LIGHTING THE ACADEMIC COMMONS: A Case Study of Electricity Efficiency of Incandescent, Compact Fluorescent and LED Lamps

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LIGHTING THE ACADEMIC COMMONS: A Case
Study of Electricity Efficiency of Incandescent,
Compact Fluorescent and LED Lamps
Dataset · December 2012
DOI: 10.13140/2.1.1269.8560
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Jenkins Macedo
Clark University
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LIGHTING THE ACADEMIC COMMONS:
A Case Study of Electricity Efficiency of Incandescent,
Compact Fluorescent and LED Lamps

Jenkins Divo Macedo
M.S., Environmental Science & Policy (2014)
M.A., International Development & Social Change (IDSC)
Technology for Renewable Energy
Dr. Charles Agosta, Ph.D.
13th
December 2012

J. Macedo 2
Abstract
This project explored the efficiency of the lighting systems at the Academic Commons (AC) at
the Goddard Library at Clark University as part of an academic research paper for the
Technology for Renewable Energy course taught by Dr. Charles Agosta, Chair of the Physics
Department. The study builds on students' responses to informal and open-ended surveys and
electricity energy consumption data from the lighting systems. The data were analyzed using a
2010-MS Excel base calculator to provide descriptive statistics on demographic characteristics
and statistical analysis of electricity used via lighting to determine energy cost, savings, CO2
emissions, and offsets by comparing the status quo (CFL lamps) against two hypothetical
scenarios. The results indicate that, while the CFL lamps electricity consumption seems efficient
in terms of CO2 emissions and cost compared to incandescent lamps, converting the lighting
systems to LEDs would reduce CO2 emissions substantially and contribute to Clark University’s
goal of zero emissions by 2020 thereby saving cost. The results suggest that Clark University
would be saving about $3,687.00/year in lighting systems at the AC, while reducing 18,420 lbs.
of CO2/year against the status quo of 147,355 lbs. of CO2/year.
Key Words: Energy efficiency, Lighting, Academic Commons, Clark University, greenhouse
gases, electricity

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INTRODUCTION
Globally, the production, distribution and consumption of electricity through the
excessive burning of fossil fuels are some of the leading sources of anthropogenic greenhouse
gas (GHG) emissions (IPCC, 2001; Watson et al., 2001). As population increase exponentially,
the demand for electricity for industrial, commercial institutions and residential consumption will
also continue to increase. In the United States, electricity production and consumption is
projected to increase by 2020 to approximately 40% (Pimentel et al., 2003). As of 2004,
excluding industrial energy consumption, it is estimated that the “total energy consumption for
electricity for commercial institutions have doubled at an annual growth rate of 2.1 percent as
well as transportation and residential annual energy consumption growth rate at 6.1 and 1.3
respectively” (EPA, 2007). Electricity generation in the U.S. from finite sources of fossil fuels,
such as petroleum, natural gas, coal, and other fuels account for approximately 93% of its energy
demands at an estimated cost of approximately $567 billion per year (ClarkU, 2007; Pimentel, et
al., 2003). This paradox does not seem to be changing as our desire and reliance on fossil fuels
for electricity generation continue to increase as we explore new territories.
The dominant system of electrical power production is such that the rate of extraction of
fossil fuels from the Earth’s surface is unsubstantiated by its regeneration rate leading to an
unsustainable and inefficient linear system of exploitation, use, and abuse. As global mean
surface temperature continues to increase at an unprecedented rate because of anthropogenic-
induced GHG emissions from the burning of fossil fuels, the need to rethink our electricity
production and utilization patterns become a compelling and unparalleled phenomenon that
evoke a moral and environmental urgency and responsibility to act in order to reduce GHG at the
1990s levels (DOE, 2003; IPCC, 2001, 2007).

