теплого пола работающего на электроносителях

• Такую конструкцию очень легко собрать – нужно лишь распределить шнуры, панели или пленку по поверхности пола отапливаемого помещения.
• Работу электрического пола можно автоматизировать целиком и полностью, делегировав управление особому блоку, который будет следить за температурой и прочими параметрами.
• Такой пол «питается» от электрической сети, а это самый распространенный источник энергии.

Ну а к недостаткам «электрического» варианта следует отнести такие факты:

• Это очень дорогая система обогрева. Разумеется, по сравнению с электрическим котлом  теплый пол потребляет минимум электроэнергии (особенно инфракрасный вариант конструкции), но такая система обойдется в эксплуатации дороже «водяного» аналога, разогреваемого газовым котлом.
• Это не совсем безопасная система: ведь с электричеством шутки плохи. Следовательно, своими руками такой «обогреватель» может собрать далеко не каждый домашний мастер.
• Этот вариант очень чувствителен к качеству компонентов. Поэтому очень важно изначально подобрать не только правильный тип нагревательного элемента – как правило, это пленочный генератор тепловых волн. Нужно определиться с качеством самого нагревательного контура. То есть, решить какой инфракрасный теплый пол выбрать буквально на уровне производителя – как правило, отдавая предпочтение известному и дорогостоящему бренду.

Проще говоря: электрический теплый пол стоит недешево. Причем потратиться придется и на этапе закупки компонентов и в процессе обустройства системы отопления. Да и сама эксплуатация такого обогревателя увеличит ваши счета за электроэнергию буквально на порядок.

Но такой пол можно смонтировать везде, где есть электричество. А это значит, что «электрический» пол можно использовать в качестве альтернативной системы обогрева даже в городских квартирах.

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A warmer can also serve to review language from a previous lesson or prime the class for a new topic.90003 90004 Teaching Online 90005 90002 I have created a page collecting activities suitable for teaching online many of which work well as warmers and fillers. 90003 90004 No-preparation ESL Warm-up activities 90005 90002 Here is a list of warm-up activities you can use which do not require any preparation. Most of them can, of course, also be used as filler activities if you find yourself a few minutes short at the end of the lesson. 90003 90012 Quick questions 90013 90014 90002 Write a list of two or three questions on the board which introduce the theme of the lesson.For example, if you are going to talk about books, you could write: 90016 What’s your favourite book? 90017 What was the last book you read? What kind of books do you prefer? etc. Give the students 5-10 minutes to discuss the questions and then have students report back to the class. 90003 90002 If you’re looking for ideas, this page has a bank of more than 500 themed conversation questions, which are also available in handy card sets with additional exercises in our book 50 Conversation classes.90003 90012 Make the most words 90013 90002 Write a topical vocabulary item on the board. In twos or threes, students make as many new words from it as they can. Use longish seed words such as 90016 apologise, dictionary 90017 or 90016 September. 90017 Score teams a point per word and award a bonus point for the longest. 90003 90012 Make the longest words 90013 90002 Write a topical target word vertically down the board, for example, WINTER. In twos or threes, students attempt to come up with the longest word that begins with each letter.Give teams a point per word and a bonus point for the longest. 90016 90033 W 90034 aterfall 90017 90016 90033 I 90034 ndustrious 90017 90016 90033 N 90034 ausea 90017 90016 90033 T 90034 errified 90017 90016 90033 E 90034 mpty 90017 90016 90033 R 90034 etailer 90017 90003 90012 What does your name mean? 90013 90002 Using a dictionary, google or any other resource, students find and write down an appropriate adjective that begins with each letter of their first name.For example: 90016 90033 F 90034 lirtatious, 90033 R 90034 elaxed, 90033 E 90034 xtrovert, 90033 D 90034 esirable 90017 90003 90012 Mixed-up question 90013 90002 It’s always good to start the class with a question. Write a good one on the board but mix up the word order, then challenge students to reconstruct the question and then discuss it in pairs or small groups. For example: 90016 most item you 90017 90016 have 90017 90016 the 90017 90016 ever 90017 90016 expensive 90017 90016 what’s 90017 90016 bought 90017? 90003 90012 Mixed-up question (anagram variation) 90013 90002 Alternatively, write a question on the board but this time scramble the letters of each word.For example: 90016 tahw si ruyo seealirt rommey 90017? 90003 90012 Letter string dictation 90013 90002 This is a great way to lead into the topic that you want to cover in the class and also serves as a simple activity to help students recognise letters of the alphabet. Think of a couple of questions for students to discuss in pairs or groups. Write the questions down and then dictate them as a long string of letters. For example: 90016 whatsyourfavouritecolour? 90017 90016 whatdidyoudoattheweekend? 90017 90016 whatkindofbooksdoyouliketoread? 