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Danish technical university

11/2 2013
Bachelor thesis
Development of dynamic energy saving artificial lighting concept based on LED and
OLED
Supervisors: Svend Aage Svendsen and Christina Charlotte Skaaning





Prepared by Sebastian Sgaard Mller

Sebastian Sgaard Mller, S083412 Bachelor Thesis

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Preface
This is a bachelor thesis which is working as final report in the bachelor studies of the civil engineering
education. This thesis counts for 20 ECTS points.
The thesis is about applying dynamic lighting control to a school in Odense. The goal is to reduce the energy
consumption while maintaining the light levels of the Danish standard.
Proffesor Svend Aage Svendsen has worked as supervisor on this project along with phd. Student Christina
Charlotte Skaaning as co-supervisor; the inputs under this thesis have been greatly appreciated.














Sebastian Sgaard Mller, S083412

____________________________________________


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Abstract
This thesis is based on an ongoing project on a school in Odense. The current lighting system has been
renovated and new luminaries have been installed. The current setup has been investigated if they are on
pair with the Danish standard then suggestions have been made on improvements to the current system.
The current lighting system consists of two rooms, an LED and fluorescent room. The LED room got an
annually energy usage of 6.33kWh/m
2
by applying intelligent control the energy usage is reduced by 42%.
The fluorescent room got an annually energy usage of 6.30kWh/m
2
by applying intelligent control this is
reduced by 40%.
A LED matrix pattern has been designed to improve the lighting quality and further control zones have been
added. The annual energy consumption with a control system where all light zones are controlled the same
way came in at 5.1kWh/m
2
by applying control based on user activities in the room the annual energy cost
where reduced by another 17% resulting in an annual energy performance of 4.23kWh/m
2
.

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Table of contents
Preface ............................................................................................................................................................... 2
Abstract ............................................................................................................................................................. 3
1 - Introduction .................................................................................................................................................. 6
1.1 - Problem introduction ............................................................................................................................ 6
2 - Fundamentals ............................................................................................................................................... 7
2.1 - Properties of light amount and direction. .......................................................................................... 7
2.2 - Energy performance .............................................................................................................................. 8
2.3 - Color properties of light ........................................................................................................................ 8
2.4 - Danish standard DS700 and EN12464-1 ............................................................................................. 9
2.5 - Daylight ................................................................................................................................................ 10
2.6 - LED and OLED ...................................................................................................................................... 11
2.7 - Economy .............................................................................................................................................. 12
2.7.1 Fluorescent lighting and LED ....................................................................................................... 12
2.7.1 Energy performance .................................................................................................................... 12
2.7.2 - Lifespan......................................................................................................................................... 13
2.7.3 - Prices ............................................................................................................................................ 13
2.7.4 - Profitable ...................................................................................................................................... 13
2.7.5 - Future predictions ........................................................................................................................ 13
2.8 - Dynamic lighting .................................................................................................................................. 15
2.9 - Control systems ................................................................................................................................... 15
3 - Simulations of a school in Odense, Skt. Klemensskolen............................................................................. 17
3.1 - Introduction ......................................................................................................................................... 17
3.2 - The project .......................................................................................................................................... 17
3.3 - Presentation of the school. ................................................................................................................. 18
3.4 - Visit at the school, December 2012. ................................................................................................... 18
3.5 Measurements .................................................................................................................................... 20
3.6 - Justification of the use of simulation software ................................................................................... 21
3.7 - The model. ........................................................................................................................................... 22
3.8 - Simulation of the two rooms. .............................................................................................................. 23
3.8.1 - Fluorescent room - illuminance .................................................................................................... 24
3.8.1 - Led room - illuminance ................................................................................................................. 25
3.8.3 - Comparison of the two setups. .................................................................................................... 25
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3.8.4 - Glare assessment without daylight. ............................................................................................. 25
3.8.5 - Fluorescent room - glare .............................................................................................................. 26
3.8.6 - Led room glare ........................................................................................................................... 27
3.8.7 - Comparison of the two setups. .................................................................................................... 27
3.9 - Assessment of the daylight control system. ........................................................................................ 27
3.10 - Energy performance .......................................................................................................................... 29
3.11 - Pros and cons of the current lighting system. ................................................................................... 29
3.12 - Improvement suggestions ................................................................................................................. 31
3.13 - LED spot matrix system ..................................................................................................................... 31
3.14 - Comments ......................................................................................................................................... 33
3.15 - Matrix system with three zones. ....................................................................................................... 34
3.16 OLED light design system..................................................................................................................... 35
4 Discussion .................................................................................................................................................. 38
Discussion of measurement compared with simulated values. .................................................................. 38
Discussion of the control system. ................................................................................................................ 38
Discussion of energy performance. ............................................................................................................. 38
Discussion of LED spot matrix system ......................................................................................................... 39
Discussion of OLED system assessment. ..................................................................................................... 39
Discussion of application of matrix pattern contra big luminaries ............................................................. 40
Discussion of main results ........................................................................................................................... 40
Discussion of the schools design possibilities. ............................................................................................ 41
Discussion of lighting in the future. ............................................................................................................. 41
Discussion of further work .......................................................................................................................... 42
5 - Conclusion .................................................................................................................................................. 43
6 - References .................................................................................................................................................. 44
7 Simulation files .......................................................................................................................................... 44
8 - Appendix ..................................................................................................................................................... 45
I Blueprint school groundlevel. ................................................................................................................. 45
II Datasheet Riegens, Block serie. ............................................................................................................. 46
III Datasheet Phillips, Powerbalance serie ................................................................................................ 47


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1 - Introduction
We are living in an age where green energy is a well-known term, and energy savings are a hot topic.
Artificial lighting is a big part of our daily routine, and is needed by many to carry out daily routines. This
has led to lighting taking up roughly 12% [5] of the worlds energy usage. So it has become of great interest
to improve the energy performance of lighting especially with the easy attainable energy sources
becoming scarcer. The politicians are focused on this topic and they have decided that in year 2050 we
should only use renewable energy sources such as solar and wind along others.
This puts pressure on the lighting section as it is of no interest to change the candle lights. To maintain the
current expectations of light at work spaces dynamic lighting is needed. The old inefficient light sources
have been banned, such as the incandescent bulb, simply due to newer technologies being more energy
efficient along with less poisonous to our environment. To obtain the goals of the politicians and without
lowering the current lighting standards, smart intelligent design is of the essence.