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Reports have shown that college and university campuses on an annual basis emit large
amount of GHG (specifically C02) into the atmosphere specifically through the indiscriminate
use of lighting systems, computers and other energy consuming devices (DOE, 2003; York,
1980). The increasing attention driven to tracking and reducing ecological footprints paved the
way to a paradigm shift on how students, staff, and policy-makers within the context of higher
education perceive and operationalize energy use, specifically electricity (power) production and
consumption (ClarkU, 2007). Against this background, the efficient and sustainable use of
energy (i.e. electricity in general and lighting in particular) is paramount in shaping the
behaviors, attitudes, and approaches of private and public educational institutions to a more
sustainable and environmentally friendly future.
This paradigm shift led to the development of various Climate Action Plans (CAPs) on
college and university campuses. The overall goal of the CAP programs is to create and promote
innovative, sustainable, and efficient solutions for the reduction of GHG emissions and minimize
environmental damage by designing and installing energy efficient systems on campuses
(ClarkU, 2007, 2009; DOE, 2003). Over the last few years, this has become a reality at Clark
University where electricity generation is generally used for lighting, heating, ventilation and air
conditioning (HVAC), computing, refrigeration and general-purpose use (ClarkU, 2007, 2009).
It is reported that reduction in electricity consumption will reduce GHG emissions, pollution, and
serves as energy savings for the university (ClarkU, 2007, 2009).
Energy conservation and sustainability has become an urgency and tradition at Clark
University (ClarkU, 2009). Clark is still in the process of transitioning to becoming self-
sufficient in terms of electricity generation. The university is currently purchasing electricity

J. Macedo 5
from the National Grid at the cost of 0.11cent/kilowatt hour and has the capacity to self-generate
about 1,600 kW with an advance co-generation plant (ClarkU, 2007).
This study explored the electricity consumption for lighting at the Academic Commons
(AC) at the Goddard Library at Clark University by assessing electricity cost per kWh per year,
the efficiency of the lamps, energy savings and CO2 emissions in pounds (lbs.) and metric tons
per year for all 161 Compact Fluorescent Lamps (CFLs). These results are compared side-by-
side with two hypothetical scenarios of the less efficient incandescent lamps and the more
efficient light-emitting diode (LED) lamps with the same lumens output per Watt. The essence of
this comparison is to determine the current state of electricity consumption through the lighting
system at the AC, its efficiency, savings and CO2 emissions and what alternative lamp could be
substituted to ensure sustainable and efficient use of electricity as well as the associated savings,
cost and reduction in C02 per year.
Research Objective
The study explored the electricity consumed at the AC for lighting purposes during the
academic year, its associated cost, energy savings (if any) and CO2 emissions. This assessment
was accomplished by the comparing electricity consumption of the status quo (CLFs) with two
hypothetical scenarios (standard incandescent and LED) lamps to assess electricity cost per kWh
per year, the efficiency of the lamps, energy savings and CO2 emissions in pounds (lbs.) and
metric tons per year for all 161 lamps at the AC.
Research Question
The research was guided by the general assumption that the 161 CFL lamps installed in
the AC are energy efficient, but needed to be replaced to more efficient LED lamps that would
substantially reduce the ecological footprint of the facility as the Goddard Library is that largest

J. Macedo 6
emitter of GHG on campus. Apart from demographic characteristics of respondents, the
following sub-questions guided the process in collecting survey data from students on their
perception of the current lighting systems at the AC. The sub-questions that respondents were
asked include the follow:
1. On an average basis, how many hours do you use the AC per week?
2. Whether or not they were satisfied with the lamps at the AC?
3. Whether or not the lamps at the AC were energy efficient?
4. Whether or not they would recommend changing the lamps at the AC?
5. How would you describe electricity (lighting) use at the AC?
6. What do you usually do when you are at the AC?
Background of the Goddard Library and the Academic Commons
Clark University is known in the City of Worcester for its campus-based and cutting-edge
projects and facilities that seek to promote education, students’ comfort, environmental
sustainability and energy efficiency. The library was named after Dr. Robert Goddard, professor
and physicist who invented the rocket technology that set the stage for space exploration. The
AC is a new addition to the Goddard Library as before, the entire first floor was part of the
library. The renovation of the first floor of the library into the AC has help reshaped the outlook
of the Clark’s main library into modernize and attractive facility that foster learning and comfort.
The renovation of the first floor included a redesigning of the existing spaces, installation
of the Jazzman Café’, a computer lab, a silent reading space, the University’s Escort Services,
HelpDesk, four restrooms for students convenience and the construction of a 11,000 square feet
accomplished by completely enclosing the initial first floor of the library. The AC continues to

