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IES - RP-3

American National Standard Practice on Lighting for Educational Facilities

inactive
Organization: IES
Publication Date: 16 July 2013
Status: inactive
Page Count: 112
scope:

INTRODUCTION

Lighting is a critical element in the school environment. Lighting can influence behavior1,2, satisfaction3, psychological responses to a space and task performance , communication and interest , visual comfort and safety and security, while defining space and architecture. Learning environments have changed dramatically over the past several decades. Not only have teaching methods and technologies evolved, so has our understanding of what makes good lighting, which should be delivered within tightening code constraints. Classroom lighting should support the educational experience by providing a comfortable, attractive environment for students and instructors. While target illuminance on task surfaces is important, it is now understood that how light is distributed to reduce glare and shadow is even more important for visual comfort and task visibility. Educators are using new methods. According to American Digital Schools 20087, education trends to watch include computerized classrooms and adoption of interactive whiteboards, which display projected media. All public K-12 schools now have Internet access, and the number of students per computer with Internet access dropped 75% percent from 12% in 1998 to 4% in 2005. Lighting originally designed for black chalkboards and a single horizontal task plane is clearly inadequate for hi-tech learning environments, which have particular lighting requirements. The above lighting demands should be met on a leaner energy budget. Education buildings consume some 109 billion kilowatt-hours (kWh) of electric energy (per year), of which 33 billion kWh, or about 30 percent (30% of electricity, 14% of electricity + other fuels), is allocated to lighting. This lighting energy consumption translates to 11 kWh per square foot, or $0.82 per square foot at an average utility cost of $0.075 per square foot. A significant number of schools are being built according to sustainable design principles as defined by green building rating systems, such as daylight and energy efficiency. Energy standards are restricting lighting power allowances and mandating a growing list of lighting controls in schools and universities. This Recommended Practice was developed to enable school and college administrators to understand the importance of the role that lighting plays in educational environments, to be able to convey to architects and other designers the needs for appropriate provisioning of lighting, and enable architects, engineers, lighting designers, and other lighting decision-makers to ensure that their lighting criteria are consistent with good current practice. It addresses all levels of education, from preschool to continuing professional development. The scope of this Recommended Practice is restricted to learning and study activities and associated circulation areas. The IES Lighting Handbook, 10th Edition and latest versions of other IES Recommended Practices (RPs) should be consulted for guidance on lighting for other related spaces such as administration and sports, and strategies for daylighting, commissioning, and maintenance practices. ANSI/IES RP-1-13 American National Standard Practice for Office Lighting9 ES RP-4-13 Recommended Practice for Library Lighting10 IES RP-6-01/R2009 Recommended Practice for Sports and Recreational Area Lighting11 IES RP-5-13 Recommended Practice for Daylighting Buildings12 IES RP-36-03 Planned Indoor Lighting Maintenance13 IES LM-83-12 Approved Method: IES Spatial Daylight Autonomy (sDA) and Annual Sunlight Exposure (ASE)14 IES DG-29-11 The Commissioning Process Applied to Lighting and Control Systems15 Because of the diversity of educational activities, it is not possible to provide comprehensive recommendations for every learning and study situation. Among the many types of spaces in grade schools, high schools, and colleges are, in addition to classrooms and corridors, assembly halls, theaters, wet and dry labs, trade shops for woodworking or auto repair, and social spaces such as cafes and student and faculty lounges. While this Recommended Practice seeks to explain the principles of good lighting, it will always be necessary for the lighting designer to be cognizant of the educational process and individual facility needs. This Recommended Practice is organized into three parts: Part I - Lighting principles and recommendations for spaces in educational facilities - Section 1.0 - Section 5.0 Part II - The Lighting Design Process, Quantity and Quality Considerations, and Equipment Criteria - Section 6.0 - Section 9.0

Document History

July 16, 2013
American National Standard Practice on Lighting for Educational Facilities
INTRODUCTION Lighting is a critical element in the school environment. Lighting can influence behavior1,2, satisfaction3, psychological responses to a space and task performance , communication and...
RP-3
July 16, 2013
American National Standard Practice on Lighting for Educational Facilities
INTRODUCTION Lighting is a critical element in the school environment. Lighting can influence behavior1,2, satisfaction3, psychological responses to a space and task performance , communication and...
May 8, 2000
Lighting for Educational Facilities
A description is not available for this item.
May 8, 2000
Lighting for Educational Facilities
INTRODUCTION: The aims of this Recommend Practice are: • To enable school and college administrators to brief their architects on appropriate provision of lighting. • To enable lighting designers...
January 1, 1988
Guide for Educational Facilities Lighting
A description is not available for this item.
January 1, 1988
Guide for Educational Facilities Lighting
A description is not available for this item.

References

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