lighting for education - a clearvision guide

EDUCATION LIGHTING

CLEARVISIONL I G H T I N G L I M I T E D

About us

Clearvision Lighting has been committed to the devel-opment and adoption of ergonomic and environmental lighting since its creation. In 1997 Clearvision intro-duced the first workplace lighting to use high colour temperature (6500k) lamps as standard.

When combined with high frequency control and po-larisation lenses this lighting was described as Virtual Daylight.

Our approach was taken from research into the rela-tionship between people and their lighting environment at work.

We continue in our strong belief that daylight is the best reference for quality of light at work. We continue in our commitment to development on this approach for better lighting in schools.

CONTENTS03 - 05 ......LIGHTING

06 - 09 ......TEACHING SpACE

10 - 13 ......LAbOrATOrIES

14 - 17 ......LIbrArIES

20 - 23 ......LECTUrE THEATrES

24 - 27 ......DINING & CATErING

28 - 31 ......CIrCULATION ArEAS

32 - 35 ......COmpUTEr rOOmS

36 - 39 ......TOILETS

www.virtualdaylight.com


From Front pAge

product displayed: Calyx 2 x 28w with power take-offCode: CYX-228-PTO

03

WhY use ClearvisiOn fOr eduCaTiOn lighTing?

Lenses are now considered the best optics for educa-tion lighting and Clearvision has been a leader in ad-vanced lenses since 1997.

Daylight -type lighting is beneficial for productive well-being in teaching areas (see overleaf) and Clearvision is the UK pioneer of artificial daylight.

Clearvision has some of the most sustainable lighting products on the market, both in electrical efficiency and end of life characteristics.

Clearvision is a UK manufacturer with full technical and service support for its products from within the country.

Clearvision offers an integrated design, controls and daylight co-ordination as an holistic approach to light-ing design that is rare.

04

much has been written about the importance of light in educational environments. Studies in primary education (Wohlfarth. 1986, hargreaves & Thompson.1989 & hathaway.1994) have found a connection between the quality of light in a classroom, the well-being and academic performance of the children. Another significant study (heschong Mahone.1999) showed a strong link between daylight and academic achievement.

A good guidance document – bb90 Lighting Design for Schools – was published by the DFEE in 1999. However since its publication more recent research (Brainard. 2001 & arendt. 2003) has underlined the vital role of light in biology and mental performance. High colour temperature light that is rich in short wavelength (blue) spectrum has been found to boost both well-being and cognitive performance for work-ing during the daytime.

The biological mechanisms involved are now understood and proven. The conclusion from all this study is that significant benefits can flow from increasing levels of natural and artificial daylight present in schools and universities.

EDUCATIONAL L IGHTING

‘ Studies in primary education have proven a connection between light quality in a classroom and the academic performance of children ’

05

We now know that cognitive and visual performance increases with light level and colour temperature, so long they are also low in glare. This knowledge should have implications for specifying lighting conditions in exam halls. Juslen (‘Philips lighting’ 2004) has suggested specifying higher light levels across most teaching space than current guidance, however we must also be mindful of energy conservation. Intel-ligent lighting design has lit t le dif ficulty in reconciling these two requirements, but the selection of lowest cost fit tings will often be the main obstacle.

Clearvision provides design and consultancy services to assist in creating ergonomic and environmental buildings that will support the best energy and academic performance. This manual is intended as a guide into the types of spaces and fittings that could be applied to achieve these results. We hope that this in-formation will assist in the creation of realistic budgets capable of delivering the better lighting that the best education needs.

sources:

Wohlfarth (1986), hargreaves & Thompson (1989) and hathaway (1994)heschong Mahone (1999)Brainard (2001) and arendt (2003)Juslen, Philips lighting Bv (2004)

C l e a r v i s i O n l i g h T i n g g u i d e

06

TEACHING SpACE

design guidanCe :

• BS EN 12464-1 : Lighting of Indoor Workplaces• CIBSE LG5 : The Visual Environment in Lecture, Teaching & Conference Rooms• Building Bulletin 90 – Lighting Design for Schools• The Education (School Premises) Regulations 1999

rOOM siZe :

8.0m x 6.5m (60m2*) Ceiling heights; Suspended = 2.8m, Surface = 3.5m

l ighTing level :

300 lux - average at desk height500 lux – where rooms may be used for evening classes & adult education.500 lux – whiteboards

COnsideraTiOns :

The contribution a well lit classroom makes to educa-tional achievement should not be underestimated. Half of all subjects in secondary schools and virtually all subjects at primary schools are taught in these spaces.