J. Macedo 7
provide “traditional and electronic resources, including Goddard's collection of more than
375,000 volumes, 275,000 monographs, subscriptions to 1,500 periodicals, full Internet access,
nearly 50 subject-specific databases and a public online catalog available 24-hours a day”
(www.freethehikers.org).
The AC is one of the busiest facilities on campus that is open to students 24 hours per day
7 days per week and operates in this manner throughout the academic year. The AC currently has
161 CFLs installed on the ceiling of the Goddard Library. These lamps counted in the survey do
not include those in the offices of the HelpDesk, the Mosakowski Institute for Public Enterprise,
and the University Archives. The lamps counted include Jazzman, Escort Services, HelpDesk,
the computer lab, the Silent Study Room, the printing room, the area around the vending
machines, hallways, the four restrooms in the AC and the open spaces. During bright sunny days,
lights in the AC are illuminated even though the windows are designed and structured in such a
way that enough daylight infiltrates the glass windows prompting good brightness, visibility and
security. It is important to assess the amount of energy use for lighting purposes at the AC and if
necessary how we can improve it to be more energy efficient and sustainable in our fight to
create and promote a “greener” campus and behavior change within an urban landscape and
environment that foster these practices.
METHODS AND DATA ANALYSIS
In this study, I used the quantitative research approach in the process of data collection
and analysis. Data for electricity consumption by CFL at the AC were derived from manual
process, which include developing sketched ceiling plan of the entire AC and mapping into the
sketch the location of each CFL into the plan. In consultation with Physical Plant, Dr. Charles

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Agosta,, and the Office of Sustainability, it was determined that the lamps installed in the AC
were 30 Watts/1600 lumens with efficiency of 53% and a total of 161 lamps were installed. I
counted the number of light bulbs at the AC and sketched it manually during three separate days
of the week. All lamps in the offices at the AC were not part of the analysis.
I also conducted a short survey on index cards to fifty-five (55) students on three (3)
separate days of the week (Monday, Wednesday, and Friday). I used the targeted sampling
approach to identified respondents base on their availability and willingness to participate in the
brief survey. The survey was intended to generate data on students’ perceptions of electricity
consumption in the AC. I had a 100% response rate as everyone that I approached answered the
questions on the index cards.
Units of Analysis
The units of analyses of the study are the electricity cost, efficiency, energy savings and
CO2 emissions Compact Fluorescent Lamp (CFL) at the AC, which is the status quo as well as
the same variables for both the standard incandescent and LED lamps. The overall purpose is to
see which lamp has the highest electricity efficiency, savings, and less CO2 emissions.
Data Analysis
I used a Microsoft Excel 2010 database to calculate the electricity consumption of all 161
CFLs, their efficiency, energy savings and CO2 emissions in pounds (lbs.) and metric tons. I
than compared the electricity output, cost, efficiency and CO2 emissions with the hypothetical
scenarios; that is, the standard incandescent and LED lamps. I used the Light Bulbs Energy
Efficiency Calculator system that I created to evaluate and analyze the efficiency, cost, energy
savings and CO2 emissions for each scenario including the status quo. The survey data were
recorded, cleaned, coded and labeled in a separate Microsoft Excel 2010 database for analysis.

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Figure 1: Electricity Production
The results were used to triangulate results from calculations done using quantitative data of
electricity consumption at the AC to explore students’ perceptions of electricity consumption and
also promote behavior change.
RESULT AND DISCUSSION
In this section, I present and discuss the findings from the analysis conducted using data
collected from quantifying electricity consumed at the AC as well as results from the survey
conducted. Results and discussions were done simultaneously while identifying major trends in
electricity consumption at the AC. Figure 1 shows how electricity that we consume comes from
difference sources at different locations and each source release GHG into the atmosphere.
Source: KCP&L, 2012
According to the diagram, the process of electricity generation by the means of burning
fossil fuel occurs when fossil fuel is burned at high temperature in a furnace that is known as the

