PIER Lighting Research ProgramArchitectural Energy Corporation Lighting Research Program Project 4.5 Integrated Classroom Lighting System Funded by Finelite

Architectural Energy Corporation PIER Lighting Research Program

Lighting Research ProgramLighting Research Program

Project 4.5Project 4.5

Integrated Classroom Lighting SystemIntegrated Classroom Lighting System

Funded by Finelite and California Energy Commission's Funded by Finelite and California Energy Commission's

Public Interest Energy Research (PIER) ProgramPublic Interest Energy Research (PIER) Program


What is the PIER 4.5 Study?What is the PIER 4.5 Study?

• PIER stands for Public Interest Energy ResearchPIER stands for Public Interest Energy Research• PIER is part of the California Energy CommissionPIER is part of the California Energy Commission• PIER 4.5 was a research project about classroom lightingPIER 4.5 was a research project about classroom lighting• The project involved hundreds of people, included installations The project involved hundreds of people, included installations

in real-world classrooms, and lasted over two yearsin real-world classrooms, and lasted over two years• Its findings are important for architects, engineers, project Its findings are important for architects, engineers, project

managers, contractors, school administrators and officials that managers, contractors, school administrators and officials that set policies at state and national levels. set policies at state and national levels.


The PIER 4.5 Team:The PIER 4.5 Team:

• ArchitectsArchitects• Leading lighting designersLeading lighting designers• EngineersEngineers• Energy professionals with leading utilitiesEnergy professionals with leading utilities• Daylighting expertsDaylighting experts• School superintendents and their facilities teamsSchool superintendents and their facilities teams• Staff at the California Energy Commission, Architectural Energy Staff at the California Energy Commission, Architectural Energy

Corporation, Finelite, The Watt Stopper, FERRO and OSRAMCorporation, Finelite, The Watt Stopper, FERRO and OSRAM• Teachers, students and staff at the five school districts where Teachers, students and staff at the five school districts where

ICLS systems were installed in 18 classrooms ICLS systems were installed in 18 classrooms


PIER 4.5 built on established practices:PIER 4.5 built on established practices:

• RP-1 and RP-3 Guidelines:RP-1 and RP-3 Guidelines:

– Increased control leads to increased satisfaction

– Light the surfaces

– Pay special attention to the teaching wall

– Reduce glare

– Light the instructor’s face

– Design should accommodate space changes

– Light uniformly.Established Electric Lighting

Practices

Daylighting Study & Practices

Collaborative for High

Performance Schools

PIER 4.5 Research

It’s not ju

st about 5

0fc!

PIER 4.5 Derivative

Research


PIER 4.5 reviewed proven daylight practices:PIER 4.5 reviewed proven daylight practices:

• Quality daylighting improves Quality daylighting improves student performance:student performance:– Daylight Daylight ≠ d≠ direct sunirect sun

– Good daylighting increases Good daylighting increases student performancestudent performance

– Orient classrooms North/South Orient classrooms North/South not East/Westnot East/West

– Use both top and side lightingUse both top and side lighting

– Use view windows.Use view windows.

Established Electric Lighting Practices



Performance Schools

PIER 4.5 Research

PIER 4.5 Derivative

Research


PIER 4.5 followed CHPS-developed guidelines:PIER 4.5 followed CHPS-developed guidelines:

• CHPS materials are at CHPS materials are at www.chps.net:www.chps.net:– CHPS focuses on improving the CHPS focuses on improving the

entire schoolentire school

– Design to <1 w/sq. ft.Design to <1 w/sq. ft.

– Utilize indirect luminairesUtilize indirect luminaires

– Incorporate daylightingIncorporate daylighting

– Incorporate sustainable practicesIncorporate sustainable practices




Performance Schools

PIER 4.5 Research

PIER 4.5 Derivative

Research


PIER 4.5 recognizes that teaching technology is PIER 4.5 recognizes that teaching technology is changing!changing!

• Classroom lighting needs to Classroom lighting needs to change:change:– Classrooms are computerized Classrooms are computerized

spaces; glare needs to be spaces; glare needs to be reducedreduced

– Classrooms are being wired to Classrooms are being wired to the web; teaching needs to be the web; teaching needs to be interactiveinteractive

– A/V presentations are A/V presentations are increasingly important at all increasingly important at all grade levels grade levels

– Daylighting provides special Daylighting provides special opportunities and challenges.opportunities and challenges.Established Electric Lighting

Practices



Performance Schools

PIER 4.5 Research

PIER 4.5 Derivative

Research


PIER 4.5 culminated in developing the first PIER 4.5 culminated in developing the first commercially available ICLS system:commercially available ICLS system:

• ICLS benefits are real and well ICLS benefits are real and well tested:tested:– Teacher satisfaction is Teacher satisfaction is

increased by 9 to 1increased by 9 to 1

– Energy consumption is Energy consumption is reduced to 0.8 w/sq. ft.reduced to 0.8 w/sq. ft.