As classrooms should be designed to take maximum advantage of available natural light, the electric light-ing installation should both harmonise with any day-light, whilst also compensating for its varying avail-ability. For this purpose Clearvision recommend the use of cool (6500k) ‘daylight’ fluorescent lamps, which studies have indicated, also improves both alertness and visual acuity.

Ceiling, and particularly wall room surfaces, should be well and evenly lit, without producing distraction factors, such as excessive contrast or glare. In this way a spacious, stimulating interior can be created with emphasis placed on whiteboards, wall displays and desk surfaces.

For these reasons the use of luminaires with an abrupt light cut off at higher angles, particularly louvred products, typically specified for use in offices where display screens are prevalent, should be avoided. This approach will usually result in a cave-like effect of dark ceilings and upper walls, which is oppressive and unpleasant to occupy.

*as recommended by building bulletin 98 – briefing Framework for Secondary School projects

AREA :TEACHING SpACE

ROOM SIZE :60m2*

L IGHTING LEVEL ( lux) :300 - DESK HEIGHT500 - EVENING CLASSES & ADULT EDUCATION500 - WHITEbOArDS

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reCOMMended PrOduCT sCheMes :

SUrFACE* - KOraCalOrDEr CODE : KOL-mTX-224LAmp CONFIGUrATION : 2 x 24w CFLLUmINAIrE SpACING : 3.0m x 2.4mLUmINAIrE QUANTITY : 9DImENSIONS : L:623 x W:340 x H:74

TEACHING SpACEC l e a r v i s i O n l i g h T i n g g u i d e

rECESSED* - KallisTaOrDEr CODE : KAL6-mTX-314LAmp CONFIGUrATION : 3 x 14w T5LUmINAIrE SpACING : 3.0m x 2.4mLUmINAIrE QUANTITY : 9DImENSIONS : L:596 x W:596 x H:105

SUSpENDED* - MeZZOOrDEr CODE : mEZ-228LAmp CONFIGUrATION : 2 x 28w T5LUmINAIrE SpACING : 3.0m x 2.4mLUmINAIrE QUANTITY : 9DImENSIONS : L:1295 x W:354 x H:100

*Ceiling height; recessed = 2.8m, Surface = 3.5m

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COnTrOls :

As previously mentioned, a well designed classroom should utilise any avail-able natural light to its fullest. Therefore, to achieve maximum energy savings, any lighting controls should feature daylight regulation. A single photocell, usually integrated within the presence detector, is sufficient to reference light level within the space, allowing the output of dimmable luminaires to be at the minimum required. The luminaires are usually controlled in rows parallel with the window, with it sometimes being sufficient to limit control to just the first window row.

Additionally, dimming luminaires via wall plate or handheld controller will provide optimal illuminance where varying light levels may be required for demonstrations, desk work or use of the interactive whiteboard. This is par-ticularly of use in primary schools where a variety of activities are carried out in one space. These control interfaces should be simple and intuitive, minimis-ing teacher and pupil distraction.

Further energy savings are achieved by absence detection. Lights are manual-ly switched on upon entering a classroom, but should they fail to be switched off upon exit this will automatically occur after no movement has been de-tected for several minutes. Gradual dim down before eventual switch off, to provide warning to any particularly still occupants is also possible.

Sensors can be integrated into the lighting, be recessed into ceilings, or be surface mounted if required.

When multiplied across a whole site the reduction in lighting energy achiev-able within classrooms can have significant effect on a school’s annual elec-tricity spend.

eXaMPle flOOr Plan (reCessed) :

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Example: Recessed

1 - Kal l i s ta mTX 314 (3.0m x 2.4m)

Cei l ing Height = 2.8m

Order Code:Kal6-MTX-414

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C l e a r v i s i O n l i g h T i n g g u i d eLAbOrATOrIES

design guidanCe :

• BS EN 12464-1 : Lighting of Indoor Workplaces• Building Bulletin 90 – Lighting Design for Schools• The Education (School Premises) Regulations 1999

rOOM siZe :

13.0m x 7.0m (90m2*) Ceiling Height; Suspended = 2.8m, Surface = 3.5m

l ighTing level :

500 lux - average at desk height500 lux – whiteboards

COnsideraTiOns :

When lighting for science and other practical subjects the same basic principals, as used in general class-rooms, should be applied. Unless there are specific requirements this approach is usually sufficient for pri-mary school education. However, the more in-depth practical tasks carried out in secondary schools de-mand more light to aid safe handling of apparatus, avoid accidents, and ensure accuracy of observations. Likewise, the preparation areas usually adjacent to science labs should benefit from the same lighting treatment. It is recommended that lighting with a CrI (Colour ren-dering Index) of 90+ should be used in laboratories,

and indeed in art and textiles rooms, to allow for im-proved colour discrimination certain experiments re-quired.