J. Macedo 10
boiler. Water is release through the system in series of pipes, which is heated at extreme pressure
and temperature to produce steam. At this stage, the high-pressurized steam produce from the
high temperature released into the system accelerates numbers of huge fans-like structures within
a turbine system (Rosenfeld & Hafemeister, 1988). This process caused the fan to spin at high
speed at approximate 1,500 mph, which in turn caused a magnet within the rotor to produce
electricity. Now that the electricity is produced, it moves from the power plant through a system
of transmission into our homes, offices and devices. All alone this linear system of electricity
production, about 20-30% of the total energy produced is lost in the form of heat energy
(Rosenfeld & Hafemeister, 1988).
Clark University current purchase electricity from the National Grid, which in part is
reliant on the energy production process described in Figure 1. Over the last three years,
electricity use at Clark has fluctuated, causing the University to become reliant on outside source
of electricity generation (ClarkU, 2007, 2009). Report indicate that in 2004, Clark’s consumed
about 11.5 million kilowatts hour of electricity most of which was used for lighting, ventilation,
computing, refrigeration, air conditioning and general purpose use (ClarkU, 2007). In 2005, there
was a 6.1 percent increase in electricity consumption followed by a 4.3 percent decreased in
2006 (ClarkU, 2007). Clark is making significant progress in reducing GHG emissions by 2015.
In the remaining part of this section, I discuss specific findings from the study within the context
of electricity consumption and creating a campus that is environmentally aware and sustainable.
Demographic Characteristics
During the study, I was able to administered surveys to fifty-five (55) students who were
at the AC at three different intervals during the course of academic week. Respondents were
asked brief questions clearly written on several index cards. Some of the demographic

J. Macedo 11
Figure 2: Age of Respondents
characteristics that were selected to describe participants who responded to the surveys include:
age, gender, ethnicity, academic year of study, and department of study. I selected these
demographic variables to describe the population of the study because of their significance in
explaining the cultural diversity and interdisciplinary composition of students who access the
AC. I wanted to explore the age range of student respondents who use the AC, so I asked them to
give me their age if they were willing voluntarily. All 55 respondents submitted their ages and I
collapsed the ages of all 55 respondents into 5-age range of 3 years apart. Figure 2 shows the age
arange of the respondents that answered the survey. The result indicates that 33% of the
respondents were between the ages of 21 to 23 years old, 25% between the ages of 18 to 20 years
followed by 15% of the age range between 27 to 29 years old and 27% between the age ranges of
21 to 26 years. These results also indicate that the AC is being widely used mostly by young
adults between the ages of 18 to 29 years old. This is probably because students seem to consider
the space at the AC an avenue to socialize and get contact with other students in other programs
and the place to hang out and relax.

J. Macedo 12
Figure 3: Gender of Survey Respondents
Figure 3 shows the gender of respondents that answered the survey. The result shows that
62% of students that answered the survey were females, while 38% were males. Personal
observations on several days of the week during the academic semester confirmed this trend that
female students at Clark are more likely than their male counterparts to use the Academic
Commons as a share space for socialization, meetings, and study groups, which is also consistent
with the Clark’s gender-ratio (m/42%; f/58%).
Another demographic variable that I selected to describe the population is ethnicity. As I
previous mentioned, Clark is a small private university that is well known for its cutting-edge
liberal arts education, which seeks to challenge conventions by bridging the gaps between theory
and practice in diverse cultural settings. On average, about 40% of graduate and undergraduate
students admitted to Clark are from out of the country and the rest 60% are considered domestic
students, who are either in state or out-of-state. The diverse nature of the university makes Clark

J. Macedo 13
Figure 4: Ethnicity of Survey Respondents
an interesting community of young scholars and anticipating professionals who are seeking to
design and develops innovative ideas to create social and sustainable change. This distinct
diversity was also reflected among those who responded to the survey. Their responses were
grouped in ethnicity base on regional classification because of the smaller sample size and to
protect the privacy of respondents from location with fewer respondents. Figure 4 shows the
ethnicity of respondents who answered the survey. The result shows that out of the 55
respondents that answered the survey 21 were North American, 11 were East Asian followed by
9 and 8 were African and Southeast Asian respectively.
The next demographic variable that I selected to describe the targeted sample group is
their academic year of study. This demographic variable does not mean the academic calendar
year of study, but rather the current academic year of those answering the surveys. This variable
also helps explained the “trans-academic levels” of those who responded to the survey, both

J. Macedo 14
Figure 5: Academic Level of Study
undergraduate and graduate students. Figure 5 shows the current academic year of study of
respondents who answered the survey. The result confirms that 40% of the respondents were in
their second year of study as either undergraduate or graduate students followed by 29% who
were in their first year (in either academic level) and 11% for both senior undergraduate students
and those in the fifth year master program who just completed their undergraduate and are
making the smart choice of completing their master degree within an intensive one year. As
proceeding result will show, these demographic variables provide us with in-depth sociocultural,
ethnic, and academic background knowledge of the student composition at Clark. These
variables may not be directly linked to electricity consumption at the AC, but they could provide
us with relevant cultural and demographic background of those who access the facility for
academic enrichment, comfort, social support and social networking within the shared space.
Students’ academic levels, that is, whether or not they are undergraduate or graduate
students were the fourth demographic variable that I selected to measure outcomes. Students’