1.1 - Problem introduction
This thesis is about dynamic lighting design on Skt. Klemensskolen in Odense. A lighting system has already
been deployed with two different luminaires. The current setup is to be investigated and analyzed to check
that it matches the current standards in Denmark. With two visits to the school a simulation model will be
created to match the current scenario. This model will be looked upon and improvements to the current
settings will be made. Energy performances will be analyzed and see if there is any gain on dynamic
lighting.

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2 - Fundamentals
Before further continuation a few parameters are to be explained for better understanding of the
upcoming sections of the thesis.
2.1 - Properties of light amount and direction.
The definitions used to describe the amount and direction of light is illustrated in table 1.
Table 1- Overview of the properties of light, from Jacobs 2004.






Name Definition Unit Illustration
Luminious
flux
Total light
output in
all
directions
from a light
source.
Lumen
[lm]

Luminous
intensity
Luminous
flux
emitted in
a
determined
direction.
Candela
[cd]

Illuminance The
luminous
flux that
hits a
specific
surface.
Lux
[lm/m
2
]

Luminance The
luminous
intensity in
a specific
direction
from a
surface of a
light
source.
[cd/m
2
]

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2.2 - Energy performance
The energy performance of a luminaire is measured by the ratio of light it can emit versus the energy
putted into it. This ratio is defined as Lumen per Watt (Lm/W) and is the standard for how well a luminaire
performs energy wise.
The LENI number is used to measure the energy usage of a whole year compared to the usage pattern of
the room the luminaire is used in. The LENI is calculated by the standards of EN15193.


The year in the formula being the time the lights are turned on over a whole year. In EN15193 a whole year
at a school is assumed to be 1800 hours.
2.3 - Color properties of light
The color properties are used to describe how well the colors are rendered in a given light setting.
The white light emitted from a light source can be described by the correlated color temperature, CCT (in
Kelvin, K). CCT is a measure for describing the color of light sources. It indicates the equivalent temperature
that a black body radiator would need to have in order to produce light of the same color.
The different CCT of different subjects can be seen in figure 1.

Figure 1 - The color temperature of different objects

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To compare the rendering properties of different light sources a Color Rendering Index has been made, also
known as CRI. CRI is a scale used to determine how well a light source renders color compared to a defined
light source who have the same color temperature (normally the sun or a black body is used), the sun
having a CRI of 100. Figure 2 shows the CRI values that should be maintained in the different environments.

2.4 - Danish standard DS700 and EN12464-1
This is a short recap of the requirements defined in DS700 and EN12464-1.
The lighting in a building is coming from two parties: artificial light and sunlight. Due to the big variation in
sunlight during the day both parties plays a role in the interiors design. As a general rule of thumb a
daylight factor of 2% should be achieved 10k lux outside would result in 200lux inside, the 2% definition.
However this may not be achieved in every scenario due to different building designs eg. A room with a big
depth compared to a small width hence the need for artificial lighting.
Since this project is involving school lighting only those illuminance levels are listed. According to DS700 an
illuminance level of 200lux is acceptable while EN12464-1 says 300lux is acceptable.
Glare can be a side effect when working with lighting, and can cause discomfort for those who are
experiencing it, design wise it wants to be avoided. Glare comfort also referred to as UGR (Unified Glare
Rating) is defined in the standards, where a value below 20 is defined as acceptable where the scale is
ranging from 13 to 28. Everything thing below 13 is counted the same, as everything above 28 is counted
the same.
Figure 2 - The different CRI values with their associated application
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Where work is being conducted for longer periods of time a CRI value of atleast 80 should be used for the
luminaires to achieve proper working conditions.
In figure 3 the values suggested in the EN12464-1 standard can be seen. These are the values that will be
used as references throughout the thesis.

Figure 3 - Required values for acceptable lighting according to EN12464-1
2.5 - Daylight
Why daylight? Everyone is interested in saving energy thus the greater need and benefit of using it to our
advantage. The sun is shining the whole year and gives a bright and natural light some periods more than
others. This leads to proper use of daylight, the more daylight the less need for artificial light. But that is
not the only benefit, the documentary Det ndvendige dagslys [2], looks into how it affects us as humans.
Many persons get a depression during the winter period, claimed to be because of the lack of daylight. The
human brain is designed to operate with the light of the sun and its color. Today humans are mostly
occupied inside and many will have a lack of daylight. The brain tries to compensate the artificial lighting
and wants to replicate the suns light in form of its light color since thats what the brain is designed to do.
Daylight is a free light in the terms there is no energy cost associated with it, so many architects and
engineers takes daylight into account when forming buildings. It should however be noted that it is not
possible to make a glass house in order to ensure great daylight conditions, as huge glass surfaces will
result in high need of cooling during the summer due to the intense energy input from the sun.

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2.6 - LED and OLED
LED (Light-emitting diode) is a semiconductor light source. It works
with electrons and electron holes combining and energy is released in
form of photons, thus light is produced. LED is a highly efficient source
of lighting with laboratory values at 231lm/W [4] while the market
value is currently at 140lm/W [3]. LED are small and can be used for
many purposes and offers a lot of design freedom in lighting design.
Organic Light Emitting Diode, OLED, is the next generation of the LED
family. OLED works in the same manner as LED does however it can be
formed in any shape. The OLED technology is also based on a
semiconductor but instead of a traditional diode it is a thin layer film
with the capability to emit light in response to an electric current. It is currently used a lot in the TV
business where OLED allows to make super slim TV and even mobile phones. But it is starting to show up in
the office environments as well due to its freedom of design.
On figure 5 is an illustration of the applications of OLED.