– ICLS can be installed within ICLS can be installed within existing budgetsexisting budgets

– ICLS integrates easily with ICLS integrates easily with daylight controlsdaylight controls




Performance Schools

PIER 4.5 Research

PIER 4.5 Derivative

Research


PIER Study MethodologyPIER Study Methodology

• Evaluated wide-range of products that would be available by Evaluated wide-range of products that would be available by 20052005

• Designed and installed a preliminary ICLS systemDesigned and installed a preliminary ICLS system• Installed an improved ICLS in 18 classrooms in 6 schoolsInstalled an improved ICLS in 18 classrooms in 6 schools• Monitored actual usage and energy consumption for a yearMonitored actual usage and energy consumption for a year• Conducted teacher preference surveysConducted teacher preference surveys• Installed an enhanced ICLS at SCE training centerInstalled an enhanced ICLS at SCE training center• Developed a 181-page report that documents the study Developed a 181-page report that documents the study

including data on each ICLS classroom, teacher preferences, including data on each ICLS classroom, teacher preferences, and electric light and daylight interaction at the Southern and electric light and daylight interaction at the Southern California Edison CTAC facility (on line at www.finelite.com)California Edison CTAC facility (on line at www.finelite.com)

• Provided a free, on-line ICLS performance specification and Provided a free, on-line ICLS performance specification and other industry links at www.finelite.com.other industry links at www.finelite.com.


ICLS Findings:ICLS Findings:

• Use high-performance, pendant indirect luminairesUse high-performance, pendant indirect luminaires

• Provide an Audio / Visual (A/V) mode under teacher controlProvide an Audio / Visual (A/V) mode under teacher control

• Locate easy-to-use controls at the front of the classroomLocate easy-to-use controls at the front of the classroom

• Use dual technology occupancy sensors with teacher-controlled delayUse dual technology occupancy sensors with teacher-controlled delay

• Tie the parts together with low-voltage, plug-and-play cablesTie the parts together with low-voltage, plug-and-play cables

• Ensure one manufacturer assumes system responsibilityEnsure one manufacturer assumes system responsibility

• Offer options including:Offer options including:– Photo-sensors for daylight controlPhoto-sensors for daylight control– A dedicated whiteboard luminaireA dedicated whiteboard luminaire– Dimming for A/V presentationsDimming for A/V presentations


How the system works: How the system works: General Mode: light faces, light vertical wall surfaces, cut glareGeneral Mode: light faces, light vertical wall surfaces, cut glare

• Walls and ceilings are Walls and ceilings are well litwell lit

• But, veiling reflections But, veiling reflections can wash out the screen. can wash out the screen.

• One simple switch One simple switch removes all veiling removes all veiling reflections.reflections.

• The lighting changes The lighting changes from “GENERAL” to from “GENERAL” to “A/V MODE.”“A/V MODE.”


How the system works:How the system works: A/V operation reduces veiling reflections A/V operation reduces veiling reflections

• The screen now looks The screen now looks sharp sharp

• Downlight delivers the Downlight delivers the right light on desksright light on desks

• Dimming can be Dimming can be

added as an option.added as an option.


How the system works: How the system works: General Mode: Two outboard lamps are switch onGeneral Mode: Two outboard lamps are switch on

• The ICLS luminaire The ICLS luminaire is wired so the is wired so the outboard lamps are outboard lamps are separate from the separate from the center lamp.center lamp.


How the system works:How the system works: A/V operation reduces veiling reflectionsA/V operation reduces veiling reflections

• Reflector over center Reflector over center lamp is 96% reflectivelamp is 96% reflective

• 100% of light directed 100% of light directed down to the desksdown to the desks


ICLS typical layoutICLS typical layout

• LuminairesLuminaires– 2-rows2-rows– 14-foot centers14-foot centers– 24-inch suspension24-inch suspension– Perpendicular to Perpendicular to

whiteboardwhiteboard– For over 50 foot For over 50 foot

candles at less than candles at less than one watt / square foot, one watt / square foot, use 3100 lumen T8 use 3100 lumen T8 lamps and 1.2 BF lamps and 1.2 BF electronic ballastselectronic ballasts


