1 Table of Contents Introduction……………………………………………………………………………………………...1 Lighting Studies…………………………………………..……………………………………….……2 Analysis of Lighting Distribution.……………….…………………….………………………..4 The Problem…………………………………………….………………….……………………………5 Calculations………………………………………………….…………………………………………..5 Suggested Design/ Alternative Solution ………………………………………………….....6 Applying LED Light…………………………………………………………………………………..10 Costs……….……………………………………………………………………………………………...11 Conclusion………………………………………………………………………………………………13 References 2 Introduction Lighting is an important factor in every building these days. Since the invention of light in 1931 by Thomas A. Edison, lighting has been used in every building or shelter as a replacement of candles. Many studies have been done on verity of buildings and standers were set depending on the type of building used for. These standards are made to provide the best comfort, functions, and energy consumption to occupants. For example, we would use less lighting in socializing places like restaurant and coffee shops, than in reading places like classrooms and libraries. In addition, lighting can play a roll in heat gain or loss of a building. Therefore, correct lighting distribution can be beneficial for any building or working space. The research examine the changing learning environment, focusing on how technology used to instruct students to the best quality of learning. Specifically, recessed accommodate the increased use of individual presentations, computers and blackboards that are used to create high performance classroom. Approaching a better solution for lighting distribution to meet the needs of the teaching methodologies, and reducing energy consumption. Therefore, in this project the aim is to provide a better system approach lighting layout design, products and low maintenance support which would yield sufficient benefits to the classroom and students. By providing an energy efficient solution for a 3 classroom lighting system it will address the issue of high performance economical classroom and could be installed in every classroom. Our focus of this project is to study the lighting of an existing classroom within XX University Complex and suggest an alternative design to improve the lighting and reduce costs in terms of energy consumption. Lighting studies Classroom As part of our project is to choose a classroom within XX University complex, we decided to choose class H-‐520. This class is located in Hull Building at the center of the 5th floor. In addition, the class dimensions are 8 x 14 m and 3.5 m high. The class has four walls and no windows on any side, which prevent sun light from entering the classroom. Also, the class include one window, 2 dashboard, one counter table for presentation, 6 rows of tables for students and it can hold up to 110 occupants. There are 36 lights of Fluorescent lamp (F34CW/SS/ECO) where used. The di ...

1. 1
Table of Contents
Introduction…………………………………………………………
…………………………………...1
Lighting
Studies…………………………………………..……………………
………………….……2
Analysis of Lighting
Distribution.……………….…………………….……………………
…..4
The
Problem…………………………………………….…………………
.……………………………5
Calculations………………………………………………….………
…………………………………..5
Suggested Design/ Alternative

2. Solution
………………………………………………….....6
Applying LED
Light…………………………………………………………………
………………..10
Costs……….…………………………………………………………
…………………………………...11
Conclusion……………………………………………………………
…………………………………13
References

4. 2
Introduction
Lighting is an important factor in every building these days.
Since the invention of light in 1931 by Thomas A. Edison,
lighting has been used in every building or shelter as a
replacement of candles. Many studies have been done on verity
of buildings and standers were set depending on the type of
building used for. These standards are made to provide the best
comfort, functions, and energy consumption to occupants. For
example, we would use less lighting in socializing places like
restaurant and coffee shops, than in reading places like
classrooms and libraries. In addition, lighting can play a roll in
heat gain or loss of a building. Therefore, correct lighting
distribution can be beneficial for any building or working space.