Figure 5 - OLED lighting integrated in curtains - By Osram, Osram.com
OLED is very new on the lighting market thus its efficiency isnt as great as its bigger brother the LED.
Currently the value is at 50lm/W, however compared to LED the OLED technology dont have issues with
glare due to how the light is emitted. It should be noted that the OLED is expected to have the same
potential as the LED in terms of energy performance.

Figure 4 - Demonstration of the
flexibility in form of and OLED.
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2.7 - Economy
When economy is to be compared between two different luminaire types it is important to investigate
several areas. These areas are listed below and will try to shine light on the main differences concerning
economy.
2.7.1 Fluorescent lighting and LED
On the current market there are 2 dominating sources of light: LED and fluorescent lightening. Both types
give an acceptable lighting according to the Danish standards. The main difference between the two is the
future development. Fluorescent tubes are at their peak considering energy performance ranking in at
around 100lm/W. Fluorescent lightening got a warm up time, it means that to achieve its full effect in
terms of output it needs some minutes in order to achieve its 100% effect while LED achieves its peak
instantly. Fluorescent tubes arent well suited for dampening, since it will decrease it lifespan. LED is
dimmable and dont lose any life time.

2.7.1 Energy performance
On figure 6 the development of the different light sources can be seen. While the Fluorescent technology
isnt expected to perform higher than they currently are. OLED and LED are however predicted to have a
great future ahead of them in terms of energy performance and light quality.

Figure 6 - Predicted development of LED and OLED, www.eandt.theiet.org
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2.7.2 - Lifespan
Based on [4] the newest LEDs have a lifespan of at least 50.000 hours compared to fluorescents lifespan of
at least 10.000 hours. It should however be noted that the fluorescent lifespan is based upon there is no
more than 3-7 on/off switches during an entire day, more switches results in less lifespan of the fluorescent
tubes this has no effect on the LEDs lifespan.
2.7.3 - Prices
It is hard to make a price comparison with two different light sources, as its not the same light emerging
from the origin. To make a comparison the two sources has been made equivalent to a 60W incandescent,
which turns into 10watt LED bulbs and 14watts fluorescent bulbs the 60W comparison is done by
following the European guideline of what is equivalent to the 60W incandescent bulb, http://ec.europa.eu.
To make a price comparison of the two different kinds of bulbs a table has been created, table 2. The
energy price has been taken from www.elpristavlen.dk/ELpristavlen and the bulbs cost have been found via
amazon.com.
Table 2 - Lifecycle comparison of LED and fluorescent lightening.
LED Fluorescent
Expected lifespan, hours 50.000 10.000
Watts pr. Bulb
equivalent to 60 watts
incandescent bulb.
10 14
Cost pr. bulb about 150 dkr about 35 dkr.
kWh of electricity used
over 50.000 hours
500 700
Cost of electricity at
0,495 dkr pr. kWh.
247,5 dkr. 346,5 dkr.
Bulbs needed for 50.000
hours use
1 5
Equivalents 50.000
hours bulb expense
150 dkr. 175 dkr.
Total cost 50.000 hours 397,5 dkr. 521,5 dkr.
2.7.4 - Profitable
Table 2 shows that the initial cost is far greater for the LED but it catches up with the fluorescent due to its
longer lifespan. It should be noted for bigger facilities such as a storage hall where the height to the ceiling
is far greater than a normal office, as it requires more labor salary in order to change to light bulbs, so in
such a scenario the savings would be greater.
2.7.5 - Future predictions
Demands for proper lighting are in the high seat while maintaining a proper energy performance, there is
no interest in raising one bar having the other going down. It is therefore in center to both improve the
energy performance while meeting the lighting demands set in the Danish standards. Fluorescent lighting is
more or less at its peak considering energy performance while LED has a long way to go.
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LED offers a very bright light and they can be putted together to create a matrix pattern to ensure uniform
illuminance level at the working plane. The LED spots can create shadows in the room and give a more cozy
feeling.
OLED is on its way and offers much freedom in terms of it can be formed into any shape, eg. An entire
ceiling could be turned into an illuminating plane and therefore ensure uniform light across an entire room.
The diffuse lighting of OLED creates cozy lighting and got possibilities to replace the current LED system
thats been used and integrated a lot in newer office environments.
The diffuse lighting of OLED offers better lighting quality and can be used to create shadows in a room, and
help it with becoming more spacious with its bright light.









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2.8 - Dynamic lighting
Dynamic lighting is an expression used when talking about lighting
systems that got the ability to vary illuminance, CCT, color and
intensity during the day. This got many applications and can be used in
many fields etc. to make more exciting facades to vary the pale
buildings; an example of this is seen on figure 7. In many offices today
the illuminance is kept at a constant level and is either turned on or
off. Dynamic lighting is beneficial in the ways of creating a better
workspace and of course energy savings if applied correctly.
In this thesis dynamic lighting will be used to vary the illuminance in an
office environment according to a set control system.
2.9 - Control systems
Control systems are used to control the lighting pattern in a certain way. By using controls correctly it
should result in a better experience for the user and in an energy cost reduction. There is many different
kinds of systems to control the lighting, the main two are presence sensing and daylight sensing. In the
following section the different kinds of sensor systems will shortly be described.
Occupancy sensor
Occupancy sensors usually use a passive infrared sensor or an ultrasonic sensor to detect presence in the
room. The first detects radiation from heat and the latter detects movement and therefore they are not
completely reliable. They might fail in detecting humans or detect heat and movement from other sources
than humans and control light based on this detection.

Enhanced presence sensing
Enhance presence sensing is a system used for a more detailed assessment of how many persons are
present in a room at a given time. In [1] there is used ultrasound to send a wave through the room in a
sinus wave it can then follow movement due to the rebound time of the wave when it hits a surface. The
ultrasound array sensor can track the movement of several individuals only limited to the number of
arrays used.