It may also be desirable, particularly is rooms with ceilings less than 3.0 metres high, for the luminaires to have some degree of ingress protection. Ip54/65 should usually be sufficient to provide a measure of resistance to any errant fumes, humidity or heat pro-duced by experimental activities.

*as recommended by building bulletin 98 – briefing Framework for Secondary School projects & building bulletin 80 – Science Accom-modation in Secondary Schools

AREA :SCIENCE LAbOrATOrIES

ROOM SIZE :90m2*

L IGHTING LEVEL ( lux) :500 - AT DESK500 - WHITEbOArDS

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C l e a r v i s i O n l i g h T i n g g u i d eLAbOrATOrIES

rECESSED* - POrTOrDEr CODE : prT6-OpT6-414LAmp CONFIGUrATION : 4 x 14w T5LUmINAIrE SpACING : 2.4m x 2.4mLUmINAIrE QUANTITY : 15DImENSIONS : L:597 x W:597 x H:100

SUrFACE* - inCaOrDEr CODE : ICA-254LAmp CONFIGUrATION : 2 x 54w T5LUmINAIrE SpACING : 3.0m x 2.4mLUmINAIrE QUANTITY : 12DImENSIONS : L:1241 x W:310 x H:100

SUrFACE* - COsMO silverOrDEr CODE : COS-228LAmp CONFIGUrATION : 2 x 28w T5LUmINAIrE SpACING : 2.4m x 2.4mLUmINAIrE QUANTITY : 15DImENSIONS : L:1287 x W:129 x H:136



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COnTrOls :

As with general teaching space, daylight linked dimming and absence detection features should be integrated into the con-trol of the lighting in practical teaching space.Additionally, there is scope for further energy savings via manual dimming and/or selection of preset light levels, of say 300 lux. This also adds flexibility where; only basic teaching

tasks are being performed (requiring lower light levels) dem-onstrations are occurring, or projection/display equipment is being used.It may be desirable to provide the luminaires above the front, lecturer bench, with a higher lighting level in order to add clarity and focus to demonstrations.

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Example Recessed

1 - por t Opt ika VI 414 (2.4m x 2.4m)


Order Code:PrT6-OPT6-414

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design guidanCe :


rOOM siZe :

10.0m x 15.0m (155m2*) Ceiling Height; Suspended = 2.8m, Surface = 3.5m

l ighTing level :

200 lux – average vertical on bookshelves300 lux - average for browsing500 lux – counters & reading tables

COnsideraTiOns :

Due to the varying and potentially conflicting requirements for the lighting of differing areas within libraries, careful thought should be applied to ensure a harmonious appear-ance across the whole space.

Obviously the primary activity within any library is that of reading the text within printed material. This requires the luminaires to provide not only a relatively high illuminance, but also minimal veiling reflections apparent to the reader. most, if not all louvred products offered as low luminance are only designed to be so at angles above 55-65° from the vertical. This may be suitable for the purpose of avoiding re-flections in near vertical computer screens, but is redundant when a reading a glossy text book laid flat on a table. For this reason luminaires with mainly uplight (indirect) are usu-

ally specified, although as these rely on ceiling finish, they can be quite inefficient. products with a mainly downward (direct) output, but utilising diffuser lenses can offer the op-timum solution for lighting this type of space.

These products also provide a wide distribution, useful for illuminating bookshelves and wall displays. Although as achievable illuminance is very dependant on the furniture design and room surface finishes, dedicated lighting may be required to ensure book spines are lit sufficiently.

In the most energy efficient lighting schemes the background/browsing light level will be provided by ceiling based lumi-naires, with local task lighting providing additional reading light where required.