5. The research examine the changing learning environment,
focusing on how technology used to instruct students to the best
quality of learning. Specifically, recessed accommodate the
increased use of individual presentations, computers and
blackboards that are used to create high performance classroom.
Approaching a better solution for lighting distribution to meet
the needs of the teaching methodologies, and reducing energy
consumption. Therefore, in this project the aim is to provide a
better system approach lighting layout design, products and low
maintenance support which would yield sufficient benefits to
the classroom and students. By providing an energy efficient
solution for a
3
classroom lighting system it will address the issue of high
performance economical classroom and could be installed in

6. every classroom.
Our focus of this project is to study the lighting of an existing
classroom within XX University Complex and suggest an
alternative design to improve the lighting and reduce costs in
terms of energy consumption.
Lighting studies
Classroom
As part of our project is to choose a classroom within XX
University complex, we decided to choose class H-‐520. This
class is located in Hull Building at the center of the 5th floor. In
addition, the class dimensions are 8 x 14 m and 3.5 m high. The
class has four walls and no windows on any side, which prevent
sun light from entering the classroom. Also, the class include
one window, 2 dashboard, one counter table for presentation, 6
rows of tables for students and it can hold up to 110 occupants.
There are 36 lights of Fluorescent lamp (F34CW/SS/ECO)
where used. The distribution of the lamps as follow; 4 rows and

7. 9 columns, distributed evenly along the ceiling. Each box of
light contain two Fluorescent lamp, which adds up to 72 lamp
where used in total.
4
Data and Results
After having a close look at the distribution of the lighting and
their affect on the class, we expected the lighting are good,
stable and suitable for a classroom. It should comply with the
standards and provide best environment for students. To get
better understanding of the lighting, we applied Cavity method

8. and assumed the following Lumen values of different points in
the classroom.
Horizontal
Lights ON
Front Lights OFF
1
221
30
2
259
27
3
489

9. 388
4
180
149
5
360
299
Vertical:
Illuminanace Result of 85 lx

10. From the assumed result it indicate that the classroom is not
balanced enough in terms of light distribution. Which could
affect the concentration of both student and teacher. From this
data our goal is to provide a better lighting system and consider
cost and energy consumption as the main issues of the
classroom. Since the class has no windows, it will have no
effects on the rotational or elevation of the sun.
5
Analysis of Lighting Distribution
The distribution of light in the classroom as follows:

11. Figure 1.
The distribution of tables and dashboard as follows:

12. Figure 2.

13. 6
The Problem
The main issue with the lighting of the class is the type of light
used in
class (Fluorescent lamp). Even though, it fit the standards of a
typical
classroom, they still relatively cost a lot in terms of energy
consumption
and maintenance. The Fluorescent lamps are known with their
high-‐
energy consumption compare to other lights. In addition, they
have short
lifespan and constant maintenance is required. For example, if
we used
Fluorescent lamp for 12 hours everyday and for 365 days, it has

14. to be
changed after approximately 3 years. It has a maximum lifespan
of 12000
hours.
Calculations
We used the following formula to find the number of luminaries
required
for our classroom:
N (luminaries) = (E * A)/ (CU * ( # of lamps * flux) * LLF)
-‐Where E; assumed to be 75fc, which is equal to 807 lux
-‐ Luminas Flux for Fluorescent light is = 2650 lm for each

15. lamp -‐ Luminas Flux for LED (Tetra AL10)= 1840 lm for each
lamp -‐ LLF assumed to be = 0.68 (Fluorescent)
-‐ LLF assumed to be = 0.8 (LED)
-‐ CU (coefficient of Utilization) assumed to be = 0.73 -‐ Area,
A= 112 m^2
7
Therefore,
For Fluorescent light
N= (807 * 112)/ (0.73 * 2* 2650* 0.68) = 36 Luminaries For
LED (Tetra AL10)
N=(807 * 112)/ (0.73 * 2* 1840* 0.63) = 42 luminaries
To insure good lighting we will be using 45 luminaries instead

16. of 42 luminaries
Suggested Design / alternative solution
After searching different types of lights and looked closely on
the characteristics, we came up with the following alternative
design. Replacing the Fluorescent lamp by LED light will
reduce the cost of energy consumption significantly. As a result,
by using LED light we will obtain the same standards of a
typical lighting in a classroom. In addition, the quality of
brightness and clarity will be improved. Even though, LED light
emit lower Lumen value and consumes less power, it can still
provide an energy efficient classroom with suitable and stable
standards.
LED ( Tetra AL10 )
There are many different types of LED lights can be used to fit
the standards of a classroom lighting. However, we decided to

17. choose LED (Tetra AL10) light for several reasons. The Tetra
AL10 light produces brilliant white light, which meets the
standards of ‘ Lighting Designer slight Design’(1). Features of
LED Tetra AL10 includes: high colour rendering 93CRI,
multiple ANSI bin colour
8
temperatures, high light level up to (700 lm/m), low voltage
system, dimple and contain no lead, mercury or glass.

