1、ANSI/IES RP-3-13American National Standard Practiceon Lighting for Educational FacilitiesANSI/IES RP-3-13American National Standard Practice on Lighting for Educational FacilitiesPublication of this Recommended Practice has been approved by the IES.Suggestions for revisionsshould be directed to IES.
2、 Prepared by:The Educational Facilities Committee of theIlluminating Engineering Society of North AmericaANSI/IES RP-3-13Copyright 2013 by the Illuminating Engineering Society of North America.Approved by the IES Board of Directors, July 16, 2013 as a Transaction of the Illuminating Engineering Soci
3、ety of North America.Approved January 17, 2014 by the American National Standards InstituteAll rights reserved. No part of this publication may be reproduced in any form, in any electronic retrieval system or otherwise, without prior written permission of the IES.Published by the Illuminating Engine
4、ering Society of North America, 120 Wall Street, New York, New York 10005.IES Standards and Guides are developed through committee consensus and produced by the IES Office in New York. Careful attention is given to style and accuracy. If any errors are noted in this document, please for-ward them to
5、 Rita Harrold, Director of Technology, at the above address for verification and correction. The IES welcomes and urges feedback and comments. ISBN# 978-0-87995-283-9Printed in the United States of America.DISCLAIMERIES publications are developed through the consensus standards development process a
6、pproved by the American National Standards Institute. This process brings together volunteers represent-ing varied viewpoints and interests to achieve consensus on lighting recommendations. While the IES administers the process and establishes policies and procedures to promote fairness in the devel
7、opment of consensus, it makes no guaranty or warranty as to the accuracy or completeness of any information published herein. The IES disclaims liability for any injury to persons or property or other damages of any nature whatsoever, whether special, indirect, consequential or compensatory, directl
8、y or indirectly result-ing from the publication, use of, or reliance on this documentIn issuing and making this document available, the IES is not undertaking to render professional or other services for or on behalf of any person or entity. Nor is the IES undertaking to perform any duty owed by any
9、 person or entity to someone else. Anyone using this document should rely on his or her own independent judgment or, as appropriate, seek the advice of a competent professional in determining the exercise of reasonable care in any given circumstances.The IES has no power, nor does it undertake, to p
10、olice or enforce compliance with the contents of this document. Nor does the IES list, certify, test or inspect products, designs, or installations for compliance with this document. Any certification or statement of compliance with the requirements of this document shall not be attributable to the
11、IES and is solely the responsibility of the certifier or maker of the statement.ANSI/IES RP-3-13Prepared by the IES School and College Lighting CommitteeChad Loomis, PE, ChairACKNOWLEDGMENTSSpecial thanks to Craig DiLouie, LC, ZING Communications, Inc. for his editing and writing contributions to th
12、is documentR. Altman, LCR. BurkN. De La Rosa, LC*T. Hill, PEC. KohringS. Padios*T. ShawJ. Yon, LC* AdvisoryANSI/IES RP-3-13AMERICAN NATIONAL STANDARDApproval of an American National Standard requires verification by ANSI that the requirements for due process, consensus, and other criteria have been
13、met by the standards developer.Consensus is established when, in the judgment of the ANSI Board of Standards Review, substantial agreement has been reached by directly and materially affected interests. Substantial agreement means much more than a simple majority, but not necessarily unanimity. Cons
14、ensus requires that all views and objections be considered, and that a concerted effort be made toward their resolution.The use of American National Standards is completely voluntary; their existence does not in any respect preclude anyone, whether that person has approved the standards or not, from
15、 manufacturing, marketing, purchasing, or using products, processes, or procedures not conforming to the standards.The American National Standards Institute does not develop standards and will in no circumstances give an interpretation to any American National Standard. Moreover, no person shall hav
16、e the right or authority to issue and interpretation of an American National Standard in the name of the American National Standards Institute. Requests for interpretations should be addressed to the secretariat or sponsor whose name appears on the title page of this standard.CAUTION NOTICE: This Am
17、erican National Standard may be revised at any time. The procedures of the American National Standards Institute require that action be taken to reaffirm, revise, or withdraw this standard no later than five years from the date of approval. Purchasers of American National Standards may receive curre
18、nt information on all standards by calling or writing the American National Standards Institute.ANSI/IES RP-3-13ContentsIntroduction .1PART I1.0 General Considerations Affecting Lighting in Educational Facilities.21.1 The Learning Environment .21.1.1 Education Level21.1.2 Multi-use Spaces.21.1.3 Vis
19、ual Comfort.21.2 Lighting for Safety 31.3 Task Locations .31.4 Color Appearance (and Color Contrast) 31.5 Light Distribution on Surfaces 41.5.1 Surface Characteristics 41.5.2 Luminances of Room Surfaces .41.5.3 Points of Interest .41.5.4 Sparkle/Desirable Reflected Highlights .51.6 Daylight Integrat
20、ion and Control 51.7 System Control and Flexibility 51.8 Lighting Maintenance52.0 Lighting Measurement52.1 Illuminance.62.2 Illuminance Target Value System 62.2.1 Recommended Illuminances at Design Time.62.2.2 Recommended Illuminances at Occupancy Time . . . . . . . . . . . . . . . . . . . . . . . .