Daylight sensor
This sensor system is taking into account the amount of daylight received in
a certain area and then dims the electrical lighting the daylight level
increases, thus reducing the energy required to maintain a proper lighting
level. The system aims at keeping a specific level of light at the workspace.

Figure 7 - Creating an exciting facade with lighting,
Danmarks Radio.
Figure 8 - Showcasing how
daylight sensing works.
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Camera sensor
Currently being developed at DTU, its multiply cameras each watching a section of a room. The camera
then offers a large set of tools to measure different kind of things and isnt limited to light only. In the light
area its measuring the current lux level at the working plane along if there is anyone present in that area.
Along with that it can also measure the CO2 level as it is connected with the ventilation system.

Usage pattern
The electrical lighting can be controlled by a time scheduled to a specific pattern. This could for an example
be used at a school with fixed times to turn on and off.

From the above it can be seen there is many possibilities of control of dynamic lighting. One of them arent
the best and they all got their appliances, it should however be noted to create a better system the
different types can be mixed together.




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3 - Simulations of a school in Odense, Skt. Klemensskolen

3.1 - Introduction
This section will shortly describe the ongoing project at Skt. Klemensskolen. The rooms will be simulated
and held up with data measured at the school with a lux meter. Further simulations will be done these
simulations will be improvements to the current system, if deemed necessary, along with new designs
including OLED lightening. Energy performance along with glare will be analyzed.
3.2 - The project
In year 2050 it has been decided we are only to use alternative energy sources, such as wind and solar, this
raises demands to our current designs while maintaining our needs. The municipality of Odense has been
taken on the lead on this area and has decided to open up for intelligent lighting design. A school has been
chosen as a test subject.
The ongoing project on the school is called: Intelligent lighting control based on daylight conditions,
weather forecasts and energy prices.
As the title suggest the project is about energy savings while maintaining a proper lighting design for a
school. A few rooms have already been properly equipped with new lighting luminaries and a single room
has gone a bit further with dynamical lighting systems and got the ability to change the color temperature
of the lighting. This has opened up for scenarios where the light can be very bright for intense focus
moments and later in can be dampened down for reading books on the pupils work desks.
The project is adapting something called SmartGrid. This is a control system that controls everything
needed at the school to maintain a proper indoor climate. Along with that it is also linked to the
municipalities electrical network, and is able to see the current electricity prices and can adapt the
illuminance level to the varying price. For instance when the electricity price is high the light level is putted
to a minimum while still maintaining proper light level to work in. And when energy prices are low the light
can be turned up accordingly.

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3.3 - Presentation of the school.
The school is located in southern Odense. There are 384 pupils and green areas for outdoor activities. The
school was built in early 1970s, and its quite a common school. The windows are having a south direction.
To get an idea of the scenario some pictures have been taken to showcase the case, the pictures have been
putted together in table 3.
Table 3 - Pictures of the class room along the outer face.




3.4 - Visit at the school, December 2012.
The following observations were made in the afternoon in the time frame of 13.00 to 15.00.
There are 3 rooms to look at, room 54, 47 and 48, all 3 rooms are identical in geometry and orientation.
54 is the reference room, where nothing has changed and the current lighting the school uses were
deployed. Walking into the room with no lights on the room is in complete darkness. There isnt much
sunlight this day, and the room also got an overhang of 1,65 meters which is blocking the remaining sun of
the day. The light gets turned on and there is barely an increase in the illuminance it is clear that the
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luminaires havent been updated in a while. A rising question might be if its even possible for the pupils to
work under these conditions.
Room 47 is fluorescent tubes made by Riegens about 70lm/W, the data sheet over the luminaire is to be
found in appendix II. Presence sensors and daylight sensors are active here in order to save energy. Also
this room is dark without artificial lighting, but compared to the other room when the lights are turned on
it gets very bright. And it seems like the lighting level without dampening is more than sufficient.
Room 48 is with LED lightening made by Phillips about 70lm/W, the data sheet over the luminaire is to be
found in appendix III. Due to the geometry and position of the room it is dark without artificial lighting. The
LED lightening generally seems brighter, overall there isnt much difference to detect.
Figure 9 is the setup of the 2 rooms which have been implemented already. The sensors detecting presence
and sunlight is formed into 2 zones. Zone 1 being the yellow and zone 2 being the green. The reasoning
behind this must be how the sunlight gets into the room and it must be expected to drop quite fast due to
the large overhang of the building.

Figure 9 - Groundview of the two rooms, and how the zones are divided.
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3.5 Measurements
Only the LED and fluorescent room are taken into account in this analysis. Reasoning behind this is that
they are the only rooms where suggestions are valid to be made.
Due to the absent of the sun at this time of the day this period of the year, it was decided to conduct 3
measuring spots deep into the two rooms. This was done in order to see the illuminance from the
luminaries and then later to compare with the simulated values to see if there was any substantial
difference.
The points measured have been marked in table 4 which is the ground plane of the room, the measured
height is 0.7m above the ground floor this was the height the tables were in. The picture on the left
shows the geometry along the marked points, the right picture shows how the luminaries are placed, it
should be noted around point 1 is a table that was moved with every measurement to ensure the proper
working height was maintained.

Table 4 - Marked points indicating the spots where measurements were done.




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The measured values are listed in below table 5 for the two rooms; these values are when the luminaire is
on 100% effect.
Table 5 - Measured values in the two rooms.
Room number / armature type 47 / Fluorescent 48 / LED
Point 1 303 lux 608 lux
Point 2 188 lux 265 lux
Point 3 393 lux 670 lux
3.6 - Justification of the use of simulation software
In order to get more into this and clever suggestions can be made it is smart to carry out simulations of
different scenarios in a virtual room instead of implementing them directly. There are quite a few programs
out on the market to simulate lighting environments in buildings. However none of them offers an option
to work with dynamic lighting. In former work experience in different courses at DTU 2 programs have
been introduced. Velux software and DiaLUX. Both works well and gives a good tool for simulating lighting
environments. Velux works extremely well when daylight is in the picture as it offers better tools for
handling windows, however in this scenario where daylight is absent that isnt much of need. DiaLUX can
directly import the data from the different luminaries from the datasheets of the manufacturers and that is
why DiaLUX has been chosen to carry out the following simulations.