ICLS w/ whiteboard LayoutICLS w/ whiteboard Layout

• Pendant LuminairesPendant Luminaires– 2-rows pendant luminaires2-rows pendant luminaires– 14’ centers14’ centers– 24” suspension24” suspension– Perpendicular to whiteboardPerpendicular to whiteboard

• Whiteboard LuminaireWhiteboard Luminaire– 12’ Length12’ Length– 1T8 cross section1T8 cross section– 30” Setback from wall30” Setback from wall– 12” Suspension12” Suspension



• Controls and sensorsControls and sensors– TCC by whiteboardTCC by whiteboard– Occupancy sensor in Occupancy sensor in

center of the roomcenter of the room– Row switches by door(s) Row switches by door(s) – Control Pack above doorControl Pack above door

Teacher Control Center

Control Pack Occupancy Sensor



• InterconnectionsInterconnections– Low voltageLow voltage– Plug-and-play between Plug-and-play between

TCC, sensors, and Control TCC, sensors, and Control PackPack

– Row switches (high Row switches (high voltage)voltage)

Teacher Control Center

Dual Occupancy Sensors

Row Control


ICLS is energy efficientICLS is energy efficient


Control

General AVOccupancy

SignalGeneral AV

Occupancy

SignalGeneral AV

Occupancy

SignalGeneral AV

Occupancy

SignalTotal

prior data … … … … … … … … … … … … …

10/1/03 8:50 AM 3.22 0.00 100.00 0.01 1.35 100.00 3.32 0.00 100.00 3.37 0.00 100.00 6.05

10/1/03 8:51 AM 3.22 0.00 100.00 0.01 1.35 100.00 3.32 0.00 100.00 3.37 0.00 100.00 6.05

10/1/03 8:52 AM 3.22 0.00 100.00 0.01 1.35 100.00 3.32 0.00 100.00 3.37 0.00 100.00 6.05

10/1/03 8:53 AM 3.22 0.00 100.00 0.01 1.35 100.00 3.32 0.00 100.00 3.37 0.00 100.00 6.05

10/1/03 8:54 AM 3.22 0.00 100.00 0.01 1.35 100.00 3.32 0.00 100.00 3.37 0.00 100.00 6.06

10/1/03 8:55 AM 3.22 0.00 100.00 0.01 1.35 100.00 3.32 0.00 100.00 3.37 0.00 100.00 6.05

10/1/03 8:56 AM 3.22 0.00 100.00 0.01 1.35 100.00 3.32 0.00 100.00 3.37 0.00 100.00 6.05

10/1/03 8:57 AM 3.22 0.00 100.00 0.01 1.35 100.00 3.32 0.00 100.00 3.37 0.00 100.00 6.05

10/1/03 8:58 AM 3.22 0.00 100.00 0.01 1.35 100.00 3.33 0.00 100.00 3.38 0.00 100.00 6.05

10/1/03 8:59 AM 3.22 0.00 100.00 0.01 1.35 100.00 3.32 0.00 100.00 0.01 1.76 100.00 6.05

10/1/03 9:00 AM 3.22 0.00 100.00 0.01 1.35 100.00 3.32 0.00 100.00 0.01 1.76 100.00 6.05

10/1/03 9:01 AM 3.22 0.00 100.00 3.08 0.00 100.00 3.32 0.00 100.00 0.01 1.76 100.00 6.05

10/1/03 9:02 AM 3.22 0.00 100.00 3.20 0.00 100.00 3.32 0.00 100.00 0.01 1.76 100.00 6.05

10/1/03 9:03 AM 3.23 0.00 100.00 3.24 0.00 100.00 3.32 0.00 100.00 0.01 1.76 100.00 6.05

10/1/03 9:04 AM 3.23 0.00 100.00 3.26 0.00 100.00 3.32 0.00 100.00 0.01 1.76 100.00 6.04

10/1/03 9:05 AM 3.23 0.00 100.00 3.27 0.00 100.00 3.32 0.00 100.00 0.01 1.76 100.00 6.04

10/1/03 9:06 AM 3.23 0.00 100.00 3.28 0.00 100.00 3.33 0.00 100.00 0.01 1.76 100.00 6.05

10/1/03 9:07 AM 3.23 0.00 100.00 3.28 0.00 100.00 3.33 0.00 100.00 0.01 0.58 100.00 6.04

10/1/03 9:08 AM 3.23 0.00 100.00 3.28 0.00 100.00 3.33 0.00 100.00 0.01 0.59 100.00 6.04

10/1/03 9:09 AM 3.23 0.00 100.00 3.28 0.00 100.00 3.33 0.00 100.00 0.01 0.59 100.00 6.04

10/1/03 9:10 AM 3.23 0.00 100.00 3.28 0.00 100.00 3.33 0.00 100.00 0.01 0.59 100.00 6.04

additional data … … … … … … … … … … … … …

Room 22

Time

Room 19 Room 20 Room 21

Monitoring data in Excel formatMonitoring data in Excel format

Room 20Changes from

A/V to General

Room 22Changes from

General to A/VRoom 22

Lights were dimmed in A/V mode

Room 18, the control, Uses 82% more power

Than Room 22 in

“General Mode”


Lighting Usage –Lighting Usage –10/1/0310/1/03Heritage Oak School – Classroom 22

Time

Wat

t/S

q. f

t.