90017 90003 90002 After dictating the letter strings, students should attempt to form the questions and then discuss and report back to class.90003 90002 For more advanced students try dictating the letters backwards and then have the students decode the question. This is more challenging because students will find it more difficult to predict the next letter and therefore must focus on the letters being dictated. For example: 90016? Teemotekiltsomuoydluowohw 90017 90003 90002 For more ideas on using dictation see the article 10 dictation activities. 90003 90012 Hangman 90013 90002 This popular filler can also be a great way to start a lesson with beginner learners who are still unsure of the alphabet.Just put a recently learned word on the board and let the students take it in turns to guess a letter. If you do not know how to play, you can read an explanation here. 90003 90012 Word ladders 90013 90002 In this activity, a word must be transformed step by step into a target word. To illustrate the idea, write the word 90016 run 90017 on the board and explain that the target word is 90016 fit. 90017 For each turn, only one letter can be changed. See if the class can find a valid sequence together.Some possible sequences are: 90003 90125 90126 90127 90128 90016 run 90017 90016 fun 90017 90016 fin 90017 90016 fit 90017 90137 90128 90016 cat 90017 90016 cot 90017 90016 cog 90017 90016 dog 90017 90137 90128 90016 head bead beat boat boot foo 90017 t 90137 90128 90016 gives lives likes lakes takes 90017 90137 90156 90157 90158 90002 Students will need access to a dictionary in order to check if their words are valid. If you want to find possible word pairs, there is a site with a handy word ladder generator.Put students in pairs and have them create their own word ladders to test their classmates with. 90003 90012 The A to Z game 90013 90002 Give students a theme, for example, 90016 jobs, things you take on holiday, food 90017. Write the letters A to Z on the board. Teams of students must race to write an appropriate word next to each letter on the board. Read more about the A to Z game here. 90003 90012 What’s the missing word? 90013 90002 Find a group of compound words or collocations which share a common word.For example, 90016 bedroom, bathroom, living room, classroom, showroom 90017, etc. Give students one of the word / collocation parts, such as 90016 bed 90017 and have them guess the missing part, add to the list writing 90016 bath, living, class 90017, etc., until they successfully guess the word. Here are some more examples: 90003 90177 90178 90016 ear, boxing, diamond, finger, wedding (ring) 90017 90181 90178 90016 tea, soup, table, dessert (spoon) 90017 90181 90178 90016 kitchen, tea, bath, beach (towel) 90017 90181 90178 90016 green, light , ware, boat, work, wife (house) 90017 90181 90194 90012 What do you know about bananas? 90013 90002 Set a five-minute time limit and in groups have students think up and write down as many facts as they can about bananas (or cats, Belgium, David Beckham, etc.). One point should be given for each true sentence. 90003 90012 Things to do with a potato 90013 90002 One of many brilliantly simple ideas from one of my favourite teaching books. Produce a potato (if that’s not possible, introduce the concept of a potato). Ask students to come up with a list of as many unconventional uses for it as they can. For example paperweight, weapon, pen holder, smartphone dock. The longest list wins the potato. 90003 90012 How many sounds can you hear? 90013 90002 Students sit in silence for two minutes and write down every sound that they hear.Let them compare their lists with their neighbours before seeing who has the longest list? If you like this activity try doing a guess the sound quiz. 90003 90012 Odd one out 90013 90002 Give the students a couple of examples to guess, then get students to come up with their own ideas. Here are some examples: 90016 apple, peach, banana, tomato 90017 — a banana does not have seeds 90016 strawberry, branch, bowling ball, boat, iceberg 90017 — bowling balls do not float 90016 window, river, envelope, client, oregano 90017 — client does not begin and end with the same letter 90016 comb, champagne, knife, plum 90017 — the word plum does not contain any silent letters Note: There can be more than one correct answer.90003 90012 Name ten 90013 90002 Have students think of 10 items that fit particular criteria. For example: 90003 90177 90178 Jobs where you have to wear a uniform 90181 90178 English football clubs 90181 90178 Sports that are played with a ball 90181 90178 Foods that contain egg 90181 90178 Animals that lay eggs 90181 90178 Three letter parts of the body — 90016 eye, arm, leg, hip, ear, toe jaw, rib, lip, gum 90017 90181 90194 90012 Two truths and a lie 90013 90002 An ESL classroom staple.Write or dictate three sentences about yourself. Two statements should be true and one false, for example: 90016 I used to be an air steward 90017 90016 I can ride a unicycle 90017 90016 My favourite food is sushi 90017 Now invite students to discuss in pairs which statement they think is the lie. Ask each pair which statement they think is untrue and have them explain why. Reveal your answer, and ask students to come up with three sentences about themselves. I find students need quite a lot of time (at least five minutes) to come up with three ideas.If some students are still short of a sentence or two, start the game anyway, and they can finish their statements during play. Check students ‘statements and then have them take it in turns to read them out to the class. In each case, the other students have to guess which is the untrue statement. See this page for more ideas on using dishonesty for fun and profit. 