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3.7 - The model.
The model is based on the two rooms of the school. It got the correct geometry, however a few
simplifications have been made. In table 6 the room is shown on the left and the model on the right. In the
room the glass goes more or less completely down to the floor but is blocked by a radiator followed by a
plank of wood. In the model the window glass has been reduced to meet the plank height. This has been
done due to simulation time and the daylight level isnt that interesting in such small gaps in that low
height. The room has also been modeled empty due to chairs and tables are being moved around a lot,
instead a work plane have been made at the height of 0.7m to simulate the illuminance level as if the tables
can positioned anywhere.
Table 6 - Comparison between the model and the real class room.



The overhang has been made completely like it is on the school. No changes have been made to it
whatsoever. To compare the two both are shown in table 7.
Table 7 - Comparison of the outer face of the classroom.



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3.8 - Simulation of the two rooms.
Before further simulations are done with artificial lighting it is important to define the reflectance of the
walls, ceiling and floor. The walls are painted white, but many walls are covered with small cork walls for
the pupils to hang different things up upon, and of course the blackboard that covers an entire wall. The
color white has a generally high reflectance but that cannot be used in this case due to the coverage. A
value of 50% has been chosen in DiaLUX upon using a light brown color as the cork walls are the
blackboard has been chosen completely black. A light grey/brown has been chosen for the ceiling and the
floor. The values are also shown in figure 10 in DiaLUX reflectance is noted as Rho. It is important to note
that there is not taken daylight into account in the following simulations daylight will be applied when the
artificial lighting in the two rooms has been assessed. When daylight is being applied it will be noted clearly.

Figure 10 - Reflectance values (Rho) used in the simulation model.
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3.8.1 - Fluorescent room - illuminance
In figure 11 the results are shown. The illuminance level is shown with fail colors to give an easier
overview and the illuminance levels to compare with the measured values are shown in table format in the
figure.

There is a substantial difference in the illuminance level measured and simulated. Due to it being
fluorescent lightening there is a warm up time, so it takes a while for it to reach it maximum, this may have
led to a flaw in the measurement. The spread is really good there is a stable value in a big zone of the room.


Figure 11 - Simulated illuminance levels at the working plane.
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3.8.1 - Led room - illuminance
Figure 12 shows the results from the simulations.











The results are a little different, that was to be expected given the conditions where no reflectance values
are given and they all have to be assumed. However with that taken into account the results looks quite
consistent compared to the measured values. On figure 12 the overall illuminance level at the working
plane can be observed. The spread of the light is decent.


3.8.3 - Comparison of the two setups.
Both setups prove to give a fair illuminance level at the working plane and are in compliance with the
Danish standard.
The LED setup got a higher output of light they can however be dimmed in order to get the illuminance
level down. Its variance in the lux level is also far greater than the fluorescent one.
The fluorescent setup got a far nicer distribution but offers less light output and only just fulfills the Danish
standards.
3.8.4 - Glare assessment without daylight.
While the illuminance level has been determined as acceptable the glare should also be investigated.
Multiple persons have been placed in the rooms, this has been made with a workplane of the wanted
height, the eyes have been placed in a height of 1.2m simulating a sitting pupil. A secondary scenario has
also been made where the teacher walking around is simulated, this height is at 1.8m, this height is high for
Figure 12 - Simulated illuminance levels are the working plane.
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the eye level but it has been taken due to such a scenario is likely to occur, eg. Standing on a chair/table.
The eyes are positioned in a horizontal angle.

3.8.5 - Fluorescent room - glare
Table 8 showcasing the rooms results, two snapshots are taken in two different eye heights.

Table 8 - UGR levels in the fluorescent room.
1.2m
1.8m


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3.8.6 - Led room glare
In table 9 the two different work heights for the glare simulations are shown.
Table 9 - UGR levels shown for the LED room.
1.2m
1.8m


3.8.7 - Comparison of the two setups.
According to the glare index a number below 20 is marked as acceptable. The LED is consistent and the
values are low and likely no glare issues will occur. The fluorescent lightening is more unstable in its values
and shows values above 20 at the 1.8m height. Glare issues for the fluorescent setting is unlikely to occur
but can happen in certain situations. Generally both are fine.
3.9 - Assessment of the daylight control system.
The current control is based on presence sensors along with daylight control sensors. The rooms are
divided into two zones. It is suspected to have been done so mostly taken the daylight control into account.
Due to the rather wide out hang blocking most of the sun out in the depth of the room. To assess this a
summer day, with clear sky, has been evaluated to track the suns illuminance gain towards the room.
The results have been gathered in table 10. The table has been divided into four figures depending on the
time of the day, so the pattern can be observed.