21、 . . . . . . . . . . . 62.3 Known Task Locations .62.3.1 Tasks within Large Areas 62.3.2 Tasks at Uncertain locations within a Large Area .72.3.3 Multiple Tasks .72.4 Visual Age of Occupants.72.4.1 Lighting Levels by Age 72.5 Uniformity72.6 Luminance 172.7 Brightness and Adaptation . . . . . . . . .
22、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172.8 Room Surface Luminances172.9 Luminance-Ratio Limits.172.9.1 Luminance Variability 182.10 Directing Attention .183.0 Luminaire Classifications 183.1 Determining Quantity of Luminaires 203.2 Determinin
23、g Orientation of Luminaires 203.3 Layered Lighting Techniques 213.3.1 Task Lighting.213.3.2 Downlighting .213.3.3 Wall Washing and Grazing 213.3.4 Accent Lighting .223.3.5 Cove Lighting.22ANSI/IES RP-3-134.0 Daylighting Considerations 224.1 Daylighting Design .234.2 Electric Lighting Integration wit
24、h Daylight .244.3 Harvesting Daylight into Energy Savings with Controls245.0 Lighting in Support of Instructional Media245.1 Speech Communication.245.2 Wall-Mounted Teaching Boards 265.3 Freestanding Boards .285.4 Projected Images 295.5 General-Purpose Classrooms295.5.1 Dimensions and Layout.305.5.2
25、 Daylight and Views 315.5.3 General Lighting 325.5.4 Supplemental Lighting325.5.5 Lighting for A/V Presentations .325.5.6 Room Surfaces .345.5.7 Furniture and Equipment .345.6 Specialized Classrooms.345.6.1 Meeting the Needs of the Physically Challenged 345.6.2 Computer Laboratories and Classrooms .
26、365.6.3 Distance Education Rooms .365.6.4 Art Rooms .375.6.5 Drafting Rooms .375.6.6 Science Laboratories 375.6.7 Sewing Rooms .375.6.8 Shops (Industrial Crafts Rooms) .375.7 Resource and Study Areas 385.8 Seminar Rooms395.9 Large Teaching Spaces .395.9.1 Lecture Halls .395.9.2 Auditoriums 405.9.3 M
27、ultifunction Spaces .405.9.4 Gymnasium and Field House 415.9.5 Locker Rooms 415.10 Circulation 415.11 Outdoor Lighting.425.11.1 Exterior Walkways and Paths 435.11.2 Parking Areas 435.11.3 Dormitory Entrances .435.11.4 Light Pollution 44ANSI/IES RP-3-13PART II6.0 Lighting Design Process.446.1 Project
28、 Analysis and Key Roles 446.2 Establishing Qualitative Objectives .446.3 Lighting Design and Implementation456.4 Communicating the Design456.5 Selection of Lighting Equipment Light Sources and Luminaires.456.6 Material Selection and Coordination 457.0 Lighting Quality Considerations 457.1 Color .467
29、.2 Light Source Color .467.2.1 Chromaticity (Correlated Color Temperature, CCT).467.2.2 Color Rendering Index .477.3 Modeling477.4 Glare .487.4.1 Luminaire Distribution for Glare Control 487.4.1.1 Direct Lighting487.4.1.2 Indirect Lighting 498.0 Lighting Equipment .498.1 Light Sources .498.2 Luminou
30、s Efficacy .508.3 Ballasts.508.4 Luminaires 518.4.1 Light Distribution 518.4.2 Lighting System Efficiency 528.5 Optical Systems .528.5.1 Luminaire Optics 528.6 Task Lighting Luminaires .538.7 Layout/Integration/Design Appropriateness 548.7.1 System Maintenance.548.7.2 Final Selection Process 548.8 T
31、hermal Performance.548.9 Targeted Efficacy Rating (TER).548.10 Daylight Luminaires 558.11 Transformers and Power Supplies 55 8.11.1 Transformers .558.11.2 Power Supplies .558.12 Maintenance.558.12.1 End User Responsibility Maintenance .558.12.2 General Considerations 558.12.3 Designing for Maintenan
32、ce 568.12.4 Lighting Maintenance Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 568.12.5 Pre-Installation Maintenance 578.13 Cost Considerations57 8.13.1 Life-Cycle Cost Benefit Analysis57ANSI/IES RP-3-139.0 Energy Efficiency, Sustainabil