*as recommended for a school of 900 pupils by building bulletin 98 – briefing Framework for Secondary School projects

L IbrArIES

AREA :L IbrArIES

ROOM SIZE :155m2*

L IGHTING LEVEL ( lux) :200 - bOOKSHELVES300 - brOWSING500 - COUNTErS & rEADING TAbLES

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C l e a r v i s i O n l i g h T i n g g u i d eL IbrArIES

FLOOr STANDING - gO XTOrDEr CODE : GXT-F-455LAmp CONFIGUrATION : 4 x 55w pLLLUmINAIrE QUANTITY : NADImENSIONS : L:580 x W:380 x H:1940

WALL - i -anOrDEr CODE : IAN-218LAmp CONFIGUrATION : 2 x 18w CFLLUmINAIrE QUANTITY : NADImENSIONS : L:300 x W:242 x H:83

SUSpENDED* - vegaOrDEr CODE : VEG-235-Q42LAmp CONFIGUrATION : 2 x 35w T5LUmINAIrE SpACING : 3.0mLUmINAIrE QUANTITY : 10DImENSIONS : L:1580 x W:200 x H:50

rECESSED* - KallisTaOrDEr CODE : KAL6-mTX-414LAmp CONFIGUrATION : 4 x 14w T5LUmINAIrE SpACING : 3.0m x 2.4mLUmINAIrE QUANTITY : 20DImENSIONS : L:596 x W:596 x H:105

SUrFACE* - CaPriCaOrDEr CODE : CAp-mTX-228LAmp CONFIGUrATION : 2 x 28w T5LUmINAIrE SpACING : 3.0m x 3.0mLUmINAIrE QUANTITY : 15DImENSIONS : L:596 x W:596 x H:105


rECESSED* - sTrOMOrDEr CODE : Sr3-Q45-226 LAmp CONFIGUrATION : 2 x 26w CFLLUmINAIrE SpACING : 3.0mLUmINAIrE QUANTITY : 5DImENSIONS : L:350 x W:350 x H:80

Luminaire layouts are, to a certain extent, dictated by the bookshelf arrangement and must therefore be more flexible and varied. Hence an exact/rigid spacing can not be prescribed


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eXaMPle flOOr Plan (susPended) :

Example Suspended

1 - Vega Q42 235 (3.0m)

2 - Strom 226 Q45 (3.0m)


Order Code:veg-235-Q42sr3-226-Q45

COnTrOls :

Occupancy patterns within school libraries can be erratic, and due to their multiuser nature, responsibility for switching off the lighting after use may not be clearly delegated. There-fore, absence detection (see page 9) is recommended within these spaces.

Regulation of luminaire output with available daylight should be implemented where viable.

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design guidanCe :


rOOM siZe :

12.0m x 12.0m (150m2) Ceiling height; Suspended = 5.0m, Surface = 5.0m

l ighTing level :

500 lux - average for note taking and lecturing750 lux – for demonstration tables

COnsideraTiOns :

The difference between lecture room and lecture thea-tre is defined purely by audience capacity and seating arrangement. Lecture rooms will typically accommo-date an audience of 60, where a flat seating arrange-ment is sufficient to provide all with a view of the lec-turer. For larger audiences a raked seating layout will be required to maintain adequate sightlines between pupil and lecturer, defining the space as a lecture the-atre. The overall size and in particular shape of these spaces, together with variety of subjects to be accom-modated, demand careful consideration be paid to the lighting arrangement.

The larger lecture theatres, will have higher ceilings (>3.0m) requiring installed luminaires to be more pow-erful, yet conversly produce no distracting glare to lec-turer or audience. Achieving adequate illuminance for note-taking consistently over the seating area, where

typically desk height increases towards the back of the auditorium, can be a challenge. As large format (1200 x 1200mm) luminaires are able to spread their higher output over a greater luminous area, they tend to be less glary than smaller more intense light sources. For this reason they are also useful to prevent shadowing during note taking. Dedicated lighting for demonstration tables, prefer-ably from multiple sources to minimise shadowing, should be provided. However it may be sufficient to carry the general lighting on across the whole space to serve this purpose. Sloping or stepped aisles may require low level LED marker lighting to facilitate movement in and out of the auditorium whilst lighting is dimmed during pres-entations.