18. It is a less cost solution to install Tetra AL10 [Display case
LED light-‐CCT 3500 LB24/35], this system has a usage of 17.3
watt producing 1500 lumens emitting a luminous flux of
1840.Moreover, light is evenly distributed throw out the
classroom providing a 50,000 hour life time and ongoing
performance, with low energy consumption and a significant
maintenance cost reduction.

19. 9
Information on LED Lights

20. Table 1.

21. Table 2.

22. 10

23. Table 3.

24. Table 4.

25. 11

26. Table 5.
Applying LED lights
To apply the LED (Tetra AL10) to our classroom, we have to
use about 45 luminaries/ lamps distributed along the classroom.
Since the number of lamps increased, it will be more convenient
to light up every space in the classroom. In addition the class
will be brighter, which can help students to concentrate and
write clearly either in dashboard or tables.
New Lighting Distribution
Since we will be using 45 lamps, we came up with the following
distribution of lighting, which is convenient and suitable for our
classroom. There will be 5 rows and 9 columns (as shown in
graph 2)

27. 12

28. Figure 3.
Costs
Energy bills are incredibly high; people are always looking for
alternative and going green for buildings and rooms with access
to sunlight, which is a convincing solution. However in our case
the classroom is located at the center of the Hull building with
no access to any outside light source. Therefore, looking at our
situation we aimed at developing the lighting system into more

29. efficient and economical system with a usage of 17.3 watts.
According to the utilities cost consumption in Montréal,
Quebec(2) it cost 10.575 cent/Kwh. The amount of energy used
for an average of 12 hours a
13
day, if using 17.3 watts will cost 59.61 $/month. However, we
found that the total price of the existing lighting system cost
93.19 $/per month. The present light system consume (29.376
kwh per day), reducing the amount of energy to 17.3w will save
us about 33.58 $/month and a saving 882W/day for a single
classroom.
After searching in both types of light that can be used in our
classroom, we illustrated the information in the following table:
Factors
Fluorescent light
LED light

30. Lifespan
12,000 hours
50,000 hours
Maintain (change)
Every 3 years
Every 12 years
Cost ($) per-‐month
93.19
59.61
Total Cost Saved($)
93.19 – 59.61=
33.58

31. Table 6.
As a result, if we replaced the Fluorescent Light by LED light,
we will save about $33.58 per month. If we expand this example
more and we consider that the hull building have 100
classrooms of the same space and lighting system. We can
change it all to LED lights and it will save about $3358per
month. In addition, the LED lights are very easy to maintain.
They can last for 50,000 hours and change once every 10-‐12
years.
14
Conclusion

32. Final report summarizes the research findings, and provides
tools necessary to present the importance and applicability of
high performance classroom lighting design. The report reviews
the needs of today’s learning environment and evaluates the
lighting technology approached to meet those needs. Presented
in the report are facts and figures. That has impact on the
learning environment, drastically reduces energy consumption.

34. 15
References
-‐(1)GE Lighting. ‘’ Tetrea AL10 LED Lighting system’ Last
Modify 2013.
http://www.gelighting.com/LightingWeb/na/solutions/tetra-
‐al10.jsp
-‐(2) Hydro Quebec, "Electricity-Utility Rate Comparisons."
Last modified april 9,
2013. Accessed April 10, 2014.
https://www.hydro.mb.ca/regulatory_affairs/energy_rates/electri

35. city/utility_rate_c omp.shtml
-‐General Electric, "Efficiency, pure and simple." Last modified
october 2011. Accessed April 10, 2014.
http://www.gelighting.com/LightingWeb/br_en/images/LED_Lig
hting_