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Figure 6: Academic Levels of Survey Respondents
level of education is important because it provides some insights into the nature and composition
of those answering the survey. At Clark and I am sure at other universities and colleges in the
US, there are some courses that both graduate and undergraduate students take together, which
provides much more diverse learning experience and environment. Figure 6 shows the academic
levels of the respondents that answered the survey. The result indicates that 73% of respondents
that answered the survey were graduate students and 27% were undergraduate students. There
are several assumptions that could be used to explain the wide gap between graduate and
undergraduate students’ representation at the AC when the survey was administered. The first
could be due to the selection of individuals to answer the survey since individuals were selected
based on their availability when they were at the AC. Secondly, the higher response rate of
graduate students could have been caused by the time of the day and week when most graduate
students used the AC for group meetings and follow-up sessions with professors.

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Figure 7: Academic Levels
I also became interested how students’ perceptions of electricity use at the AC translate
throughout other programs or departments at Clark? Figure 7 shows the academic department of
respondents who answered the surveys. The results indicate that that 51% of the respondents
who participated in the survey were graduate students from the Department of International
Development, Community, and Environment, whereas, 31% are from Graduate School of
Management and 18% from other programs or departments (including Psychology, sociology,
Education, Global Environmental Studies and Political Science).
I also asked respondents how many hours per week on average they used the AC? The
essence of the question is to capture the average number of hours they stay at the AC weekly.
The responses provided useful information on their familiarity with the overall electricity
consumption and their perspectives on how energy is being used in providing a comfortable, safe
and visible space to enhance learning processes as well as encouraging socialization, leisure and
relaxation. The desire to ask the question about the average hours per week that students use the

J. Macedo 17
Figure 8: Average hours per week
AC came about as a result of discussions with other graduate students during the course of the
semester. The discussion was about the indiscriminate and excessive consumption of lights at
the AC.
A total of 55 students answered this question. Figure 8 shows the average hours per week
of respondents who used the AC for variety of purposes. The result confirms that on a weekly
basis, 23 out of 55 respondents used the AC for 8 to 11 hours, while 20 out of 55 respondents
stayed at the AC for 4 to 6 hours. The result represents a normal distribution amongst the entire
sample as 43 respondents out of the total number of 55 respondents said they use the AC on a
weekly basis for about 4 to 11 hours. The result also attests to the assertion that the Goddard
Library at Clark University, specifically the AC, is the busiest facility on campus and that the
entire Goddard Library is the largest consumer of electricity. Electricity use at the Goddard
Library and the AC campus is mostly for lighting, computing, ventilation and air-conditioning
during the summer because students especially during the winter spend more time in the building
than would seem during the summer.

J. Macedo 18
Next, I wanted to explore respondents’ general perception about energy efficiency and
what they thought about the current lighting system at the AC. Figure 9 shows respondents’
answers to whether or not they were satisfied with the lamps at the AC. The result indicates that
65% of the respondents said they were satisfied with the lighting systems and 35% were not
satisfied. These diverse views from respondents who use the AC on a weekly basis led to the
conclusion that even though most students think the lamps (CFLs) at the AC are energy efficient,
fewer students think that Clark University can live up to the challenge of significantly
minimizing its GHG emissions from electricity consumption through lighting by upgrading to
more efficient lamps (LED).
Students led initiatives and group projects in courses such as “Sustainable University”
have started exploring alternative lighting systems that would have lesser ecological footprint
and reduce the overall GHG emissions from electricity generation and consumption at Clark. I
Figure 9: Respondents' Satisfaction with Lighting at the AC

J. Macedo 19
had an informal discussion with a staff member of the Office of Sustainability at Clark and this is
what the staff told me about the efficiency of the lamps installed in the AC over the summer:
“Just last summer we upgraded all the lighting systems in the AC and other buildings on
campus. What we need to be thinking about now is switching to more energy efficient
lights such as the LED” (Discussion with a staff of the Office of Sustainability).
The installation of energy efficient lamps at the AC would significantly reduce GHG emissions
substantially and would serve as behavior change for students to imitate, which in turn would
have exponential impact as students might influence their parents to make “smarter energy”
choices at home.
As a follow-up question to respondents’ satisfaction with the lighting system in the AC, I
asked whether or not the AC lamps were efficient in terms of electricity consumption? Figure 10
shows respondents’ answers to the question whether or not the lamps in the AC are energy
efficient. The result indicates 69% of respondents agreed that the lamps at the AC are energy
efficient, while 31% did not agree. This result slightly corresponds with previous results on
students’ satisfaction with the lamps at the AC. In both results, respondents’ who were neither
satisfied nor think that the lamps in the AC were energy efficient claimed that there are too many
lights. A graduate student classified the lights in the AC as an “excessive use” of electrical
energy, which is not a sustainable behavior.
Figure 10: Energy efficient lamps