LECTUrE rOOmS & THEATrES

AREA :LECTUrE rOOmS &THEATrES

ROOM SIZE :150m2 (THEATrES)

L IGHTING LEVEL ( lux) :500 - AVErAGE750 - DEmONSTrATION TAbLES

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Power

Colour

C l e a r v i s i O n l i g h T i n g g u i d eLECTUrE rOOmS & THEATrES

SUSpENDED/rECESSED* - sKY2

OrDEr CODE : SKY-S-828/SKY-S-854LAmp CONFIGUrATION : 8 x 28w/8 x 54wLUmINAIrE SpACING : 4.0m x 4.0mLUmINAIrE QUANTITY : 3 + 6DImENSIONS : L:1230 x W:1230 x H:200

rECESSED* - sr OrDEr CODE : Sr6-254LAmp CONFIGUrATION : 2 x 54w T5LUmINAIrE SpACING : 3.0m x 2.4mLUmINAIrE QUANTITY : 20DImENSIONS : L:1198 x W:598 x H:130

WALL - i -Pr WOrDEr CODE : Ipr-214LAmp CONFIGUrATION : 2 x 14w T5LUmINAIrE QUANTITY : NADImENSIONS : L:590 x W:180 x H:91

WALL/FLOOr - led sPOTOrDEr CODE : LDSpLAmp CONFIGUrATION : 4 x 55w pLLLUmINAIrE SpACING : 3.0m x 3.0mLUmINAIrE QUANTITY : NADImENSIONS : L:580 x W:380 x H:1940

SUrFACE* - CaPriCaOrDEr CODE : CAp-254LAmp CONFIGUrATION : 2 x 54w T5LUmINAIrE SpACING : 3.0m x 2.4mLUmINAIrE QUANTITY : 20DImENSIONS : L:1000 x W:400 x H:100



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Example Sur face

1 - SKY2 854* (4.0m x 4.0m)

2 - SKY2 828 (4.0m)

Ceil ing heighT = 5.0M

Order COde:sKY2-s-854sKY2-s-828

eXaMPle flOOr Plan (surfaCe) :

COnTrOls :

Full range dimming and scene setting functionality will allow a lecturer to effortlessly alter the lighting configuration to suit any current activity. Smooth changes between scenes should be instigated by a single button press, without the audience disturbance abrupt switching may cause. The lighting control

panel should be located close to the lectern and/or a remote handset provided. Integration with any audio visual system will minimise teach-ing distraction.

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*Allowing for the luminaires increased height above the surfaces to be illuminated.

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design guidanCe :

• BS EN 12464-1 : : Lighting of Indoor Workplaces• Building Bulletin 90 – Lighting Design for Schools• Food Safety Act 1990

rOOM siZe :

12.0m x 12.0m (Dining = 215m2*) (Kitchen = 101m2*) Ceiling height; Suspended = 2.8m, Surface = 3.5m

l ighTing level :

200 lux - Dining300 lux - Serveries500 lux – Food preparation & cooking

COnsideraTiOns :

In contrast to other areas within school buildings, where lighting is provided to aid concentration and alertness, dining areas should be lit to promote relaxation. The activity of dining requires lower illuminance levels, fa-cilitating the creation of tranquil surroundings. These areas also employ interesting or even funky interior designs and lighting arrangements to imbue them with a welcoming and vibrant atmosphere.

Warm (3000-4000k) lamps, accent spotlighting and rGb colour changing are techniques that may be used

to augment the dining experience and even encourage children to eat healthily.

Kitchens and serveries typically require sealed or semi sealed luminaires to prevent the possibility of food contamination from falling debris such as dust, insects or broken lamps. Higher light levels and good colour rendering will assist with the quality inspection of in-gredients and their safe handling and preparation.

*as recommended for a school of 900 pupils by building bulletin 98 – briefing Framework for Secondary School projects

D INING & CATErING

AREA :DINING & CATErING

ROOM SIZE :215m2* (DINING)101m2* (KITCHEN)

L IGHTING LEVEL ( lux) :200 - DINING300 - SErVErIES500 - FOOD prEp & COOKING

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C l e a r v i s i O n l i g h T i n g g u i d eDINING & CATErING

rECESSED* - COrOna 2OrDEr CODE : COr2-314-mTXLAmp CONFIGUrATION : 3 x 14w T5LUmINAIrE SpACING : 3.0m x 3.0mLUmINAIrE QUANTITY : 20DImENSIONS : L:596 x W:596 x H:105

rECESSED* (KITCHEN) - iOn OrDEr CODE : ION-OpT6-414LAmp CONFIGUrATION : 4 x 14w T5LUmINAIrE SpACING : 2.4m x 2.4mLUmINAIrE QUANTITY : 20DImENSIONS : L:597 x W:597 x H:100

rECESSED* - MilanOrDEr CODE : mLN-218-SC2LAmp CONFIGUrATION : 2 x 18w CFLLUmINAIrE SpACING : 3.0m x 2.4mLUmINAIrE QUANTITY : 25DImENSIONS : L:317 x W:317 x H:180