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Table 10 - Illuminance levels - changed with the time.
8.00 10.00
12.00
14.00

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3.10 - Energy performance
To compare the energy performance a LENI number is to be calculated. The LENI number is an index for
how much energy the lighting uses for a year.
By using the following setups as previously mentioned, the following LENI numbers have been calculated
via DIALux using the EN15193 method. The results have been gathered in table 11.
Table 11 - Energy performance of the two rooms.
LED [kWh/m
2
] Fluorescent [kWh/m
2
]
No control 6.33 6.3
Presence sensoring 4.39 4.37
Presence and daylight sensoring 3.64 3.88

3.11 - Pros and cons of the current lighting system.
The illuminance level is fine when school work is considered. The room is divided into two control zones.
This is working decent with the daylight control due to the large decrease in daylight lux level throughout
the room.
The room usage and the room design is however inconsistent in form of its use and how the lighting is
formed. On figure 13 the usage of the room is shown. The orange zone is where the pupils are seated, in
this zone the blackboard lighting is marked with a
blue square. The green zone is used as an entrance to
the room. The red zone is used as a place to produce
group work or just play games during breaks and can
be used as a cozy corner. The green and red zone
is/can be divided by a cork wall. It is not possible to
sit in the red while teaching is occurring, due to not
being able to see the blackboard properly, this results
in two idle zones. With the current lighting setup it is
not possible to dampen or turn off the lightening in
either of those zones.
The orange zone might be divided into more zones
due to how the rows of tables can be placed, when
looking at the pupil numbers in Appendix IV for the
school it is viewable that the max number of pupils at
a time is 24. With 24 pupils the far side away from the
blackboard could get dimmed down.
Even thou the energy performances of the two rooms
are quite excellent further savings could be made by
applying more zones. It would not be practicable to
use the current luminaries and adept into more
Figure 13 - Zones based on activities in the room.
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zones, as the luminaries are too big in size and wouldnt be used to its full effect in such a scenario.
A matrix pattern could be adapted using LED spots, thus many small spots could open up for a lot more
user creativity and use the room to its full potential regarding light quality along with maximizing energy
savings.
Another option is to create an entire diffuse light ceiling in form of OLED. These two options would open up
for more control along with creating a more uniform lighting due to the many spots in the ceiling.

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3.12 - Improvement suggestions
This section will look into how to improve the lighting quality along the energy performance by utilizing the
application of more control zones. The luminaries will consist of LED spots and an OLED situation will be
assessed.
3.13 - LED spot matrix system
For the LED matrix system small LED spots have been used. The spots got an effect of 1.4W and produces
100Lm, resulting in an efficiency of about 71 Lm/W thus comparable to the current luminaries. The LEDs
have been placed in a matrix pattern along the room as shown on figure 14, a total of 263 spots have been
used.


Figure 14 - LED placement in matrix pattern.


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The illuminance on the working plane can be seen on figure 15.


Figure 15 - Illuminance level at the working plane.






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The glare has been analyzed and the results are shown in figure 16.

Figure 16 - Glare assesment of the LED spots.
3.14 - Comments
The matrix system offers great lighting and offers more creation freedom concerning possibilities of
dampening due to more control systems are applicable in this situation. To further reduce the energy
demands a scenario will be put up next where the cozy area and the entrance will be dimmed, and then the
energy demand will be calculated manually due to DIALux restrictions on this part.


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3.15 - Matrix system with three zones.
There will typically be three scenarios. One where all the zones are at 100% lighting, occurring when people
are entering the room in the morning and after longer breaks. The other two scenarios are listed in table
12.
Table 12 - Display over the new utility zones.
Scenario 1 Scenario 2

The energy performance has been made for the entire year in the different scenarios and is shown in table
13.
Table 13 - Energy performance of the new zone system.
Energy performance kWh/m
2
,year
Scenario 1 4.23
Scenario 2 4.78
Scenario 100% light 5.10


33% 33% 33%
%
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3.16 OLED light design system

There arent many OLEDs on the market currently. The leading OLED
panels are coming from OSRAM (ORBEOS serie) where an efficiency of
40Lm/W has been reached. No support via design files are offered to
this new technology.
To simulate the OLED panels a LED panel from Phillips have used
(CoreView Panel) due to its shape. This panel is 25 times greater than
the OLED panel in area size. 1 luminarie will simulate 25 OLEDs. The
OLED can produce 67lumen at a 40Lm/W ratio.
It is known that 300lux on the working plane is wanted. If assumed the OLED can achieve 67lumen at the
working plane which mean the light travels 1.8meters and are able to produce 67lumen this can be divided
along the floor area and a measurement of how many OLEDs can be calculated if 300lux is wanted.
The calculation is done by the definitions written in the first part of the thesis.
Wanted illuminance on floor: 300lux. Floor area: 68.25m
2


Each OLED panel is producing 67Lm. So a total of OLEDs required are:


Since 25 OLEDs are going to match 1 LED panel a quick assumption would be to use 12 LED panels resulting
in 300 OLEDs.

Figure 17 - The new OLED series
ORBEOS.
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A scenario in DIALux with a decent spread could look like figure 18.


Figure 18 - OLED setup in classroom, each square equal to 25 OLEDs


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And figure 19 is looking at the illuminance at the working plane.


Figure 19 - Illuminance level at the working plane.

With such a setup the energy performance would be 8.17kWh/m2 annually.