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As a follow-up question to the previous two questions discussed above, I asked in a
hypothetical scenario would you recommend to Physical Plant to change the lamps to more
energy efficient lamps. The result shows identical trends in the past two questions related to how
efficient the lamps are and how satisfied they were with the lamps at the AC. Figure 11 shows
respondents’ agreement whether or not the lamps in the AC should be changed based on
recommendations to more energy efficient lamps. The result shows that 30 respondents out of 55
respondents who answered the survey agreed that the lamps in the AC should not be changed;
whereas, 25 respondents out of 55 indicated that changing the lamps in the AC to more energy
efficient lamps would reduce GHG emissions significantly. These claims were made in follow-
up questions with some respondents who expressed interest in further discussions.
Figure 11: Lamps Change in
the AC

J. Macedo 21
I also took photos of the lights at the AC to help explore the situation of what others
considered to be excessive use of electricity and how we do not really need 161 CFL within
11,000 squares foot-the total area of the Academic Commons. Figure 12 and 13 are digital
photograph taken during two nights when I collected data from students in the AC. These
photographs all show the arrangements of Compact Fluorescent Lamps (CFL) on the ceiling of
the AC all emitting the same amount of lm/w. The question that races through my mind just by
glancing at these two photos is “how much light do we really need?” I suggest further study
needs to be conducted in an effort to explore this question.
Figure 12: AC lighting at night
Figure 13: Lighting at the AC

J. Macedo 22
Now, I shifted my questions to explore conflicting ideas and perceptions among
respondents about the claims of indiscriminate and excessive consumption of electricity through
the lamps that is immediately observed the moment you enter the doors of the AC. I asked
respondents to describe if possible; the AC’s electricity consumption through lighting and figure
14 shows the results of the responses. This chart shows the actual response from respondents’
descriptions of electricity consumption through lighting at the AC. The result indicates that 14%
of the respondents agreed that there are plenty of lights, while a little over 13% reported that the
lighting systems in the AC is good for study. Additionally, about 11% of the respondents said
that electricity consumption in the AC through lighting is inefficient followed by 10% who
mentioned that the lights were designed in such a way that it is “reminiscent” of the architecture
of the AC and sets it apart from other student centers in the City of Worcester. A little over 9%
each said that the lightings are okay and needs improvement.
Figure 14: Respondents' descriptions of lighting use in the AC

J. Macedo 23
In order to conclude this section of the results and discussion exploring respondents’
perceptions of electricity use in the AC through lightings, I asked respondents to list what they
did when at the AC? Figure 15 shows the list of activities they engaged in while at the AC during
the academic. It should be noted that this list is not exhaustive and could change depending on
the sampling frame, time and day of the week as well as season of the year. Different population
at the AC would yield different categories of activities that students engaged in whilst at the AC.
However, there would always be similarities on some categories as some students share
similar interests and or activities. The result indicates that 33 respondents out of 55 survey
respondents reported that they are usually at the AC when they are ready to book Escort Service
to go home. These respondents seem to be those who usually study at the main library above the
AC. This figure doesn’t speak much about the issues of electricity consumption through the use
of lighting, but directs us to some of the interesting variables that students engaged when they
are at the AC.
Figure
15:
Respondents'
activities
at
the
AC.