SUrFACE/SUSpENDED* - sKY2

OrDEr CODE : SKY-S-828LAmp CONFIGUrATION : 8 x 28w T5LUmINAIrE SpACING : 5.0m x 5.0mLUmINAIrE QUANTITY : 4DImENSIONS : L:1230 x W:1230 x H:200

WALL - i -anOrDEr CODE : IAN-218LAmp CONFIGUrATION : 2 x 18w CFLLUmINAIrE SpACING : NADImENSIONS : L:300 x W:242 x H:83

rECESSED* (SErVErIES) - OslO fgOrDEr CODE : OSL-FG-218LAmp CONFIGUrATION : 2 x 18w CFLLUmINAIrE SpACING : NALUmINAIrE QUANTITY : 4DImENSIONS : D:235 x H:150/100



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Example Recessed

1 - COrONA 2 mTX 314 (3.0m x 3.0m)

2 - ION 414 (2.4m x 2.4m)

3 - OSLO FG 218


Order COde:

COr2-314-MTXiOn-OPT6-414Osl-fg-218

COnTrOls :

Full range dimming and scene setting functionality will provide the flexibility to use the space for special events and also facili-tate colour changing if required. Access to control plates and switches should be restricted. Regulation of luminaire output

with available daylight should be implemented where suffi-cient natural light is available.The use of detectors within kitchen areas should be avoided as any drop in the lighting will have obvious safety implications.

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design guidanCe :


rOOM siZe :

Corridor Area: 2.0m x 6.0m (62m*), building Area: (1520m2*) Ceiling height; Suspended = 2.8m, Surface = 3.5m

l ighTing level :

100 lux – Corridors & Circulation Areas150 lux – Stairs200 lux - receptions

COnsideraTiOns :

Although the requirement for lighting within circulation space is pre-dominately functional, as these spaces can make up as much as 20% of the net area within a school, a standardised approach to luminaire and lamp selection can simplify maintenance and provide continuity.

Corridors and particularly reception areas may require good wall illu-minance for notice boards, displays and lockers. The most practical way to achieve this in corridors is via a central row of surface mounted linear luminaires providing a wide distribution of light. Alternatively, two rows of recessed downlights, placed close to the walls can be accommodated by the wider dimensions of school thoroughfares.

As circulation space is also social space for pupils, often unsupervised, more robust luminaires offering some protection to lamps should be specified to resist any abuse. Due to mounting height this is particularly applicable to wall luminaires within stairwells, although the use of un-covered downlights is also undesirable.

Stairwells are potentially one of the most hazardous areas in any build-ing. These should be lit to provide maximum contrast between treads and risers in an effort to reduce accidents by children who may not negotiate them with the same care and attention as an adult.

As entry and exit point into the building, reception areas and lobbies help to form a visitor’s first impressions and as such should be lit to be inviting and visually interesting. Higher illuminance should be provided to these spaces, particularly where limited natural daylight is available, to aid the eye’s adaptation between internal and external lighting con-ditions. Additional lighting may be required for displays within these areas.In the event of an power failure circulation areas provide the main route of escape from the classrooms and as such adequate emergency light-ing designed to bS EN 1838 & bS 5266 pt1 must be provided.

*as assumed for a school of 900 pupils by building bulletin 98 – briefing Framework for Secondary School projects

C IrCULATION & rECEpTION ArEAS

AREA :CIrCULATION &rECEpTION ArEAS

ROOM SIZE :62.5m2* (COrrIDOr)1520m2* (bUILDING)

L IGHTING LEVEL ( lux) :100 - COrrIDOrS & CIrCULATION ArEAS150 - STAIrS200 - rECEpTIONS

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C l e a r v i s i O n l i g h T i n g g u i d eCIrCULATION & rECEpTION ArEAS

