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R o o m 1 6 6 Alaina Pinney Neil Bailey Elizabeth Bryan Electric Lighting Professor Oksanen Winter 2007 Concept Existing Conditions Ehor Values Existing Light Distribution Master Plan Proposed Electric Lighting Details * Here at the University of Oregon we believe in healthy learning environments supported by a connection to the outdoors. Room 166 has the potential for fresh air and natural daylight. However as the situation exists now, the electric lighting spoils the connection with the natural environment. In order to reflect the standards of a quality learning environment upheld by the university, the electric lighting of Room 166 should take advantage of the incoming daylight and provide a balanced illumination in which natural and artificial light happily coexist. Natural daylight on two sides, unbalanced Direct / Indirect suspended fluorescents Recessed wallwashers on three walls, erratically placed, not at 20 degree angle from wall 4 dimming presets, complicated to use Lights on, no daylight a. 33 b. 19 c. 24 d. 33 e. 12 avg. = 24.3 fc Recommended light level 20 to 30 fc Lights dimmed to preset, a. 2 no daylight b. 0.7 c. 0.7 d. 1 e. 0.5 avg. = 1.0 fc in footcandles a b c d e 35+ 25 15 5 1 0.5 0 Lights on Lights dimmed Daylight Values (fc) De-institutionalize. Emulate the natural light coming from the south and west walls of the classroom with the addition of light coves. Although Room 166 meets the recommended lighting level, we propose an overall average of 18 footcandles when the room is fully lit. Create a calm and uniform ceiling plane with recessed luminaires. Light coves, a concealed light source Recessed luminaires, ambient light Cove Philips Pentura Mini T5 fluorescent lamp Recessed BEGA 2466 White plastic diffuser reduces glare “everybody needs a light” * * *