J. Macedo 24
Figure 16: Scenarios and types of Lamps
Academic Commons Lighting Findings
In this section, I present and discuss the findings that were derived from the data
collected relative to electricity consumption through lighting systems at the AC. The AC
currently has about 161 Compact Fluorescent Lamps (CFL) installed. The lamps are 30 Watts
each and emit 1600 lumens with an efficiency of 53%. I used this information as the status quo
against two separate hypothetical scenarios with the same brightness or lumens (as the constant)
to determine how we could derive at a more efficient alternative for electricity consumption at
the AC through lighting. Figure 16 shows each lamp that was considered in each scenario alone
with their respective Watts. As initially discussed above, each of the lamps emit the same lumens
per Watts to maintain consistency in brightness; that is, for the scenario 1 (S1), 100W/1600lm
would yield an efficiency of 16%, whereas, for scenario 2 (S2), 20W/1600lm would also yield an
efficiency of 80%. I already calculated the efficiency of the status quo (SQ), which is 53%. I
based my calculations on the total number of lamps currently installed in the AC for CFL, which
are about 161 for all two scenarios over the period of 365 days per year at 0.11 cent per kWh
purchased from the National Grid.

J. Macedo 25
Figure 17: Watt consumed by types of lamp
Using the base calculations above, I developed a Microsoft Excel 2010 database to
calculate the electricity consume by in terms of Watts per lamp type, the efficiencies of the three
scenarios (as described and calculated previously; that is, #lm/#W), lamp type by kilowatt hours
per year, cost of electricity consumption through lighting for all three cases per year per 0.11
cent per kWh, energy savings by using efficient lamp and CO2 emissions in pounds (lbs.) and
metric tons per year. These calculations were done through the use of the Excel database created
and was shared with Dr. Agosta for consultative, directional, and instructional purposes. The
results are being presented in various charts and graphs. The presentation and discussion of
findings are being presented as described above.
Figure 17 shows the Watt of electricity consumed through lighting per day by types of
lamp for the total of 161 lamps in each scenario. The result shows that S1, which is the standard
incandescent lamps consumed 16,100 Watts per 100-Watts lamp that burn. In the case, both the
CFL and LED lamps consumed significantly lower Watts for all 161 lamps. The difference in
terms of Watts consumed between both the LED and CFL lamps is 1610 Watts that if we replace
every CFL with LED in the AC.

J. Macedo 26
Figure 18: Types of Lamp by kWh/YEAR
Figure 18 shows electricity consumption through lighting systems for all three scenarios
in kilowatt-hours per year. The result indicates that if we were to use 1600lm/100w incandescent
lamp for all 161 lamps that are currently installed in the AC, we would be consuming
141036kWh/year for scenario1; whereas, with the status quo 1600lm/30w CFL, we are currently
consuming 42311kWh/year just for the Academic Commons in terms of electricity consumption
through lighting. However, if we switched to 1600lm/20w AC LED Grid systems, we would be
consuming 28207kWh/year for scenario2. The switch from CFL to LED would have saved us
14104kWh/year at the cost of $1551.44/year.

J. Macedo 27
Figure 19 shows the efficiencies of all three scenarios per types of lamp presented. The
result demonstrates that AC LED Grid lights have an 80% efficiency rating as compared side-by-
side with CFL and the standard incandescent lamps at the same lumens of 1600. The 20 Watts
AC LED Grid lamps has efficiency difference of 23% more than the CFL and quadruple the
efficiency of 100 Watts incandescent lamps, which emits the same amount of lumens. If we can
switch the AC electricity consumption through lighting from CFL to 20-Watts AC LED Grid, we
would be saving 23% of our current electricity demand that is being wasted through CFL. The
only start-up cost that we will have to pay out front would be the cost of 20-Watts AC LED Grid.
Each of the LED grid lamp cost $50.00 and has a lifespan of 60,000 to 70,000 hours
Figure 19: Efficiency by types of lamp

J. Macedo 28
Figure 20 shows the cost of electricity consumption through lighting per year compared
side-by-side with types of lamp in each scenario. At Clark, the average cost per kWh for
electricity consumption from the National Grid is 0.11 cent. Using this average cost, the cost for
kWh/year for all there scenarios suggest that scenario1 yielded the highest cost per kWh which is
$15,514.00/year; whereas, the status quo results into $4,654.00/year and scenario2 shows a total
cost of $967.00/year. The difference that we would be saving in terms our electricity demand if
we switch to LED is $3687.00/year.
Figure 20: Cost of electricity consumed to lighting/year