WALL - TOndaOrDEr CODE : TON-140LAmp CONFIGUrATION : 1 x 40w T5LUmINAIrE QUANTITY : NADImENSIONS :D:360 x H:345

rECESSED* - Beral dg OrDEr CODE : bEr-218-GFHLAmp CONFIGUrATION : 2 x 18w CFLLUmINAIrE SpACING : 1.8m x 1.8m*LUmINAIrE QUANTITY : 16*DImENSIONS : D:220 x H:144/116

rECESSED* - darKsTarOrDEr CODE : DS95-A-50-38LAmp CONFIGUrATION : 1 x Halogen LUmINAIrE QUANTITY : NADImENSIONS : D:97 x H:84

SUrFACE* - i -PrOrDEr CODE : Ipr-228LAmp CONFIGUrATION : 2 x 28w T5LUmINAIrE SpACING : 2.4m x 2.4m*LUmINAIrE QUANTITY : 9*DImENSIONS : L:1190 x W:180 x H:90

*reCePTiOn area

*reCePTiOn area



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COnTrOls :

Substantial energy savings may be achieved by implementa-tion of presence detection in all circulation space. Due to fre-quent and predictable shifts in occupancy, i.e. between class times, dimming, rather than switching control of the luminaires is recommended for school buildings. Whilst excessive daily switching cycles will reduce the life of both control gear and lamps, this issue is eliminated by dimming.

Luminaires within unoccupied corridors will gradually dim to 20% output after a predetermined time period, returning to full output once movement is detected. Standard dimming lumi-naires are now available with this control functionality built in, minimising initial hardware cost. Once again regulation of luminaire output with available day-light should be implemented where viable.

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Example Recessed

1 - bErAL DG 218 (1.8m x 1.8m)

2 - TONDA 140

3 - DArKSTAr 150


Order COde:Ber-218-gfhTeK4-140ds95-a-50-38

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design guidanCe :

• BS EN 12464-1 : Lighting of Indoor Workplaces• CIBSE LG7 : Office Lighting• Building Bulletin 90 – Lighting Design for Schools• The Education (School Premises) Regulations 1999

rOOM siZe :

11.0m x 7.0m (77m2*) Ceiling height; Suspended = 2.8m, Surface = 3.5m

l ighTing level :

300 lux - Average at desk height

COnsideraTiOns :

more common in secondary schools than primary, where one or two computers will be installed in standard classrooms, the lighting of computer rooms calls for the avoidance of bright reflections or glare upon display screens.

Screen placement and orientation can go some way towards this goal, but results are mainly dependant on specification and selec-tion of both display screens and luminaires.

bS EN 12464-1 recommends luminaires used with display screens have a maximum luminance, at or above 65 from the vertical, of 1000 cd/m2. CIbSE LG7, although being predominately based upon bS EN guidance, goes further in taking into account the type of soft-ware used and allows for up to 1500 cd/m2 where positive polarity software (dark text on a light background) is used. Strict adherence

to these figures has been responsible for many poorly lit installations in the past, resulting in inadequate wall and ceiling illuminance, the importance of which is discussed in the ‘General Teaching Space’ section of this guide (See page 6).

Guidance, although relevant at a time when curved glass CrT (cath-ode ray tube) monitors were prevalent, has failed to keep up with technological advances, i.e. the rapid adoption of the FpD (flat pan-el display) screens we have now.

Studies, such as research & Technology 35 No.4 (2003) by Owen Howlett, showed FpD screens at that time would tolerate values as high as 4000 cd/m2, starting to make this something of a non-issue. Indeed, it is expected that bS EN 12464-1 will shortly be revised to reflect these advances.

**as recommended for a school of 900 pupils by building bulletin 98 – briefing Framework for Secondary School projects

C l e a r v i s i O n l i g h T i n g g u i d eCOmpUTEr rOOmS

AREA :COmpUTEr rOOmS

ROOM SIZE :77m2*

L IGHTING LEVEL :300 LUX - AVErAGE

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C l e a r v i s i O n l i g h T i n g g u i d eCOmpUTEr rOOmS

rECESSED* - KallisTaOrDEr CODE : KAL6-OpT-314LAmp CONFIGUrATION : 3 x 14w T5LUmINAIrE SpACING : 2.4m x 2.4mLUmINAIrE QUANTITY : 15DImENSIONS : L:596 x W:596 x H:105

rECESSED* - heurOnOrDEr CODE : HUN-7-4K-32LAmp CONFIGUrATION : 1 x 7wLUmINAIrE QUANTITY : NADImENSIONS : D:110 x H:60