90003 90012 Mastermind (AKA Bulls & Cows, Jotto) 90013 90002 Based on the code-breaking board game where players have to deduce the order of 4 coloured pegs which the other player had hidden behind a plastic guard.It’s slightly complicated to grasp but fun when you get the hang of it. Think of a four-letter word and write 90033 XXXX 90034 on the board, each 90033 X 90034 represents one of the letters of your word. Invite the first student to guess what the word is. Start a new line underneath your original 90033 XXXX 90034. If the first letter in the student’s word is the same as the first letter in your word put a 90033 ✓ 90034 in the first position. If the first letter is not the same as the first letter in your word but is contained somewhere in your word put a half-tick 90033/90034.If the first letter of the student’s word is not contained anywhere your word put an 90033 X 90034. In the following example, the teacher chooses the word FIRE. 90016 XXXX 90017 90016 XXXX — COAT 90017 90016 X / XX — BEST 90017 90016 X✓X✓ — HIKE 90017 90016 / ✓X✓ — RIDE 90017 90016 ✓✓✓✓ — FIRE 90017 A word of warning. Stick to 4 or 5 letter words. It’s much more difficult to guess longer words and it can also be tricky trying to mark each guess. When students are familiar with the game you can get them to come and put their own words on the board.90003 90012 I’m going on a picnic and I’m taking a … 90013 90002 This is a guess the rule type game. Think of a rule which governs which items can be taken on a picnic, for example, it must be six letters long, or it must start with a vowel. In this example, the rule is that the word must be an uncountable noun. 90033 Teacher 90034: 90016 I’m going on a picnic and I’m taking milk. 90017 90033 Student A 90034: 90016 I’m going on a picnic and I’m taking eggs. 90017 90033 Teacher 90034: 90016 No, you can not take eggs.90017 90033 Student B 90034: 90016 Can I take orange juice? 90017 90033 Teacher 90034: 90016 Yes, you can take orange juice. 90017 And so on. Continue adding items to your picnic list until a student correctly guesses the rule (the choices do not have to make sense within the picnic scenario e.g. 90016 love, information, air 90017). When you’ve finished, invite the students (alone or in pairs) to come up with their own rules and let them run the game. 90003 90012 Word Association 90013 90002 This must be one of the oldest ESL warm-up activities, but sometimes the simplest ideas turn out to be surprisingly effective and word games do not get any simpler than word association.Give an initial word, for example, 90016 banana 90017 and each student takes it in turns to say a word which they associate with the previous word. If the connection is not obvious, challenge the student to justify their choice. 90016 banana — monkey — zoo — tourists — hotel — bible … 90017 90003 90012 Tell a story 90013 90002 This is another circle game. Going around the class students take it in turns to add three words to your story stem. You could start it off with relatively mundane stems such as 90016 Yesterday I went …, If I won …, I have never 90017 or something more imaginative like, 90016 A wolf howled, the rocket landed …, Princess Martha kissed 90017 … Write the story on the board and elicit corrections as you go along.90003 90012 Three things in common 90013 90002 This is a great icebreaker, but you can also use it as a lead-in to a theme or to test your students ‘knowledge of a grammar point. Simply ask students to work in pairs and find three things that they have in common and then report back to the class. You can narrow the topic down to areas like t 90016 hree things we both did at the weekend, three foods we both like, three things we both do not like about this city, three things neither of us has done yet but would like to 90017, etc.90003 90012 Just a Minute Tic Tac Toe 90013 90002 Based on the BBC Radio show. Draw a Tic Tac Toe grid on the board and in each space write a topic that you think some of your students might be interested in or have some knowledge of. Play the game with two teams, to claim their 90033 X 90034 or 90033 O 90034, a team member must attempt to talk about the topic in the chosen square for 45 to 60 seconds (depending on their level) without pausing or repetition. Check out this tic tac toe past tense activity for more information about how to play this popular ESL game.Possible topics for your Tic Tac Toe board might include 90016 Sport, Breakfast, Smartphones, Family, Movies, Cats, Rock Music, Soap Operas, Chocolate, etc. 90017 90003 90012 One-upmanship 90013 90002 I discovered this great activity at BusinessEnglishResources.com. Start off by explaining the concept of one-upmanship, that some people always like to appear to be more interesting or superior to others in their company. Tell the students a relatively mundane story about something that happened recently and invite a student to tell a similar story but to top it in some way.Each student, in turn, tries to top the previous student’s tale. For example: You: 90016 Yesterday I overslept and was five minutes late to class. 