J. Macedo 29
In the last two Figures (21 and 22), I present and discuss the emissions of CO2 in pounds
(lbs. /year) and metric tons per year by types of lamp in each scenario per kWh/year. The result
in Figure 21 indicates that incandescent lamps which consumed 141036kWh/year emits 184193
lbs. of CO2/year; whereas, the compact fluorescent lamps that are currently installed and being
used in the AC consumed a total of 42311kWh/year and emits 55258 lbs. of CO2/year, while
LED lights consumed 28207kWh/year and emits 36838 lbs. of CO2/year. If we switched the
lighting system from CFL to LED at the AC, we would be offsetting 18420 lbs. of CO2/year and
also against 147355 lbs. of CO2/year if we switched from incandescent to LED.
Figure 21: lbs. of CO2 emitted/Year/kWh

J. Macedo 30
Comparatively, the result in Figure 22 suggests that incandescent lamps, which consumed
141036kWh/year, emit 83.56 metric tons of CO2/year. Similarly, the compact fluorescent lamps
that are currently installed and being used in the AC consumed a total of 42311kWh/year and
emit 25.06 metric tons of CO2/year, while at the same time LED lights consumed
28207kWh/year and emit 16.71 metric tons of CO2/year. If we switched the lighting system
from CFL to LED at the AC, we would be offsetting 8.35 metric tons of CO2/year and against
66.85 metric tons of CO2/year if we switched from incandescent to LED, which is 4(x) more
metric tons of CO2/year emitted using LED.
Figure 22: Metric tons of CO2 emitted/Year/kWh

J. Macedo 31
Conclusion
The Goddard Library is the building on campus that consumes a lot of energy and emits
almost half of the greenhouse gas emissions on campus (ClarkU, 2007). The Academic
Commons (AC) was recently added to the library complex as part of an initiative to install
cutting-edge technology, architecture and design to the edifice. The AC is the busiest facility on
campus that is mostly used by students, staff, and faculty as well as community members. The
AC is open throughout the year 24 hours/day 7 days/week and occasionally during summer and
winter breaks.
Students at the AC are sometimes there for socializing, conducting group meets, and
meeting with faculty members for guidance and supervision, social networking and or “just
hanging out” as one respondent indicated. As such, the lights in the facility are always
illuminated even during sunny days when visibility in the facility does not require lighting. The
compact fluorescent lamps (CFLs) that are currently in the facility were installed last summer
(2011). However, based on personal observations, survey conducted amongst students and
electricity consumption through lighting data analyses using three distinct and interrelated
scenarios suggest that even though the lamps in the AC are 53% efficient, we can do more by
upgrading the lighting systems to more efficient systems. Against this backdrop and based on
findings discussed previously, the urgency to reduce CO2 and other GHG emissions by installing
more energy efficient lamps such as the 1600 lumens/20 Watts, which would yield efficiency of
80% and save Clark money as well as reducing our ecological footprint.

J. Macedo 32
Works Cited
USBC. (2001). Statistical Abstract of the United States 2000, Washington, DC, US Bureau of the
Census, US Government Printing Office.
ClarkU. (2007). An Assessment of Clark University's Environmental Impact. Worcester: Clark
University.
ClarkU. (2009). The Clark University Climate Action Plan. Worcester: Clark University.
DOE. (2003). The Energy Smart Guide to Campus Cost Savings. Washington, D.C.: United
States Department of Energy.
EPA. (2007). Energy Trends in Selected Manufacturing Sectors: Opportunities and Challenges
for Environmentally Preferable Energy Outcomes. Fairfax, VA: United States
Environmental Protection Agency.
IPCC. (2001). Climate Change 2001: The Scientific Basis. . Cambridge, UK: Intergovernmental
Panel on Climate Change.
IPCC. (2007). Summary for Policymakers Cambridge, UK: Intergovernmental Panel on Climate
Change.
Pimentel, D., Pleasant, A., Barron, J., Gaudioso, J., Pollock, N., Chea, E., et al. (2003). U.S.
Energy Conservation and Efficiency: Benefits and Costs. Journal of Environment,
Development and Sustainability, 6, 279-305.
Rosenfeld, A. H., & Hafemeister, D. (1988). Energy-efficient Buidings.
Watson, R. T., Albritton, D. L., Barker, T., Bashmakov, I. A., Canziani, O., Christ, R., et al.
(2001). IPCC Third Assessment Report. Wembley, United Kingdom: Intergovernmental
Panel on Climate Change.
York, C. M. (1980). An Analysis of Energy Use on Community College Campuses. Lawrence
Berkeley National Laboratory, LBNL Paper LBL-11257.

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LIGHTING THE ACADEMIC COMMONS: A Case Study of Electricity Efficiency of Incandescent, Compact Fluorescent and LED Lamps