1) D

ow

nlig

ht - D

im

2) U

plig

ht

3) D

ow

nlig

ht M

ax

4) D

ow

nlig

ht - D

im5

) Up

ligh

t

6) L

igh

ts Off

7) U

plig

ht

8) L

igh

ts Off

9) U

plig

ht

10

) Lig

hts O

ff1

1) U

plig

ht

12

) Lig

hts O

ff

13

) Do

wn

ligh

t - Dim


Lighting Usage –Lighting Usage –10/1/0310/1/03

Heritage Oak School – Control Room18

1) Lights On 3) Lights On2) Lights Off

Wat

t /S

q. f

t .

Time


Lighting Usage –Lighting Usage –10/1/0310/1/03Heritage Oak School – Classroom 22

Time

Wat

t/S

q. f

t.

Dimming

= Savings Due to Downlight Mode

= Added Savings Due to Dimming

Dim

min

g

Dim

min

g


Lighting Usage –Lighting Usage –10/1/0310/1/03

Heritage Oak School – Classroom 22

Time

Wat

t/S

q. f

t.

= Occupancy Sensor Savings

Potential Savings


Lighting Usage –Lighting Usage –10/1/0310/1/03Heritage Oak School – Room 22

Savings Due to Best

Practices.

Savings Due to Best Practices with Quality

Lighting


ICLS is cost effectiveICLS is cost effective

NANA0.800.80$955$955$1,100$1,100

($1.15 / sq ft)($1.15 / sq ft)

33rdrd Row Row(3 Rows / room)(3 Rows / room)

2-3 years2-3 years0.200.20$355$355$500$500

($0.52 / sq ft)($0.52 / sq ft)

A/V Dimming A/V Dimming (2 Rows, 1-Lamp)(2 Rows, 1-Lamp)

3-6 Months3-6 Months0.470.47$30$30$175$175

($0.18 / sq ft)($0.18 / sq ft)

Daylight SwitchingDaylight Switching(each row)(each row)

Immediate!Immediate!0.800.80- $145- $145$2,600$2,600

($2.71 / sq ft)($2.71 / sq ft)

ICLS SystemICLS System(A/V + Occupancy)(A/V + Occupancy)

NoneNone1.351.35$0$0$2,745 $2,745

($2.86 / sq ft)($2.86 / sq ft)15 Parabolics15 Parabolics

PaybackPaybackEnergy Energy

(w/sq. ft.)(w/sq. ft.)DifferenceDifferenceInstalled CostInstalled CostAlternativeAlternative


Teachers prefer ICLS 9 to 1Teachers prefer ICLS 9 to 1


Here are before and after photos of Here are before and after photos of two ICLS test classroomstwo ICLS test classrooms

• Heritage Oak – represents new constructionHeritage Oak – represents new construction

• Dudley Elementary – represents a lighting Dudley Elementary – represents a lighting retrofit project. (There is tremendous retrofit project. (There is tremendous opportunity to understand this area better.) opportunity to understand this area better.)


Heritage Oak control classroomHeritage Oak control classroom(1.75 watts / sq foot)(1.75 watts / sq foot)


Heritage Oak PIER systemHeritage Oak PIER system(0.8 watts / square foot)(0.8 watts / square foot)


Dudley Elementary SchoolDudley Elementary School(1960’s vintage fixtures, 1.7 watts / sq ft)(1960’s vintage fixtures, 1.7 watts / sq ft)


Dudley Elementary SchoolDudley Elementary School(Low Voltage Retrofit, 0.9 watts / sq ft)(Low Voltage Retrofit, 0.9 watts / sq ft)


ConclusionConclusion

• ICLS benefits are real and well-testedICLS benefits are real and well-tested

• Building “Awareness” is our next challengeBuilding “Awareness” is our next challenge

• Thank you for your support Thank you for your support

Documents

PIER Lighting Research ProgramArchitectural Energy Corporation Lighting Research Program Project 4.5 Integrated Classroom Lighting System Funded by Finelite