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4 Discussion
The discussion section contains comments on the simulation results and is linked to each specific section of
the report. The last part of the discussion contains further thoughts on how the school is designed for
lighting optimization.
Discussion of measurement compared with simulated values.
The measurements were conducted on a dark winter day, disabling any daylight in the back of the room.
This resulted in fortunate settings when measuring the luminaires only. The measurements were
conducted with a lux meter, where some uncertainties may occur in form of measurement uncertainties in
form of the design of the meter. It is however doubtful that is causing the difference in the fluorescent
room. This is most likely to be due to the warm up time of the luminaire, and it wasnt at its max when
measurements were done, even thou they had been on for several minutes beforehand.
The illuminance level of the LED and fluorescent system gives a wide light zone where 300lux is maintained,
and it is a fine lighting design based on the illuminance quality at the working plane. If the two were to
picked between the LED system would probably get ahead due to its longer lifetime as the energy
performance is equal to each other and the lighting quality of the two is also near identical in form of
occupant zone where 300lux is to be maintained.
The glare analysis shows no indication of the luminaires has to be changed. There is only glare issue at a
single spot in the 1.8m height. As the general eye level will be below that the glare results are marked as
acceptable. Glare was only assessed for the luminaires that it was quickly found out the glare values from
the sun were close to non-existent due to the large and curtains were assumed to be used to prevent glare
from the outside.
Discussion of the control system.
The zone planning seems to be tailored to the daylight control system. The large overhang is blocking a lot
of the sunlight that could possibly be gained. Therefore dividing the room into two zones seems like a legit
concern when having daylight taken into account. It is however weird when taken into account the class
room designs, as it was obvious and quite clear how its usage of the room where. More zones could easily
have been made. It seems like the main focus has been on getting a standard improved luminaire matching
the current old ones that has been used without giving much thought of proper utilization of the room and
the varying activities in the classroom. For instance when the room were visited two pupils were sitting
inside yet all the lighting were turned on.
Discussion of energy performance.
The energy performance is excellent. This was to be expected with brand new luminaries having been
installed from two top manufacturers. The LENI numbers are incredibly low and it should be clearly noted
that the yearly basis of this number is calculated from the standards where a schools yearly working hour is
equal to 1800 hours opposed to a normal office where the working hours are set to 2250 hours a year.
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Discussion of LED spot matrix system
The matrix system opens up for more possibilities concerning dynamic lighting. It offers a lot of freedom in
terms of design and zone utilization. The system has been created with just three zones. A fourth zone
could have been deployed at the blackboard which then could have been dimmed down when nothing was
going on. Three zones were analyzed and scenarios were assessed. It is hard to assess dynamic lighting and
look upon how well the energy performs as there is many parameters linked with such an event. It wasnt
possible to make a yearly simulation in DIALux where the three scenarios have been mixed according to a
set usage pattern. This could have led to very interesting situations and possibly even further energy
reduction costs. The dimmed levels are set to 33%, this value is based on achieving at least 100lux in those
inactive zones. There isnt much research on the area on the values the inactive zones can be dimmed
down to however it is shown that it cannot be completely switched off without causing discomfort of the
occupants in the primary zone.
The scenarios are created as frozen, which means they are still in the situation. It is due to software
limitations, there is currently no support for such zone control and daylight integration. DIALux got no
option of controlling specific zones according to a user pattern.
The current setup doesnt improve the energy performance the two current luminaires are having.
However they are offering a greater lighting quality and freedom in moving the working desks around as
the occupants may feel like. The matrix system offers acceptable lighting levels in every space of the room
unlike the current luminaires where the working spaces are centered around the 8 luminaires. Further
assessment could have been made where the outer LED spots could have been dimmed down to further
improve the energy performance.
It is however important to look upon that with the utilization zones being applied the energy bill could be
decreased by another 17% which is quite a benefit.
The current LED spots got a narrow light spread either more could be placed with them being dimmed
down; this would however cause a higher initial cost. There could also be looked into finding a wider light
spread LED spot thus the number of spots could be reduced. However the LED market is currently a jungle.
A great help is that Carsten Dam-Hansen from DTU Fotonik has just (January 2013) released a new
homepage that is the result of a project where LEDs are analyzed to help the consumers in the jungle that
the current LED market is. If of any interest the page can be found on this address: http://lednet.dk/
Discussion of OLED system assessment.
OLED is quite new and not many products exist on the current market. It is unfortunate that no files have
been made public in order to simulate these new luminaries. The simulation has however been attempted
in form of manipulating a LED panel with the values from the OLED datasheet. The way the light is spread is
assumed to be the same this is highly unlikely however the OLED is by judging data from the manufacturers
supposed to provide an even better spread.
With current simulation it can clearly be noted that the OLED system offers a very viable solution in terms
of maintaining a uniform level of light. Further simulations havent been made as it was done with the
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matrix pattern. The energy savings will seemingly be the same percentage wise, as the zones would be the
same.
OLED got the possibility to cover large areas of ceiling, thats why its a real shame that no files are available
for use. Due to this the distance between the luminaries are quite big and better results could had been
maintained if the spread was more uniform across the ceiling. The smallest LED panels used for lighting that
was able to be found was 600x600mm which resulted in 25 OLEDs placed in 1 panel.
No glare were simulated since OLED is glare free due to how the lighting is emitted.
But due to current efficiency of the panels it is not a viable solution.
Discussion of application of matrix pattern contra big luminaries
From these results it is shown that benefits can be obtained by using more luminaries to achieve a greater
illuminance level at the working plane along with more user control. It should however be noted that it is
hard to switch to such systems. For starters 267 LED spots take a long time to install compared to 8
luminaries. The luminaries are hanging from the ceiling where the spots are generally integrated in the
ceiling. More time is also spent installing the different spots or panels depending on how many control
zones are to be used. For that reason alone many would prefer picking bigger luminaries and then
compromise on the lighting quality in a room.
Discussion of main results
Currently the already installed luminaries proved to be better energy wise. The matrix pattern system used
a bit more energy however it also provided a much better lighting quality. If the light spread of the small
LED spots had been better less could had been used and the same calculation pattern from the OLED
system could had been used. If lighting control is being applied correctly energy savings are to be achieved
by having many luminaries spread across the ceiling. It is however unlikely many will pick this solution,
since the price of so many spot lights will be far greater than the bigger luminaries also taken installation
and adaption into account. However with newer buildings where spots can be directly integrated in the
ceiling such a pattern system is to be advised if control zones with substantial big differences in activity are
to be used. As for a residential building such a system wouldnt be used due to rooms generally being
smaller and activities are more centered in such a room.

