R o o m 1 6 6
Alaina Pinney Neil Bailey Elizabeth Bryan
Electric Lighting Professor Oksanen Winter 2007
Concept
Here at the University of Oregon we believe in healthy learning environments supported by a connection to the outdoors. Room 166 has the potential for fresh air and natural daylight. However as the situation exists now, the electric lighting spoils the connection with the natural environment. In order to reflect the standards of a quality learning environment upheld by the university, the electric lighting of Room 166 should take advantage of the incoming daylight and provide a balanced illumination in which natural and artificial light happily coexist.
Existing Conditions
Natural daylight on two sides, unbalanced
Direct / Indirect suspended fluorescents
Recessed wallwashers on three walls, erratically placed, not at 20 degree angle from wall
4 dimming presets, complicated to use
Lights on, no daylight a. 33
b. 19c. 24d. 33e. 12avg. =
24.3 fc
Recommended light level 20 to 30 fc
Lights dimmed to preset, a. 2no daylight b. 0.7
c. 0.7d. 1e. 0.5avg. = 1.0
fc
Ehor Valuesin footcandles
a
b
c
d
e
Existing Light Distribution
35+2515
51
0.50
Lights on Lights dimmed
Daylight Values (fc)
De-institutionalize. Emulate the natural light coming from the south and west walls of the classroom with the addition of light coves.
Although Room 166 meets the recommended lighting level, we propose an overall average of 18 footcandles when the room is fully lit.
Create a calm and uniform ceiling plane with recessed luminaires.
Master Plan
Proposed Electric Lighting
Light coves, a concealed light source
Recessed luminaires, ambient light
Details
Cove
Philips Pentura MiniT5 fluorescent lamp
Recessed
BEGA 2466White plastic diffuser reduces glare
“everybody needs a light”