33、ity and Controls 579.1 Energy Regulations and Legislation 579.2 The Cost of Energy.589.3 Efficient Sources and Systems.589.4 Controls 589.4.1 Switching and Dimming 589.4.2 Manual Controls 589.4.2.1 Preset Scene Controls .589.4.3 Automatic Controls 599.4.3.1 Time Clocks .599.4.3.2 Occupancy Sensors.5
34、99.4.3.3 Daylight Harvesting .599.4.3.4 Demand Responsive Buildings 609.4.4 Fluorescent and HID Lamp Switching .609.5 Product Selection for Recycling 609.6 Safe Disposal609.7 Energy Management Checklist .609.8 Emergency Lighting 629.8.1 The Need for Emergency Lighting 629.8.2 Systems in Use .629.8.3
35、 Emergency Egress Lighting .629.8.4 Exit Marking63References .63PART IIIInformative Annex A General Lighting Terms 65Informative Annex B - Measurement of Lighting Performance83Informative Annex C Lighting Calculation and Design Issues 84Informative Annex D Light Sources.85Informative Annex E Common
36、Application Illuminance Tables891ANSI/IES RP-3-13INTRODUCTIONLighting is a critical element in the school environ-ment. Lighting can influence behavior1,2, satisfac-tion3, psychological responses to a space and task performance , communication and interest , visual comfort and safety and security, w
37、hile 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 under-standing of what makes good lighting, which should be delivered within tightening code constraints.Classroom l
38、ighting 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 c
39、omfort and task visibility.Educators are using new methods. According to American Digital Schools 20087, education trends to watch include computerized classrooms and adop-tion of interactive whiteboards, which display project-ed media. All public K12 schools now have Internet access, and the number
40、 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 environ-ments, which have particular lighting requirements.The above lig
41、hting 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
42、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 efficien
43、cy. Energy standards are restricting lighting power allowances and mandat-ing a growing list of lighting controls in schools and universities.This Recommended Practice was developed to enable school and college administrators to under-stand the importance of the role that lighting plays in education
44、al 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 ad
45、dresses all levels of education, from preschool to continuing professional development.The scope of this Recommended Practice is restrict-ed to learning and study activities and associ-ated circulation areas. The IES Lighting Handbook, 10th Edition and latest versions of other IES Recommended Practi
46、ces (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 L
47、ibrary 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 E
48、xposure (ASE)14 IES DG-29-11 The Commissioning Process Applied to Lighting and Control Systems15Because of the diversity of educational activities, it is not possible to provide comprehensive recom-mendations for every learning and study situation. Among the many types of spaces in grade schools, hi
49、gh schools, and colleges are, in addition to class-rooms and corridors, assembly halls, theaters, wet and dry labs, trade shops for woodworking or auto repair, and social spaces such as cafes and stu-dent 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