SUSpENDED* - MeZZOOrDEr CODE : mEZ-228LAmp CONFIGUrATION : 2 x 28w T5LUmINAIrE SpACING : 3.0m x 2.4mLUmINAIrE QUANTITY : 12DImENSIONS : L:1295 x W:354 x H:100

SUrFACE* - CaPriCaOrDEr CODE : CAp-mTX-414LAmp CONFIGUrATION : 4 x 14w T5LUmINAIrE SpACING : 3.0m x 2.4mLUmINAIrE QUANTITY : 12DImENSIONS : L:590 x W:400 x H:100



35


COnTrOls :

The case for controls in IT suites is limited. Usually Blinds will be employed to reduce glare from windows and only a single, relatively low, light level is required. However, once again energy savings may be achieved by use of absence detection. Lights are switched on upon entering the room, but should they fail to be switched off upon exit this will automati-cally occur after no movement has been detected for several

minutes. Gradual dim down before eventual switch off, to pro-vide warning to any particularly still occupant is also possible.

Movement sensors can be integrated into the lighting, be re-cessed into ceilings, or be surface mounted if required.

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Example Recessed

1 - Kal l i s ta OpT 314 (2.4m x 2.4m)


Order Code:Kal6-OPT-314

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36

TOILETS & CHANGING rOOmS

design guidanCe :


rOOM siZe :

3.0m x 6.0m (25m2*) Ceiling height; Suspended = 2.8m, Surface = 3.5m

l ighTing level :

200 lux - At floor level

COnsideraTiOns :

products within toilet and changing areas should be provided with covers. In addition to providing resist-ance to moisture and ease of cleaning, it is also use-ful for luminaires to be more robust when used within these unsupervised spaces.

Emergency lighting should be provided for toilet areas greater than 8m2.

**based on total pupil toilet area of 129m2 as recommended for a school of 900 pupils by building bulletin 98 – briefing Framework for Secondary School projects


AREA :TOILETS &CHANGING rOOmS

ROOM SIZE :25m2*

L IGHTING LEVEL ( lux) :200 - FLOOr

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TOILETS & CHANGING rOOmSC l e a r v i s i O n l i g h T i n g g u i d e

rECESSED* - OslO fgOrDEr CODE : OSL-FG-218LAmp CONFIGUrATION : 2 x 18w CFLLUmINAIrE SpACING : 1.8m x 1.8mLUmINAIrE QUANTITY : 7DImENSIONS : D:235 x H:150/100

rECESSED* - heurOnOrDEr CODE : HUN-7-4-70LAmp CONFIGUrATION : 1 x 7w LEDLUmINAIrE QUANTITY : NADImENSIONS : D:110 x H:60

SUrFACE*/WALL - TeKnaOrDEr CODE : TEK4-140LAmp CONFIGUrATION : 1 x 40w T5LUmINAIrE SpACING : 1.8m x 1.8mLUmINAIrE QUANTITY : 7DImENSIONS : D:425 x H:100



39

eXaMPle flOOr Plan (reCessed):

COnTrOls :

Substantial energy savings may be achieved by implementa-tion of presence detection within toilets. As is the case with circulation areas, occupancy changes are frequent, therefore dimming, rather than switching control of the luminaires, is recommended for school buildings.

Whilst excessive daily switching cycles will reduce the life of both control gear and lamps, this issue is eliminated by dim-

ming. Luminaires within unoccupied toilets will gradually dim to 20% output after a predetermined time period, returning to full output once movement is detected.

Standard dimmable luminaires are available with this control functionality built in, minimising initial hardware cost.

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Example Recessed

1 - Oslo FG 218 (1.8m x 1.8m)


Order Code:Osl-fg-218

KALLISTA STROM

CAPRICA CALYX

KORACOL VEGA

ION HEURON

BERAL MINI OSLO FG

DARKSTAR SCREEN

CI/SfB (63) X

Clearvision is an ergonomic lighting company that designs and manufactures energy efficient lighting. Our products are developed with the environment in mind whilst also leading in performance and appearance. Our design and technical teams are on hand to support our customers throughout the lifetime of our products.

2 Elliott park, Eastern RoadAldershot, Hampshire GU12 4TF, UKTelephone: 01252 344011Fax: 01252 344066Email: [email protected]: www.virtualdaylight.com


lighting for education - a clearvision guide

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