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Discussion of the schools design possibilities.
The school is made in the 1970s it seems like it has been designed without using the daylight for lighting
purposes. Instead its focus has been upon the indoor environment in form of temperature, thus a big
overhang have been made in order to limit the suns energy input to the room. If an energy renovation was
to be suggested a choice would likely be to reduce the overhang thus allowing more sun to enter the room.
To meet the same thermal conditions indoor the windows should get an update. Another solution would be
to make use of skylight windows. These windows allow daylight to enter through the ceiling and can direct
daylight further into the back of the room. Taken the depth of the room into account skylight would
provide the necessary daylight which the normal window wouldnt be able to provide due to the depth of
the building.
Discussion of lighting in the future.
From a professional perspective lighting should be sustainable while providing the necessary illuminance
required. However a big part of the human being is also about having nice things. When walking into a shop
people get drawn on design perspective that is the first thing we notice. The same thing applies to the
lighting area; we are no longer just interested in light but also a good design. The days of the standard bulb
are over and new luminaries are making their march onto the market. The LED offers many possibilities in
form and shape but is still limited to being a bulb. The new OLED makes everything possible and can be
shaped into any shape imaginable due to its properties.
Currently lighting is generally being controlled by a computer monitoring different parameters and then
turned on via a computer or a panel on a wall. The new SmartGrid takes it a step further and integrates
energy costs with the energy usage of the room. This opens up for new possibilities to what acceptable
lighting is. For instance is it acceptable if the energy price is high to lower the illuminance at the working
plane of the pupils to 200lux for some time, and how long is this to be allowed? The SmartGrid is really
complex and an interesting approach to how intelligent design can work, and with time even being
integrated in the standard residential building. SmartGrid is controlled via a computer, but with time it
could be adapted to be used with smartphones, Ipads and so on.
Currently the LEDs are matching the fluorescent tubes and can be used instead. They got the same energy
performance and a longer lifespan while the LED offers support when it comes to controlling them in form
of dimming as the fluorescent tubes lifespan is being hurt by dimming down below 25% of its max value.
The LEDs are still in development so it is expected to see more LED luminaires in the time to come.
A good guess on the future is the LED will be a part of it. If OLED achieves a better energy performance than
they currently have they will take a big part of our future lighting due to its design freedom and the lighting
quality it offers and this seems most likely if the current development speed continues.

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Discussion of further work
A room that hasnt been talked about a lot is the room where the lighting color is able to be changed
depending on the activities. This has been left out since no changes can be made and is of no interest
directly to this project. It would however be interesting to go back to the school once the project period is
over, and look upon if it has had any effect on the teachings conducted at the school in form of very warm
light used to focus intense periods and then a colder light to be applied where the work load is far less.
If further work were to be conducted in the lighting area, it would be interesting to look into how
dynamical lighting could be simulated. The future and its technologies opens up for a lot of opportunities
when it comes to how lighting can be controlled, its a shame none of this can currently be simulated.
Maybe in the master project development of such a program could be looked into however the quantity
of such work is more likely so suit a Phd. Project.


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5 - Conclusion
The classrooms are newly renovated in the lighting apartment and are measuring up with the standards.
The fluorescent room is maintaining 300lux in the working areas of the room, along with having an UGR
value below 20. The room is having an energy performance of 6.3kWh/m
2
a year without control and with
controls applied it is reduced to 3.88kWh/m
2
a year resulting in roughly 40% energy consumption
reduction.
The LED room is maintaining the 300lux in working areas of the room. The UGR value is always below 20.
The energy performance is 6.33kWh/m
2
a year without any control being applied and is reduced to
3.64kWh/m
2
a year with controls resulting in roughly 42% energy consumption reduction.
A LED matrix system was made in order to utilize the activities in the rooms and adapt them into control
zones. This resulted in 263 LED spots being installed and the room divided into three zones.
With control systems applied and setting the lighting to a maximum this resulted in an energy consumption
of 5.1kWh/m
2
. Two scenarios were created where the lighting levels were decreased in the non-occupied
zones. When the entrance were dimmed the energy cost dropped to 4.78kWh/m
2
roughly 7% reduction
while the entrance area and the cozy area were dimmed down the cost were reduced further to
4.23kWh/m
2
roughly a 17% energy cost reduction.
OLED is a new technology and have great future prediction however with its current performance the
energy usage of the classroom would range in at 8.17kWh/m
2
anually.
By this the current lighting situation has been assessed and suggestions have been made on how to
improve the lighting quality. The results strongly suggest that energy performance can be improved by
applying dynamic lighting when working with larger rooms such as offices and classroom where control
zones can be applied intelligently.


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6 - References

1 - Daylight integrated illumination control of LED systems based on enhanced
presence sensing, Ashish Pandharipande, David Caicedo, Philips Research, High Tech Campus, HTC 34-1.41,
5656 AE Eindhoven, The Netherlands, 2010
2 Det ndvendige daglys, Danmarks Radio (DR2) 22. november 2005.
http://www.dr.dk/DR2/VidenOm/Programmer/2005/11/22/20060405135213.htm
3 Ingeniren.dk, 28 Januar 2012.
http://ing.dk/artikel/126169-hoejere-effektivitet-er-svaret-paa-ledens-varmeproblem
4 - Comparison of Life Cycle Assessments of LED Light Sources, J. Light & Vis. Env. Vol.36, No.2, 2012,
Leena THKM*,**, Marjukka PUOLAKKA*, Liisa HALONEN* and Georges ZISSIS**
5 - http://www.ens.dk/da-DK/NyTeknologi/internationale-
programmer/IEA/Documents/Praesentationer_fra_IEA_konference_16_06_2010/Energy-
Efficient_Future_Electric_Lighting_for_Buildings.pdf, Aalto University of science and technology.
Other literature with no specific references:
Synthlight handbook, Chapter 1: Fundamentals & Chapter 2: Daylight
Danish standard DS700
European/Danish standard EN15193
7 Simulation files
The files mentioned below are freely available for use via the internet, the files can be found on the
following link: https://www.dropbox.com/sh/k18f8y26o2fkz6q/5wVja3Iguh
Files are directly available for use no signup whatsoever is required.
DiaLux files:
LED room model
Fluorescent room model
Matrix pattern LED room model
DIALux installation file
School information:
Blueprint of school in its original size


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8 - Appendix
I Blueprint school groundlevel.


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II Datasheet Riegens, Block serie.

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III Datasheet Phillips, Powerbalance serie.

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Appendix IV

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