90017 Student: 90016 That’s nothing, I overslept and was an hour late. 90017 Student B: 90016 An hour! I once overslept a whole day! 90017 If the students are sufficiently advanced you could have them watch and read through Monty Python’s Four Yorkshiremen sketch which is a very funny skit on the subject of one-upmanship. 90003 90012 Spontaneous Scatter Sheet 90013 90002 Scatter Sheets are a great way to review vocabulary, introduce a theme and get students talking.As a warmer, have students brainstorm words connected to a theme, for example, the seaside, London, marketing, etc. Write these words on the board randomly, not in straight lines or columns but higgledy-piggledy and at jaunty angles. When you have around 20 words on the board, go around the room asking each student, in turn, to describe one of the words, when it’s been successfully guessed, circle it and move on to the next student. Encourage students to let the describer produce at least two sentences before shouting out the answer.90003 90012 Spin the marker 90013 90002 Sometimes students just want a chance to talk and express themselves in an unstructured way and it’s a good idea to encourage this. Spin the marker pen and whoever it points to can dictate the conversation, ask questions, suggest the topic, etc. Spin the marker again when you feel the conversation has run its course. I find this activity works best when students are sitting in a small circle not too far apart. 90003 90012 Fortunately / Unfortunately 90013 90002 English learners often have trouble remembering and correctly pronouncing these two useful words.One way to practice it is to start a story and have learners alternately advancing the story using these adverbs. For example: Teacher: 90016 Yesterday my car was stolen. 90017 90033 Student A: 90034 90016 Fortunately, it was insured. 90017 90033 Student B: 90034 90016 Unfortunately, the insurance company went bankrupt. 90017 90033 Student C: 90034 90016 Fortunately, my grandfather said he would buy me a new car. 90017 90033 Student D: 90034 90016 Unfortunately, he’s lost his mind and does not have any money.90017 Etc. 90003 90012 Organise yourselves! 90013 90002 Have students arrange themselves in order according to a given criterion. For example by age, alphabetical order of first name or surname, the number of shoes owned, etc. 90003 90012 Whose weekend? 90013 90002 Give each student a slip of paper and ask each student to write down three things they did at the weekend. Collect up the slips of paper and randomly read each one out. The students must guess whose weekend is being described.90003 90012 Provocative statements 90013 90002 Write a provocative statement on the board and then put students into small groups to discuss their opinion of it. For example, 90016 some drugs should be legalised, Facebook should be banned, Breaking Bad is overrated, one child is enough, organic food is a waste of money 90017, etc. Have students report back to the class. You could make a list of arguments for and against the thesis. 90003 90012 Draw the kitchen 90013 90002 I often use this when I work in-company.Ask the students to think of a room or area which they are all quite familiar with and then have them guide you as you try to draw a plan of the room on the board. This is great for practising 90016 there is 90017 and 90016 there are 90017 as well as prepositions of place and furnishing vocabulary. 90003 90012 The Categories Game 90013 90002 I tend to use this as a filler rather than a warmer. Put students into teams and write on the board six vocabulary categories. Now give them a letter of the alphabet and the teams must race to think of a word beginning with that letter for each category.Writing stops when the first team yells 90016 finished 90017! and points are given for each correct answer. See The Categories Game post for a more detailed explanation as well as a list of possible categories. 90003 90012 90033 Compound word quiz 90034 90013 90002 This is a fun little quiz you can do at the beginning of a lesson to get your learner’s brains buzzing. Choose five groups of three compound words with the same stem and write them on the board without their stem. For example paste, ache, brush (the stem is tooth) or ball, man, board (the stem is snow).Put them on the board (as below) and give students five to ten minutes to figure out what the missing stem is. 90003 90002 90016 ________paste 90017 90003 90002 ________ 90016 ache 90017 90003 90002 90016 ________brush 90017 90003 90002 Here are some more examples: 90003 90002 doorbell, doorman, doorstep 90033 | 90034 headline, headcount, headlight, headset, headhunter 90033 | 90034 backpack, backseat, backfire 90033 | 90034 timeline, timetable, timesaver 90033 | 90034 blackbird, blacklist, blackout 90033 | 90034 lighthouse, lightbulb, lightweight 90033 | 90034 daydream, daylight, daytime 90033 | 90034 nightlife, nightclub, nighttime, nightmare 90033 | 90034 sunburn, sunset, sunshine, sunrise 90033 | 90034 waterfall, waterbed, waterproof, waterfront, watercolour 90033 | 90034 lifeboat, lifetime, lifeguard 90033 | 90034 paperback, paperwork, paperweight, paperboy / girl 90003 .