R o o m 1 6 6

Alaina Pinney Neil Bailey Elizabeth Bryan

Electric Lighting Professor Oksanen Winter 2007

Concept

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.

Existing Conditions

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. 19c. 24d. 33e. 12avg. =

24.3 fc

Recommended light level 20 to 30 fc

Lights dimmed to preset, a. 2no daylight b. 0.7

c. 0.7d. 1e. 0.5avg. = 1.0

fc

Ehor Valuesin footcandles

a

b

c

d

e

Existing Light Distribution

35+2515

51

0.50

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.

Master Plan

Proposed Electric Lighting

Light coves, a concealed light source

Recessed luminaires, ambient light

Details

Cove

Philips Pentura MiniT5 fluorescent lamp

Recessed

BEGA 2466White plastic diffuser reduces glare

“everybody needs a light”